The City School
Gulshan Campus C
Assignment Scrutiny Form
Teacher: Subject/Topic: Class/Sec: No. of students:
School: Observer(s): Designation: Date:
Dimension Standard Tier Tier 1 Tier 2 Tier 3
Criteria measured by Performing Below Minimum Teaching Policy Performing at Minimum Teaching Performing at Proficient Level of Performing at Excellence Level of
Students ‘Learning and Wellbeing
each dimension are Standard Policy Teaching Teaching
noted. Standard Standard Standard
Learning Opportunities
☐Assignments are not level ☐ Assignments only cover ☐ Assignments are ☐ Assignments are
appropriate. essential content appropriately appropriately
identified in key challenging for all ability challenging for all ability
☐ They are not linked with the topic
subjects. groups. They are groups. They are
being taught.
thoughtfully designed thoughtfully designed
☐ They do not provide
☐ Instructions are incorrect and variety of tasks is and variety of tasks is
challenge and do not
given. given.
cater to all ability
groups. ☐ Tasks offer independent ☐ Tasks offer appropriate
study independent study
☐ Instructions are
ambiguous.
Quality of Feedback
☐ There is no evidence of ☐ Developmental ☐ Developmental ☐ Developmental
developmental feedback. comments by teacher comments by teacher comments by teacher:
are ambiguous, and do are regular, making diagnostic marking is
☐ There is little evidence of
not explain how explicit what students frequent and of high
appreciative remarks.
students can improve have done well, and how quality, making explicit
☐ Students’ work does not reflect further. to improve further. what students have
Assessing the Impact on Learning Outcomes
improvement in learning. done well, and how to
☐ Appreciative remarks ☐ Appreciative remarks
improve further.
given occasionally by given regularly by
teacher for students’ teacher for students’ ☐ Appreciative remarks
motivation. motivation given frequently by
teacher for students’
☐ There is evidence of ☐ There is some evidence
motivation
slight improvement in of improvement in
students’ learning as a students’ learning as a ☐ Visible improvement in
result of teacher’s result of teacher’s students’ learning as a
diagnostic marking diagnostic marking result of teacher’s
diagnostic marking
Students’ progress in Knowledge, skills and Understanding
☐ There is no evidence of gain in ☐ Evidence of slight gains ☐ Evidence of sufficient ☐ Evidence of sufficient
knowledge, skills and understanding in knowledge, skills and gains in knowledge, skills gains in majority of
of the students understanding and understanding students’ knowledge,
overtime in some of overtime in most of the skills and understanding
☐ Evidence of age appropriate
the students students overtime
vocabulary, sentence structure,
grammar, spelling, numeracy and ☐ Evidence of age ☐ Evidence of age ☐ Evidence of age
handwriting being improved in few appropriate appropriate vocabulary, appropriate vocabulary,
samples vocabulary, sentence sentence structure, sentence structure,
structure, grammar, grammar, spelling, grammar, spelling,
spelling, numeracy and numeracy and numeracy and
handwriting being handwriting being handwriting being
improved in some improved in most improved in majority of
samples samples the samples
What went well…. Next Steps:
Feedback
Outstanding Good Acceptable Unacceptable
☐ Across all ☐ Across all indicators, at least 75% are ☐ Across all indicators, at least 75% ☐ Across all performance indicators,
indicators, 61% or good or better. are acceptable or better. less than 75% are acceptable or
more are better.
outstanding and
the rest are good.
