LESSON
ASSESSMENT FORM %
NWU ASSESSOR IN
PR26 SITU
Surname Phase Supervising teacher
First name Year of study University lecturer
Student number Subject School
Lesson theme Grade Date
KEY CONCEPTS Office use only
CK = Content Knowledge (The academic knowledge of the teacher as a subject specialist.)
PCK = Pedagogical Content Knowledge (The teacher’s knowledge of how to teach specific content (for Preparation file properly organized; kept up-to-date:
example, adding fractions, or the concept of millennia) by using particular explanations, analogies, models
or activities.) YES
GPK = General Pedagogical Knowledge (A teacher’s understandings of a range of teaching, assessment,
classroom organisation and lesson planning strategies, as well the ability to use these strategies NO
appropriately.)
KoC = Knowledge of Context (The teacher’s knowledge of the specific context in which teaching takes
place (the curriculum, school policies, school environment and the learners’ context).)
Emerging teaching Developing skilled Thoughtful, insightful teaching Teacher’s/Lecturer’s
CRITERIA Not yet mastered Marks
competence teaching competence competence comments
Lesson planning 1–2 3–4 5–6 7–8
Various parts of the The student shows The student’s planning The lesson has been planned thoroughly.
(CK, PCK and lesson are missing in some understanding shows positive signs but CAPS aims have been broken down into
KoC must be the student’s of lesson planning but needs more training in clear lesson objectives (and or key questions
demonstrated.) planning. is found lacking in formulating lesson have been identified), teaching and learning
various parts. objectives (and/or identifying activities make perfect sense with the
key questions), alignment of learning activities progressing from lower to
teaching, learning and higher levels of cognition. Assessment has
assessment, and planning been perfectly aligned with teaching and
of suitable resources. learning. Activities have been planned to
enhance the quality of teaching, learning and
assessment.
Emerging teaching Developing skilled Thoughtful, insightful teaching Teacher’s/Lecturer’s
CRITERIA Not yet mastered Marks
competence teaching competence competence comments
Introduction 1 2 3 4
Little or no The student Learners’ prior The student shows exceptional GPK,
(GPK, CK and
activation of prior endeavours to knowledge is activated to CK and PCK in managing the class and
PCK must be
knowledge/no links activate prior a certain degree and they introducing the lesson by effectively
shown.)
are established knowledge and/or have some idea of where activating relevant prior knowledge and
with new content to establish links with the lesson is going. showing clear links with new content
be taught. new content but selected from CAPS.
does not fully
succeed.
Lesson 1–2 3–4 5–6 7–8
objectives Learners have no Learners have Some relevance has Learning is made relevant, connections
and/or pertinent idea why they some idea why they been established but with real-life application are established.
questions should learn should learn real-life application is not
identified identified perfectly clear.
(CK and PCK
knowledge/skills/ knowledge/skills/
must be
values. values.
demonstrated)
Teaching and 1–3 4–6 7–9 10–12
Learning phase The student shows Student has Good CK, PCK, GPK and Demonstrates excellent content
poor knowledge knowledge of and KoC leading to a knowledge (CK), as well as the skill to
(CK, PCK, GPK
and skills in more skills in at least relatively successful teach specific content by using particular
and KoC must be
than two of these three fields. lesson. explanations, analogies, models, or
demonstrated in
fields (CK, PCK, activities (PCK) aimed at the appropriate
teaching, learning
GPK and KoC). level (KoC) while managing the
and assessment.)
classroom effectively (GPK).
Learner 1–4 5–8 9–12 13–16
activities It is clear that the Some thought has Learner activities are Learners activities are perfectly aligned
student did not gone into the meaningful but more with lesson objectives and progress
reflect upon the construction of the formal thought needs to from lower to higher levels of cognition
construction of the learning process but be demonstrated with in order to extend thinking and
learning process. not all activities are regard to the learning understanding is noticeable.
meaningful. process and learners’
engagement with content.
Assessment 1–3 4–6 7–9 10–12
No or little Some evidence of More can be done to Assessment is perfectly aligned with
evidence of meaningful ensure the successful lesson objectives and promotes learning
meaningful assessment in order implementation of effectively (excellent PCK and GPK).
assessment in to promote learning. meaningful, aligned and Effective use of appropriate assessment
order to promote appropriate assessment strategies (types, tools, agents,
learning. strategies (types, tools, methods).
agents, methods).
Resources 1–2 3–4 5–6 7–8
Ineffective or no Injudicious use of Resources were used Effective integration of resources to
(CK, PCK, GPK
use of resources resources – better well and judiciously but ensure teaching and learning in the
and KoC must be
needed to support planning is needed. there is room for specific context.
shown.)
teaching and improvement.
learning.
Consolidation 1–2 3–4 5–6 7–8
phase No logical evidence An attempt was Some objectives have New knowledge and skills (perfectly
that objectives made to consolidate been obtained and aligned with lesson objectives) have
(CK, PCK, and
have been the lesson but it was aspects of newly clearly been acquired and sensibly
GPK must be
attained. not quite clear acquired knowledge and consolidated. Any additional activities
shown.)
which objectives skills consolidated. were aimed at promoting learning.
have been attained.
KoC 1–2 3–4 5–6 7–8
Not perceptive of Too friendly or too Aware of learner needs; Subtle understanding of learners’
learners’ needs; firm; struggles to considers their context strengths and weaknesses – shows
does not relate to find appropriate and diversity. necessary empathy.
them. balance.
Classroom 1–2 3–4 5–6 7–8
management Learners are Experiences Learners are attentive Effective control and management of the
largely inattentive; difficulty in due to effective complex learning environment that is
(GPK)
little attempt to establishing and classroom management. conducive to learning.
address problems; maintaining
fails to create an discipline.
environment
conducive to
learning.
Ability to 1–2 3–4 5–6 7–8
communicate Battles to formulate Explanations, The student is at ease The student is remarkably at ease with
questions questions and with the language of the language of instruction to explain,
(GPK)
appropriately and instructions are not instruction to explain the instruct and question learners. Attention
teaching learners always clearly work, give instructions is paid to the learners’ subject-specific
effectively due to conveyed to and ask questions. literacy.
poor command of learners due to Language appropriate to
the language. limited language level of learners.
proficiency.
Add marks in the above categories TOTAL /100
GENERAL COMMENTS
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Signature of assessor Date
