Krystel A.
Busyo
III-BEED A
CHAPTER 8
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Year/Grade Level: 2nd Grade
Topic: Basic Addition (Sums up to 20)
Performance Standard: Students will be able to solve addition problems with
sums up to 20 accurately and efficiently, using various strategies.
Learning Targets Classroom Assessment Tasks Portfolio
Activities Evidence
Students will be Use Worksheet with Photo student
able to add manipulatives 20 single digit using using
single-digit (counters, blocks) addition problems manipulatives to
numbers. to model addition solve a problem
problems. Use completed
flashcards. Play worksheet.
addition games.
Students will be Use number lines Worksheet with Completed
able to add to solve addition 20 addition worksheet,
numbers with problems. Use problems with photo of
sums up to 10 ten frames. Play sums up to 10. Student using
addition bingo. number line.
Students will be Use different Worksheet with Completed
able to add strategies 20 addition worksheet,
numbers with (counting on, problems with examples of
sums up to 20. making ten, sums up to 20 student work
doubles plus showing different
one). Solve word strategies.
problems.
Students will be Create and solve Worksheet with 5 Completed
able to solve real-world addition word worksheet,
simple addition addition word problems. student-created
word problems. problems. Use word problem
story problems with solution.
from textbooks.
Students will be Discuss different Oral explanation Audio recording
able to explain addition of their solution to of student
their addition strategies with a chosen problem. explaining their
strategies. peers. Explain strategy, written
their reasoning to explanation of
the teacher. their strategy
A.DESIGNING PORTFOLIO
1).What purpose(s) will your portfolio serve? (Check any that apply.)
Prepare a sample of best work for future teachers to see.
Explanation: This will showcase my strongest work and demonstrate my
abilities to potential employers.
Communicate to parents what has been learned.
Explanation: This allows parents to see their child’s progress and understand
their learning journey.
Evaluate my teaching.
Explanation: By reviewing my work, I can identify areas for improvement
and reflect on my teaching practices.
Assign course grades.
Explanation: This is not the primary purpose of my portfolio.
Create collections of favorite or best work.
Explanation: This will highlight my achievements and areas of expertise.
Document achievement for alternative credit.
Explanation: This is not applicable to my current situation.
Submission to a college or employer.
Explanation: This is not applicable to my current situation.
To show growth in skill and dispositions.
Explanation: My portfolio will demonstrate my progress and development
over time.
2. What cognitive skills will be assessed by the individual entries?
Cognitive strategies (specify):
Problem-solving, critical thinking, creative thinking demonstrated in project
X and essay Y
Deep understanding (specify):
Analysis of historical events in research paper Z, showing mastery of the
subject matter.
Communication (specify):
Clear and concise writing in essay Y, effective presentation skills in project
X.Metacognition (specify): Self-reflection on learning process in journal
entries, identifying strengths and weaknesses.
Procedural skills (specify):
Technical skills demonstrated in project X, proficiency in research methods in
research paper Z.
Knowledge construction (specify):
Synthesis of information from multiple sources in research paper Z, creation
of original ideas in project X.
3. What dispositions do you want entries to reflect?
Flexibility:
Explanation: My portfolio will demonstrate my ability to adapt to changing
circumstances and approaches.
Persistence:
Explanation: The selected entries will showcase my dedication and
perseverance in completing challenging tasks.
Collaboration:
Explanation: Examples of teamwork and collaborative projects will be
included to highlight my ability to work effectively with others.
Acceptance of feedback:
Explanation: My reflections will show how I’ve used feedback to improve my
work and learning.
4. What criteria or rubrics will you use to judge the extent to which these
skills/dispositions were achieved?
- I will use a rubric that assesses each disposition on a scale of 1-5, with
1 being “Not evident” and 5 being “Exemplary.” The rubric will include
specific criteria for each level, such as clear evidence of flexibility in
adapting to new challenges (for flexibility) or detailed reflection on how
feedback was used to improve work (for acceptance of feedback).
5. In rating the portfolio as a whole, what things will you look for?
Variety of entries:
Explanation: A diverse range of work will demonstrate a broad skillset.
Growth in reflection:
Explanation: Consistent self-reflection shows learning and development.
Growth in skill or performance:
Explanation: Progress over time demonstrates improvement and mastery.
Organization:
Explanation: A well-organized portfolio enhances clarity and professionalism.
Presentation:
Explanation: Professional presentation enhances the overall impact.
6. What kind of scale will you construct to rate the overall portfolio?
- I will use a holistic scoring rubric with four levels (Excellent, Good, Fair,
Needs Improvement) based on overall quality, coherence, and
reflection. Each level will have specific descriptors.
7. How will you combine all your ratings into the final grade?
- The final grade will be a weighted average. The individual disposition
ratings (from question 4) will contribute 60% to the final grade, and the
holistic rating (froquestion6)will contribute 40%. This weighting
reflects the importance of both individual skills and the overall quality
of the portfolio.
8. Who will be involved in the planning process?
Learners: Explanation:
Students should have a voice in deciding what work to include.
Teachers:
Explanation: Teachers provide guidance and ensure alignment with learning
objectives.
Parents:
Explanation: Parental involvement might depend on the age and context.
For younger students, it might be helpful; for older students, it’s less
necessary.
9. What content categories are included in the portfolio?
- The portfolio will include the following content categories: Writing
Samples, Math Projects, Science Experiments, Art Projects, and
Reflective Journal Entries.
10. Will learners have a choice over content categories?
Yes: Explanation: Students should choose work that best represents their
skills and learning.
11. Who decides what samples to include in each content area?
Learners: Explanation: Students are the best judges of their own work.
Teachers: Explanation: Teachers offer guidance and feedback to ensure the
chosen samples meet the portfolio’s requirements.
12. How many samples will be included in each area?
One
Two
More than two: Explanation: A sufficient number of samples is needed to
demonstrate growth and learning. (Specify the number for each category in
your actual portfolio plan.
13. Have you specified deadlines of the entries?
Yes: Explanation: Deadlines ensure timely completion of the portfolio.
14. Have you developed forms to rate and summarize ratings for all drafts
and final products?
Yes (Specify): Explanation: I’ve created a rubric for each content category
and a holistic rubric for the overall portfolio. These rubrics are attached.
15. What are your instructions on how work gets turned in and returned?
- All work should be submitted electronically via [Platform, e.g., Google
Classroom] by [Date/Time]. Late submissions will be penalized
according to the school’s late work policy. Returned work will be
available for viewing on [Platform] within [Number] days of submission.
Feedback will be provided through [Method, e.g., written comments on
the submitted document, recorded audio feedback].
16. Where will the portfolio be kept and who has access to them?
- Where (specify): The portfolio will be stored electronically on
[Platform, e.g., Google Drive, a secure school server]. A physical copy
will also be kept in [Location, e.g., a locked filing cabinet in the
classroom].
- Who (specify): The student (learner), the teacher, and [Other
individuals, e.g., school administrators, parents with student consent]
will have access to the portfolio.
17. Who will plan, conduct, and attend the final conference?
Learners:
Explanation: Students will actively participate in planning and conducting the
conference.
Other teachers:
Explanation: Other teachers may be invited to provide additional
perspectives on the student’s work.
Parents: Explanation: Parents will be invited to participate in the conference
to discuss their child’s progress.
B.Developing Portfolio Assessment
Steps Actual Plan
I will select three essays and two
1. Choose specific pieces of work to short stories that represent
include.
2.Organize the pieces chronologically. The selected pieces will be
arranged chronologically starting
with my earliest work and ending
with my most recent work.
3. Write reflections for each piece. For each piece, I will write a short
reflection (approximately 100-150
words) that discusses the writing
process, the challenges I faced,
and what I learned from the
experience. I will also identify
areas where I could improve.
4.Create a cover page and table of The portfolio will have a cover
contents. page with my name, the title, and
a brief description of the
portfolio's purpose. A table of
contents will list all the pieces and
their corresponding page
numbers.
5. Prepare a final self-assessment. I will write a final self-assessment
to summarize my overall progress
and reflect on my achievements. I
will identify my strengths and
weaknesses and set goals for
future writing projects.
6. Present the portfolio. Iwill present the portfolio to the
class, explaining my choices and
reflecting on my learning journey.
I will be prepared to answer
questions from my classmates and
teacher.
7. Submit the portfolio. The final portfolio, including all
work samples, reflections, and
self-assessment, will be submitted
electronically
CHAPTER 9
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Note: This table
provides examples.
The specific tools you
choose will depend on
the learning objectives
and the context of the
assessment. Authentic
assessments often
involve more complex
tasks that require
students to apply their
knowledge and skills in
real-world situations.
Level of Assessment Traditional Authentic
Assessment Assessment Tools
Knowledge Multiple-choice tests, Create a concept map,
fill-in-the-blank explain a concept to a
questions, true/false peer, answer open-
quizzes, vocabulary ended questions about
tests. a topic, participate in a
class discussion.
Process Checklists, observation Create a presentation
sheets, rubrics for that explains a process,
procedures, step-by- design a project that
step instructions. C utilizes a specific
process, solve a real-
world problem using a
specific process.
Understanding Short-answer Develop a research
questions, essay report, create a
questions, problem- multimedia
solving tasks, concept presentation, write a
mapping. reflection paper,
participate in a debate.
Performances Presentations projects , Presentations, projects,
performance , performances,
portfolios portfolios. Create a
work of art, write a
story, design a game,
build a model, conduct
a science experiment,
perform a play.
EFFECT OF GRADING ON STUDENT
3 List three things you have learned about Effects of Grading on Students
1. Grades can motivate students to work harder and achieve better resu
and a focus on grades rather than learning.
2. Grades can provide feedback to both students and teachers about the
used to improve instruction and student learning. However, grades alon
understanding and progress.
3. Grades can have both positive and negative effects on students' self-
and encourage further learning, while negative grades can lead to disco
the emotional impact of grading.
2 List two things you think will be beneficial effects of grading on students
1. Providing clear and specific feedback: Grades alone aren't enough. S
and weaknesses.
2. Encouraging self-reflection and goal setting: Grades can be a starting
for improvement.
1 List one insight you have about effects of grading on students.
Grading systems should be designed to support learning and growth, no
combines formative and summative assessment, along with detailed fee
while minimizing the negative ones.
Activity
Apply
1).Why should I need to learn the basic concepts of statistics and acquire
basic skills in computer?
Understanding basic statistics is crucial for interpreting data, making
informed decisions, and critically evaluating information presented in various
contexts. Computer skills are essential for managing and analyzing this data
efficiently, using software like spreadsheets and statistical packages. In
today’s data-driven world, these skills are highly valuable for both personal
and professional development.
2).What problems can I anticipate in learning and acquiring those skills?
Potential challenges include the initial learning curve of statistical concepts,
which can be abstract. There might be difficulties in mastering specific
software or programming languages. Time constraints and a lack of access
to resources or support could also hinder the learning process. Overcoming
these requires dedicated effort, seeking assistance when needed, and
utilizing.
3).How will my students benefit?
Students who develop strong statistical and computer skills will be better
equipped to analyze data, solve problems, and communicate their findings
effectively. These skills are highly transferable across various disciplines,
enhancing their critical thinking abilities and preparing them for future
academic and professional success in a technology-driven world. They’ll also
be better prepared to navigate and understand the information overload of
the modern age.
