1682 Words7 Pages

The table shows that there are four (4) authentic assesssment methodologies which are classified under Assessment As Learning. There are two assessment methodologies under Mathematical Investigation and Modeling and one for each of the subjects Seminar in Problem Solving and Instrumentation in Mathematics.

My Math Binder, My Math Journey. The basis of conceptualizing the “My Math Binder: My Math Journey” are the portfolio making and journal and reflection writing. The similarity with portfolio is the collection of assessment result, the materials utilized and the reflection writing.

This assessment methodology is utilized in the topic “Demonstration Teaching and Portfolio Making” in the Mathematics subject Seminar in Problem Solving. The students are required to create artistically a portfolio containing all the documents and materials used in the demonstration teaching (lesson plan, instructional materials, sample problems,*…show more content…*

Creating reflections requires critical thinking and designing the Math binder requires creativity and innovativeness. Information, media and technology skills are also enhanced since the students need to access information, utilize them as a basis in making their reflection. Passing their binder on time with desired quality requires skills such as initiative, self direction, leadership and responsibility, productivity and accountability.

The outcomes of the “My Math Binder, My Math Journey” are learners who can effectively and creatively express themselves in writing, are reflective and learn from their experiences, hence, self-renewing. They can create a binder and effectively identify their strengths and weaknesses.

The NCBTS domains integrated are curriculum and planning, assessing and reporting. The making of the Math binder is an exposure to innovative assessment methodologies which may vary from the usual authentic assessment methodologies

My Math Binder, My Math Journey. The basis of conceptualizing the “My Math Binder: My Math Journey” are the portfolio making and journal and reflection writing. The similarity with portfolio is the collection of assessment result, the materials utilized and the reflection writing.

This assessment methodology is utilized in the topic “Demonstration Teaching and Portfolio Making” in the Mathematics subject Seminar in Problem Solving. The students are required to create artistically a portfolio containing all the documents and materials used in the demonstration teaching (lesson plan, instructional materials, sample problems,

Creating reflections requires critical thinking and designing the Math binder requires creativity and innovativeness. Information, media and technology skills are also enhanced since the students need to access information, utilize them as a basis in making their reflection. Passing their binder on time with desired quality requires skills such as initiative, self direction, leadership and responsibility, productivity and accountability.

The outcomes of the “My Math Binder, My Math Journey” are learners who can effectively and creatively express themselves in writing, are reflective and learn from their experiences, hence, self-renewing. They can create a binder and effectively identify their strengths and weaknesses.

The NCBTS domains integrated are curriculum and planning, assessing and reporting. The making of the Math binder is an exposure to innovative assessment methodologies which may vary from the usual authentic assessment methodologies

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