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    Alcantara Castillo Podcast Q and A

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    Alcantara Castillo Podcast Q and A

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    138 views8 pages

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    alcantara castillo podcast q and a

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    138 views8 pages

    Alcantara Castillo Podcast Q and A

    Uploaded by

    api-651256952

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8

    ALCANTARA, JUDHEL

    CASTILLO, ATHENA NICOLETTE

    CONTENT AND PERFORMANCE-BASED ASSESSMENT


    AND EVALUATION IN VALUES EDUCATION

    PODCAST Q&A
    BVE 3-12
    What positives do you believe Randy, the assistant principal, will give Madison regarding his
    observation on her use of embedded formative assessment?

    1. Structure:

    a. Involve some collaboration with others

    Madison had already divided her students into two math groupings. The groups were flexible.

    b. The feedbacks are central in decision-making of the process.

    When students were incorrect, madison used questions to help students find and describe their
    error. Madison wanted to ensure that she and the student understood their error.

    Madison then made a decision for whether to remodel, measure the next angle collaboratively with
    students, or allow the student to measure the next angle solo.

    As with the other group, Madison used questions to provide guidance as students made errors.
    2. Intellectual Design:

    a. They are contextualized and responsive; and did not have isolated objectives.

    For the struggling learners, Madison began by reminding them of their learning target and then
    modeled how to use a protractor. (For this group of students, she had prepared five note cards with
    an angle drawn on the front and the measurement answer on the back.)

    When students were incorrect, madison used questions to help students find and describe their
    error. Madison wanted to ensure that she and the student understood their error.

    Madison then made a decision for whether to remodel, measure the next angle collaboratively with
    students, or allow the student to measure the next angle solo.

    When the other groups of students, those who appeared yesterday to have a good grasp of how to
    use aprotector, came to the center, madison did not model nor have students do the angle note
    card angles. She instead told students their learning target and then had the students work to
    measure angles in pictures that she had to cut from magazines. She knew this was more
    challenging.

    As with the other group, Madison used questions to provide guidance as students made errors.
    b. It involves the students' active participation and independent learning. The student habits were
    taken into consideration and not just used mere recall or plug-in

    When students were incorrect, madison used questions to help students find and describe their
    error. Madison wanted to ensure that she and the student understood their error.

    When the other groups of students, those who appeared yesterday to have a good grasp of how to
    use aprotector, came to the center, madison did not model nor have students do the angle note
    card angles. She instead told students their learning target and then had the students work to
    measure angles in pictures that she had to cut from magazines. She knew this was more
    challenging.

    As with the other group, Madison used questions to provide guidance as students made errors.
    c. Engaging and challenges students (practiced ZPD or zone of proximal development)

    For this group of students, she had prepared five note cards with an angle drawn on the front and
    the measurement answer on the back.

    Students worked independently to measure and check each angle. When students were incorrect,
    madison used questions to help students find and describe their error. Madison wanted to ensure
    that she and the student understood their error.

    When the other groups of students, those who appeared yesterday to have a good grasp of how to
    use aprotector, came to the center, madison did not model nor have students do the angle note
    card angles. She instead told students their learning target and then had the students work to
    measure angles in pictures that she had to cut from magazines. She knew this was more
    challenging.

    As with the other group, Madison used questions to provide guidance as students made errors.
    c. Engaging and challenges students (practiced ZPD or zone of proximal development)

    For this group of students, she had prepared five note cards with an angle drawn on the front and
    the measurement answer on the back.

    Students worked independently to measure and check each angle. When students were incorrect,
    madison used questions to help students find and describe their error. Madison wanted to ensure
    that she and the student understood their error.

    When the other groups of students, those who appeared yesterday to have a good grasp of how to
    use aprotector, came to the center, madison did not model nor have students do the angle note
    card angles. She instead told students their learning target and then had the students work to
    measure angles in pictures that she had to cut from magazines. She knew this was more
    challenging.

    As with the other group, Madison used questions to provide guidance as students made errors.
    3. Fairness:

    a. Identifies both strengths and weakness of the students

    Madison had noticed some students were accurately measuring angles with the protractor, while
    others needed more assistance.

    b. Strike a balance between acknowledging achievement while mindful of inconsistent


    achievements that can make the assessment invalid

    For the struggling learners, Madison began by reminding them of their learning target and then
    modeled how to use a protractor.

    For this group of students, she had prepared five note cards with an angle drawn on the front and
    the measurement answer on the back.
    2. Question: What strengths will Randy highlight about
    Madison's feedback to students?

    1. Immediate and relevant to the students' progress


    2. Directed to the learning objectives
    3. Engaging and contextualized
    4. Manages and addresses students' problems
    5. Reinforces learnings and goals

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