ED204

OUTPUT FOR ED 204
(FOUNDATIONAL OF SPECIAL AND

INCLUSIVE EDUCATION)
Fat, Jhanes Kent P.

Ferolino, Renamay
Gabuya, Samantha Blance
Gargoles, Avhe May
BSED MATHEMATICS II
4.4 Demonstrate competence in designing, constructing and utilizing different
forms of assessment in mathematics.
Assessments in mathematics serve as valuable tools for evaluating students'

understanding and progress in the subject. Here's how we can demonstrate
competence in designing, constructing, and utilizing various forms of assessment in
mathematics:
OBJECTIVE TESTS:
Create multiple-choice, true/false, or matching questions that assess students' ability to

solve mathematical problems accurately and efficiently. Ensure that the questions cover
a range of topics and difficulty levels to effectively gauge students' comprehension.
PROBLEM-SOLVING TASKS:
Develop open-ended questions or scenarios that require students to apply mathematical

concepts to real-world situations. This type of assessment helps assess students'
problem-solving skills, critical thinking abilities, and ability to communicate mathematical
ideas effectively.
PERFORMANCE ASSESSMENTS:
Design tasks or projects that involve mathematical reasoning, analysis, and application.
For example, students could be asked to create a mathematical model, conduct a
statistical analysis, or design an experiment to test a hypothesis. Performance
assessments allow students to demonstrate their understanding of mathematical
concepts in authentic contexts.
FORMATIVE ASSESSMENT STRATEGIES:
Implement ongoing formative assessment techniques such as quizzes, exit tickets, or

peer evaluations to monitor students' progress and provide timely feedback. Formative
assessments help identify areas where students may need additional support or
instruction.
TECHNOLOGY-ENHANCED ASSESSMENT:
Utilize technology tools such as online quizzes, interactive simulations, or graphing

calculators to create engaging and interactive assessments. Technology can provide
valuable insights into students' problem-solving processes and allow for more dynamic
assessment formats.
DIFFERENTIATED ASSESSMENTS:
Consider students' diverse learning needs and abilities when designing assessments.
Provide accommodations or modifications as needed to ensure that all students have
equitable opportunities to demonstrate their mathematical understanding.
By incorporating these various forms of assessment into our mathematics instruction,

we can effectively evaluate students' learning progress, identify areas for improvement,
and support their development as confident and proficient mathematicians.
4.4.1 Design and utilize varied assessment tools in mathematics, including
alternative forms of assessment.
Designing and utilizing varied assessment tools in mathematics, including alternative

forms of assessment, is crucial for accurately evaluating students' understanding and
progress in the subject. Here are some alternative forms of assessment that we have
thought are helpful in mathematics that we have filtered browsing in the internet:
Portfolio Assessment:
Implement portfolio assessments where students compile samples of their work over
time, showcasing their problem-solving strategies, mathematical reasoning, and
conceptual understanding. Portfolios allow for a comprehensive view of students'
mathematical abilities and growth.
Performance Tasks:
Develop performance-based tasks that require students to demonstrate their

mathematical skills and knowledge in authentic contexts. For example, students could
solve real-world problems, create mathematical models, or engage in collaborative
problem-solving activities.
Peer Assessment:
Integrate peer assessment activities where students provide feedback to their peers on
mathematical tasks or projects. Peer assessment encourages collaboration,
communication, and critical thinking while allowing students to take an active role in
evaluating each other's work.
Self-Assessment:
Encourage students to reflect on their own learning and assess their strengths,
weaknesses, and areas for improvement in mathematics. Self-assessment helps
students take ownership of their learning process and develop metacognitive skills.
Performance-Based Interviews:
Conduct one-on-one or small group interviews where students verbally explain their
problem-solving strategies and mathematical reasoning. Performance-based interviews
provide insights into students' thought processes and allow for more personalized
assessment.
Authentic Assessments:
Design assessments that mirror real-world mathematical challenges and applications.

For example, students could analyze data sets, conduct surveys, or solve problems
related to finance, engineering, or scientific research.
Interactive and Game-Based Assessments:
Explore interactive simulations, digital games, and online platforms that offer engaging
and interactive ways to assess students' mathematical skills and understanding.
Interactive assessments can enhance student motivation and engagement while
providing valuable insights into their learning process.
By incorporating these alternative forms of assessment into mathematics instruction,

educators can create a more holistic and meaningful approach to evaluating students'
mathematical proficiency and fostering deeper learning experiences
4.4.2. Analyze assessment results and use these to improve learning and
teaching.
Analyzing assessment results is a critical step in improving learning and teaching in

mathematics. Here's how we can effectively analyze assessment data and use it to
enhance instruction:
Identify Strengths and Weaknesses:
Review assessment data to identify patterns of student performance. Determine which

mathematical concepts or skills students have mastered well and which areas require
further development.
Provide Targeted Feedback:
Use assessment data to provide targeted feedback to students, highlighting areas of

strength and areas for improvement. Offer specific suggestions for how students can
enhance their mathematical skills and understanding.
Track Progress Over Time:
Monitor students' progress over time by comparing assessment results from different
points in the school year. Track individual student growth and identify trends in overall
class performance to inform instructional decision-making.
Reflect on Teaching Practices:
Reflect on teaching practices in light of assessment data to identify areas for

professional growth and development. Consider how instructional strategies, classroom
activities, and assessment methods can be adjusted to better support student
learning.By analyzing assessment results thoughtfully and using them to inform
instructional decisions, educators can effectively improve learning outcomes in
mathematics and support students in achieving their academic goals.
4.4.3 Provide timely feedback of assessment results to students.
Providing timely feedback of assessment results to students is essential for supporting

their learning and growth in mathematics.
It can be an Immediate Feedback, whenever possible, provide immediate feedback on

assessments, especially for formative assessments such as quizzes or classwork. This
helps students understand their performance while the material is still fresh in their
minds.
We can also use individualized feedback which provides personalized feedback that is
tailored to each student's strengths, weaknesses, and learning needs. Address specific
misconceptions or errors in students' work and offer suggestions for improvement.
We can also frame feedback in a constructive and supportive manner, focusing on

areas for growth rather than simply pointing out mistakes. Encourage students to view
feedback as an opportunity for learning and improvement. This is called constructive
criticism.
we must ensure that feedback is clear, specific, and actionable, providing students with
concrete guidance on how to enhance their mathematical understanding and skills. Use
examples or explanations to illustrate key concepts or correct procedures.
In encourage reflection, prompt students to reflect on their assessment results and

consider how they can use feedback to enhance their learning. Encourage them to
identify strategies for addressing areas of weakness and building on their strengths.
By providing timely and constructive feedback, educators can empower students to take
ownership of their learning, address areas of weakness, and achieve greater success in
mathematics.
Mrs. Maria Magdalena B. Sabando

Instructor
February 22, 2024, Thursday

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OUTPUT FOR ED 204

(FOUNDATIONAL OF SPECIAL AND

Fat, Jhanes Kent P.

Assessments in mathematics serve as valuable tools for evaluating students'

Create multiple-choice, true/false, or matching questions that assess students' ability to

Develop open-ended questions or scenarios that require students to apply mathematical

Implement ongoing formative assessment techniques such as quizzes, exit tickets, or

Utilize technology tools such as online quizzes, interactive simulations, or graphing

By incorporating these various forms of assessment into our mathematics instruction,

Designing and utilizing varied assessment tools in mathematics, including alternative

Develop performance-based tasks that require students to demonstrate their

Design assessments that mirror real-world mathematical challenges and applications.

Interactive and Game-Based Assessments:

By incorporating these alternative forms of assessment into mathematics instruction,

Analyzing assessment results is a critical step in improving learning and teaching in

Identify Strengths and Weaknesses:

Review assessment data to identify patterns of student performance. Determine which

Provide Targeted Feedback:

Use assessment data to provide targeted feedback to students, highlighting areas of

Track Progress Over Time:

Reflect on teaching practices in light of assessment data to identify areas for

4.4.3 Provide timely feedback of assessment results to students.

Providing timely feedback of assessment results to students is essential for supporting

It can be an Immediate Feedback, whenever possible, provide immediate feedback on

We can also frame feedback in a constructive and supportive manner, focusing on

In encourage reflection, prompt students to reflect on their assessment results and

Mrs. Maria Magdalena B. Sabando

February 22, 2024, Thursday

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