MH121

Baby-Lyn O. Balgua-Fernandez
 Topics/Lesson
Summative Tests
(Performance-based)
5.1. Writing of Project-based in a GRASPS
Framework
5.2. Presentation of Real-life Problems in GRASPS
 Objectives

• design a project-based using GRASPS

framework
• present real-life issues and concerns in
GRASPS
Summative Tests (Performance-based)

• Summative tests, particularly performance-based assessments,

evaluate students' understanding and application of knowledge at the
end of an instruction. These assessments are designed to measure
how well students can synthesize and apply what they have learned
in meaningful ways.
Writing of Project-based Assessments
in a GRASPS Framework
• Project-based assessments are comprehensive evaluations where
students engage in significant projects that reflect real-world
applications of their learning.
Writing of Project-based Assessments
in a GRASPS Framework
Example:
• Students will demonstrate their understanding of geometric concepts by designing a
park layout that maximizes space and meets specific criteria
• Students will act as urban planners tasked with creating a community park.
• The audience will include classmates, teachers, and community members who will
provide feedback on the designs.
• The city council has allocated funds to develop a new park, and your team must
propose a design that addresses community needs, environmental concerns, and
budget constraints.
• Students will create a scale model of the park, accompanied by a written report
detailing the mathematical calculations used in the design process.
• Students will be assessed on their use of geometric principles, creativity in design, and
clarity of presentation, aligned with state math standards.
 Presentation of Real-life Problems in
GRASPS
Presenting real-life problems within the GRASPS framework involves
creating scenarios that require students to apply their mathematical
knowledge to solve complex, authentic challenges.
 Presentation of Real-life Problems in
GRASPS
Task 1: Designing a Community Garden
• Students will apply geometric concepts to design a community
garden that maximizes space and meets community needs.
• Students will act as urban planners tasked with creating a sustainable
garden layout.
• The audience will be local community members and the city council,
who will evaluate the proposed designs.
 Presentation of Real-life Problems in
GRASPS
Task 1: Designing a Community Garden
• The community has received a grant to build a community garden. It
must include vegetable plots, flower beds, and pathways while
adhering to specific space restrictions.
• Students will create a scale drawing of the garden layout, calculate
the area of different sections, and present their plan to the
community.
• Assess students based on their understanding of area and perimeter
calculations, creativity in design, and clarity of presentation.
 Presentation of Real-life Problems in
GRASPS
Task 2: Analyzing a Local Business
• Students will apply mathematical concepts to analyze the financial
health of a local business.
• Students will act as financial analysts reviewing a local café’s financial
statements.
• The audience will be the café owner, who is seeking insights to
improve business operations.
 Presentation of Real-life Problems in
GRASPS
Task 2: Analyzing a Local Business
• The café owner has provided students with sales data, expenses, and
profit margins for the past year. Students must analyze this data to
identify trends and make recommendations for improvement.
• Students will create a report that includes graphs and charts to
visualize the data, along with a summary of their findings and
suggestions for increasing profitability.
• Assess students based on their ability to interpret data, create visual
representations of financial information, and provide actionable
recommendations.
 Presentation of Real-life Problems in
GRASPS
Task 3: Planning a Birthday Party
• Students will apply arithmetic operations and budgeting skills to plan
a birthday party within a set budget.
• Students will act as event planners responsible for organizing the
party.
• The audience will be the birthday child and their parents, who will
review the party plan.
• The family has a budget of Php50,000 to plan a birthday party for 50
guests. Students need to consider costs for food, decorations, and
entertainment.
 Presentation of Real-life Problems in
GRASPS
Task 3: Planning a Birthday Party
• Students will create a detailed budget plan that includes itemized
costs, a list of needed supplies, and a schedule of activities for the
party.
• Assess students based on their ability to perform calculations
accurately, stay within budget, and present their plan clearly.
 Presentation of Real-life Problems in
GRASPS
• Budgeting for a Family Vacation
Plan a family trip within a specific budget, calculating travel, accommodation,
and activity costs.
• Grocery Shopping
Develop a weekly grocery list that maximizes nutrition while staying within a
budget, comparing prices and quantities.
• Planning a School Event
Organize a school fundraiser, determining costs, potential revenue, and pricing
strategies for tickets or items sold.
• Creating a Fitness Plan
Develop a workout schedule that tracks calories burned, distances run, and
improvements over time.
 Presentation of Real-life Problems in
GRASPS
• Calculating Travel Time
Determine the best route and travel time for a road trip, considering speed,
distance, and rest stops.
• Estimating Construction Costs
Calculate the total cost of materials and labor for a home renovation project.
• Comparing Mobile Plans
Analyze different mobile phone plans to find the best option based on usage
patterns and costs.
• Planning a Community Service Project
Design a project that addresses a community need, calculating resources, costs,
and potential impact.
 Topics/Lesson
Evaluation Tools Used in
Authentic Assessment
6.1 Individual or Group Checklist in
Problem-Solving in Mathematics
6.2 Interview Sheet
6.3 Assessment Tools
 Objectives

• discuss how individual or group checklist is utilized in

problem-solving in Mathematics
• describe how interview sheet can be utilized in enhancing
Mathematics learning
• construct assessment tools appropriate in assessing
students’ learning in Mathematics
 Evaluation Tools Used in Authentic
Assessment
Authentic assessment focuses on evaluating students' skills and knowledge in real-world
contexts. To effectively assess student performance, various evaluation tools are
employed. This discussion covers three key tools: individual or group checklists in
problem-solving, interview sheets, and assessment tools.
 Individual or Group Checklist in
Problem-Solving in Mathematics
Checklists are structured tools that outline specific criteria or skills that students should
demonstrate during problem-solving activities. They can be used for both individual and
group assessments.

Clarity: Provide clear expectations for students regarding the problem-solving process.
Consistency: Help educators evaluate student performance uniformly.
Feedback: Offer specific areas for improvement, guiding future learning.
 Components of a Checklist
Problem Identification
Did the student accurately identify the problem?
Strategy Selection
Did the student choose an appropriate method or strategy to solve the problem?
Execution
Did the student carry out the chosen strategy correctly?
Communication
Did the student clearly explain their reasoning and process?
Reflection
Did the student reflect on their solution and consider alternative approaches?
Components of a Checklist
Components of a Checklist
Components of a Checklist
Components of a Checklist
 Interview Sheet
An interview sheet is a tool used to guide structured interviews
with students, allowing educators to assess their understanding,
reasoning, and problem-solving strategies through direct
interaction.
 Interview Sheet
In-depth Understanding
Provides insights into students' thought processes and
understanding of mathematical concepts.

Personalized Feedback
Enables educators to give tailored feedback based on individual
responses.

Engagement
Encourages dialogue, allowing students to articulate their
understanding.
 Components of an Interview Sheet
• Background Questions
Gather information about the student’s prior knowledge and
experience with the topic.
• Problem-Solving Questions
Present specific problems for students to solve, followed by
probing questions to explore their reasoning.
• Reflection Questions
Ask students to reflect on their approaches and consider
alternatives.
Components of an Interview Sheet
Components of an Interview Sheet
Components of an Interview Sheet
Components of an Interview Sheet
 Assessment Tools
• Assessment tools refers to a variety of instruments used to
evaluate student performance and learning outcomes. These
can include rubrics, portfolios, peer assessments, and self-
assessments.
 Types of Assessment Tools
• Rubrics is a scoring guide that outlines specific criteria for
evaluating student work. It provides detailed descriptions of
performance levels for each criterion.
• Purpose: Helps ensure consistency in grading and provides
students with clear expectations.
 Types of Assessment Tools
• Portfolio is a collection of student work that showcases their
learning progress over time.
• Purpose: Allows students to reflect on their learning journey
and demonstrates growth and understanding.
 Types of Assessment Tools
• Peer Assessments - involves students evaluating each other’s
work based on predefined criteria.
• Purpose: Encourages collaboration and critical thinking while
providing diverse perspectives on student work.
 Types of Assessment Tools
• Self-Assessments - tools that allow students to evaluate their
own work and learning processes.
• Purpose: Fosters self-reflection and encourages ownership of
learning.
 Topics/Lesson
Other formative Assessment
7.1 Process-oriented Assessment
7.2 Analytical Scoring Rubric vs. Holistic Rubric
7.3 Construction of Holistic and Analytical
Scoring Rubric
 Objectives

• discuss process-oriented assessment is utilized

Mathematics teaching and learning
• differentiate analytical scoring rubric and holistic rubric
• construct holistic and analytical scoring rubric
Other Formative Assessment Methods
• Formative assessment is an ongoing process that provides
feedback to students and educators to enhance learning and
instruction. It focuses on monitoring student progress and
understanding throughout the learning process.
 Process-Oriented Assessment
• Process-oriented assessment emphasizes the evaluation of
the learning process rather than solely the final product. It
focuses on how students arrive at their conclusions, the
strategies they use, and their engagement in the learning
activities.
 Process-Oriented Assessment
• Emphasizes Learning
Highlights the importance of understanding and applying concepts
rather than just memorizing facts.
• Encourages Self-Reflection
Helps students reflect on their learning processes, promoting
metacognition.
• Identifies Strengths and Weaknesses
Allows educators to pinpoint areas where students excel or
struggle, guiding future instruction.
 Process-Oriented Assessment
• Observation
Teachers observe students as they engage in problem-solving,
group work, or discussions, taking note of their strategies and
thought processes.
• Feedback
Provide constructive feedback during the learning process,
focusing on specific skills and strategies.
• Reflective Journals
Encourage students to maintain journals where they document
their learning experiences, challenges, and reflections on their
problem-solving processes.
 Process-Oriented Assessment
In a mathematics classroom, a teacher may assess students'
understanding of geometric concepts by observing their group
discussions as they work on a project. The teacher might provide
feedback based on the students’ collaborative strategies and
problem-solving methods, rather than just the accuracy of their
final designs.
 Analytic Rubric vs. Holistic Rubric

Scoring rubrics are tools used to assess student work based on

predefined criteria. They can be categorized into analytical and
holistic rubrics.
 Analytic Rubric vs. Holistic Rubric

Analytic Rubric
An analytic rubric breaks down the assessment criteria into
specific components, allowing for detailed evaluation of each
aspect of the work.
Purpose: Provides comprehensive feedback on individual criteria,
making it easier to identify specific strengths and areas for
improvement.
Structure: Each criterion is scored separately, and the scores are
combined for a final assessment.
 Analytic Rubric vs. Holistic Rubric

Holistic Rubric
A holistic rubric assesses the overall quality of the work based
on a single score, considering all criteria collectively rather than
individually.
Purpose: Simplifies the assessment process and provides a quick
overview of student performance.
Structure: The evaluator considers the work as a whole and
assigns a single score based on a description of performance
levels.
 Construction of Holistic and Analytic
Rubrics
Steps for Constructing a Holistic Scoring Rubric
1. Define the Purpose: Clearly identify what the rubric is
intended to assess.
2. Identify Performance Levels: Determine the levels of
performance, such as exemplary, proficient, basic, and
unsatisfactory.
3. Describe Characteristics: For each level, describe the
characteristics of student work. Focus on overall impressions
and key elements that define each level.
4. Assign Scores: Decide on a scoring scale (e.g., 1-4 or 1-5)
corresponding to each performance level.
Construction of Holistic and Analytic
Rubrics
 Construction of Holistic and Analytic
Rubrics
Steps for Constructing an Analytic Rubric
1. Define the Purpose: Clearly identify what the rubric will
assess.
2. Identify Criteria: Determine the specific criteria that will be
evaluated (e.g., accuracy, strategy, presentation).
3. Define Performance Levels: Create a scoring scale for each
criterion.
4. Describe Each Criterion: For each criterion, describe the
expectations for each performance level.
5. Assign Weights (if necessary): If some criteria are more
important than others, consider assigning weights to reflect
their significance.
Construction of Holistic and Analytic
Rubrics
 Construction of Holistic and Analytic
Rubrics

Analytic Rubric for

Solving Math Problems
Task: Students solve a
series of math problems,
demonstrating their
problem-solving process.