PROCESS-BASED AUTHENTIC ASSESSMENT
Overview
A Process-based authentic assessment of basic arithmetic operations that involves assessing students' understanding and application of arithmetic concepts through real-world problem-solving activities that focuses on the evaluation of the process and strategies used to arrive at those answers.
PROCESS-BASED AUTHENTIC ASSESSMENT
Subject: Mathematics
Grade Level: Grade 6
Topic: Basic Arithmetic Operations
INTENDED LEARNING OUTCOMES:
At the end of the lesson the students with 80% of accuracy should have:
- Perform addition, subtraction, multiplication, and division of numbers.
- Understand the relationship between different arithmetic operations
- Develop logical reasoning skills through the application of arithmetic operations.
- Apply arithmetic operations to solve a variety of mathematical problems.
ASSESSMENT TASK:
Perform and show your answers and use the appropriate method in every given problems and understand what operation is required.
INSTRUCTIONS:
Materials:
• Paper
• Pen / Pencil
Process/ Mechanics:
• Read the problem carefully. Pay attention to the information and the question being asked.
• Identify the required operation.
• Decide the appropriate method to solve the problem.
• Perform the calculation. Take each step carefully and accurately.
• Show your work and make sure to write down each step clearly.
• Label the steps.
• Display the final answer. Once you've completed the necessary calculations, write the final answer prominently.
• Lastly, explain your method.
Tips & Reminders:
• Read the problem carefully and make sure you understand what is being asked. Identify the relevant information and determine which operation(s) should be used.
• Write down the numbers and operations in a clear and organized manner. This helps to avoid confusion and ensures accurate calculations.
• Develop mental calculation skills by practicing mental math exercises.
• Remember the acronym PEMDAS (Parentheses, Exponents, Multiplication and Division from left to right, Addition and Subtraction from left to right).
Time frame:
• 40-90 minutes
Submission:
• The submission due date will be communicated by the teacher or facilitator.
RUBRICS:
Instructions: Teachers or facilitators will use this rubric to assess and provide feedback on student performance in demonstrating basic arithmetic operations.
• Teachers or facilitator should introduce the rubric and explain its components and criteria to the students so they are aware of the criteria on which they will be evaluated.
• The rating can be compiled to calculate an overall score for the students performance in this objective.
SCORING RUBRIC:
| 3 | 2 | 1 | SCORE |
Method Execution/ Problem Solving
|
100% solved correctly when solving the problem and following all the process.
|
60-90% followed the process but did not solve the problem. |
Less than 50% of the problem solved. |
|
Systematic Process
|
Execute all operations correctly and demonstrate a knowledge of math skills.
|
Execute 60-90% operations anf demonstrate a knowledge of math skills. |
Execute less than 50% operations and demonstrate a knowledge of math skills.
|
|
REFERENCES:
(APA, categorized, alphabetical)
Wright, R. (2018). Building Number Sense: How to Help Students Understand Basic Math Concepts. Edutopia.
https://www.edutopia.org/article/building-number-sense-how-help-students-understand-basic-math-concepts
National Council of Teachers of Mathematics. (n.d.). Principles and Standards for School Mathematics.
https://www.nctm.org/standards/
Books:
• Bryant, P. E. (2019). Children's understanding of mathematics: 11-16. John Wiley & Sons.
• Fuson, K. C., & Briars, D. J. (1990). Understanding the meanings of arithmetic operations. National Council of Teachers of Mathematics.
Journals:
• Lemaire, P., & Siegler, R. S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124(1), 83-97. DOI: 10.1037/0096-3445.124.1.83
• Ginsburg, H. P. (1989). Children's arithmetic: How they learn it and how you teach it. Educational Leadership, 47(3), 12-18.
http://www.ascd.org/publications/educational leadership/nov89/vol47/num03/Children's-Arithmetic@-How-They-Learn-It-and-How-You-Teach-It.aspx
PREPARED BY:
ALAGBAN, PATRICIA ISABEL (patriciaisabel.alagban@ctu.edu.ph)
May 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.