Student Portfolio Evaluation
Portfolio assessment is a form of test used in testing the knowledge of the students in their levels of skills, and understanding of an educational course. The test helps the teacher to identify the level of understanding and literacy level of the student to figure out the areas where the students need help. However, the involvement of the students in these tests helps them develop various skills such as communication and instills values of working together to strengthen and widen their understanding of a particular object. However, the success and efficacy and efficiency of the portfolio comes when the teacher and the student coordination is useful to facilitate adequate data collection and assistance where needed from the teacher. Don't use plagiarised sources.Get your custom essay just from $11/page
History and Social Science Aligned Standards of Learning.
| Type | Evidence | Primary or secondary | The setting of student Performance | Evidence of social interaction | Materials Used | Supports Used by the student for this task |
| Factual Knowledge | Students must demonstrate their ability to learn the fundamental goals of the subject curriculum in identifying problems and the subject well. | primary | Students below grade 3 should be able to connect various presidents to their names and various countries to their flags. Students in high classes should demonstrate and point out geographic locations of different places and provide specific accounts of the areas. | Able to engage among themselves in carrying out the tasks while explaining to one another in discussion groups. | Use the board in writing a question and ask the students to explain to their friends the problem of the various issues. Also, the use of pictures and equipment relating the subject for students to connect with and engage in studies. | I am setting the students in groups to engage with their friends and offering assistance to each student in the groups supporting them with teaching aids in identification and recognition. |
| Conceptual knowledge | Students must demonstrate the ability to connect various periods and explain the events that took place and give the effects. | Secondary | Providing examinations where students tackle them individually | Student able to offer current affairs concerning the subject | Examination and enhanced pictures for identification. | Their ability to recall, summarize, and explain events. |
| Procedural knowledge | Students should demonstrate the ability to reconstruct events from periods and show the understanding of class learning and be able to find further assisting material and additional materials on their own. | Primary and secondary | Presentation | The student can connect events and give precise detail of events. The student can provide the problems facing Virginia and attempt to provide directions on probable action relating to the studies. | A personal explanation on the subject informs of the presentation in front of the class. | Portrayed and used their ability to communicate effectively, the ability to explain and exemplify the topic through comparison of accounts and events to the social life. |
| Cognitive ability | Should demonstrate and show awareness of current events relating to the studies and explain their significance and be able to connect these events to the historical accounts learned in class | Secondary | Researching on their own about events on the reviews in their community | Students engaged families and others in society to get information on the history of their community and observed what was happening around them. | Personal engagement | Used the knowledge learned in class, their ability to compare, and explaining in coming up with answers to the assignment. |
Mathematics Aligned standards of learning for students with significant cognitive disabilities
| Type | Evidence | Primary or secondary | The setting of student performance | Evidence of social interaction | Materials used | The support used by the student for this task |
| Cognitive ability | Able to carry out mathematical problems on their own | Primary and secondary | Exams and identification tests. | Able to carry out group work and explain the process thoroughly to each other | Teaching aids such as toys to the kids and those with disability for counting and executing mathematical problems | Involves parents in assistance for the homework and engages friends and teachers |
| Procedural Knowledge | Able to carry out the process of adding and subtracting | Primary and secondary | Practical through answering in class and counting with the aid of objects | Ready to put objects according to the numbers and signs of operations as well as counting and carrying out mathematical problems in class. Students can explain what they are doing effectively to their fellow friends, explaining each step. | In a group setting, they can carry out the identification process together. | They use Counting aids and objects. For students with special needs, the process requires the use of more detailed instructions and projection to identify the problems. |
| Conceptual ability | Students demonstrate knowledge of the applicability of the problem in the counting of numbers. | Primary | Students can carry out a mathematical problem using a life event. | Students recall the events of going to the market and relate the problem from things like buying mangoes, which they use in adding and subtracting. | Objects students can relate to, .such as fruits and candies. This motivates them to become engaged and attentive. | Demonstrates the ability to recall and apply the problem in executing a particular set question. For those with a disability, a detailed program using enhanced teaching materials and technology supports their learning with the inputs of fellow students and their guardians. By giving specific instructions, they follow step by step. |
| Factual knowledge | Students can comfortably identify the various mathematical signs and know what a mathematical question is asking of them. | Primary and secondary can both use this method | Through class discussions and observation and exams. | Engage each other on identifying and observing | Objectives, charts, drawings, and use of technology in using animated lessons for the learners. | They showed the ability to use their communication skills, ability to recall classwork and their knowledge on how to explain and learn the information. |
However, for the assessment to help the teacher and the students’ structure supporting the implementation of required measures must exist. Support from the community and parents is needed for the learning of the children. It should not only be a teacher affair, but the environment set in the home should encourage the development of knowledge skills and understanding of the learners. Children with various cognitive disabilities require specialized and more attention from all people concerned. They should not face discrimination of any kind since it would impact them negatively and lower their self-esteem hindering the development of the knowledge, skills, and understanding in their learning.