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Redemption ARC > CA EXAM 3rd quarter > Flashcards

CA EXAM 3rd quarter Flashcards

1
Q

A _______ is a “ flat case for carrying papers and drawings”

A

portfolio

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2
Q

are used by painters, architects, and other artists to showcase samples of their best work.

A

Portfolios

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3
Q

, on the other hand, contain samples or evidences of what students have learned in a particular subject area at a given time.

A

Portfolios in education

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4
Q

is a purposeful, integrated collection of student work showing effort, progress, or achievement in one or more areas”

A

portfolio

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5
Q

Similar to the original
meaning of “portfolio,” a _______________ is a collection of a student’s best
work in a given discipline or subject area.
The student is the one who selects which
work he/she considers best and why.

A

Showcase Portfolio-

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6
Q
  • A ___________________
    demonstrate how a student developed
    particular skill or knowledge over time. It
    provides evidence of a student’s progress
    in a learning area. Unlike a showcase
    portfolio, you not only see a student’s
    best work, but also see the students
    journey toward achieving excellence in the
    given skill.
A

Growth Portfolio

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7
Q

A ____________________ emphasizes how a
student completed discipline-based
procedures or processes. The projects
documented usually represent tasks or
skills that professionals in the field
usually do in real life.

A

Project Portfolio-

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8
Q

is a collection of student work
that represents achievement of the content and
performance standards for a given course.

A

An academic portfolio or Standards-Based Portfolio

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9
Q

Four Types of Portfolios

A

Showcase Portfolio-
Growth Portfolio-
Project Portfolio-
Academic Portfolio or Standards-Based Portfolio

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10
Q

To showcase the student’s best work (within or outside class) that reflects achievement of learning goals in each of the specialized subjects under the HUMSS Strand.

A

PURPOSE OF PORTFOLIO

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11
Q

The student may creatively design the cover as long as it includes the following information: name of student, grade level, section, school year, name of school, and name of teacher.

A

Cover Page

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12
Q

Checklist of requirements and self- assessment using the rubric provided.

A

Portfolio Checklist and Self-Assessment

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13
Q

A narrative that provides a brief background of yourself and why you are making a portfolio. It must also describe the reasons and process you used in selecting the artifacts or works you have included in
your portfolio. Finally, it should include your all overall reflection and
learning.

A

Preface

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14
Q

Identify the subject where each artifact belongs.

A

Subject

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15
Q

The student’s best work may include actual student output or outside class; photo of a school presentation/performance; reflection paper; awards; commendations; etc. You may include memorabilia related to the main artifact you are presenting.

A

Artifacts

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16
Q

Brief narrative describing what, when, where, how,
and why of the chosen artifact.

A

Description of Artifact

17
Q

Content or performance standard related to the artifact.

A

Learning Goals Reflected

18
Q

This may include your most significant learning or
realization about yourself or the subject.

A

Reflection on the Artifact

19
Q

format of presentation of selected work

A

Subject
Artifacts
Description of the Artifact
Learning Goals Reflected
Reflection on the Artifact

20
Q

Narrative that describes your dreams, goals, and aspirations for yourself for the next 10 years. Some questions you may use as guide are the following:

A

Personal Vision and Goals for the Future

21
Q

PArts of The Portfolio

A

Cover Page
Portfolio Checklist and self-Assessment
Table of Contents
Preface
Presentation of selected Work
Personal Vision and goals for the future

22
Q

This is the stage where students define the goal or
purpose of the portfolio. In this case, the purpose of the portfolio is
to showcase their best work and connect them to the course
standards. At this stage, the students also identify subtasks
necessary in developing the portfolio. They would also estimate the
time and resources available the project.

A

Projection

23
Q

The student collects and retrieves as many evidences
or outputs from the course.

A

Collection

24
Q

The student evaluates all of the artifacts gathered using
criteria appropriate for the purpose of the portfolio. In this case,
the criteria would focus on excellent artifacts that are aligned with
the standards of the course.

A

Selection

25
Q

The student makes personal and academic insights
based on the artifacts gathered. This includes reflections for each artifact and reflections for the whole portfolio.

A

Reflection

26
Q

Using the rubric or criteria provided by the teacher, the student evaluates the completed portfolio. A student enhances the portfolio in the areas he/she rated low.

A

Self-Assessment

27
Q

Students share their portfolio with classmates, teachers, and even parents. They are also given the opportunity to provide feedback on the portfolio.

A

Connection and Presentation

28
Q

Portfolio Development Phases

A

Projection
Collection
Selection
Reflection
Self-Assessment
Connection and Presentation

29
Q

can be information about the (quantity or quality) of a
group’s work, an assessment of effectiveness of the group’s task or activity, or evaluations of members’ individual performances.

A

Feedback

30
Q

Feedback at the (task or procedural level) usually involves issues of
effectiveness and appropriateness. Issues of quantity and quality of group output are the focus of task feedback.

A

Task and Procedural Feedback

31
Q

It provides information on the processes the group used to arrive at its (outcome). Is the brainstorming procedure effective for the group? Did group members plan sufficiently?

A

Procedural feedback

32
Q

Feedback that focuses on (specific group members )is ____________. This feedback may address the knowledge, skills, or attitudes a group member demonstrates or displays. A good place to start is with seven characteristics that affect an individual’s ability to be an effective group member (Larson & LaFasto, 1989).

A

Individual Feedback

33
Q

Levels of Feedback

A

Task and Procedural Feedback
Procedural feedback
Individual Feedback
Relational Feedback
Group Feedback
(not sure)
Descriptive Feedback
Evaluative Feedback
Prescriptive Feedback

34
Q

Feedback that merely identifies or describes (how a group member communicates) is ________________. You may describe someone’s communicator style, or you may note that someone’s verbal communication and nonverbal communication suggest different meanings

A

Descriptive Feedback

35
Q

Feedback that goes (beyond) mere description and provides an
evaluation or assessment of the person who communicates is ____________

Too much negative _____________ decreases motivation and
elicits defensive coping attributions, such as attributing the feedback to others.

A

Evaluative Feedback

36
Q

Feedback that provides group members with (advice) about how they should act or communicate is ________ not a blaming process. Rather, it should be used as an awareness strategy, a learning tool, and a goal-setting strategy

A

Prescriptive Feedback

37
Q

Feedback that provides information about the (group climate) or
environmental or interaction dynamics within a relationship in the group is____________. This feedback focuses group members’ attention on how well they are working together rather than on the procedures used to accomplish their tasks.

A

Relational Feedback

38
Q

At this level, feedback focuses on how well the (group is performing). Have team members developed adequate skills for working together?

A

Group Feedback

39
Q

Types of Feedback

A

Descriptive Feedback
Evaluative Feedback
Prescriptive Feedback

Redemption ARC (6 decks)

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