Portfolio Exemplar Cover Sheet

First Name
UH Email
Semester/Year
Title of Exemplar

Shanice
Last Name
sjcambra@hawaii.ed Cohort #
u
Spring 2015
Date
Math Self-Assessment

Portfolio ACEI Category

II

ACEI Standard:
ACEI Standard Element(s):

InTASC Standard

__ III _X IV

Cambra
402
April 9, 2015

Assessment
Candidates know, understand, and use formal and
informal assessment strategies to plan, evaluate, and
strengthen instruction that will promote continuous
intellectual, social, emotional, and physical
development of each elementary student.
6(e) The teacher engages learners in multiple ways
of demonstrating knowledge and skill as part of the
assessment process.

Hawaii Teacher Performance Standard(s):

Standard 8: Uses Assessment Strategies

Engages students in self-assessment activities and
encourages them to set personal achievement goals.

NAEYC Professional Standard(s):

3a Understanding the goals, benefits and uses of

assessment including its use in development of
appropriate goals, curriculum, and teaching
strategies for young children

Description of exemplar and how it demonstrates meeting the InTASC, ACEI Standard
and Element(s) and NAEYC Key Elements/Standards.
Multiple types of assessments were used to gauge where my students where, how they
were improving, and what needed to be done during my unit on two-dimensional shapes.
As a part of my students summative assessment they completed a packet of worksheets
and assessed themselves based on the work they provided. Each student went through the
entire self-assessment with the teacher then went to their desk to complete it and look
over their work. Provided are two examples from two different students. Each student has
two of the worksheets from their packets and their self-assessment of their work. This
was one of the first times students were allowed to formally assess their work.
Reflection on my professional growth in knowledge, skills, and dispositions related to the

InTASC, ACEI Standard and Element(s) and NAEYC Key Elements/Standards.

Having the students engage in self-assessment allowed me to see where they thought they
were at and what they thought they could do. It was an accurate assessment in the eyes of
the student. It gave me an idea of what I should do next with the students. I was also able
to assess the students work according to the same rubric to see how accurate their
assessments of themselves were. What surprised me is that many of the students wanted
to know what they should say or what they needed to write to be correct. The students did
not have the opportunity to think about their own progress. I think these kinds of
assessments are a great way to get students to think about where they are at and where
they want to be. We are constantly stressing goal setting without having students think
about where they are presently.

STUDENT 1

This is a student sample from the final

assessment given to the student. She is
able to do everything that is asked of
her for each of the sections. The only
thing she is unable to do is use more
than one of the academic language
terms. She is able to use the words
sides when describing the attributes of
a square.

The student was then asked to describe and draw a

picture of a square. Instead of drawing a square and
moving on the student decided to draw a picture
that included a large square. She is also able to
describe the square by saying The sqare has 4
corner. the sqare has 4 sides. She shows some
difficulties with spelling and using academic
language but this may be due to the fact that she is a
classified ELL student.

This is a copy of the students selfassessment of her work. Here the

student tells us how her work meets
the 4 expectations and what she can
do.

STUDENT 2
Here the student shows that she is able to do
all of the tasks except for giving real life
examples of a square. She says, a Bacat is
a sprare. When asked what she meant she
didnt know. She was however able to draw
an example of a square.

The student was able to describe her

shape using one of the key terms. She
still referred to vertices as corners but
most of the students did this.

This is a copy of the students self-assessment.

What I thought was interesting is that she is
one of the few students who checked-off the
not met box. This shows me she has an
understanding of what she can and cannot do.
She was able to look back on her work and
determine what she did and did not do. This in
itself was a huge achievement from not only
the beginning of this lesson but from the
beginning of the year.