The document outlines the assessment and evaluation framework for teaching mathematics, focusing on the GRASP model which includes elements like goal, role, audience, situation, product, and standard for project-based assessments. It highlights various authentic assessment tools, including checklists and interviews, that aid in evaluating student performance and problem-solving skills in mathematics. Additionally, it emphasizes the importance of understanding student perspectives through interviews to enhance learning and address difficulties.

1. ASSESSMENT AND
EVALUATION IN
TEACHING
MATHEMATICS
Prepared by: April Joy B. Mabazar

2. SUMMATIVE TEST-
(PERFORMANCE-
BASED)

3. LESSON OBJECTIVES
 Design a project-based using GRASP framework
 Present real life issues and concern in GRASP
 Discuss how Individual or Group Checklist utilized
in problem-solving in Mathematics
 Describe how Interview Sheets can be utilized in
enhancing Mathematics Learning
At the end of the discussion, the students should be
able to:

4. GRASPS
 Is a model for demonstrating performance of
understanding using authentic assessments.
 Represent a framework for organizing, delivering and
assessing a project-based assessment.

5. WHAT IS GRASP?
GOAL
ROLE
AUDIENCE
SITUATION
PRODUCT
 States the goal, problem, challenges, or
outcome of a project
 Defines the role of the students and the
perspective from which they approach the task.
 Identify the target audience within the
context of the scenario.
 Describe the context for the inquiry.
 Defines what will be produced in relation
to the task
STANDARD  Dictates the standards that must be met and how
the work will be judged by the assumed audience.

6. GUIDE
GOAL What task do I want the students to
achieve?
Example: To write a reaction paper
about “The proposed Mandatory
Military Service by Vice presidential
candidate Mayor Sara Duterte” and
read it in front of the class

7. GUIDE
ROLE What’s the student’s role in the
task?
As a student, Filipino citizen, and
already 18 years old

8. GUIDE
AUDIENCE Who is the student’s target audience?
Teacher and fellow students who have
the same situation as you.

9. GUIDE
SITUATION What’s the context? The challenge?
Imagine you are a student, Filipino citizen, and
18 years old already which is belong to the age
required for the mandatory military service, what
will be your reaction about it? Will you agree
or disagree? Present and discuss your stand
about it in front of the class.

10. GUIDE
PRODUCT What will the student create/develop?
You will write a reaction about your stand whether
you agree or disagree regarding “The proposed
Mandatory Military Service by Vice presidential
candidate Mayor Sara Duterte”. Make sure to present or
take note in your reaction paper the answer of “why” and
also the advantages and disadvantages in agreeing and
not of this proposed mandatory military service.

11. GUIDE
STANDARD On what criteria will they be judge?

12. SENTENCE STARTER
GOAL
 Your task is to….
 The goal is to…
 The problem or challenge is…
 The obstacle to overcome
ROLE
 You are…
 You have been asked to…
 Your job is

13. SENTENCE STARTER
AUDIENCE
 Your client are…
 The target audience is…
 You need to convince…
SITUATION
 The challenge involves dealing with…
 The context you find yourself in is…
 The context requires an understanding of…

14. SENTENCE STARTER
PRODUCT
 You will create a…in order to…
 You need to develop a… so that…
STANDARD
 Your performance needs to…
 Your work will be judge by …
 Your product must meet the following standards…
 A successful result will…

15. EXAMPLE OF GRASP TASK
You are a survey taker, and your task is to create an
Excel spreadsheet survey by surveying the class to
determine which was their favorite lunch food. The
challenge involves gathering data and then displaying
that data in an Excel spreadsheet. By letting your
classmate and the school cafeteria manager know which
food turned out to be the class favorite, You will create
an Excel spreadsheet using the data you obtained and
share it in a letter to the cafeteria manager. Your product
must meet the following standards: the letter is written
correctly and contains the correct data displayed in
Excel and the chart.

16. EXAMPLE OF GRASPS TASK
GOAL: Create an Excel spreadsheet survey by surveying the class to
determine which was their favorite lunch food.
ROLE: Survey taker
AUDIENCE: Classmate and the school cafeteria manager to know
which food turned out to be the class favorite
SITUATION: By letting your classmate and the school cafeteria
manager know which food turned out to be the class favorite
PRODUCT: You will create an Excel spreadsheet using the data you
obtained and share it in a letter to the cafeteria manager.
STANDARD: The letter is written correctly and contains the correct
data displayed in Excel and the chart.

17. EVALUATION TOOLS
USED IN AUTHENTIC
ASSESSMENT

18. KEY CONCEPTS:
CHECKLIST: Is a simple method of recording whether a particular
characteristics is “present” or “absent”.
OBSERVATION CHECKLIST: Is a strategy to monitor specific skills,
behavior or dispositions of individual students or all of the students in
the class.
INTERVIEW: A two-way method which permits an exchange of ideas
and information.
STUDENT INTERVIEW: A Student Interview is based on the belief
that, through conversation and a student’s demonstration of his
thinking, we can begin to solve for why.

19. CHECKLIST AND INTERVIEW
CHECKLIST: Is a simple method of recording whether
a particular characteristics is “present” or “absent”.
We can use checklist to assess procedures as well as
the product or student’s output. Example: Suppose we
want to assess if pupils can use geometrical
instruments effectively.

20. OBSERVATION CHECKLIST
•Is a strategy to monitor specific skills, behavior, or
dispositions of individual students or all of the students
in the class?
•It is also a record keeping device for teachers to use to
keep track of who has mastered the targeted skills and
who still needs help.

23. WHY USE OBSERVATION CHECKLIST
•Provides a quick and easy way to observe and record
many of the skills, criteria, and behaviors.
•Shows the area of concern early
•Provide the opportunity to "change gears" in a
classroom if a large percentage of students are not
doing well

24. HOW SHOULD WE USE OBSERVATION CHECKLISTS?
(1) Individual checklist
• Checklists that are used with students on an individual basis
• May be done one-on-one or may be done during class activities
(2) Whole Group checklist
•Basically, the same as the individual, but is more generic or global
in scope of material.
•Criteria usually consist of degree of performance. Such headings
would include, "Not yet mastered", "Beginning of mastery", and
"Mastery level performance"

25. HOW CHECKLIST IS UTILIZED IN PROBLEM-
SOLVING IN MATHEMATICS?
PROBLEM SOLVING CHECKLIST
•Is a checklist that can be used by a student
and/or class that outlines the steps necessary to
complete simple or complex math problem
•Might include an approach or a step-by-step
algorithm for solving math problems
•Help students to master simple and complex
algorithms.

27. INTERVIEW
•A two-way method which permits an exchange of ideas
and information
•As a technique, it is a conversation carried out with the
definite purpose of obtaining certain information by
means of the spoken word.
•Is an opportunity for the teacher to probe the student's
understanding of a topic in ways that cannot be used
effectively with other forms of assessment

28. INTERVIEW SHEET
• A tool which is also called the conference recording
form. Interview sheets consist of a list of questions the
teacher intends to ask and space for recoding the
students answers.

30. THANK YOU!

31. ASSIGNMENT:
DIRECTION: Construct/Design a project based using GRASPS FRAMEWORK
in mathematics. You can choose what curriculum you want ( GRADE 7,8,9
and10). You will be graded given by the following criteria
Criteria Points
Content/Creativity 10
Significance of GRASPS
Framework
5
Punctuality 5
TOTAL 20

32. The following are some of the purposes/advantages of interviews
in the classroom:
(a) to identify students’ difficulties and to ascertain the reason for the
difficulties;
(b) to probe into the learners’ thought processes to find out how they
are thinking and reasoning;
(c) to obtain feedback on students’ progress;
(d) to provide opportunities for students to communicate mathematics
and for them to clarify their thinking about mathematical issues;
(e) to help students identify and correct their mistakes;
(g) to determine whether the learner has a correct reason for his/her
answer;
(h) to find out what students know and understand;
(i) to obtain information which would direct the planning of
remediation/differentiated programs.