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Kelsey Mercadante

Final Portfolio Evaluation
Learning Objectives that
match my goal

Little Accomplishment
Unsatisfactory
1

Partial Accomplishment
Marginal
2

My portfolio provides
much evidence of the
creation of 2 unit plans
using backward design

Portfolio does not provide
much evidence of the
creation of 2 unit plans
using backward design

Portfolio provides very
few evidence of the
creation of 2 unit plans
using backward design

Substantial
Accomplishment
Adequate
3
Portfolio provides some
evidence of the creation
of 2 unit plans using
backward design

My portfolio provides
many ways to connect
mathematical concepts of
Number Operations,
Algebraic Thinking,
Geometry, Measurement,
Data Analysis, and
Probability
My portfolio provides
specific activities and
strategies that connect
mathematical concepts in
a way that promotes
student learning

Portfolio does not provide
ways to connect
mathematical concepts of
Number Operations,
Algebraic Thinking,
Geometry, Measurement,
Data Analysis, and
Probability
Portfolio does not provide
specific activities and
strategies that connect
mathematical concepts in
a way that promotes
student learning

Portfolio provides very
few ways to connect
mathematical concepts of
Number Operations,
Algebraic Thinking,
Geometry, Measurement,
Data Analysis, and
Probability
Portfolio provides very
few specific activities and
strategies that connect
mathematical concepts in
a way that promotes
student learning

Portfolio provides some
ways to connect
mathematical concepts
of Number Operations,
Algebraic Thinking,
Geometry,
Measurement, Data
Analysis, and Probability
Portfolio provides some
specific activities and
strategies that connect
mathematical concepts
in a way that promotes
student learning

Full Accomplishment
Excellent
4
Portfolio provides a great
amount of evidence of
the creation of 2 unit
plans using backward
design
Portfolio provides
multiple ways to connect
mathematical concepts
of Number Operations,
Algebraic Thinking,
Geometry, Measurement,
Data Analysis, and
Probability
Portfolio provides
multiple specific
activities and strategies
that connect
mathematical concepts
in a way that promotes
student learning

Total: 12/12

Final Portfolio Reflection
I learned a great amount by creating my S.M.A.R.T. goal. At the beginning of the summer, I created a specific,
measurable, appropriate, realistic, and time-limited goal that would benefit my learning experiences and preparation
towards becoming a classroom teacher. The goal I created read, “By the end of the six weeks, I will create two unit
plans using backward design while also coming up with ways to connect mathematical concepts of Number
Operations, Algebraic Thinking, Geometry, Measurement, Data Analysis, and Probability.” Once I created my goal, I

began to create and collect evidence that I could use to show progress toward my goal. I strove to meet my goal by
collecting relatable class notes on readings, class documents that connected to my goal, and by researching other
activities that connected math concepts, which related to my goal. In class, I always made sure to write down any
mathematical connections I saw or experienced. I also wrote down and kept track of any specific activities we did in
class that connected math concepts. Each time I completed a step of backward design while creating my math unit
plan, I made sure to save them in separate documents, so I could show my progress toward meeting my goal of
using backward design. In ELED 570, I also kept track of all of the steps I took to create my social studies unit using
backward design to support my evidence of progress toward my goal.
I first included my goal plan, which included things I can already do well as a teacher of mathematics, and
things I would like to learn next in order to grow. The goal plan helped me work toward my goal because it contains
my written plan explaining how I will accomplish my goal, and how the achievement of my goal will affect me as a
teacher. My goal update #1 helped me work toward my goal because it served as a compilation of a mixture of
documents involving steps of backward design, and then notes involving math connections. In my goal update #1, I
included the beginning stages of the two units I created using backward design. The Think sheet helped me find the
big ideas, essential questions, and the essential understandings of my social studies unit. The unit plan stage 1 of
my social studies unit shows how I identified desired results before planning my unit, which follows backward design.
The goal update #1 also includes the first phase of my math unit, which was unwrapping the standards to create
unit objectives (UKDs). Lastly, I included relatable prep notes in my goal update #1 that related to mathematical
concepts, so I could start keeping track of math connections.
My goal update #2 consists of a rubric I created for my portfolio. I used the rubric to evaluate the progress I
had made towards reaching my S.M.A.R.T. When I evaluated myself on my rubric, it gave me an idea of where I am
in comparison to reaching my goal. Evaluating my work on the rubric allowed me to see what evidence I have
(evidence of backward design), and what more I need to do in order to reach my goal (evidence of math
connections). When I assess myself, I realized I needed to provide more mathematical connections; therefore, this
document encouraged me to provide more evidence, so I could reach my goal. Evaluating myself made me realize I
need to do more work to show my progress; therefore, I created a goal update where I made final additions so I
could become closer to meeting my goal. In my final additions goal update I included class notes on the textbook
that connects math concepts, I provided more to my list of mathematical connections, and I also provided more
math activities that connect math concepts in ways that promote student learning. I used activities that we talked
about or experienced in ELED 533, and I also researched engaging activities that promote student learning of
connecting math concepts. In my final additions goal update I also provided links to articles that explain important
aspects of connecting mathematical concepts. Adding this compilation of evidence, allowed me to gain all 4’s on my
rubric that pertained to mathematical connections.

In ELED 433, I created a math unit using backward design. In my portfolio, I included each step I took when
creating my unit, to show how I used backward design. Phase 1 of the unit consists of the learning objectives that
were created by unwrapping the standards. Phase 2 of the unit consists of the unit performance assessment and
rubric that I created. Creating the assessment before planning the opportunities for learning allowed me to follow
backward design. Conducting the assessment as a pre-assessment, analyzing the data, and then forming pattern
groups based on the collected data also follows backward design because I grouped students into groups based on
their readiness and then created an appropriate instructional plan that differentiated the lesson to for the needs of
each student (I showed evidence of pre-assessment before planning for instruction). After the creating the unit
assessment, I then continued to the next step of backward design of creating the unit scope and sequence, which
was phase 3. I than include phase 4, which consists of two lesson plans from the math unit. All of the phases of the
math unit followed the progression of using backward design when creating a unit, which allowed me to progress
toward my S.M.A.R.T. goal. My math unit also involved connecting mathematical concepts. Since my unit was on
perimeter and area, it allowed me to include measurement and operations of addition and multiplication in my unit.
Since students used perimeter and area to measure shapes, the unit also connected to geometry. These math
connections allowed me to provide more evidence for reaching my goal. Next in my portfolio is my partnership
project I completed for ELED 533. This project relates to my goal because it relates to my math unit on perimeter
and area, and it connects mathematical concepts in the newsletter and on the class website.
In my portfolio, I also included the stages of my ELED 570 social studies unit plan to provide more examples of
evidence toward creating a lesson using backward design. The Think Sheet allowed me to uncover the big ideas,
essential questions, and essential understandings of my unit, which is a part of backward design. In stage 1 of my
unit plan for ELED 570 I identified desired results, which is the first step of backward design. In stage 1 I identified all
of the essential knowledge and skills for my unit. In stage 2 of my social studies unit, I determined acceptable
evidence, which is the second step of backward design. In this stage, I planned and created my two performancebased assessments for my unit, as well as other evidence that I would collect throughout the unit. In stage 3 of my
social studies unit, I created my unit scope and sequence, which id the third step of backward design. All of these
steps show the progress I experienced as I created a unit using backward design.
At the end of my S.M.A.R.T. goal portfolio, I included my final self-evaluation and my final portfolio reflection,
which is this document. For my final self-evaluation, I used the rubric I created in goal update #2 to re-evaluate my
portfolio and achievement toward my S.M.A.R.T. goal. After re-evaluating my portfolio based on my rubric, I have
finally reaching my goal. I am overwhelmed with joy that I have successfully planned, and achieved my S.M.A.R.T.
goal. This reflection concludes my portfolio with explaining the components of my portfolio and what I have learned
from completing this project. I have learned about the importance of setting a S.M.A.R.T. goal. This experience
supported my growth as a learner and a teacher. It was beneficial for me to set my own goal and document my

progress toward that goal. I know I will have to create, plan for, and document progress for future S.M.A.R.T. goals
that I will have to create as a future teacher; therefore, this project has better prepared me for that. As a teacher, I
look forward to using backward design and connecting math concepts with in my own classroom. I look forward to
setting S.M.A.R.T. goals that will positively affect student learning in my future classrooms.