Module 4 — Portfolio Capstone Studio

1. What is the primary goal of the peer-review process in Module 4?

2. What does 'actionable feedback' imply for a student?

3. During the oral readiness review, why is it important to explain the 'why' behind your decisions?

4. When calibrating your marking for the portfolio, what is the 'one-mark' tolerance rule?

5. What is the primary function of a digital teaching portfolio in this course?

6. How should a teacher respond to a difficult question in the oral defense?

7. Why is the marked student sample a critical part of the portfolio?

8. What does a 'low-cost experiment' signify in this portfolio?

9. What is the best way to prepare for the oral defense?

10. What is the expected outcome of a well-moderated assessment task?

1. A colleague has given a student 5/10 on an experiment but provided no written feedback. What do you advise?

2. In your oral defense, a panel member asks why your safety risk assessment was minimal. How do you respond?

3. You find that your marking of a student sample is significantly different from the official mark scheme. What is your next step?

4. A student asks why they received a mark for 'safety' when they broke a beaker. How do you explain the rubric?

5. During peer review, you notice a colleague's lesson plan lacks differentiation. What do you suggest?

6. Your oral panel asks how you address resource scarcity. What is the most effective response?

7. A parent disputes a grade you assigned. What evidence do you use to defend it?

8. What is the best way to handle a student sample that demonstrates high ability but fails to meet specific command word requirements?

9. You need to demonstrate 'Assessment for Learning' in your portfolio. What do you include?

10. If your oral reviewer points out an inconsistency in your safety management, how do you handle it?