Module 3 — Applied Classroom Practice: Structuring physical vs. digital portfolios, setting evidence selection criteria, and standardizing portfolio moderation.

1. What is the primary purpose of a student-led evidence selection checklist?

2. Why is department-wide moderation essential in CBC?

3. When should students start selecting evidence for their portfolios?

4. Which of these is the most effective way to handle digital evidence?

5. How does evidence selection support differentiation?

6. What is the best way to translate KICD command words for students?

7. What should a teacher do if a student's evidence does not meet the rubric criteria?

8. What does 'authenticity' mean in the context of evidence selection?

9. What is the benefit of a 'hybrid' portfolio approach?

10. Which action most effectively prepares a teacher for a portfolio defense?

1. A student submits a messy, disorganized project that technically covers all competencies. What do you do?

2. Your department head asks for a moderation session, but you disagree with their grading of a specific sample. What is the professional approach?

3. A learner is struggling to identify their 'best' work. How do you facilitate this?

4. How should you respond to a parent who asks why their child has 'too much' in their portfolio?

5. You find that your digital storage for portfolios is becoming cluttered. What is the most effective solution?

6. A student wants to include a collaborative group project in their portfolio. Should they?

7. How do you ensure your lesson plan demonstrates 'differentiation'?

8. A student complains that the rubric is 'too hard' to understand. What do you do?

9. You are grading two students. One shows great progress, one is consistently high. How do you reflect this in the portfolio?

10. A colleague is not using the department's agreed-upon moderation process. What should you do?