SENIOR HIGH SCHOOL
CULMINATING
ACTIVITY
Quarter 1 – Module 1
Department of Education ● Republic of the Philippines
CULMINATING ACTIVITY
Quarter 1 – Module 1: Culminating Activity
First Edition, 2020
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1
SENIOR HIGH SCHOOL
CULMINATING ACTIVTIY
Quarter 1 – Module 1
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Department of Education ● Republic of the Philippines
2
TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know
1
What Should I Expect
1
Things to Remember To Get Through
2
Lesson 1- My HUMSS Portfolio
What I Need To Know
3
What I Know
4
What Is It
5
What’s More
6
Lesson 2 – Planning the Portfolio
What I Need To Know
10
What's In
10
What is It
11
What's More
12
What Can I do
13
Post Assessment
15
Lesson 3 – Comments, Feedbacks and Observations
What I Need To Know
16
What's In
17
What I Know
18
What Is It
19
What's More
22
What I Have Learned
23
What I Can Do
24
Lesson 4 – Synthesize Insights from the Observations, Comments, and
Recommendations of Peers and/or Teachers
What I Need To Know
27
3
What I Know
28
What Is It
28
What's New
29
What's More
30
Post Assessment
33
What I Have Learned
33
4
This Module in Culminating Activity aims to
produce a creative portfolio that will integrate their
learning in specialized learning areas under
humanities or social sciences.
This module has 6 parts or lessons. Lesson
one (1) My HUMSS PORTFOLIO, Lesson two (2)
Planning the portfolio, Lesson Three (3) Comments,
Feedbacks and Observation, Lesson Four (4)
Synthesize
Insights
from
the
Observations,
Comments,
and
Recommendations of Peers and/or Teachers
Every part of the module contains activities and enhancement
exercises utilizing pictures, and illustrations which have been proven as
effective instructional materials in improving the writing skills of the
students.
Learning Objectives: At the end of the module, the learners shall be able to:
1. Formulate a plan that will demonstrate the key concepts, principles,
and processes of humanities and social sciences;
2. Write a concept anchored on the prepared plan;
3. Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance and concepts;
4.
Synthesize
insights
from
the
observations,
recommendations of peers and/or teachers.
5
comments,
and
For the learners
Now that you are holding this module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers in your notebook.
For the Facilitators
1. Introduce the lesson/activities. Engage learners to do the activities
religiously, and let the learners carry the tasks with ease and
confidence.
2. Do the What I Know: Instruct the learners to answer the questions to test
how far they know about the topic.
3. Do the activity What’s New: Activate the learners' understanding of the
topics by letting them answer varied activities.
4. Allow students to read What is It. Let the learners fully discover and
comprehend all topics discussed in this module.
5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the
guided questions on what I have learned section.
6. Assign the students to do What I can Do activities that shall transfer
knowledge /skills gained or learned into real life situation.
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GOOD LUCK AS YOU BEGIN MODULE 1
LESSON 1
MY HUMSS PORTFOLIO
Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles,
and processes of humanities and social sciences.
Learning Objectives: At the end of this lesson, the learners are expected to:
1. Know and understand the term “ portfolio” and it’s purpose;
2. Identify the different types of “portfolio”
3. Determine the parts of “ portfolio”.
General Instructions
Now that you are holding this module, do the following:
1.
2.
3.
4.
Read and follow instructions carefully in each lesson.
Take note and record points for clarification.
Do the activities to fully understand each lesson.
Answer all the given tests and exercises.
7
Let’s Answer This!
CHAPTER PRETEST
Create a Concept Map
Question: What comes into your mind when you hear the word “ Portfolio”.
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What is a Portfolio?
A portfolio is a “ flat case for carrying papers and drawings” (MerriamWebster Dictionary, 2015)’ Indeed, Portfolios are used by painters,
architects, and other artists to showcase samples of their best work.
Portfolios in education, on the other hand, contain samples or evidences of
what students have learned in a particular subject area at a given time.
“ A portfolio is a purposeful, integrated collection of student work
showing effort, progress, or achievement in one or more areas” (Belgrad,
Burke, and Fogarty, 2008, 2). It is also a “record of learning that focuses on
students’ work and their reflections on the work” (Benson and Barnett,
1999, 14). Indeed, it is another way assessing student learning without the
use of standardized tests and evaluation.
In general, there are four types of portfolios used in education
(Johnson, Mims-Cox, and Doyle-Nicholas, 2010, 38).
a. Showcase Portfolio - Similar to the original meaning of “portfolio,”
a showcase portfolio is a collection of a student’s best work in a given
discipline or subject area. The student is the one who selects which
work he/she considers best and why.
b. Growth Portfolio - A growth portfolio demonstrate how a student
developed particular skill or knowledge over time. It provides evidence
of a student’s progress in a learning area. Unlike a showcase portfolio,
you not only see a student’s best work, but also see the students
journey toward achieving excellence in the given skill.
c. Project Portfolio - A project portfolio emphasizes how a student
completed discipline-based procedures or processes. The projects
documented usually represent tasks or skills that professionals in the
field usually do in real life.
d.
Academic Portfolio or Standards-Based Portfolio - An
academic portfolio is a collection of student work that represents
achievement of the content and performance standards for a given
course.
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For the HUMSS Individual Learning Portfolio, we shall be combining
the elements of the showcase portfolio and the standards-based portfolio.
This means that your portfolio must contain your best work or most
significant experience in each of the subjects you have taken under the
HUMSS Track.
The following are the Portfolio guidelines:
MY HUMSS PORTFOLIO
You may use any printed format for this portfolio as long as it contains
all required components. It must also comply with the criteria as reflected in
the rubric provided.
PURPOSE OF THE PORTFOLIO
To showcase the student’s best work (within or outside class) that
reflects achievement of learning goals in each of the specialized subjects
under the HUMSS Strand.
PARTS OF THE PORTFOLIO
(Hopkinton High School,1999,194)
1. Cover Page -- The student may creatively design the cover as long as it
includes the
following information: name of student, grade level, section,
school year, name of school, and name of teacher.
2. Portfolio Checklist and Self-Assessment-- Checklist of requirements and
self- assessment using the rubric provided.
3. Table of Contents
4. Preface-- A narrative that provides a brief background of yourself and
why you are making a portfolio. It must also describe the reasons and
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process you used in selecting the artifacts or works you have included in
your portfolio. Finally, it should include your all overall reflection and
learning.
5. Presentation of Selected Work
Format:
a. Subject -- Identify the subject where each artifact belongs.
 Introduction to World Religions and Belief Systems
 Disciplines and Ideas in the Applied Social Sciences (DIAS)
 Creative Writing
 Creative Nonfiction
 Disciplines and Ideas in the Social Sciences
 Philippine Politics and Governance
 Trends and Critical Thinking in the 21st Century Culture
 Community Engagement, Solidarity, and Citizenship
b. Artifacts -- The student’s best work may include actual student
output
within
or
outside
class;
photo
of
a
school
presentation/performance; reflection paper; awards; commendations; etc.
You may include memorabilia related to the main artifact you are
presenting.
c. Description of the Artifact -- Brief narrative describing what, when,
where, how, and why of the chosen artifact.
d. Learning Goals Reflected -- Content or performance standard related
to the artifact.
e. Reflection on the Artifact -- This may include your most significant
learning or realization about yourself or the subject.
6. Personal Vision and Goals for the Future -- Narrative that describes your
dreams, goals, and aspirations for yourself for the next 10 years. Some
questions you may use as guide are the following:
 Where do you see yourself ten years from now? What would you be doing?
 What have you achieved personally and professionally?
 What would you do to make these dreams and aspirations happen?
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LESSON 2
Planning the Portfolio
LESSON 2
Learning Objectives: At the end of the lesson, the learners are expected to:
1. identify the Portfolio Development Phases; and
2. develop a Portfolio Development Plan
Let’s Recall!
A Portfolio is…
12
Portfolio Development Phases
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the
development of portfolios in education normally goes through six phrases,
namely:
1. Projection- This is the stage where students define the goal or
purpose of the portfolio. In this case, the purpose of the portfolio is
to showcase their best work and connect them to the course
standards. At this stage, the students also identify subtasks
necessary in developing the portfolio. They would also estimate the
time and resources available the project.
2. Collection- The student collects and retrieves as many evidences
or outputs from the course.
3. Selection- the student evaluates all of the artifacts gathered using
criteria appropriate for the purpose of the portfolio. In this case,
the criteria would focus on excellent artifacts that are aligned with
the standards of the course.
4. Reflection- The student makes personal and academic insights
based on the artifacts gathered. This includes reflections for each
artifact and reflections for the whole portfolio.
5. Self-Assessment – Using the rubric or criteria provided by the
teacher, the student evaluates the completed portfolio. A student
enhances the portfolio in the areas he/she rated low.
6. Connection and Presentation- Students share their portfolio with
classmates, teachers, and even parents. They are also given the
opportunity to provide feedback on the portfolio.
13
In terms of management of portfolio ideas, Johnson, Mims-Cox, and
Doyle-Nichols (2010) provided some tips which you may follow:
1. Set up a time line with due dates for installments in the portfolio.
a. Practice writing reflective statements for each potential
portfolio entry
b. Make sample reflection sheets for dry runs
2. Review samples of completed portfolios with importance of
appearance and scoring.
3. To ensure clarity of expectations, review the rubrics or scoring
guides on advance.
4. Make the portfolio process convenient.
a. Use materials that are readily available
b. Store folders alphabetically in milk crates or cardboard boxes,
or file cabinets
c. Use binders
d. Color-code to distinguish among classes
Lets’ Practice!
To help you strategize, fill up the Portfolio Development Plan template below:
Projection/Planning Stage
Collection
Selection
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Reflection
Self- Assessment
Connection and Presentation
Let’s Do It!
For the next two weeks, use your time to gather, organize, and reflect on
your portfolio.
By this time, you are expected to start making your portfolio. All of the
inputs must be gathered. Write a reflection on each portfolio entry.
Portfolio entries to accomplish:
Portfolio Entry no. 1: RESUME
Portfolio
Entry
APPLICATION LETTER
no.
Portfolio
3
Entry
no.
:
*attach your resume
*write a reflection about the resume
that you made
2: *attach your application letter
* write a reflection about writing your
application letter
JOB *attach photos of your job interview
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INTERVIEW
Portfolio Entry no. 4 : COMPANY
RULES AND REGULATIONS
Portfolio Entry no. 5: WORK
IMMERSION TASK/ACTIVITIES
Portfolio Entry no. 6: DAILY TIME
RECORD
AND
DAILY
TASK
RECORD
Portfolio Entry no. 7: PERSONAL
TRAITS 1
Portfolio Entry no. 8: PERSONAL
TRAITS 2
Portfolio Entry no. 9: UPDATED
RESUME
Portfolio Entry no. 10:
IMMERSION HIGHLIGHTS
WORK
Portfolio
Entry
no.
11:
REFLECTION ON CREATING MY
PORTFOLIO
*write a reflection on your experience
in your job interview
*attach a list of your company’s rules
and regulation
*write a reflection on how you
behaved and followed their rules and
regulations
*attach photos of you in your work
immersion activities
*write a reflection on how you
managed to comply your work/ task.
Was the task easy? Was is difficult?
*attach your Daily time record and
daily task record
*write a reflection on how having a
time record affect your efficiency in
accomplishing your task
*attach photos of good personality
traits you demonstrated during the
work immersion which is on pleasing
appearance,
courtesy,
conduct,
industriousness, and reliability
* attach photos of good personality
traits you demonstrated during the
work immersion which is on
sociability, drive and leadership.
Mental
maturity,
and
stress
tolerance
*attach updated resume
*write a reflection about the resume
that you updated
*attach photos of your highlights
during the work immersion
*write a reflection of your whole
experience
during
your
work
immersion
*write a reflection on creating a
portfolio using CERAE format.
C- Content: what is your portfolio
about
E-Experience:
what
are
your
experiences in creating the portfolio?
R-Reflection: what have you learn in
your portfolio creating experience?
A-Action: what do you plan to do
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based on your reflection?
E-Evaluation:
Evaluate
the
experience as a whole.
Portfolio Entry no. 12: COLLAGE *attach a collage of your Senior High
OF MY SENIOR HIGH SCHOOL School experience
EXPERIENCE
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LESSON 3
Learning Competency 3.
Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance of concept.
Learning Objectives:
expected to:
At
the
end
of
the
lesson,
learners
are
1. Express and relate specific but not restrictive comment, feedbacks
and observation on the feasibility, appropriateness and relevance of
concept in the social sciences;
2. evaluate concept in the social sciences; and
3. use the comments, feedbacks and observation to glean information
he/she needs.
18
Let’s Recall!
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the
development of portfolios in education normally goes through six phrases,
namely:
1. P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or
purpose of the portfolio.
2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many
evidences or outputs from the course.
3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered
using criteria appropriate for the purpose of the portfolio. In this
case, the criteria would focus on excellent artifacts that are aligned
with the standards of the course.
4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic
insights based on the artifacts gathered. This includes reflections
for each artifact and reflections for the whole portfolio.
5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the
areas he/she rated low.
6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their
portfolio with classmates, teachers, and even parents. They are
also given the opportunity to provide feedback on the portfolio.
19
Let’s Answer This!
1. Why should this sample be included in your portfolio?
I chose this piece because ....
2. How does this sample meet the criteria for selection for your portfolio?
3. What are the strengths of this work? Weaknesses?
Let’s Move On!
1. If you were a teacher and grading your work, what grade would you
give it and why?
2. Using the appropriate rubric, give yourself a score and justify it with
specific traits from the rubric.
3. What do you like or not like about this piece of work?
I like this piece of work because ....
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What Is Feedback?
Feedback can be information about the quantity or quality of a
group’s work, an assessment of effectiveness of the group’s task or activity,
or evaluations of members’ individual performances.
Why Groups Needs Feedback
First, group members who believe that their input to the group
will be evaluated are less likely to become social loafers – those
members who hide behind the efforts of other group members.
Second, at the group level, group members who receive positive
feedback about their group’s performance and their interactions are more
likely to be satisfied with group member relationships, believe that their
group is more prestigious, be more cohesive, and believe that group
members are competent at their task or activity (Anderson, Martin, & Riddle,
2001; Limon & Boster, 2003).
Levels of Feedback
Task and Procedural Feedback
Feedback at the task or procedural level usually involves issues of
effectiveness and appropriateness. Issues of quantity and quality of group
output are the focus of task feedback.
Procedural feedback
It provides information on the processes the group used to arrive at
its outcome. Is the brainstorming procedure effective for the group? Did
group members plan sufficiently?
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Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).
Types of Feedback
There are three types of feedback—descriptive, evaluative, and
prescriptive—each of which has a different intent or function, and carries
different inferences.
Descriptive Feedback
Feedback that merely identifies or describes how a group member
communicates is descriptive feedback. You may describe someone’s
communicator style, or you may note that someone’s verbal communication
and nonverbal communication suggest different meanings.
Evaluative Feedback
Feedback that goes beyond mere description and provides an
evaluation or assessment of the person who communicates is evaluative
feedback.
Too much negative evaluative feedback decreases motivation and
elicits defensive coping attributions, such as attributing the feedback to
others.
At the extreme, it can destroy group members’ pride in their group. In
these cases, group members are likely to spend additional time rationalizing
their failures (for example, finding a way to see a loss as a win) (Nadler,
1979).
To be constructive, evaluative feedback that identifies group member
deficiencies is best given in groups with a supportive communication climate
in which trust has developed among members.
22
In contrast, favorable feedback generates motivation and increases
feelings of attraction among group members (Nadler, 1979).
Naturally, we assume that positive evaluative feedback will have
positive effects on a group. But can a group receive too much favorable
feedback?
A group inundated by positive remarks, particularly in the absence of
negative evaluations, will start to distrust the feedback as information and
perceive it as insincere.
Prescriptive Feedback
Feedback that provides group members with advice about how they
should act or communicate is prescriptive feedback.
The feedback process is not a blaming process. Rather, it should be
used as an awareness strategy, a learning tool, and a goal-setting strategy.
Relational Feedback
Feedback that provides information about the group climate or
environmental or interaction dynamics within a relationship in the group is
relational feedback. This feedback focuses group members’ attention on
how well they are working together rather than on the procedures used to
accomplish their tasks.
Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).

going to respond to three main issues:

(a) Do you demonstrate the essential
skills and abilities needed by the team?

(b) Do you demonstrate a strong desire
23
to contribute to the group’s activities? And

(c) Are you capable of collaborating effectively with other team
members?
Group Feedback At this level, feedback focuses on how well the group
is performing. Have team members developed adequate skills for working
together?
Is it clear now…how will you put it into practice?
Let’s Practice!
1. What would you like your _____ (e.g., parents) to know about or
see in your portfolio?
2. What does the portfolio as a whole reveal about you as a learner
(writer, thinker, etc.)?
A feature of this portfolio I particularly like is ....
In this portfolio I see evidence of ....
3. Looking at (or thinking about) an earlier piece of similar work,
how does this new piece of work compare? How is it better or
worse? Where can you see progress or improvement?
24
“I think what this student meant was _______, so I’ll give them
the point”
“I really liked how you did ________, nice job!”
4. How did you get "stuck" working on this task? How did you get
"unstuck"?
“I really liked how you did ________, nice job!”
You did a great job… ☺☺☺
Let’s Remember This!
Reflection…today, you are able to
 Express and relate strengths, weaknesses, and growth or
change of products/putput performances.
 Evaluate to help develop process skills such as self-evaluation
and goal-setting.
 Use sample of best work for evaluation
25
Let’s Do It!
Instructions: The students will be divided into 4 groups. Read the following
situations and give positive feedbacks on it. Use the strategies you have
learned from the discussion.
1. In a welding class, the teacher gives students a performance task.
The work is done when it is ‘up to professional welding standards’ for that
type of weld. The students receive a description of the standard in writing,
with a drawing. But the key is the last phase. “When you think your weld is
up to standard, put it on this table, and sign it with the magic marker –
signifying it is up to standard.” On the table students will also find some
welds up to standard from previous years and some that are not, marked as
such. I watched a boy who thought his was ready. But upon getting to the
table and closely inspecting all the welds on the table, he went back to his
station (having realized his was not up to standard) to work further.
2. A 12th-grade teacher of writing teaches his students to peer review
and self-assess. All papers after that training only go to him for final
review after the paper has first gone through the review process: a) Student
gives the peer group the draft of the paper. The cover sheet states
the purpose and audience of the writing, and the student asks for targeted
feedback. b) The peer group reads and does 2 things – notes places where
purpose was best achieved and not achieved. They also mark places on the
paper where they lost interest – and they explain why orally to the writer.
26
c) The writer decides which feedback (and advice) to take and which not;
revises the paper, and attaches to it a self-assessment along with a brief
statement as to which feedback they accepted, which feedback they rejected
and why – and then hand this all in to the teacher.
3. Grade 12 students are given challenging social studies tasks
throughout the year. There are three rubrics: one for the quality of the final
product and performance, one for the quality of the research, and one for
student independence in doing the work. Students score their own work
before handing it in against the rubrics. Part of their final grade reflects the
accuracy of their self-assessment as compared to peer scores and teacher
scores. Here is the gist of the rubric for independence: 1: student completed
the task successfully with no help or hints from the teacher. 2: the student
needed a minor hint (e.g. a question or indirect reminder) to complete the
task. 3: the student needed 2-3 hints/cues/scaffolds to complete the task. 4:
the student could only complete the task with significant prompting and
cueing by the teacher. 5: Even with significant prompting, the student could
not complete the task.
4. Every Friday, teachers collect index cards in response to two
questions they pose to their 12th graders: What worked for you this week?
What didn’t work for you this week (and why)?
Teachers report back to
students on Monday, with a summary of adjustments that the teachers
might be making, based on the feedback.
27
REFERENCES:
Online Sources
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guidefeedback
28
LESSON 4
Synthesize Insights from the
Observations, Comments, and
Recommendations of Peers and/or
Teachers
Competency 4: Synthesize insights from the observations, comments, and
recommendations of peers and/or teachers
Learning Objectives: At the end of the lesson, the learners shall be able to:
1.
Categorize the observations, comments, and recommendations
of peers and/or teachers
2. Integrate the observations, comments, and recommendations of
peers and/or teachers; and
3. Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers
Instructions: In a clean sheet of paper (a4 size) please answer the
following questions below in 3 to 5 sentences ONLY. Make sure your
work is neat, understandable, and follows proper capitalization,
29
punctuation, and grammar rules. Five (5) points is the highest
possible score in each item.
1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?
What is Synthesizing?
Synthesizing is similar to baking a cake. When we bake a cake, we
combine all of the separate ingredients – eggs, flour, sugar, butter, etc – to
make a new thing, a cake!
When we synthesize, we take what we already know and mix it with
what we have learned from reading and discussion to create new ideas and
understandings.
Learning to synthesize can be challenging for some students, but
there are a few different support strategies that teachers can use in their
lessons.
The REST Method
For upper elementary and middle school grades, an easy approach to
teaching synthesizing is the REST method.

R – read two different sources about a topic and record ideas.
30

E – edit notes and combine concepts that are similar.

S – synthesize by combining notes with what you already know about the

topic.
T – think about your new ideas and connect them to what you already know.
Teachers will need to model using the REST method and provide a lot of
practice for students to master this strategy. While practicing REST, some
students may like to draw pictures while others may refer to write notes. As
long as students are recording their information, teachers should allow each
student to process the information the way that works best for him or her.
The ADD Method
In younger grades or for students that are struggling with synthesizing,
teachers can use the ADD method. ADD is similar to REST, but it can be
used with just one text. The advantage of ADD is that it helps students learn
to integrate their learning with what they already know and discussions with
other students. If students are still learning how to do that, it may be too
much for them to synthesize information from multiple texts.

A – what the students already knows about the topic.


D – what the student learned during the reading on the same topic.
D – what the student learned during the discussion of the topic.
I think of ADD as a stoplight. A is the red light, where students stop and
think about what they already know before moving on. During the read,
students proceed with caution (yellow light) and process new facts about the
topic. The green light is the discussion, when students talk with peers and
discuss what they have learned about the subject.
Venn Diagram
Also
teachers
can
use
a
Venn
Diagram
to
teach
synthesizing. Students can use this method to record facts about two topics,
which go in the large outer circles and then record overlapping facts and
ideas where the circles overlap. They can add information at each step –
prior knowledge, reading, and discussion. From this diagram, students can
formulate their own ideas and thoughts about the topic. However, keep in
mind that Venn Diagrams really only work well with simple topics and
comparisons.
31
ACTIVITY 1
Students will categorize the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given.
ACTIVITY 2
Integrate the observations, comments, and recommendations of peers
and/or teachers based from the rubrics given.
ACTIVITY 3
Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given.
*Sample 1 Suggested Rubrics
DESCRIPTION
CRITERI
A
SE
LF
5
4
3
2
1
1. Content
Has
90100%
of
the needed
content
Has
7589% of the
needed
content
Has
6074% of the
needed
content
Has
less
than 59%
of
the
needed
content
Has
less
than40% of
the needed
content
2. Objectiv
Objectives
Objectives
are
Objectives
are
Some
Most
SMART but
SMART but
objectives
are
objectives
are
cover
a
cover
less
only
not SMART
not SMART
minimum
of
than
of
75%
and do not
and
only
Entries are
of
Entries are
of
Some
entries
Few entries
better
quality,
acceptable
are of
quality,
acceptable
s of the
Portfolio
es of the
Portfolio
are SMART
and cover
the whole
3. Quality
of
entries
Entries are
of best
quality,
well
many
only
are
32
cover
are of
acceptable
PE
ER
TEAC
HER
AVER
AGE
selected
well
some
and very
selected
and
are well
substantia
l.
4. Present
ation of
Entries
Creative,
selected
and
substantial
.
selection
and
substantial
.
well
selected,
and
very
substantial
Creative,
neat
and has
strong
and
an
average
impact/a
ppeal.
impact/a
ppeal.
Submitte
d
Submitte
d
Submitte
d1
Submitte
d2
Submitte
d 5 or
ahead of
on
days after
more days
schedule.
schedule.
day
the
schedule.
after the
schedule.
neat and
a
strong
impact/a
ppeal
after
schedule.
Minimal
quality, not
Creative,
neat
has
very
5. Prompt
ness in
the
submis
sion.
substantial
.
quality,
limited
creativity,
neat
with
minimal
impact/a
ppeal.
No
creativity,
in
disarray,
no
impact/a
ppeal.
*Sample 2 Suggested Rubrics
My HUMSS Portfolio Rubric
Category
Comprehensiveness
(25%)
Appropriateness
Artifacts (25%)
of
4
3
2
1
Exceeds
Standards
Meets Standards
Approaching
Standards
Below Standards
All
required
elements
are
present in the
portfolio.
All
required
elements
are
present in the
portfolio.
All
required
elements
are
present in the
portfolio.
All
required
elements
are
present in the
portfolio.
The
portfolio
contains
more
than one best
work for each of
the eight HUMSS
learning areas.
The
portfolio
contains one of
the best work for
each of the eight
HUMSS learning
areas.
The
portfolio
contains one of
the best work for
five
to
seven
HUMSS learning
areas.
The
portfolio
contains one of
the best work for
less than five
HUMSS learning
areas.
All artifacts were
placed
in
appropriate
learning area.
All artifacts were
placed
in
the
appropriate
learning area.
All artifacts were
placed
in
the
appropriate
learning area.
All artifacts were
placed
in
the
appropriate
learning area.
Academic
concepts
and
principles
learned by the
student in each
artifact
are
clearly identified.
Academic
concepts
and
principles
learned by the
students in each
artifact
are
clearly identified.
Academic
concepts
principles
learned by
student
identified
most
of
artifacts
33
and
the
were
and
the
were
The
student’s
own explanation
of each academic
concept
or
principle
is
included.
Credibility
Artifacts (20%)
Depth
(20%)
of
included.
of
Background
information and
supporting
evidences
are
included to prove
that all artifacts
were made by the
student.
Background
information
is
included to prove
that all artifacts
were made by the
student.
Background
information
is
included to prove
that most of the
artifacts
were
made
by
the
student.
No
background
information
is
provided for the
artifacts.
Reflection
Response
demonstrates are
in-depth
reflection on, and
personalization
of, the theories,
concepts, and/or
strategies
presented in the
HUMSS learning
areas.
Response
demonstrates a
general reflection
on,
and
personalization
of, the theories,
concepts, and/or
strategies
presented in the
HUMSS learning
area.
Response
demonstrates a
minimal
reflection on, and
personalization
of, the theories,
concepts, and/or
strategies
presented in the
HUMSS learning
areas.
Response
demonstrates a
lack
on,
or
personalization
of, the theories,
concepts, and/or
strategies
presented in the
HUMSS learning
areas.
All
elements
work together to
visually enhance
and
clearly
communicate the
message.
Most
elements
work together to
communicate the
message.
Some
elements
work together to
communicate the
message; others
seem misplaced
Elements
seem
minimally
consistent;
message blurred
by the elements.
The portfolio
no
errors
grammar
spelling
distracts
reader from
content.
The portfolio has
one to two errors
in grammar or
spelling
that
distracts
the
readers from the
content.
The portfolio
three
to
errors
grammar
spelling
distracts
reader from
content.
The portfolio
more than
errors
grammar
spelling
distracts
reader from
content.
(Central
Piedmont
Community College,
2015)
Visual Appeal (5%)
(Lever-Duffy
McDonald, 2015)
Grammar
Spelling (5%)
&
and
has
in
or
that
the
the
34
has
four
in
or
that
the
the
has
four
in
or
that
the
the
Instructions: In a clean sheet of paper (a4 size) please answer the following
questions below in 5 to 6 sentences ONLY. Make sure your work is neat,
understandable, and follows proper capitalization, punctuation, and
grammar rules. Five (5) points is the highest possible score in each item.
1. How did you apply synthesizing?
2. How did you apply integrating?
3. How did you apply categorizing?
Great job! You have completed Week 5 activity successfully! Before
going to the next activity, check the icon that best shows your learning
experience.
I have understood the lesson well and I can even teach what I
learned to others.
I have understood the lesson but there are still other things
that I need to review and relearn.
35
I need to do additional work to be able to master the lesson. I
need help in some tasks.
If you checked the first icon, you are ready for lesson 5.
If you have checked the second icon, you need to review the things
that you need to relearn.
If you have checked the third icon, it would be best if you read more
from the links given above and ask help from your teacher, parents or peers
in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.
For inquiries or feedback, please write or call:
Department of Education – Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
Email Address:
36