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Humss-Culminating Activity Quarter 3 Week 1-8
Art Appreciation (Quirino State University)
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SENIOR HIGH SCHOOL - HUMSS
CULMINATING
ACTIVITY
Second Semester – Quarter 3
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Culminating Activity – Senior High School
Alternative Delivery Mode
Quarter 3 Module
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by:
Department of Education – Region X
Office Address:
MastersonvAvenue, Upper Balulang, Zone1, Cagayan de Oro
City
Telefax:
Telephone No.:
E-mail Address:
region10@deped.gov.ph
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12
Culminating
Activity
(Quarter 3)
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Introductory Message
For the facilitator:
Welcome to the Culminating Activity – Senior High School Alternative
Delivery Mode (ADM) Module.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Note to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Culminating Activity – Senior High School Alternative
Delivery Mode (ADM) Module.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
This module has the following parts with their corresponding icons:
Expectation
This will give you an idea of the skills or
competencies you are expected to learn
in the module.
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Engage
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correctly, you may decide to
skip this module. It could also be a brief
drill or review to help you link the
current lesson with the previous one. Or
a motivation where the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
Explain
This section provides a brief discussion
of the lesson. This aims to help you
discover and understand new concepts
and skills.
Explore
This comprises activities for independent
practice
to
strengthen
your
understanding and skills of the topic.
You may check the answers in the
exercises using the Answer Key at the
end of the module.
Elaborate
This includes questions or open-ended
statements to be filled in to process what
you learned from the lesson. This section
also provides an activity which will help
you transfer your new knowledge or skill
into real life situations.
Evaluate
Extend
This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
This part serves as an additional
activities for deepen understanding on
the lesson.
At the end of this module you will also find:
References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
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1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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Expectation
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 4 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, comments, and
recommendations of peers and/or teachers.
Engage
Activity: Create a Concept Map
Question: What comes into your mind when you hear the word “Portfolio”.
PORTFOLIO
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Lesson
My HUMSS Portfolio
1
Expectation
Learning Competency
• 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 its purpose;
2. Identify the different types of “portfolio”
3. Determine the parts of “portfolio”
Explain
What is a Portfolio?
A portfolio is a “flat case for carrying papers and drawings” (Merriam
Webster 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
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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 demonstrates 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.
Explore
Read this!
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
process you used in selecting the artifacts or works you have included
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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 (DIASS)
• 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.
2. 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
Expectation
Learning Objectives:
At the end of this lesson, the learners are expected to:
1. Identify the Portfolio Development Phases;
2. Develop a Portfolio Development Plan
Explain
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.
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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.
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
Explore
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
Elaborate
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:
• attach your resume
RESUME
• write a reflection about the resume that
you made
Portfolio Entry no. 2:
• attach your application letter
APPLICATION LETTER
• write a reflection about writing your
application letter
Portfolio Entry no. 3 :
• attach photos of your job interview
JOB INTERVIEW
• write a reflection on your experience in
your job interview
Portfolio Entry no. 4 :
• attach a list of your company’s rules and
COMPANY RULES AND
regulation
REGULATIONS
• write a reflection on how you behaved and
followed their rules and regulations
Portfolio Entry no. 5:
• attach photos of you in your work
WORK IMMERSION
immersion activities
TASK/ACTIVITIES
• write a reflection on how you managed to
comply your work/ task. Was the task
easy? Was is difficult?
Portfolio Entry no. 6:
• attach your Daily time record and daily
DAILY TIME RECORD
task record
AND DAILY TASK
• write a reflection on how having a time
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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:
WORK IMMERSION
HIGHLIGHTS
•
Portfolio Entry no. 11:
REFLECTION ON
CREATING MY
PORTFOLI
•
Portfolio Entry no. 12:
COLLAGE OF MY
SENIOR HIGH SCHOOL
EXPERIENCE
•
•
•
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 based
on your reflection?
E-Evaluation: Evaluate the experience as
a whole.
attach a collage of your Senior High
School experience
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Lesson
Comments, Feedback and
Observations
3
Expectation
Learning Competency:
•
Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance of concept.
Learning Objectives: At the end of the lesson, learners are expected to:
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.
Engage
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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Explain
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?
• 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.
1. Descriptive Feedback
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2.
3.
4.
5.
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.
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:
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(a) Do you demonstrate the essential skills and abilities needed
by the team?
(b) Do you demonstrate a strong desire to contribute to the
group’s activities?
(c) Are you capable of collaborating effectively with other team
members?
6. Group Feedback
At this level, feedback focuses on how well the group is
performing. Have team members developed adequate skills for working
together?
Explore
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?
“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!”
Elaborate
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
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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.
c. The writer decides which feedback (and advice) to take and
which not; revises the paper and attaches to it a selfassessment 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.
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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.
Lesson
4
Synthesize Insights from the
Observations, Comments and
Recommendations of Peers and/or
Teacher
Expectation
Learning Competency:
•
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
Engage
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, 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?
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Explain
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.
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.
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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
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.
Explore
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
Has 6074% of
the
needed
2
1
Has less
than 59%
of the
needed
Has less
than40%
of the
needed
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Average
Has 7589% of
the
needed
3
Teacher
Has 90100% of
the
needed
4
Peer
Content
s of the
Portfoli
o
5
Self
Criteria
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content
content
content
content
content
Objectiv
es of
the
Portfoli
o
Objective
s
are
SMART
and cover
the whole
Most
objectives
are
not
SMART
and cover
only
Entries
are
of best
quality,
well
selected
and very
substanti
al
Some
entries
are of
acceptabl
e quality
limited
selection
and
substanti
al
Present
ation of
Entries
Creative,
neat and
has a
very
strong
impact/a
ppeal
Submitte
d ahead
of
schedule.
Objective
s are
SMART
but
cover only
less
than 75%
of
Entries
are of
acceptabl
e
quality,
some
are well
selected
and
substanti
al
Creative,
neat and
an
average
impact/a
ppeal.
Some
objectives
are
not
SMART
and do
not
Quality
of
entries
Objective
s are
SMART
but
cover only
a
minimum
of
Entries
are of
better
quality,
many are
well
selected
and
substanti
al
Few
entries
are of
acceptabl
e quality,
not
well
selected,
and very
substanti
al
No
creativity
, in
disarray,
no
impact/a
ppeal
Submitte
d 5 or
more
days
after the
schedule.
Prompt
ness in
the
submiss
ion.
Creative,
neat and
has
strong
impact/a
ppeal.
Submitte
d on
schedule.
Submitte
d 1 day
after the
schedule.
Minimal
creativity
, neat
with
minimal
impact/a
ppeal
Submitte
d 2 days
after
schedule.
Sample2 Suggested Rubrics
Category
Comprehensiven
ess (25%)
My HUMSS Portfolio Rubric
4
3
2
Exceeds
Meets
Approachin
Standards
Standards
g Standards
All required All required All required
elements are elements are elements are
present
in present
in present
in
the portfolio. the portfolio. the portfolio.
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1
Below
Standards
All required
elements are
present
in
the portfolio.
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The portfolio
contains
more
than
one
best
work
for
each of the
eight
HUMSS
learning
areas.
Appropriateness All artifacts
of
Artifacts were placed
(25%)
in
appropriate
learning
area.
Academic
concepts
and
principles
learned
by
the student
in
each
artifact are
clearly
identified.
The
student’s
own
explanation
of
each
academic
concept
or
principle is
included.
Credibility
of Background
Artifacts (20%
information
and
supporting
evidences
are included
to prove that
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
the
appropriate
learning
area.
Academic
concepts
and
principles
learned
by
the students
in
each
artifact are
clearly
identified.
All artifacts
were placed
in
the
appropriate
learning
area.
Academic
concepts
and
principles
learned
by
the student
were
identified
and most of
the artifacts
were
included.
All artifacts
were placed
in
the
appropriate
learning
area.
Background
information
is included
to prove that
all artifacts
were made
by
the
Background
information
is included
to prove that
most of the
artifacts
were made
No
background
information
is provided
for
the
artifacts
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Depth
of
Reflection (20%)
(Central
Piedmont
Community
College, 2015)
Visual
Appeal
(5%)
(LeverDuffy
&
McDonald,
2015)
Grammar
and
Spelling (5%)
all artifacts
were made
by
the
student.
Response
demonstrate
s are indepth
reflection on,
and
personalizati
on of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning
areas.
All elements
work
together to
visually
enhance and
clearly
communicat
e
the
message.
The portfolio
has
no
errors
in
grammar or
spelling that
distracts the
reader from
the content.
student.
by
the
student.
Response
demonstrate
s a general
reflection on,
and
personalizati
on of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning
area.
Response
demonstrate
s a minimal
reflection on,
and
personalizati
on of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning
areas.
Response
demonstrate
s a lack on,
or
personalizati
on of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning
areas.
Most
elements
work
together to
communicat
e
the
message.
Some
elements
work
together to
communicat
e
the
message;
others seem
misplaced
The portfolio
has three to
four errors
in grammar
or
spelling
that
distracts the
reader from
the content.
Elements
seem
minimally
consistent;
message
blurred
by
the
elements.
The portfolio
has one to
two errors in
grammar or
spelling that
distracts the
readers from
the content.
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The portfolio
has
more
than
four
errors
in
grammar or
spelling that
distracts the
reader from
the content.
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Elaborate
Let’s Reflect!
Write a reflection essay on the on the lesson you’ve learned from this
topic.
I learned that …
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Evaluate
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?
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References
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-toguidefeedback
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