SUGGESTED RUBRIC for PORTFOLIO (PRODUCT)

Criteria Description
5 4 3 2 1
1. Contents of Has 90-100% Has 75-89% Has 60-74% of Has less than Has less than
the Portfolio of the needed of the needed the needed 59% of the 40% of the
content content content needed content needed content
2. Objectives of Objectives are Objectives Objectives are Some Most objectives
the Portfolio SMART and are SMART SMART but objectives are are not SMART
cover the but cover cover only less not SMART and cover only
whole course only a than 75% of and do not a minimum of
minimum of the course cover the the course
75% of the whole course
course
3. Quality of Entries are Entries are of Entries are of Some entries Few entries are
Entries best quality, better quality, acceptable are of of acceptable
well selected many are quality, some acceptable quality, not well
and very well selected are well quality, limited selected, and
substantial and selected and selection and very minimal
substantial substantial substantial substance
4. Presentation Creative, neat Creative, Creative, neat Minimal No creativity, in
of Entries and has a very neat and has and an creativity, neat disarray, no
strong strong average with minimal impact/appeal
impact/appeal impact/ impact/appeal impact/appeal
appeal
5. Promptness Submitted Submitted on Submitted Submitted 2 Submitted 3
in the ahead of schedule week after the weeks after the weeks or more
submission schedule schedule schedule after the
schedule
 SELF-RATING COMPETENCY CHECKLIST
(FOR STUDENT USE)

Name: ________________________________ Course: _______________ Year & Section: _______

Direction: Check ( ) the appropriate column that best describes your current level of mastery of
each listed competency.

COMPETENCY I cannot I am learning I can do this I can do this

do this how to do but i need to very well.
yet. this learn more
and improve.
Identifies varied methods and strategies,
instructional materials and assessment tools
used in the learning environment.
Distinguishes general learning processes as
well as unique process of individual learners.
Identifies teachers’ actions that demonstrate
value for learning.
Distinguishes general learning processes as
well as unique learning process of individual
learners.
Explains the importance of using varied
learning experiences.
States the significance of using instructional
materials that provide meaningful learning.
Describes the significance of using varied
assessment tools in diverse situations.
Obtains important information on the learning
styles, multiple intelligences and needs of
learners.
Proposes strategies to address the needs of
differently-abled students.
Determines and accepts learners’ diverse
background and experiences.
Identifies and analyzes the factors to be
considered in the selection of learning
experiences, instructional materials and
assessment tools.
Develops and utilizes creative and appropriate
instructional planning.
Shows proofs of instructional planning.
Uses appropriate assessment strategies to
evaluate learning.
Sets appropriate learning goals.
Delivers accurate and updated content
knowledge using appropriate strategies.
Engages and sustains learners’ interest in the
subject through the use of meaningful and
relevant content.
Selects, prepares, and utilizes instructional
materials appropriate to the learners and to
the learning objectives.
Makes good use of allotted instructional time.