Professional Documents
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National Service Training Program 2 Module Complete
National Service Training Program 2 Module Complete
National Service Training Program 2 Module Complete
Prof Donna Dela Vega, an Instructor II from the College of Hospitality Industry,
URS Antipolo Campus
Prof Barbara Grace Mendez, an Asst. Professor III from the College of
Business, URS Antipolo Campus
Prof Eusebio Oliva Jr, an Instructor II from the College of Business URS
Binangonan Campus
Mrs Marivic C. Reyes an Instructor III from the College of Industrial Technology,
URS Cainta Campus
Should you wish to get in touch with us, please connect at nstp@univrs.edu.ph
Course Description:
Course Objectives:
General Objective
Specific Objectives:
The course NSTP 2 (Civic Welfare Training Service/Literacy Training Service) consists
of four (4) units divided into eight (8) modules namely:
CONTENT WRITER
CONTENT SCHEDULE
COMMUNITY
EXPOSURE
Learning Outcomes:
After completion of the module, the
students will be able to:
1. identify and describe different concepts of community and the different values
and principles, steps and strategies of community development;
2. appreciate the values of community immersion as a means of developing
themselves as citizens and helping people improve their way of life and in
alleviating their living conditions;
Introduction:
Community means different things to different people. There are numerous
definitions and various theories used to analyze the concept of community. Community,
in many ways represents a valid and meaningful social concept that has found a
prominent place in social work practice. Community social work signifies “the practice
of professional social work with communities as target population or setting for
interventions”. Communities are the context for community social work and community
social work recognizes the diversity of communities. So, understanding different
perspectives and dimensions of community is significant for effective community social
work practice and community development.
Lesson Proper:
Concepts of Community Development
Community Development
“Community Development” (CD) is a process to create conditions of economic
and social progress for the whole community with its active participation and
fullest possible reliance upon the community’s initiative.
Learning Activity
Learning Activity 1.1
Name: Score:
Section: Facilitator:
ESSAY
Rubrics
Assessment
Name: Score:
Section: Facilitator:
__________ 2. process to create conditions of economic and social progress for the
whole community with its active participation and fullest possible reliance upon the
community’s initiative.
__________ 3. refers to both the development of a social grouping and also the
nature of the relationship among the members.
__________ 8. Non-authoritarian.
__________ 1. Universality
__________ 2. sense of common identity
__________ 4. Democratic
__________ 5. Inclusive
References
Compiled by:
Prof. Albert Q. Clemente, an Assistant Professor III from the
College of Business URS Binangonan Campus. He is 21 years
in service, teaching Operations Management, Entrepreneurial
Management, Compensation Administration, Recruitment &
Selection, Research 1 & 2, AOM, and NSTP. He took up BS in
Office Administration and Master in Management at University of
Rizal System.
Module 2: Volunteerism
UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES
Learning Outcomes:
After completion of the module, the students will be able to:
1. define volunteerism and discuss its nature and concepts;
2. Identify the reasons and benefits of volunteering
3. recite the Volunteers Creed through a creative presentation ;
4. classify the levels of volunteerism in community service
5. analyze the different community problems through volunteering response ;
6. describe servant leaders and their qualities
Introduction:
Service to the community is the heart and soul of the National Service Training
Program. NSTP students should not only be aware of the issues that confront the
society today especially that of the community where they belong. They should be
conscious enough to contribute in their own little way to remedy the said social concern.
Thus there is a need to Integrate volunteerism in all dimensions of the NSTP. The free-
will of volunteering oneself in solving problems in the community where they belong is
the highest form of community service.
Lesson Proper:
Volunteerism, Defined
In 1980’s, Ivan Scheier, a noted expert in volunteerism, defined volunteerism with
four (4) key elements:
1. The activity is relatively un-coerced;
2. The activity is intended to help;
3. The activity is done without primary or immediate thought of financial
gain; and
4. The activity is work, not play.
(McCurley and Lynch,
1996)
In the Philippines, Republic Act 9418 or The Volunteer Act of 2007 provides this
definition of volunteerism which is formulated in consideration of universal tenets as well
as the Philippine perspective and experience in volunteer service.
“An act involving a wide range of activities, including traditional forms of mutual
aid and developmental interventions that provides an enabling and empowering
environment both on the part of the beneficiary receiving, and the volunteer
rendering the act, undertaken for reasons arising from socio-developmental,
business or corporate orientation, commitment or conviction for the attainment of
the public good and where monetary and other incentives or reward are not the
primary motivating factors. (From RA 9418 or The Volunteer Act of 2007).
Volunteer, Defined
Volunteer refers to an individual or group who for reasons arising from their socio-
developmental, business and corporate orientation, commitment or conviction,
contribute time, service and resources whether on full-time or part time basis to a
just and essential social development cause, mission or endeavor in the belief
that their activity is mutually meaningful and beneficial to public interest as well
as to themselves. (From RA 9418 or The Volunteer Act of 2007).
Reasons to Volunteer
Some of the factors that motivates people to volunteer include:
1. To share and to help - People want to give back to society especially those
who are in need while others want to make difference and touch other
people’s lives.
2. To be part of or to belong to society - Volunteers want to want to be part of a
group, community or the society and feel valued.
3. To learn - Volunteering is not a one-way process, volunteers, do not only give
but also expect to learn from the interaction in terms of skills, experience or
knowledge as well as new friends and partners.
https://www.youtube.com/watch?v=adgTRvUJ_XI
Benefits of Volunteering
1. Health Benefits
a. improve self esteem
b. physical well-being
2. Social Benefits
a. Connects you to people
b. Improves your outlook
3. Career Benefits
a. Work-life balance
b. Skills and leadership
https://www.youtube.com/watch?v=ClrFW2Y2Bv8
Volunteer Act of 2007 or Republic Act 9418 is an act institutionalizing a strategy for
rural development, strengthening volunteerism and for other purposes.The
objectives of the Volunteer Act is to provide an enabling environment for
volunteering and integrate the volunteer undertakings of the different sectors to
support development efforts. The law highlights the importance of a multi-
sectoral approach to recognize that
(a) major stakeholders must be involved to promote inclusivity,
(b) national and local mechanisms must be coordinated for sharing of resources and
information and strengthening each other’s capacities, and
(c) partnerships must be sustained to create lasting impact.
Under the Volunteer Act of 2007, the following are the Modalities of Volunteerism
in the country:
Not-for-Profit
Organization
Academe
Government
Volunteerism
for
The act also gave rise to the creation through Executive Order No. 134 of the
Development
Philippine National Volunteer Service Coordinating Agency ( PNVSCA), which shall
International
undertake the implementation and execution of the Volunteer
Corporate provisions of the Act. Among its
Sector
function is to review and formulate policies and guidelines concerning the national
Organization
Not-for-Profit Organization
Foundation of Our Lady of Peace Mission - organized by Sister Eva Fidela Maamo in 1984
to provide services to indigenous communities and underserved sectors such as medical-
dental missions, health and nutrition programs, establishment of Aeta Resettlement
and Rehabilitation Area in Zambales
Corporate Sector
Teleperformance Philippines – has the corporate social responsibility to help
underserved sectors of society with participation of its employees
Academe
UP Ugnayan ng Pahinungod - university-based volunteer program engaging faculty,
students and other university personnel in providing services in education, health,
social services and disaster response.
Learning Activity
Learning Activity 2.1
Name: Score:
Section: Facilitator:
Read the Volunteer’s Creed and discover how you can relate to it as
a neophyte volunteer. After reading, make a drawing illustrating your
reflection on the Volunteer’s Creed. Take a photo of your output and
submit it online.
Volunteer’s Creed
~Tom Krause
Source: https://mbpoutreachministry.wordpress.com/volunteers-creed/
Rubrics
Assessment
Name: Score:
Section: Facilitator:
D. True or False. Write T if the sentence is correct and F if otherwise.
Write the answer in the given space
__________ 1. A volunteer refers to an individual or group who contribute
time, service and resources for a social development cause or endeavor
__________ 2. Giving of one’s time, talent/skill, knowledge, interest or material
support may be considered as a volunteer work.
__________ 3. Only old people can make an impact to the lives of other people.
__________ 4. International volunteer organizations are not allowed to operate in the
Philippines under Republic Act 9418.
__________ 5. In volunteerism, multi-sectoral approach is important to achieve the
desired development goal.
__________ 6. Public and private sectors should collaborate and integrate their
volunteer undertakings to create an impact in the target communities.
__________ 7. Only the recipients benefit from volunteer projects.
__________ 8. An effective community service volunteer project should be
responsive to the needs of the target clientele.
__________ 9. Volunteer Act of 2007 gave rise to the creation of the Philippine
National Volunteer Service Coordinating Agency
__________ 10. Volunteerism efforts of the business sector are manifested in their
corporate social responsibility.
References
8 Reasons To Volunteer!
https://www.youtube.com/watch?v=adgTRvUJ_XI
Benefits of Volunteering
https://www.youtube.com/watch?v=DuD8Rd61q18
https://www.officialgazette.gov.ph/2007/04/10/republic-act-no-9418/
https://mbpoutreachministry.wordpress.com/volunteers-creed/
Faustino, Niño E, et. Al., 2015. Community Journey : Building Nation, Building Hope,,
Mutya Publishing House, Inc. Manila.
Compiled by:
Prof Bernadette G. Castalone, an Associate Professor III
from the College of Science and Education of URS Main Campus in
Tanay, Rizal. She graduated with the degree BS Community
Nutrition at UP Diliman and obtained her Master of Arts in
Teaching (MAT) major in Science Education from the University of
Rizal System, Pililla, Rizal. A member of the Philippine Society of
NSTP Educators and Implementers (PSNEI) and had been
teaching NSTP since 2011.
UNIT 2
COMMUNITY
NEEDS
ASSESSMENT
AND PROJECT
DEVELOPMENT
Module 3: Community Needs Assessment Process
Learning Outcomes:
After completion of the module, the students will be able to:
1. identify and describe different steps, approaches, and strategies of
community development and data gathering;
2. observe and keep updated on the daily news to understand a particular
community issues or problem; and
3. apply the concepts of community development by conducting basic
community profiling.
Introduction:
In this module, community needs assessment will be defined, reasons why it
needs conduct, steps on how to conduct it, and the like will be discussed here to
help the students in preparing to conduct the activity. This is very crucial in the
preliminary preparation of the activities for NSTP since certain programs and
activities of the stakeholders will be identified based on the need of the community.
More so, sample template will be shown to show as guide but format will vary
depending on the important details needed by the activity.
Lesson Proper:
Overview of Community Needs Assessment (CNA)
This survey is effective on finding out what people are thinking of and how they
feel about it and while information from a needs assessment study is valuable and
useful, the process of gathering the information is valuable, to Needs assessment
studies allow citizen groups or a sponsoring agency to:
5. Determine the information that is needed (Primary data and Secondary data)
Example:
Description of community
Needs identified by the community leaders
Current action being taken (if there is any) to meet the needs
Local resources
Opportunities
Challenges
Involvement of the community
6. Conduct a review of past and current programs and activities
Example:
Successful and not successful programs
To check overlapping services and programs
7. Select a community needs assessment tool
Example:
Survey
Interviews
Focus group discussion
Public forum
Youth forum
Secondary data analysis
Asset mapping
Consultation
Test and direct observation
8. Identify existing community resources
Example:
Human resources
Financial resources
Equipment and materials
Community organizations/groups
9. Develop a pretest questionnaire
10. Gather and collect key information from and about the target audience
11. Synthesize and analyze all assembled data
12. Implement assessment using the selected tool/s and analyze the data results
13. Prepare report derailing the results and use the report to determine
appropriate community interventions/programs
14. Report the results
15. Identify possible solution and growth opportunities
16. Generate and communicate your developed community program
4. What is the rating of the community leaders and members for the following
community current programs? Encircle your ratin for each question using the scale
below:
5. Who are the active participants of the community activities being conducted?
Mothers 0 1 2 3 4 5
Fathers 0 1 2 3 4 5
Students 0 1 2 3 4 5
Out-of-School 0 1 2 3 4 5
Youth
Kids 0 1 2 3 4 5
1. Who benefits from the activities?
____ Equipment and Materials-all equipment, materials and supplies that will be
available to support the activities
4. Name/s of Assessor/Evaluator:
Learning Activity
Rubrics
Assessment
Name: Score:
Section: Facilitator:
2. What are the reasons why you need to conduct community needs
assessment?
1. Gather information about citizen attitudes and opinions regarding precisely defined
issues, problems, or opportunities;
2. Determine how citizens rank issues, problems, and opportunities to order of
importance and urgency;
3. Give citizens a voice in determining policies, goals and priorities;
4. Determine citizen support for initiatives;
5. Evaluate current programs and policies; and
6. End speculation about “what people are thinking of” or “what people really want.
References
Labugen, F. C., et.al. (2012), Understanding the National Service Training Program: A
Modular Worktext for NSTP1. Valenzuela City: Adelko Printing Press.
2. Espiritu, R., et.al. (2012). National Service Training Program with Common and
Specific Modules. Malabon City: Mutya Publishing House Inc.
3. Espiritu, R., Co, M., Guevarra, K., Venturina, G., and A.J. Aggabao. (2018)
National service training program with common and specific modules. Malabon
City: Mutya Publishing House, Inc. ISBN 978-971-821-754-2.
4. https://www.youtube.com/watch?v=dYI-cWL9LO4 Retrieved on July 25, 2020.
5. http://apliense.xtec.cat/arc/sites/default/files/A.2.3%20Assessment%20Criteria.pdf
Retrieved on July 25, 2020.
Compiled by:
Introduction:
In this module, making a sample project proposal is the aim. That’s why, terms
and discussion on the parts of a project proposal is included in the topic. Also,
framework or sample project proposal will also be presented. But, to clear it out, project
proposal varies all the time depending on the nature of the activities needed to achieve,
the status of the community and/or stakeholders.
Lesson Proper:
Whenever you start a new project then you need to complete a project proposal
document. The document is provided to the sponsor of the project for approval. Only
then can the project officially commence. A project proposal may also be used to set the
roadmap for the project, so that everyone is working towards the same goals.
The basic parts of a proposal are fairly standardized, every proposal is unique.
Each NGO, project, and donor is different, so good project proposals take all of these
factors into account. Additionally, each donor may have their own application
requirements to include.
A good proposal is often essential to securing a grant, it is only one piece of the
larger application process. Even before putting pen to paper, creating a good project to
write about requires a lot of background research and planning.
Does the NGO have the capacity to implement the project? If an NGO does not have
the capacity to write a good proposal, it may not have the capacity to run a good
project.
Can the NGO be trusted? NGOs who trust donors with honest and transparent
explanations of project costs, risks, and weaknesses are more likely to be trusted in
return.
Are all partners and officers on the same page? Inconsistencies in the proposal may
indicate that there is a lack of coordination within the NGO.
Will the NGO be a good communicator? Communication is vital to relationships.
Donors see spelling, grammar, tone of voice, and clarity in proposals as a reflection of
future communications.
Will the NGO make a good partner? Donors look to see if you have researched them,
to understand their needs, and to pay attention to application instructions.
Will the NGO still be around in five or ten years? The NGO’s history, current
resources, and long-term vision help donors determine if the NGO will be a long-term
player in the development field.
1. Formally solicited
2. Informally solicited
3. Unsolicited
4. Continuation
5. Renewal
6. Supplemental
These might sound intimidating and dull, but bear with me – they’re all pretty
simple once you get past the name.
Although I’ll be providing a sample template for every type of project proposal,
the templates for a formally solicited, informally solicited, and unsolicited proposals are
identical. The approach for writing these three categories differs with the level of detail
and extra research, but you’ll only create inconsistencies and confusion by using more
than one type of new project proposal, so the same template can be applied to each.
Basically, if you’re creating a proposal for a new project, use the general template in the
section below.
Formally solicited
Informally solicited
Informally solicited project proposals are the same as formally solicited ones,
except the information they are based on isn’t set out in a specific document. This
makes them a little harder to deal with (more research is involved in analyzing them) but
you at least have a rough starting point.
It’s pretty much just a lack of detail that separates formal from informal – formal
proposal requests have set details, goals, deliverables, and potentially even methods,
while informal ones could be based on a conversation. If you’ve been asked for a
proposal but haven’t been given any specifics, it’s an informally solicited one.
Again, the approach for this isn’t too different from a formally solicited one, but
you’ll have to put in some extra legwork in defining details like the objectives and
method, and in assessing how viable the whole thing is.
Unsolicited
Unsolicited project proposals are the project equivalent of cold calls – nobody
asked to receive one, but (if you’ve done your homework) it can still provide a ton of
value. These are proposals which are thought of by the person submitting them and can
be inspired by anything, from a eureka moment in the employee’s daily work to a casual
conversation with a customer.
Arguably these are the hardest proposals to write, as you’ll have to be extra
persuasive (nobody asked for the proposal so they’ll need extra nudging). This means
gathering more evidence than usual to prove the proposal’s worth and taking extra care
when writing to make sure that it’s convincing.
Continuation
Continuation project proposals are by far and away the easiest to write, since
these are essentially reminders/updates for ongoing (and already approved) projects.
These are almost not even proposals, in the sense that you’re not asking for
anything new or pitching your case. Instead, all you have to do is remind the audience
of the project they previously approved, report on its progress, account for any changes
and ask for permission to continue.
Usually, continuation proposals are reserved for requesting funds when starting a
new phase in a project.
Renewal
Once an ongoing project has finished or outlived its usefulness (and support for it
is going to be terminated), a renewal project proposal can be written to make the case
for its continued support.
Much like continuation proposals, these are less about convincing the audience
of the project’s worth by itself and more about showing why it’s valuable to continue
doing it. This usually means weighing up the return benefits with the resources it takes
to upkeep the practice.
It’s also good to compare the project you’re trying to get renewed support for with
other continuing projects – this puts its worth in the context of other ongoing efforts, and
can indicate areas better suited to being discontinued.
Supplemental
A supplemental project proposal is required when you need to ask for extra
resources for a project (beyond those originally proposed). The main aim when writing
these proposals is to be able to justify the extra resources and produce updated
estimates of what the project will now take to complete.
If the project’s scope is being increased to have a further reach then this will read
as an extension of the original document with a focus on explaining the benefits of
expanding the scope.
However, if problems or new information have arisen that mean the original goals
require extra resources, you should instead focus on reiterating the benefits that the
project will bring, explain why such problems and/or information weren’t seen in
advance, and reassure the audience that the operation is still worth the investment.
Once you know what kind of proposal you’re writing you need to research and
plan out the document to make sure you don’t miss out any vital information. Although
what you write will vary a little depending on the type of proposal you’re submitting and
the format it’s using, you’ll generally want to:
1. Define your audience
2. Know what problem the proposal tackles
3. Research the current state of the issue
4. Clearly define the proposal
5. Predict the effect this will have
6. Assess the time and resources this will take
7. Create an outline of the document
Proposed Format for a Full Project Proposal
Title page: A title page should appear on proposals longer than three to four
pages. The title page should indicate the project title, the name of the lead
organisation (and potential partners, if any), the place and date of project
preparation and the name of the donor agency to whom the proposal is
addressed.
Project title: The project title should be short, concise, and preferably refer to a
certain key project result or the leading project activity. Project titles that are too
long or too general fail to give the reader an effective snapshot of what is inside.
Abstract/Executive Summary: Many readers lack the time needed to read the
whole project proposal. It is therefore useful to insert a short project summary, an
abstract or executive summary. The abstract should include: the problem
statement, the project’s objectives, implementing organisations; key project
activities; and potentially the total project budget. Theoretically, the abstract
should be compiled after the relevant items already exist in their long form. For a
small project the abstract may not be longer than 10 lines. Bigger projects often
provide abstracts as long as two pages.
Context: This part of the project describes the social, economic, political and
cultural background from which the project is initiated. It should contain relevant
data from research carried out in the project planning phase or collected from
other sources.
Project justification: A rationale should be provided for the project. Due to its
importance, this section is sometimes divided into four or more sub-sections:
Target group: define the target group and show how it will benefit from the
project. The project should provide a detailed description of the size and
characteristics of the target groups, and especially of direct project beneficiaries.
In general, two main formats are used to express the activity plan: a
simple table (a simple table with columns for activities, sub-activities, tasks,
timing and responsibility in a clear and readily understandable format) and
the Gantt chart (a universal format for presenting activities in certain times
frames, shows the dependence and sequence for each activity, see project
management for more info. The resource plan should provide information on the
means necessary to undertake the project. Cost categories are established at
this stage in order to aggregate and summarize the cost information for
budgeting.
Budget: An itemized summary of an organization’s expected income and
expenses over a specified period of time.
Monitoring and evaluation: The basis for monitoring is set when the indicators
for results are set. The project proposal should indicate: how and when the
project management team will conduct activities to monitor the project’s
progress; which methods will be used to monitor and evaluate; and who will do
the evaluation.
Reporting: The schedule of project progress and financial report could be set in
the project proposal. Often these obligations are determined by the standard
requirements of the donor agency. The project report may be compiled in
different versions, with regard to the audience they are targeting.
Management and personnel: A brief description should be given of the project
personnel, the individual roles each one has assumed, and
the communication mechanisms that exist between them. All the additional
information (such as CVs) should be attached to the annexes.
PROJECT PROPOSAL TEMPLATE
Sample Project Proposal
VERMISOINS
BSA III-2F(11:00AM-2:00PM)
INTRODUCTION
PROJECT PROPONENTS
IMPLEMENTING UNITS
Project Leader
Officers
Secretary
Treasurer
Responsible for the custody of the class funds coordinates with
the treasurer for proper recording and maintaining records compiles
source accounts for receipts. And the only authorize for custody of
money and must maintain proper coordination with the Budgetary
Committee and Accountant.
Reports to the project leader as to the balance of the remaining
funds.
Accountant
Project Coordinators
Documentation Committee
Monitoring Committee
Budgetary Committee
PROJECT DURATION
For the first day of 1st week, January 25, 2014 the finalizing of the
project proposal to the whole class. On January 27, 2014 some of
our class officers will coordinate with the head of DENR/DA to help
us present the said project to the beneficiaries and in the afternoon
of the same date, the final submission of the project proposal to the
Extension Services. Comes the another week (February 1-7, 2014),
first day of the 2nd week, Saturday, around 9:00-10:00 am is the
preparation for the lecture that will be held in Bacayao Sur
Elementary School. At 10:00 in the morning, introducing the
proposal to the selected beneficiaries will start.
Moreover, on the 2nd and 3rd week, the gathering and setting of the
materials needed for the project and dole out the materials to the
beneficiaries to start the formal operation. In the 4th week, gathering
all the beneficiaries to have general meeting and after few days,
observing and inspecting the fertilized soil to be used for planting.
PROJECT DESCRIPTION
This project not only enhances the knowledge of the pupils in a way
that it teaches them how to create a useful and productive
substance which can benefit them and their own school but also to
inculcate in their minds that the world is needing care. This fosters
them to be environmental friendly.
Coverage
METHODOLOGY
1. Information Gathering
2. Planning
3. Communication and Coordination
4. Implementation
Information Gathering
Planning
Implementation
After about six weeks, you will begin to see worm castings
(soil-like material that has moved through the worms' digestive
tracts). The castings can be used to boost plant growth. In three or
four months, it will be time to harvest the castings. Mixed in with the
castings will be partially decomposed bedding and food scraps, in
addition to worms; this is called vermicompost. You may harvest the
vermicompost by one of two methods:
• Method 1: Place food scraps on only one side of your worm bin for
several weeks, and most of the worms will migrate to that side of the
bin. Then you can remove the vermicompost from the other side of
the bin where you have not been adding food scraps, and add fresh
bedding. Repeat this process on the other side of the bin. After both
sides are harvested, you can begin adding food to both sides of the
bin again.
Documentation 1,000
Note 1: Vermicomposting
Item Unit Unit Cost Amount
Plastics 400
Sources of Fund
Coin
Bank P 10,000
Remaining fund (from previous fund) 5,000
Total
15,000
Proposed by:
NSTP III-2F (11:00am-2:00pm) Saturday
Through:
Noted by:
Mr.Jhester Jim Perreras
NSTP Adviser
Approved by:
Rubrics
Criteria 4 3 2 1
Yes Yes, but No, but No
t
Assessment
Name: Score:
Section: Facilitator:
5. What are the reasons why you need to conduct community needs
assessment?
7. Gather information about citizen attitudes and opinions regarding precisely defined
issues, problems, or opportunities;
8. Determine how citizens rank issues, problems, and opportunities to order of
importance and urgency;
9. Give citizens a voice in determining policies, goals and priorities;
10. Determine citizen support for initiatives;
11. Evaluate current programs and policies; and
12. End speculation about “what people are thinking of” or “what people really want.
Rubrics:
The following rubrics are the basis for rating and evaluating student's essays,
analysis activities, and oral presentation.
5 4 3 2 1
Excellent Very Good Average Needs Unacceptabl
Improvement e
Ideas The idea is The idea is The idea The topic is The paper
clear mostly represents not well has
And focused. focused, the authors' defined no clear
It and have ideas, and/or there sense of
holds the some good evidence, are too many purpose or
reader's details and and topics. central
Attention. quotes. conclusions Theme.
Relevant accurately .
details and but not
quotes sufficiently
enrich the clear.
central
Theme.
Organization The Paper (and The Sentences The writing
organization paragraphs) organization within lacks a
enhances are al paragraphs clear sense
and mostly structure is make of
showcases organized, strong sense, but direction.
the in order, and enough to the order Ideas,
central idea makes move the of details, or
or sense to the reader paragraphs events
Theme. The reader. through the does seem strung
order, text without not. together
structure of too in a loose or
information is much random
compelling confusion. fashion;
and there is no
moves the identifiable
reader internal
through the structure.
text.
Understandin Writing Writing Writing Writing Writing
g shows a shows a shows shows little shows no
strong clear adequate understandin understandin
understandin understandin understandin g g
g g g
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences flow
flows mostly flow need to flow
throughout
the piece
References
https://sswm.info/sswm-solutions-bop-markets/affordable-wash-services-and-products/
financial-marketing-and-sales/project-proposal-writing Retrieved on July 28,
2020.
https://www.facebook.com/notes/raina-orienza/project-proposal-for-the-nstp-iii-2f-
1100am-200pm-students/708848045802729/ Retrieved on July 28, 2020.
https://www.google.com/search?
q=project+proposal+template&tbm=isch&source=iu&ictx=1&fir=vo9_jGW87ZxIIM
%252CydP8muTipyh3gM%252C_&vet=1&usg=AI4_-
kRzUZEWLH2TOnss3VydaYIVAyeAOQ&sa=X&ved=2ahUKEwibveOigvDqAhXJ
BIgKHeJHCUIQ9QEwAHoECAoQMA&biw=2049&bih=1042#imgrc=TyA-c0-
WN7kIfM Retrieved on July 28, 2020.
https://www.google.com/search?
q=project+proposal+template&tbm=isch&source=iu&ictx=1&fir=vo9_jGW87ZxIIM
%252CydP8muTipyh3gM%252C_&vet=1&usg=AI4_-
kRzUZEWLH2TOnss3VydaYIVAyeAOQ&sa=X&ved=2ahUKEwibveOigvDqAhXJ
BIgKHeJHCUIQ9QEwAHoECAoQMA&biw=2049&bih=1042#imgrc=aDeu4lroewr
mNM Retrieved on July 28, 2020.
Compiled by:
Prof Barbara Grace J Mendez,, holds Asst. Professor III rank
with 20 years in service, pursuing postgraduate studies in Doctor
of Philosophy in Business Management (Completed Academic
Requirements). I obtained NC III Certification in Events
Management and Bookkeeping and NC II in Front Office
Procedures. I am also designated in the following positions:
Campus Librarian (2005-2007); Campus Scholarship
Coordinator (2007-2013); and NSTP Coordinator (2013-2020).
COMMUNITY
/LITERACY
SERVICE
UNIT 3
Learning Outcomes:
After completion of the module, the
students will be able to:
1. define Project and Project
Implementation;
2. discuss what Service Learning is
all about;
3. enumerate the types of Service
Learning activities done under the New
Normal; and
4. create an outline based on the
implemented project.
Introduction:
After the students have finished doing the need assessment and the approved
project proposal, they are now ready to start the project implementation phase. The
implementation phase involves putting the approved project plan into action. It’s here
that the proponent (students) will coordinate and direct project resources to meet the
objectives of the project plan. As the project unfolds, it’s the students’ job to direct and
manage each activity, every step of the way. That’s what happens in the implementation
phase of the project: students follow the plan they have put together and handle any
problems that come up.
Lesson Proper:
Before anything let’s define project in its simplest definition. A project is a series
of tasks that need to be completed in order to reach a specific outcome. For school
and university setting, a project is an individual or joint activity that is carefully planned
and researched about by students. It can be a research or community extension
assignment - given to a student - which generally requires a larger amount of effort and
more independent work than that involved in a normal essay assignment.
In the new normal, this may not be possible any longer. Learners may be
forbidden to visit communities, more so render physical services to them.
Communication among students and teachers is also limited online, thus logistics may
also not work. And if they decide to the Service-Learning activities virtually, there will be
questions on the willingness of both the server (student) and the served (client/
beneficiary), particularly the latter, to the relevantly new technology because of the
digital divide especially in less developed countries.
3. Students can develop learning materials and distribute to parents of pre-school and
elementary pupils who have difficulty accessing the internet in the blended learning
scheme.
4. Students can demonstrate clean and green projects like planting (how to plant and
grow) and sell harvest as part of on line business.
These are already considered as a form of service and does not need direct contact
with the ‘served.’
The definition of community may be squeezed to include not just the formal
communities the universities partnered with, but also the immediate environments of the
students. These may include, but not limited to their family and neighborhood, non-
government organizations, minority groups, online groups, people with similar needs,
and the like. Just a word of caution to teachers and students, it is important to know the
needs of their “community” and how the course is aligned into it. It shall be the
responsibility of the teacher to validate the “community” their students are serving.
Projects may also be short term in the meantime, while we are still in transition, unlike in
the old normal where there is continuity in project in partner communities.
COVID - 19 may have changed the setting of how we learn but the purpose of
education remains the same – that is for the students to be able to apply what they have
learned for the greater good of the community. It is a must that teachers and learners
get used to to the new normal. As Charles Darwin said, it is not the most knowledgeable
and the strongest of the species that survive but the one that is able to become
accustomed and adjust to the environment in which it finds itself.
SCHEDULED DATES
Total Cost
Learning Activity
Learning Activity 5.1
Name: Score:
Section: Facilitator:
Direction: Create your own PROJECT IMPLEMENTATION based on
the above outline. Then answer the following questions below. You can
write your answers in a one whole sheet of paper and clearly screenshot it or you
can also use a word – doc and submit it through email: ___________________
1. What new content did you learn while working on you project?
2. Did you know more or less than you expected in doing the project?
4. What was the hardest part about working in your project? Why?
Rubrics
Criteria 4 3 2 1
Yes Yes, but No, but No
t
Source:
https://creativeeducator.tech4learning.com/v07/articles/Assessing_Student_Project_Wo
rk
Assessment
Name: Score:
Section: Facilitator:
Directions: Identify the following. You can write your answers in a ½ sheet of
paper and clearly screenshot it or you can also use a word – doc and submit
it through email
1. It is the combination of the service component aligned with the objectives of the
course to communities who have the need for such service.
2. What is the meaning of PSA?
3. What does SUCs stands for?
4 What is another term given to in-classroom classes? traditional face-to-face, in-
classroom classes
5. It is a series of tasks that need to be completed in order to reach a specific
outcome.
References
Sources:
https://creativeeducator.tech4learning.com/v07/articles/Assessing_Student_Project
Work
https://www.rubricmaker.com/?
utm_campaign=ce_rubmkr_ref&utm_source=ce&utm_medium=ce_body
https://www.google.com/search?
q=students+sewing+mask+clipart&tbm=isch&ved=2ahUKEwjPqu790fTqAhVjI6YKHQVr
Ah4Q2-cCegQIABAA&oq=students+sewing+
https://www.google.com/search?
rlz=1C1JPGB_enPH733PH733&biw=1280&bih=577&ei=6ZciX4mXC5CK0ASpjp-
wCw&q=rubrics+for+written+report&oq=rubrics+for+written+report&gs_lcp=CgZwc3ktY
WIQAzICCAAyBggAEBYQHjIGCAAQFhAeMgYIABAWEB4yBggAEBYQHjIGCAAQFhA
eMgYIABAWEB4yBggAEBYQHjIGCAAQFhAeMgYIABAWEB46BAgAEEc6CAghEBYQ
HRAeOgUIABCRAjoLCAAQsQMQgwEQkQJQuxJY91Zgs1hoAnABeACAAcAIiAGnNJI
BDjAuMTkuNS4zLjYtMS4xmAEAoAEBqgEHZ3dzLXdpesABAQ&sclient=psy-
ab&ved=0ahUKEwjJr-fT2fTqAhUQBZQKHSnHB7YQ4dUDCAw&uact=5
Compiled by:
Introduction:
Literacy traditionally means the ability to read and write. The modern term’s
meaning has been expanded to include the ability to use language, numbers, images,
computers, and any other basic means to understand, communicate, gain useful
knowledge,solve mathematical problems, and use the dominant symbol systems of a
culture
In a civilized like the Philippines, every citizen should be able to read and write. If
not, he will be counted among those labeled as illiterates. As an illiterate person, one
has to endure realistic complexities and intricacies in life. If one is unable to read and
write, he cannot compute his own income and expenses,not preserve his own financial
records. It other words,an illiterate person feels unconfident and frail; hence,he suffers
from an unrealistic feeling of general inadequacy.
When RA9163 or the NSTP Act of 2001 was enacted into law, students in tertiary
schools enrolled in any of the three (3) components of NSTP somewhat contributed to
the betterment of the community. Literacy Training service (LTS), as one component
that is designed to train students in teaching literacy and numeracy skills to school
children and out-of-school youth, readily conducts programs and advocacies that will
enhance the learning of children within the partner communities.
.
Lesson Proper:
Instructional Planning
Instructional planning is the process of determining what learning opportunities
students in school will have by:
Lesson Planning
The following is a detailed discussion of lesson planning as indicated in
enclosure to DepEd No. 42, s. 2016.
Lesson planning is one way of planning instruction. Lesson planning is a way of
visualizing a lesson before it is taught. According to Scrivener (2005), a planning a
Lesson entails “prediction, anticipation, sequencing, and simplifying.” Lesson
planning is a critical part of the teaching and learning process. The objective of
lesson planning is learning. Lesson planning helps teachers set learning targets. It
also helps teachers guarantee that learners reach those targets. By planning
lessons, teachers are able to see to it that daily activities inside the classroom lead
to learner progress and achievement or the attainment of learning outcomes.
Teaching Strategies
An instructional strategy is what a teacher uses in the classroom to achieve the
objectives of a lesson. A teacher can use a strategy or a combination of strategies.
Considering that most of the children being taught in partner communities are a
street children and/ or those who have not attended a formal school yet, it is important
to understand the concept of emergent literacy, which is an appropriate approach in the
conduct of Literacy Training Services.
1. Print Motivation
Print motivation is the first step of emergent literacy. Through this step, children
become interested in print materials because this step occurs the child can
actually read or write. The child’s interest is seen through the enjoyment of being
read to, playing with books, and pretending to read and write.
2. Vocabulary
Vocabulary development is a significant predictor to a child’s overall academic
achievement. Vocabulary can be measured or seen as a child’s ability to know to
read or write.
3. Print awareness
Print Awareness is the step in which children learn how to handle a book and
begin to recognize the differences between letters and words. During this step
children also learn how texts are organized, realizing that reading is completed
from left to right and from the top of the page to the bottom of the page.
4. Narrative skills
Narrative skills refer to the literacy step when children develop the ability to tell a
story or describe a sequence of events.
5. Letter awareness
Letter awareness occurs when children understand that letters are unique from
each other and begin to recognize different letters and their sounds.
6. Phonological awareness
Phonological awareness is the process by which children begin to understand
that words are made up of different sounds or phonemes, and that stringing
these sounds together creates words and results in meaning.
These opportunities will help them in the development of skills and concepts,
such as matching, sorting,comparing,ordering, patterning, counting ad number sense,
basic shapes, and space.
Talking, singing, playing sound and word games, reading, writing, and drawing
with children are great ways to set a good literacy foundation.
Play “I Spy” where children find objects in a room that rhyme with words.
Clap the syllables in their names or choose words from a story.
Create tongue twisters that begin with the same sound. (“Sam went to the store
to select soup, sausage and steak.”)
G Instructional Materials
Instructional materials
https://www.theclassroom.com/importance-learning-materials-teaching-6628852.html
Learning Activity
Learning Activity 6.1
Name: Score:
Section: Facilitator:
As an NSTP student, make an insightful narration of how you can help
school children, out-of-school youth, and any other segments of the society in
need of your services to further deepen their understanding of new knowledge
undertaken during LTS activities.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__
Rubrics
5 4 3 2 1
Excellent Very Good Average Needs Unacceptabl
Improvement e
Ideas The idea is The idea is The idea The topic is The paper
clear mostly represents not well has
And focused. focused, the authors' defined no clear
It and have ideas, and/or there sense of
holds the some good evidence, are too many purpose or
reader's details and and topics. central
Attention. quotes. conclusions Theme.
Relevant accurately .
details and but not
quotes sufficiently
enrich the clear.
central
Theme.
Organization The Paper (and The Sentences The writing
organization paragraphs) organization within lacks a
enhances are al paragraphs clear sense
and mostly structure is make of
showcases organized, strong sense, but direction.
the in order, and enough to the order Ideas,
central idea makes move the of details, or
or sense to the reader paragraphs events
Theme. The reader. through the does seem strung
order, text without not. together
structure of too in a loose or
information is much random
compelling confusion. fashion;
and there is no
moves the identifiable
reader internal
through the structure.
text.
Understandin Writing Writing Writing Writing Writing
g shows a shows a shows shows little shows no
strong clear adequate understandin understandin
understandin understandin understandin g g
g g g
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences flow
flows mostly flow need to flow
throughout
the piece
References
Espiritu, R. I. (2018). National Service Training Program. Malabon: Mutya Publishing
House, Inc.
https://www.playgroupnsw.org.au/ParentResources/EarlyChildhoodDevelopment/
Talkingsinging-Literacyactivitiesforlittleones
https://www.theclassroom.com/importance-learning-materials-teaching-6628852.html
Compiled by:
PROGRAM
EVALUATION
AND
REPORTING
Module 7: Program Monitoring and Evaluation
Learning Outcomes:
After completion of the module, the students will be able to:
1. develop awareness on the importance of monitoring and evaluation;
2. identify the steps and types of monitoring and evaluation;
3. acquire concrete ideas in preparing a modified monitoring and evaluation
system.
Introduction:
Monitoring and Evaluation (M&E) is used to assess the performance of projects,
institutions and programmes set up by governments, international organizations and
NGOs. Its goal is to improve current and future management of outputs, outcomes and
impact. This topic focuses on the students’ understanding and learning the effective and
efficient process on the latter.
Lesson Proper:
Technical monitoring
Technical monitoring involves assessing the strategy that is being used in project
implementation to establish whether it is achieving the required results. It involves the
technical aspects of the project such as the activities to be conducted. In a safe water
project for example, physical progress monitoring may show that there is little or no
uptake of chlorination as a water treatment strategy. Technical monitoring may establish
that this could be a result of installing chlorine dispensers at the water source and
women are too time constrained that they have no time to line up to get chlorine from
the dispensers. This may prompt a change of strategy where the project might opt for
household distribution of bottled chlorine.
Assumption monitoring
Any project has its working assumptions which have to be clearly outlined in the
project log frame. These assumptions are those factors which might determine project
success or failure, but which the project has no control over. Assumption monitoring
involves measuring these factors which are external to the project. It is important to
carry out assumption monitoring as it may help to explain success or failure of a
project1. For example, a project that was promoting the use of contraceptives may
realize that uptake of use of contraceptives has dropped. The drop in use of the
contraceptive could however, be attributed to increased taxation on the importation of
contraceptives in the country which makes them more expensive, rather than on project
failure.
Financial Monitoring
Just like the name suggests, financial monitoring simply refers to monitoring
project/ program expenditure and comparing them with the budgets prepared at the
planning stage. The use of funds at the disposal of a program/project is crucial for
ensuring there are no excesses or wastages. Financial monitoring is also important for
accountability and reporting purposes, as well as for measuring financial efficiency (the
maximization of outputs with minimal inputs).
Impact Monitoring
Impact monitoring is a type of monitoring which continually assesses
the impact of project activities to the target population. Indeed, impacts are usually the
long term effects of a project. However, for projects with a long life span or programs
(programs have no defined timelines) there emerges a need for measuring impact
change in order show whether the general conditions of the intended beneficiaries are
improving or otherwise2. In this case, the manager monitors impact through the pre-
determined set of impact indicators. Monitoring both the positive and negative impacts,
intended and un-intended impacts of the project/program becomes imperative.
References
1. Water Affairs and Forestry Department, Republic of South Africa. Project Monitoring
and Evaluation. 2005
TYPES OF EVALUATION
Step 5: Identify who is responsible for data collection, data storage, reporting,
budget and timelines
It is advisable to assign responsibility for the data collection and reporting so that
everyone is clear of their roles and responsibilities.
Collection of monitoring data may occur regularly over short intervals, or less
regularly, such as half-yearly or annually. Likewise the timing of evaluations (internal
and external) should be noted.
You may also want to note any requirements that are needed to collect the data
(staff, budget etc.). It is advisable to have some idea of the cost associated with
monitoring, as you may have great ideas to collect a lot of information, only to find out
that you cannot afford it all.
Additionally, it is good to determine how the collected data will be stored. A
centralised electronic M&E database should be available for all project staff to use. The
M&E database options range from a simple Excel file to the use of a comprehensive
M&E software such as LogAlto.
LogAlto is a user-friendly cloud-based M&E software that stores all information
related to the programme such as the entire log frame (showing the inputs, activities,
outputs, outcomes) as well as the quantitative and qualitative indicators with baseline,
target and milestone values. LogAlto also allows for the generation of tables,
scorecards, charts and maps. Quarterly Progress reports can also be produced from
LogAlto.
Step 6: Identify who will evaluate the data and how it will be reported
In most programmes there will be an internal and an independent evaluation
(conducted by an external consultant).
For an evaluation to be used (and therefore useful) it is important to present the findings
in a format that is appropriate to the audience. A 'Marketing and Dissemination Strategy’
for the reporting of evaluation results should be designed as part of the M&E system.
See my article, ‘4 Reasons Why No One Reads Your Evaluation Report’ for more
information on this.
‘Have a strategy to prevent persons from falling asleep during the presentation of
evaluation findings’
Step 7: Decide on standard forms and procedures
Once the M&E system is designed there will be a need for planning templates,
designing or adapting information collection and analysis tools, developing
organisational indicators, developing protocols or methodologies for service-user
participation, designing report templates, developing protocols for when and how
evaluations and impact assessments are carried out, developing learning mechanisms,
designing databases and the list goes on Simister, 2009.
However, there is no need to re-invent the wheel. There may already be examples of
best practice within an organisation that could be exported to different locations or
replicated more widely. This leads to step 9.
Step 8: Use the information derived from Steps 1- 7 above to fill in the 'M&E
System ‘template
You can choose from any of the templates presented in this article to capture the
information. Remember, they are templates, not cast in stone. Feel free to add extra
columns or categories as you see fit.
Final Thoughts
In conclusion, a good M&E system should be robust enough to answer the
evaluation questions, promote learning and satisfy accountability needs without being
so rigid and inflexible that it stifles the emergence of unexpected (and surprising!)
results.
Kruno Karlovcec, a fellow blogger made a valid observation that the 10 steps
should be envisioned as a loop, with the last step feeding back into Step 1. This is
better than a sequentially ordered process. A feedback loop facilitates continuous
development and improvement. I quite agree! Thanks Kruno.
References:
Developing M&E Systems for Complex Organisations: A Methodology (2009), Nigel
Simister
#MonitoringandEvaluationsystem #MESystem
Learning Activity
Learning Activity 7.1
Name: Score:
Section: Facilitator:
Based on the project proposal made, make a monitoring and
evaluation plan for the project. Create a monitoring
and evaluation tool that could be used to monitor the progress
of the project and its impact..
Rubrics
Assessment
Name: Score:
Section: Facilitator:
References
Compiled by:
Introduction:
Whenever an objective is met, that means that something has been done in
order to accomplish it. So let’s say that you’ve completed your implemented project.
You have to learn how to write down the details of your accomplishments and of course
your narrative report which will be submitted before the end of this semester. The
reason for this is to find out what you have learned and how you accomplished all the
needed requirements in this NSTP 2 subject.
This module includes compilations about how to create an accomplishment and
narrative report based on the project being implemented. Copyrighters are
acknowledged.
Lesson Proper:
What is an Accomplishment Report?
An accomplishment report details the goals that were met within a specific time
period. It requires a lot of information gathering and prep work. Before starting to make
an accomplishment report, it’s important to have the necessary data on hand before.
Start taking down all major accomplishments as they happen in a timeline. That way,
when it comes time to write the report, a lot of the prep work is completed.
Source: https://www.template.net/business/report-templates/accomplishment-report/
I. Project Title:
II. Duration:
III. Proponent/S:
IV. Budget/ Source Of Fund:
V. Project Summary:
VI. Accomplished Activities:
4. Keep Track of Time Period Where You Have to Write Down all
Accomplishments
It’s best that you have a journal in which you can write down all of the details
regarding how certain goals have been accomplished. Also, having the journal will
make it much easier for you end as you gather accomplishments as soon as they
happen.
5. Provide Visuals
Include a few charts or graphs if you think they will help the reader visualize
all of the data you want to present in the report.
6. Focus on the Challenge, Actions, and Results
This is one of the best techniques that will help you document and organize
your accomplishments and it’s recommended that you do this.
7. Focus on Your Accomplishments
This is the main reason for your entire report. While you’re picking out all of
the school – related accomplishments that you want to present in the report, you
have to think about the ones that are relevant to the objectives and those that you
are particularly proud of. While it’s important to tell your reader about your
accomplishments, don’t throw in too many details that could possibly overwhelm or
wastes the reader’s time. Focus on things such as how difficult it was for you to
achieve these goals or the impact once you were able to achieve them.
8. Explain Your Value
Don’t just point out the results of what you’ve worked hard for, you also
want to point out just how valuable these accomplishments are to you.
9. Proofread the Report Before Submission
Remember to treat this as a formal document as the information in here is
what you’re going to present to your professor and classmates if ever. It won’t
exactly make you look good if you create something that looks as if it were just
tossed together as unprofessionally as one could possibly make it.
You’re going to have to proofread the report for any grammar, punctuation, and
spelling errors. Remember that you should also spot for errors in terms of
information. You might end up writing down an accomplishment that you didn’t
achieve and fail to mention those who helped you.
When making a narrative report, you need to stick to the details that should be
known by the readers. Since this report focuses on what happened, you need to spice it
with journalistic elements. By giving it a journalistic angle, you have to make the reader
get the following essential details: who did what, where, why, and when it happened.
This way, you give your reader a graphic description of events.
NEED HELP?
THE STRUCTURE OF A NARRATIVE REPORT
This section will show you the format to follow when writing a narrative report.
The introduction
You should ensure that this section of your report gives the reader the topic you
are going to discuss. Let it grab the attention of your reader.
The body
This section of your report will have all the details that strengthen what you
introduced in the first paragraph.
The conclusion
This section of your narrative report should summarize your ideas as you
presented them in the body. Ensure that your conclusion interweaves everything in a
single theme.
You have to proofread the report to spot and remove any grammar errors. You should
also check it to ensure that it flows as per the instructions and whether you have written
everything within your topic.
Additionally, check the report to ensure that you have not go off the pointed into
irrelevant details that your readers don’t need to know and delete them. Likewise, you
should examine your narrative report to make sure you include any relevant information
you may have forgotten to write.
This lesson has provided you with a comprehensive coverage of what you need
to know about how to write an accomplishment and narrative report for a project. An
example of a narrative report format is given on the next page.
Page 1:
I. INTRODUCTION
a. Background of the project and Recipient
b. Location Map:
II. NARRATIVE ACTIVITIES WITH PICTURES :
III. ADDITIONAL DOCUMENTS (IF ANY)
Learning Activity
Learning Activity 8.1
Name: Score:
Section: Facilitator:
Rubrics
Task Description: This rubrics will be used in grading your Accomplishment and
Narrative reports based on your Community Project
weight
Criteria 4 3 2 1
Yes Yes, but No, but No
Directly Somewhat Remotely Totally
relevant relevant related unrelated
Topic/Title 10% Community Community Community Community
Project Title Project Title Project Project
Title Title
Good Organized; Some Poorly
organization points are organizatio organized;
; points are somewhat n; points no logical
logically jumpy; there jump progressio
Organization 30% ordered; is a sense of around; n;
there is a beginning there is an beginning
sense of and ending unclear and ending
beginning beginning are not
and end and ending found
Supporting Some Details are Unable to
details details are somewhat find
specific to non- sketchy. specific
Quality of project with supporting Do not details
30%
Information documentati to the support
on/ pictures project with topic with
minimal no pictures
pictures
No errors Only one or More than Numerous
Grammar, two errors two errors errors
Usage, distract
10%
Mechanics, from
Spelling understand
ing
Typed; Legible Legible Illegible
clean; neatly writing, well- writing, writing;
bound in a formed some ill- loose
report cover; characters; formed pages
Neatness 10% illustrations clean and letters, print
provided neatly too small or
bound in a too large;
report cover papers
stapled
together
Report on Report one Report two Report
Timeliness 10% time week class weeks more than
period late class period three
late weeks late
Assessment
Name: Score:
Section: Facilitator:
Directions: Identify the following. You can write your answers in a ½ sheet of
paper and clearly screenshot it or you can also use a word – doc and submit
it through email
1. This kind of report details the goals that were met within a specific time period.
2. A kind of report that the process of writing is done in a story-like manner.
3. A section or part of a report that the reader the topic you are going to discuss
4. This section of your narrative report is the summarization of ideas as presented
them in the body.
5. A process by which the report should be read once or twice to spot and remove
any grammar errors.
References
https://www.google.com/search?
rlz=1C1JPGB_enPH733PH733&q=Rubric+for+narrative+Report&sa=X&ved=2ahUKEwi
vnrbl0pLrAhVMMd4KHVSdDccQ1QIwJHoECAsQAw&biw=1280&bih=577
Compiled by:
Prof. Marivic C. Reyes, an Instructor III from the College of
Industrial Technology, URS Cainta Campus. She took up
Bachelor of Science in Industrial Education at Marikina Institute
of Science and Technology and is currently writing her thesis for
her Master of Arts in Education degree at University of Rizal
System. She is currently designated as the NSTP and GAD
Campus Coordinator teaching NSTP and GA2S. She has
written NSTP books which are being utilized in the University
Course Requirements:
100%