Senior High School

CULMINATING
ACTIVITY
Quarter 1 – Module 1
CULMINATING ACTIVITY
Quarter 1 – Module 1: Culminating Activity
Second Edition, 2021

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Published by the Department of Education – Region X – Northern Mindanao.

Development Team of the Module

Content Editor: William N. Almonia
Language Editor: Jackielou P. D Mata
Layout Artist: Maria Aura E. Paumar
Writers: Cherry L. Vallejos
Jocelyn M. Sajulga
Glen B. Badana
Annalie C. Legason
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Benjie A. Pallo

Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Nimfa R. Lago, PhD, CESO VI
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Marie Emerald A. Cabigas, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD,
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 12
CULMINATING ACTIVTIY
Quarter 1 – Module 1

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 TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2

Lesson 1- My HUMSS Portfolio

What I Need To Know 3
What I Know 4
What Is It 5
What’s More 6

Lesson 2 – Planning the Portfolio

What I Need To Know 10
What's In 10
What is It 11
What's More 12
What Can I do 13
Post Assessment 15

Lesson 3 – Comments, Feedbacks and Observations

What I Need To Know 16
What's In 17
What I Know 18
What Is It 19
What's More 22
What I Have Learned 23
What I Can Do 24

Lesson 4 – Synthesize Insights from the Observations, Comments, and

Recommendations of Peers and/or Teachers
What I Need To Know 27
What I Know 28
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 What Is It 28
What's New 29
What's More 30
Post Assessment 33
What I Have Learned 33
Lesson 5 - Evaluation of my HUMSS Portfolio 37
What I Need To Know 37
What I Know 38
What Is It 38
Lesson 6 - Showcase Their Understanding of the Key Concepts, Principles and
Processes of Humanities and Social Sciences Through an Exhibition 40
What I Need To Know 41
What I Know 41
What Is It 42
What’s New 43
What’s More 43
Post Assessment 53
What I Have Learned 53
References 55

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 WHAT I NEED TO KNOW

This Module in Culminating Activity aims to

produce a creative portfolio that will integrate their
learning in specialized learning areas under
humanities or social sciences.
This module has 6 parts or lessons. Lesson one
(1) My HUMSS PORTFOLIO, Lesson two (2) Planning
the portfolio, Lesson Three (3) Comments, Feedbacks
and Observation, Lesson Four (4) Synthesize Insights
from the Observations, Comments, and Recommendations of Peers and/or
Teachers, Lesson (5) Evaluation of My HUMSS Portfolio, and Lesson (6)
Showcase Their Understanding of the Key Concepts, Principles and Processes
of Humanities and Social Sciences Through an Exhibition.

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.

WHAT SHOULD I EXPECT

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.

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 THINGS TO REMEMBER TO
GET THROUGH

For the learners

Now that you are holding this module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers in your notebook.

For the Facilitators

1. Introduce the lesson/activities. Engage learners to do the activities

religiously, and let the learners carry the tasks with ease and
confidence.

2. Do the What I Know: Instruct the learners to answer the questions to test
how far they know about the topic.

3. Do the activity What’s New: Activate the learners' understanding of the

topics by letting them answer varied activities.

4. Allow students to read What is It. Let the learners fully discover and
comprehend all topics discussed in this module.

5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the
guided questions on what I have learned section.

6. Assign the students to do What I can Do activities that shall transfer

knowledge /skills gained or learned into real life situation.

GOOD LUCK AS YOU BEGIN MODULE 1

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 LESSON 1

MY HUMSS PORTFOLIO

WHAT I NEED TO KNOW

Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles,
and processes of humanities and social sciences.

Learning Objectives: At the end of this lesson, the learners are expected to:

1. Know and understand the term “ portfolio” and it’s purpose;

2. Identify the different types of “portfolio”

3. Determine the parts of “portfolio”.

General Instructions
Now that you are holding this module, do the following:

1. Read and follow instructions carefully in each lesson.

2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.

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 Let’s Answer This!

CHAPTER PRETEST

Create a Concept Map

Question: What comes into your mind when you hear the word “ Portfolio”.

PORTFOLIO

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 WHAT IS IT

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
discipline or subject area. The student is the one who selects which
work he/she considers best and why.

b. Growth Portfolio - A growth portfolio demonstrate how a student

developed particular skill or knowledge over time. It provides evidence
of a student’s progress in a learning area. Unlike a showcase portfolio,
you not only see a student’s best work, but also see the students
journey toward achieving excellence in the given skill.

c. Project Portfolio - A project portfolio emphasizes how a student

completed discipline-based procedures or processes. The projects
documented usually represent tasks or skills that professionals in the
field usually do in real life.

d. Academic Portfolio or Standards-Based Portfolio - An academic

portfolio is a collection of student work that represents achievement of
the content and performance standards for a given course.

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 For the HUMSS Individual Learning Portfolio, we shall be combining the
elements of the showcase portfolio and the standards-based portfolio. This
means that your portfolio must contain your best work or most significant
experience in each of the subjects you have taken under the HUMSS Track.

WHAT'S MORE

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

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used in selecting the artifacts or works you have included in your portfolio.
Finally, it should include your all overall reflection and learning.

5. Presentation of Selected Work

Format:
a. Subject -- Identify the subject where each artifact belongs.
➢ Introduction to World Religions and Belief Systems
➢ Disciplines and Ideas in the Applied Social Sciences (DIAS)
➢ Creative Writing
➢ Creative Nonfiction
➢ Disciplines and Ideas in the Social Sciences
➢ Philippine Politics and Governance
➢ Trends and Critical Thinking in the 21st Century Culture
➢ Community Engagement, Solidarity, and Citizenship

b. Artifacts -- The student’s best work may include actual student output
within or outside class; photo of a school presentation/performance;
reflection paper; awards; commendations; etc. You may include
memorabilia related to the main artifact you are presenting.

c. Description of the Artifact -- Brief narrative describing what, when,

where, how, and why of the chosen artifact.

d. Learning Goals Reflected -- Content or performance standard related

to the artifact.

e. Reflection on the Artifact -- This may include your most significant

learning or realization about yourself or the subject.

6. Personal Vision and Goals for the Future -- Narrative that describes your
dreams, goals, and aspirations for yourself for the next 10 years. Some
questions you may use as guide are the following:

➢ Where do you see yourself ten years from now? What would you be doing?
➢ What have you achieved personally and professionally?
➢ What would you do to make these dreams and aspirations happen?

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 LESSON 2

Planning the Portfolio

LESSON 2

Learning Competency 2: Write a concept anchored on the prepared plan

Learning Objectives: At the end of the lesson, the learners are expected to:

1. identify the Portfolio Development Phases; and

2. develop a Portfolio Development Plan

Let’s Recall!

A Portfolio is… 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.

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 WHAT IS IT

Portfolio Development Phases

According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the

development of portfolios in education normally goes through six phrases,
namely:

1. Projection- This is the stage where students define the goal or

purpose of the portfolio. In this case, the purpose of the portfolio is
to showcase their best work and connect them to the course
standards. At this stage, the students also identify subtasks
necessary in developing the portfolio. They would also estimate the
time and resources available the project.

2. Collection- The student collects and retrieves as many evidences or

outputs from the course.

3. Selection- the student evaluates all of the artifacts gathered using

criteria appropriate for the purpose of the portfolio. In this case, the
criteria would focus on excellent artifacts that are aligned with the
standards of the course.

4. Reflection- The student makes personal and academic insights

based on the artifacts gathered. This includes reflections for each
artifact and reflections for the whole portfolio.

5. Self-Assessment – Using the rubric or criteria provided by the

teacher, the student evaluates the completed portfolio. A student
enhances the portfolio in the areas he/she rated low.

6. Connection and Presentation- Students share their portfolio with

classmates, teachers, and even parents. They are also given the
opportunity to provide feedback on the portfolio.

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 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

WHAT'S MORE

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

WHAT I CAN DO

Let’s Do It!

For the next two weeks, use your time to gather, organize, and reflect on your
portfolio.
By this time, you are expected to start making your portfolio. All of the inputs
must be gathered. Write a reflection on each portfolio entry.

Portfolio entries to accomplish:

Portfolio Entry no. 1: RESUME *attach your 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

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Portfolio Entry no. 3 :JOB *attach photos of your job interview
INTERVIEW *write a reflection on your experience
in your job interview
Portfolio Entry no. 4 : COMPANY *attach a list of your company’s rules
RULES AND REGULATIONS and regulation
*write a reflection on how you
behaved and followed their rules and
regulations
Portfolio Entry no. 5: WORK *attach photos of you in your work
IMMERSION TASK/ACTIVITIES immersion activities
*write a reflection on how you
managed to comply your work/ task.
Was the task easy? Was is difficult?
Portfolio Entry no. 6: DAILY TIME *attach your Daily time record and
RECORD AND DAILY TASK daily task record
RECORD *write a reflection on how having a
time record affect your efficiency in
accomplishing your task
Portfolio Entry no. 7: PERSONAL *attach photos of good personality
TRAITS 1 traits you demonstrated during the
work immersion which is on pleasing
appearance, courtesy, conduct,
industriousness, and reliability
Portfolio Entry no. 8: PERSONAL * attach photos of good personality
TRAITS 2 traits you demonstrated during the
work immersion which is on
sociability, drive and leadership.
Mental maturity, and stress
tolerance
Portfolio Entry no. 9: UPDATED *attach updated resume
RESUME *write a reflection about the resume
that you updated
Portfolio Entry no. 10: WORK *attach photos of your highlights
IMMERSION HIGHLIGHTS during the work immersion
*write a reflection of your whole
experience during your work
immersion
Portfolio Entry no. 11: *write a reflection on creating a
REFLECTION ON CREATING MY portfolio using CERAE format.
PORTFOLIO 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?

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 A-Action: what do you plan to do
based on your reflection?
E-Evaluation: Evaluate the
experience as a whole.
Portfolio Entry no. 12: COLLAGE *attach a collage of your Senior High
OF MY SENIOR HIGH SCHOOL School experience
EXPERIENCE

POST ASSESSMENT

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 LESSON 3

Learning Competency 3.
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.

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 Let’s Recall!
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the
development of portfolios in education normally goes through six phrases,
namely:

1. P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or

purpose of the portfolio.

2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many

evidences or outputs from the course.

3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered

using criteria appropriate for the purpose of the portfolio. In this
case, the criteria would focus on excellent artifacts that are aligned
with the standards of the course.

4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic insights

based on the artifacts gathered. This includes reflections for each
artifact and reflections for the whole portfolio.

5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the

areas he/she rated low.

6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their

portfolio with classmates, teachers, and even parents. They are also
given the opportunity to provide feedback on the portfolio.

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 Let’s Answer This!

1. Why should this sample be included in your portfolio?

I chose this piece because ....
2. How does this sample meet the criteria for selection for your portfolio?
3. What are the strengths of this work? Weaknesses?

Let’s Move On!

1. If you were a teacher and grading your work, what grade would you give
it and why?
2. Using the appropriate rubric, give yourself a score and justify it with
specific traits from the rubric.
3. What do you like or not like about this piece of work?

I like this piece of work because ....

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 What Is Feedback?

Feedback can be information about the quantity or quality of a group’s

work, an assessment of effectiveness of the group’s task or activity, or
evaluations of members’ individual performances.

Why Groups Needs Feedback

First, group members who believe that their input to the group
will be evaluated are less likely to become social loafers – those
members who hide behind the efforts of other group members.
Second, at the group level, group members who receive positive
feedback about their group’s performance and their interactions are more
likely to be satisfied with group member relationships, believe that their group
is more prestigious, be more cohesive, and believe that group members are
competent at their task or activity (Anderson, Martin, & Riddle, 2001; Limon
& Boster, 2003).

Levels of Feedback

Task and Procedural Feedback

Feedback at the task or procedural level usually involves issues of
effectiveness and appropriateness. Issues of quantity and quality of group
output are the focus of task feedback.

Procedural feedback
It provides information on the processes the group used to arrive at its
outcome. Is the brainstorming procedure effective for the group? Did group
members plan sufficiently?
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 Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).

Types of Feedback
There are three types of feedback—descriptive, evaluative, and
prescriptive—each of which has a different intent or function, and carries
different inferences.

Descriptive Feedback
Feedback that merely identifies or describes how a group member
communicates is descriptive feedback. You may describe someone’s
communicator style, or you may note that someone’s verbal communication
and nonverbal communication suggest different meanings.

Evaluative Feedback
Feedback that goes beyond mere description and provides an evaluation
or assessment of the person who communicates is evaluative feedback.
Too much negative evaluative feedback decreases motivation and elicits
defensive coping attributions, such as attributing the feedback to others.
At the extreme, it can destroy group members’ pride in their group. In
these cases, group members are likely to spend additional time rationalizing
their failures (for example, finding a way to see a loss as a win) (Nadler, 1979).
To be constructive, evaluative feedback that identifies group member
deficiencies is best given in groups with a supportive communication climate
in which trust has developed among members.

In contrast, favorable feedback generates motivation and increases

feelings of attraction among group members (Nadler, 1979).

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 Naturally, we assume that positive evaluative feedback will have
positive effects on a group. But can a group receive too much favorable
feedback?
A group inundated by positive remarks, particularly in the absence of
negative evaluations, will start to distrust the feedback as information and
perceive it as insincere.

Prescriptive Feedback
Feedback that provides group members with advice about how they
should act or communicate is prescriptive feedback.
The feedback process is not a blaming process. Rather, it should be
used as an awareness strategy, a learning tool, and a goal-setting strategy.

Relational Feedback
Feedback that provides information about the group climate or
environmental or interaction dynamics within a relationship in the group is
relational feedback. This feedback focuses group members’ attention on how
well they are working together rather than on the procedures used to
accomplish their tasks.

Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).
▪ going to respond to three main issues:
▪ (a) Do you demonstrate the essential
skills and abilities needed by the team?
▪ (b) Do you demonstrate a strong desire
to contribute to the group’s activities? And
▪ (c) Are you capable of collaborating effectively with other team
members?

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 Group Feedback At this level, feedback focuses on how well the group
is performing. Have team members developed adequate skills for working
together?

Is it clear now…how will you put it into practice?

Let’s Practice!

1. What would you like your _____ (e.g., parents) to know about or
see in your portfolio?
2. What does the portfolio as a whole reveal about you as a learner
(writer, thinker, etc.)?

A feature of this portfolio I particularly like is ....

In this portfolio I see evidence of ....

3. Looking at (or thinking about) an earlier piece of similar work,

how does this new piece of work compare? How is it better or
worse? Where can you see progress or improvement?

“I think what this student meant was _______, so I’ll give them the
point”
“I really liked how you did ________, nice job!”

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 4. How did you get "stuck" working on this task? How did you get
"unstuck"?

“I really liked how you did ________, nice job!”

You did a great job… ☺☺☺

Let’s Remember This!

Reflection…today, you are able to

✓ Express and relate strengths, weaknesses, and growth or
change of products/putput performances.
✓ Evaluate to help develop process skills such as self-evaluation
and goal-setting.
✓ Use sample of best work for evaluation

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 Let’s Do It!

Instructions: The students will be divided into 4 groups. Read the following
situations and give positive feedbacks on it. Use the strategies you have
learned from the discussion.

1. In a welding class, the teacher gives students a performance task.

The work is done when it is ‘up to professional welding standards’ for that
type of weld. The students receive a description of the standard in writing,
with a drawing. But the key is the last phase. “When you think your weld is
up to standard, put it on this table, and sign it with the magic marker –
signifying it is up to standard.” On the table students will also find some welds
up to standard from previous years and some that are not, marked as such.
I watched a boy who thought his was ready. But upon getting to the table and
closely inspecting all the welds on the table, he went back to his station
(having realized his was not up to standard) to work further.

2. A 12th-grade teacher of writing teaches his students to peer review

and self-assess. All papers after that training only go to him for final
review after the paper has first gone through the review process: a) Student
gives the peer group the draft of the paper. The cover sheet states
the purpose and audience of the writing, and the student asks for targeted
feedback. b) The peer group reads and does 2 things – notes places where
purpose was best achieved and not achieved. They also mark places on the
paper where they lost interest – and they explain why orally to the writer.
c) The writer decides which feedback (and advice) to take and which not;
revises the paper, and attaches to it a self-assessment along with a brief
statement as to which feedback they accepted, which feedback they rejected
and why – and then hand this all in to the teacher.

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 3. Grade 12 students are given challenging social studies tasks
throughout the year. There are three rubrics: one for the quality of the final
product and performance, one for the quality of the research, and one for
student independence in doing the work. Students score their own work
before handing it in against the rubrics. Part of their final grade reflects the
accuracy of their self-assessment as compared to peer scores and teacher
scores. Here is the gist of the rubric for independence: 1: student completed
the task successfully with no help or hints from the teacher. 2: the student
needed a minor hint (e.g. a question or indirect reminder) to complete the
task. 3: the student needed 2-3 hints/cues/scaffolds to complete the task. 4:
the student could only complete the task with significant prompting and
cueing by the teacher. 5: Even with significant prompting, the student could
not complete the task.

4. Every Friday, teachers collect index cards in response to two

questions they pose to their 12th graders: What worked for you this week?
What didn’t work for you this week (and why)? Teachers report back to
students on Monday, with a summary of adjustments that the teachers might
be making, based on the feedback.

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REFERENCES:

Online Sources

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guide-
feedback

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 LESSON 4

Synthesize Insights from the

Observations, Comments, and
Recommendations of Peers and/or
Teachers

WHAT I NEED TO KNOW

Competency 4: Synthesize insights from the observations, comments, and

recommendations of peers and/or teachers

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. Categorize the observations, comments, and recommendations of
peers and/or teachers
2. Integrate the observations, comments, and recommendations of
peers and/or teachers; and
3. Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers

WHAT I KNOW

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,

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 punctuation, and grammar rules. Five (5) points is the highest possible
score in each item.

1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?

WHAT IS IT

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.

WHAT'S NEW

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.

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• S – synthesize by combining notes with what you already know about the
topic.
• T – think about your new ideas and connect them to what you already know.
Teachers will need to model using the REST method and provide a lot of
practice for students to master this strategy. While practicing REST, some
students may like to draw pictures while others may refer to write notes. As
long as students are recording their information, teachers should allow each
student to process the information the way that works best for him or her.

The ADD Method

In younger grades or for students that are struggling with synthesizing,

teachers can use the ADD method. ADD is similar to REST, but it can be used
with just one text. The advantage of ADD is that it helps students learn to
integrate their learning with what they already know and discussions with
other students. If students are still learning how to do that, it may be too
much for them to synthesize information from multiple texts.
• A – what the students already knows about the topic.
• D – what the student learned during the reading on the same topic.
• D – what the student learned during the discussion of the topic.
I think of ADD as a stoplight. A is the red light, where students stop and think
about what they already know before moving on. During the read, students
proceed with caution (yellow light) and process new facts about the topic. The
green light is the discussion, when students talk with peers and discuss what
they have learned about the subject.

Venn Diagram

Also teachers can use a Venn Diagram to teach synthesizing. Students

can use this method to record facts about two topics, which go in the large
outer circles and then record overlapping facts and ideas where the circles
overlap. They can add information at each step – prior knowledge, reading,
and discussion. From this diagram, students can formulate their own ideas
and thoughts about the topic. However, keep in mind that Venn Diagrams
really only work well with simple topics and comparisons.

31
ACTIVITY 1

Students will categorize the observations, comments, and

recommendations of peers and/or teachers based from the rubrics given.

ACTIVITY 2

Integrate the observations, comments, and recommendations of peers

and/or teachers based from the rubrics given.

ACTIVITY 3

Propose a plan of action based on the observations, comments, and

recommendations of peers and/or teachers based from the rubrics given.
*Sample 1 Suggested Rubrics
DESCRIPTION

CRITERI 5 4 3 2 1 SE PE TEAC AVER

A LF ER HER AGE

1. Content Has 90- Has 75- Has 60- Has less Has less
s of the 100% of 89% of the 74% of the than 59% than40% of
Portfolio the needed needed needed of the the needed
content content content needed content
content

2. Objectiv Objectives Objectives Objectives Some Most

es of the are are
Portfolio are objectives objectives
SMART SMART but SMART but are are

and cover cover only cover only not SMART not SMART
a less
the whole and do not and cover
minimum than 75% only
of of

32
3. Quality Entries Entries are Entries are Some Few entries
of are of of entries
entries are of
of best better acceptable are of
quality, acceptable
quality, quality, acceptable
well many are some quality, not
well quality,
selected are well limited well
selected selected,
and very and selected selection
and and and very
substantia substantial substantial
l. . substantial substantial
. .

4. Present Creative, Creative, Creative, Minimal No

ation of neat neat creativity,
Entries neat and creativity,
and has and an neat in
has a strong average disarray,
very with no
impact/a impact/a minimal
strong ppeal. ppeal. impact/a
impact/a impact/a ppeal.
ppeal ppeal.

5. Prompt Submitte Submitte Submitte Submitte Submitte

ness in d d d1 d2 d 5 or
the
submis ahead of on day after days after more
sion. the days
schedule. schedule. schedule.
schedule. after the
schedule.

*Sample 2 Suggested Rubrics

My HUMSS Portfolio Rubric

Category 4 3 2 1

Exceeds Meets Standards Approaching Below Standards

Standards Standards

Comprehensiveness All required All required All required All required

(25%) elements are elements are elements are elements are
present in the present in the present in the present in the
portfolio. portfolio. portfolio. portfolio.

The portfolio The portfolio The portfolio The portfolio

contains more contains one of contains one of contains one of
than one best the best work for the best work for the best work for
work for each of each of the eight five to seven less than five
the eight HUMSS HUMSS learning HUMSS learning HUMSS learning
learning areas. areas. areas. areas.

Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.

Academic Academic Academic

concepts and concepts and concepts and

33
 principles principles principles
learned by the learned by the learned by the
student in each students in each student were
artifact are artifact are identified and
clearly identified. clearly identified. most of the
artifacts were
The student’s included.
own explanation
of each academic
concept or
principle is
included.

Credibility of Background Background Background No background

Artifacts (20%) information and information is information is information is
supporting included to prove included to prove provided for the
evidences are that all artifacts that most of the artifacts.
included to prove were made by the artifacts were
that all artifacts student. made by the
were made by the student.
student.

Depth of Reflection Response Response Response Response

(20%) demonstrates demonstrates a demonstrates a demonstrates a
are in-depth general reflection minimal lack on, or
(Central Piedmont reflection on, and on, and reflection on, and personalization
Community College, personalization personalization personalization of, the theories,
2015) of, the theories, of, the theories, of, the theories, concepts, and/or
concepts, and/or concepts, and/or concepts, and/or strategies
strategies strategies strategies presented in the
presented in the presented in the presented in the HUMSS learning
HUMSS learning HUMSS learning HUMSS learning areas.
areas. area. areas.

Visual Appeal (5%) All elements Most elements Some elements Elements seem
work together to work together to work together to minimally
(Lever-Duffy & visually enhance communicate the communicate the consistent;
McDonald, 2015) and clearly message. message; others message blurred
communicate the seem misplaced by the elements.
message.

Grammar and The portfolio has The portfolio has The portfolio has The portfolio has
Spelling (5%) no errors in one to two errors three to four more than four
grammar or in grammar or errors in errors in
spelling that spelling that grammar or grammar or
distracts the distracts the spelling that spelling that
reader from the readers from the distracts the distracts the
content. content. reader from the reader from the
content. content.

34
Instructions: In a clean sheet of paper (a4 size) please answer the following
questions below in 5 to 6 sentences ONLY. Make sure your work is neat,
understandable, and follows proper capitalization, punctuation, and
grammar rules. Five (5) points is the highest possible score in each item.

1. How did you apply synthesizing?

2. How did you apply integrating?
3. How did you apply categorizing?

Great job! You have completed Week 5 activity successfully! Before

going to the next activity, check the icon that best shows your learning
experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things that
I need to review and relearn.

35
 I need to do additional work to be able to master the lesson. I
need help in some tasks.

If you checked the first icon, you are ready for lesson 5.
If you have checked the second icon, you need to review the things that
you need to relearn.
If you have checked the third icon, it would be best if you read more
from the links given above and ask help from your teacher, parents or peers
in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.

36
 LESSON 5

Evaluation of my HUMSS Portfolio

Competency 5: Examine the preparedness and completeness of the output

based on the key concepts, principles and processes of humanities and
social sciences.

By this time, you have already completed all your portfolio entries. You also
have evaluated a portfolio of your peer as well as your portfolio was
evaluated using a rubric.

37
 You are expected to develop a HUMSS individual portfolio that
combines the elements of the showcase portfolio and the standard based
portfolio.

Your portfolio will be graded using this rubric:

My HUMSS Portfolio
Rubric
Category 4 3 2 1

Exceeds Meets Standards Approaching Below Standards

Standards Standards

Comprehensiveness All required All required All required All required

(25%) elements are elements are elements are elements are
present in the present in the present in the present in the
portfolio. portfolio. portfolio. portfolio.

The portfolio The portfolio The portfolio The portfolio

contains more contains one of contains one of contains one of
than one best the best work for the best work for the best work for
work for each of each of the eight five to seven less than five
the eight HUMSS HUMSS learning HUMSS learning HUMSS learning
learning areas. areas. areas. areas.

Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.

Academic Academic Academic

concepts and concepts and concepts and
principles principles principles
learned by the learned by the learned by the
student in each students in each student were
artifact are artifact are identified and
clearly identified. clearly identified. most of the
artifacts were

38
 The student’s included.
own explanation
of each academic
concept or
principle is
included.

Credibility of Background Background Background No background

Artifacts (20%) information and information is information is information is
supporting included to prove included to prove provided for the
evidences are that all artifacts that most of the artifacts.
included to prove were made by the artifacts were
that all artifacts student. made by the
were made by the student.
student.

Depth of Reflection Response Response Response Response

(20%) demonstrates are demonstrates a demonstrates a demonstrates a
in-depth general reflection minimal lack on, or
(Central Piedmont reflection on, and on, and reflection on, and personalization
Community College, personalization personalization personalization of, the theories,
2015) of, the theories, of, the theories, of, the theories, concepts, and/or
concepts, and/or concepts, and/or concepts, and/or strategies
strategies strategies strategies presented in the
presented in the presented in the presented in the HUMSS learning
HUMSS learning HUMSS learning HUMSS learning areas.
areas. area. areas.

Visual Appeal (5%) All elements Most elements Some elements Elements seem
work together to work together to work together to minimally
(Lever-Duffy & visually enhance communicate the communicate the consistent;
McDonald, 2015) and clearly message. message; others message blurred
communicate the seem misplaced by the elements.
message.

Grammar and The portfolio has The portfolio has The portfolio has The portfolio has
Spelling (5%) no errors in one to two errors three to four errors more than four
grammar or in grammar or in errors in
spelling that spelling that grammar or grammar or
distracts the distracts the spelling that spelling that
reader from the readers from the distracts the distracts the
content. content. reader from the reader from the
content. content.

39
 LESSON 6

Showcase Their Understanding of the Key

Concepts, Principles and Processes of
Humanities and Social Sciences Through an
Exhibition

Competency 6: Showcase their understanding of the key concepts,

principles, and processes of humanities and social sciences through an
exhibition

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. Demonstrate their understanding of the key concepts, principles,
and processes of humanities and social sciences through an exhibition
2. Apply their understanding of the key concepts, principles, and
processes of humanities and social sciences through an exhibition; and
3. Provide their understanding of the key concepts, principles, and
processes of humanities and social sciences through an exhibition.

40
 I

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 a Portfolio?
2. Why use Portfolios?
3. How will you create a Portfolio?

What is a Portfolio?

Portfolio: A collection of a student's work specifically selected to tell a

particular story about the student

A portfolio is a collection of student work that can exhibit a student's efforts,

progress, and achievements in various areas of the curriculum.

Portfolio Assessment

A portfolio assessment can be an examination of student-selected samples of

work experiences and documents related to outcomes being assessed, and it
can address and support progress toward achieving academic goals, including
student efficacy. Portfolio assessments have been used for large-scale
assessment and accountability purposes (e.g., the Vermont and Kentucky
statewide assessment systems), for purposes of school-to-work transitions,
and for purposes of certification. For example, portfolio assessments are used

41
as part of the National Board for Professional Teaching Standards assessment
of expert teachers.

The Development of Portfolio Assessment

Portfolio assessments grew in popularity in the United States in the

1990s as part of a widespread interest in alternative assessment. Because of
high-stakes accountability, the 1980s saw an increase in norm-referenced,
multiple-choice tests designed to measure academic achievement. By the end
of the decade, however, there were increased criticisms over the reliance on
these tests, which opponents believed assessed only a very limited range of
knowledge and encouraged a "drill and kill" multiple-choice curriculum.
Advocates of alternative assessment argued that teachers and schools
modeled their curriculum to match the limited norm-referenced tests to try to
assure that their students did well, "teaching to the test" rather than teaching
content relevant to the subject matter. Therefore, it was important that
assessments were worth teaching to and modeled the types of significant
teaching and learning activities that were worthwhile educational experiences
and would prepare students for future, real-world success.

Involving a wide variety of learning products and artifacts, such

assessments would also enable teachers and researchers to examine the wide
array of complex thinking and problem-solving skills required for subject-
matter accomplishment. More likely than traditional assessments to be
multidimensional, these assessments also could reveal various aspects of the
learning process, including the development of cognitive skills, strategies, and
decision-making processes. By providing feedback to schools and districts
about the strengths and weaknesses of their performance, and influencing
what and how teachers teach, it was thought portfolio assessment could
support the goals of school reform. By engaging students more deeply in the
instructional and assessment process, furthermore, portfolios could also
benefit student learning.

Types of Portfolios

42
 While portfolios have broad potential and can be useful for the
assessments of students' performance for a variety of purposes in core
curriculum areas, the contents and criteria used to assess portfolios must be
designed to serve those purposes. For example, showcase portfolios exhibit
the best of student performance, while working portfolios may contain drafts
that students and teachers use to reflect on process. Progress portfolios
contain multiple examples of the same type of work done over time and are
used to assess progress. If cognitive processes are intended for assessment,
content and rubrics must be designed to capture those processes.

Portfolio assessments can provide both formative and summative

opportunities for monitoring progress toward reaching identified outcomes.
By setting criteria for content and outcomes, portfolios can communicate
concrete information about what is expected of students in terms of the
content and quality of performance in specific curriculum areas, while also
providing a way of assessing their progress along the way. Depending on
content and criteria, portfolios can provide teachers and researchers with
information relevant to the cognitive processes that students use to achieve
academic outcomes.

Uses of Portfolios

Much of the literature on portfolio assessment has focused on portfolios

as a way to integrate assessment and instruction and to promote meaningful
classroom learning. Many advocates of this function believe that a successful
portfolio assessment program requires the ongoing involvement of students
in the creation and assessment process. Portfolio design should provide
students with the opportunities to become more reflective about their own
work, while demonstrating their abilities to learn and achieve in academics.

For example, some feel it is important for teachers and students to work
together to prioritize the criteria that will be used as a basis for assessing and
evaluating student progress. During the instructional process, students and
teachers work together to identify significant pieces of work and the processes
required for the portfolio. As students develop their portfolio, they are able to
receive feedback from peers and teachers about their work. Because of the
greater amount of time required for portfolio projects, there is a greater
opportunity for introspection and collaborative reflection. This allows
students to reflect and report about their own thinking processes as they
monitor their own comprehension and observe their emerging understanding
of subjects and skills. The portfolio process is dynamic and is affected by the
interaction between students and teachers.

43
 Portfolio assessments can also serve summative assessment purposes
in the classroom, serving as the basis for letter grades. Student conferences
at key points during the year can also be part of the summative process. Such
conferences involve the student and teacher (and perhaps the parent) in joint
review of the completion of the portfolio components, in querying the cognitive
processes related to artifact selection, and in dealing with other relevant
issues, such as students' perceptions of individual progress in reaching
academic outcomes.

The use of portfolios for large-scale assessment and accountability

purposes pose vexing measurement challenges. Portfolios typically require
complex production and writing, tasks that can be costly to score and for
which reliability problems have occurred. Generalizability and comparability
can also be an issue in portfolio assessment, as portfolio tasks are unique and
can vary in topic and difficulty from one classroom to the next. For example,
Maryl Gearhart and Joan Herman have raised the question of comparability
of scores because of differences in the help students may receive from their
teachers, parents, and peers within and across classrooms. To the extent
student choice is involved, contents may even be different from one student
to the next. Conditions of, and opportunities for, performance thus vary from
one student to another.

These measurement issues take portfolio assessment outside of the

domain of conventional psychometrics. The qualities of the most useful
portfolios for instructional purposes–deeply embedded in instruction,
involving student choice, and unique to each classroom and student–seem to
contradict the requirements of sound psychometrics. However, this does not
mean that psychometric methodology should be ignored, but rather that new
ways should be created to further develop measurement theory to address
reliability, validity, and generalizability.

Why use Portfolios?

The previous section identifies several valuable goals that make

portfolios attractive in education. The sections that follow emphasize that
identifying specific goals or purposes for assigning a portfolio is the first and
most critical step in creating such an assignment. Just as identifying a
standard guides the rest of the steps of developing an authentic assessment,
identifying the purpose(s) for a portfolio influences all the other decisions
involved in producing a portfolio assignment. I will list several of the most
common purposes here, and then I will elaborate on how each purpose affects
the other decisions in the section below.

44
Purposes

Why might you use a portfolio assignment? Portfolios typically are created for
one of the following three purposes: to show growth, to showcase current
abilities, and to evaluate cumulative achievement. Some examples of such
purposes include

1. Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances

2. Showcase Portfolios

a. to showcase end-of-year/semester accomplishments

b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or most important work
d. to communicate a student's current aptitudes to future teachers
3. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately

The growth portfolio emphasizes the process of learning whereas the

showcase portfolio emphasizes the products of learning. Of course, a portfolio
may tell more than one story, including more than one category above. For
example, a showcase portfolio might also be used for evaluation purposes,
and a growth portfolio might also showcase "final" performances or products.
What is critical is that the purpose(s) is clear throughout the process to
student, teacher and any other pertinent audience. To elaborate on how the
purpose affects the portfolio assignment let me answer the question...

How do you Create a Portfolio Assignment?

I think of most tasks as problems to be solved, or questions to be
answered. So, I find it useful to approach how to do something by thinking of
it as a series of questions to be answered. Thus, I will attempt to offer a
possible answer to the question above by answering a series of questions that
need to be addressed when considering the design of a portfolio assignment.
Those questions are:
1. Purpose: What is the purpose(s) of the portfolio?
2. Audience: For what audience(s) will the portfolio be created?

45
 3. Content: What samples of student work will be included?
4. Process: What processes (e.g., selection of work to be included,
reflection on work, conferencing) will be engaged in during the development
of the portfolio?
5. Management: How will time and materials be managed in the
development of the portfolio?
6. Communication: How and when will the portfolio be shared with
pertinent audiences?
7. Evaluation: If the portfolio is to be used for evaluation, when and how
should it be evaluated?

Purpose: What is the purpose(s) of the portfolio?

As mentioned above, before you can design the portfolio assignment
and before your students can begin constructing their portfolios you and your
students need to be clear about the story the portfolio will be telling. Certainly,
you should not assign a portfolio unless you have a compelling reason to do
so. Portfolios take work to create, manage and assess. They can easily feel like
busywork and a burden to you and your students if they just become folders
filled with student papers. You and your students need to believe that the
selection of and reflection upon their work serves one or more meaningful
purposes.

Audience: For what audience(s) will the portfolio be created?

Selecting relevant audiences for a portfolio goes hand-in-hand with
identifying your purposes. Who should see the evidence of a student's growth?
The student, teacher and parents are good audiences to follow the story of a
student's progress on a certain project or in the development of certain skills.
Who should see a student's best or final work? Again, the student, teacher
and parents might be good audiences for such a collection, but other natural
audiences come to mind such as class or schoolmates, external audiences
such as employers or colleges, the local community or school board. As the
teacher, you can dictate what audiences will be considered or you can let
students have some choice in the decision.
Just as the purposes for the portfolio should guide the development of
it, the selection of audiences should shape its construction. For example, for
audiences outside the classroom it is helpful to include a cover page or table
of contents that helps someone unfamiliar with the assignment to navigate
through the portfolio and provide context for what is found inside. Students
need to keep their audiences in mind as they proceed through each step of
developing their portfolios. A good method for checking whether a portfolio
serves the anticipated audiences is to imagine different members of those
audiences viewing the portfolio. Can each of them tell why you created the
portfolio? Are they able to make sense of the story you wanted to tell them?

46
Can they navigate around and through the portfolio? Do they know why you
included what you did? Have you used language suitable for those audiences?

Content: What samples of student work will be included?

As you can imagine, the answer to the question of content is dependent
on the answers to the questions of purpose and audience. What should be
included? Well, what story do you want to tell? Before I consider what types
of items might be appropriate for different purposes, let me make a more
general point. First, hypothetically, there is no limit as to what can be
included in a portfolio. Paper products such as essays, homework, letters,
projects, etc. are most common. But more and more other types of media are
being included in portfolios. Audio and videotapes, cd-roms, two- and three-
dimensional pieces of art, posters and anything else that can reflect the
purposes identified can be included. Some schools are putting all the artifacts
onto a cd-rom by videotaping performances, scanning paper products, and
digitizing audio. All of those files are then copied onto a student's cd-rom for
a semester or a year or to follow the student across grades as a cumulative
record. Realistically, you have to decide what is manageable. But if the most
meaningful evidence of the portfolio's goals cannot be captured on paper, then
you may consider including other types of media.

Obviously, there are a considerable number and variety of types of

student work that can be selected as samples for a portfolio. Using the
purposes given above for each type of portfolio, I have listed just a few such
possible samples of work in the following tables that could be included in each
type of portfolio.

Growth Portfolios: What samples might be included?

Purpose Some possible inclusions

• early and later pieces of work
• early and later tests/scores
a. to show
• rough drafts and final drafts
growth or change over
• reflections on growth
time
• goal-setting sheets
• reflections on progress toward goal(s)
• samples which reflect growth of process skills
• self-reflection sheets accompanying samples of
b. to help
work
develop process skills
• reflection sheets from teacher or peer
• identification of strengths/weaknesses

47
 • goal-setting sheets
• reflections on progress towards goal(s)
• see more detail below under Process below
• samples of work reflecting specifically
identified strengths and weaknesses
c. to identify • reflections on strengths and weaknesses of
strengths/weaknesses samples
• goal-setting sheets
• reflection on progress towards goal(s)
d. to track • obviously, drafts of the specific product or
development of one or performance to be tracked
more products or • self-reflections on drafts
performances • reflection sheets from teacher or peer

Showcase Portfolios: What samples might be included?

Purpose Some possible inclusions

• samples of best work
• samples of earlier and later work to document
a. to showcase progress
end-of-year/semester • final tests or scores
accomplishments • discussion of growth over semester/year
• awards or other recognition
• teacher or peer comments
• cover letter
b. to prepare a • sample of work
sample of best work • reflection on process of creating sample of work
for employment or • reflection on growth
college admission • teacher or peer comments
• description of knowledge/skills work indicates
• samples of student's favorite, best or most
important work
c. to showcase • drafts of that work to illustrate path taken to
student perceptions of its final form
favorite, best or most • commentary on strengths/weaknesses of work
important • reflection on why it is favorite, best or most
important
• reflection on what has been learned from work

48
 • teacher or peer comments
• representative sample of current work
d. to
• match of work with standards accomplished
communicate a
• self-reflection on current aptitudes
student's current
• teacher reflection on student's aptitudes
aptitude
• identification of future goals

Evaluation Portfolios: What samples might be included?

Purpose Some possible inclusions

• samples of representative work in each
subject/unit/topic to be graded
• samples of work documenting level of
achievement on course/grade-level
goals/standards/objectives
• tests/scores
a. to document
• rubrics/criteria used for evaluation of work
achievement for
(when applied)
grading
• self-reflection on how well samples indicate
attainment ofcourse/grade-level
goals/standards/objectives
• teacher reflection of attainment of
goals/standards
• identification of strengths/weaknesses
• list of applicable goals and standards
• representative samples of work aligned with
respective goals/standards
• rubrics/criteria used for evaluation of work
b. to document • self-reflection on how well samples indicate
progress towards attainment ofcourse/grade-level
standards goals/standards/objectives
• teacher reflection of attainment of
goals/standards
• analysis or evidence of progress made toward
standards over course of semester/year
c. to place • representative samples of current work
students • representative samples of earlier work to
appropriately indicate rate of progress

49
 • classroom tests/scores
• external tests/evaluations
• match of work with standards accomplished
• self-reflection on current aptitudes
• teacher reflection on student's aptitudes
• parent reflection on student's aptitudes
• other professionals' reflections on student's
aptitudes

ACTIVITY 1

Demonstrate their understanding of the key concepts, principles, and

processes of humanities and social sciences through an exhibition.

ACTIVITY 2

Apply their understanding of the key concepts, principles, and

processes of humanities and social sciences through an exhibition; and.

ACTIVITY 3

Provide their understanding of the key concepts, principles, and

processes of humanities and social sciences through an exhibition.

*Sample 1 Suggested Rubrics

DESCRIPTION

CRITERI 5 4 3 2 1 SE PE TEAC AVER

A LF ER HER AGE

6. Content Has 90- Has 75- Has 60- Has less Has less
s of the 100% of 89% of the 74% of the than 59% than40% of
Portfolio of the

50
 the needed needed needed needed the needed
content content content content content

7. Objectiv Objectives Objectives Objectives Some Most

es of the are are
Portfolio are objectives objectives
SMART SMART but SMART but are are

and cover cover only cover only not SMART not SMART
a less
the whole and do not and cover
minimum than 75% only
of of

8. Quality Entries Entries are Entries are Some Few entries

of are of of entries
entries are of
of best better acceptable are of
quality, acceptable
quality, quality, acceptable
well many are some quality, not
well quality,
selected are well limited well
selected selected,
and very and selected selection
and and and very
substantia substantial substantial
l. . substantial substantial
. .

9. Present Creative, Creative, Creative, Minimal No

ation of neat neat creativity,
Entries neat and creativity,
and has and an neat in
has a strong average disarray,
very with no
impact/a impact/a minimal
strong ppeal. ppeal. impact/a
impact/a impact/a ppeal.
ppeal ppeal.

10.Prompt Submitte Submitte Submitte Submitte Submitte

ness in d d d1 d2 d 5 or
the
submis ahead of on day after days after more
sion. the days
schedule. schedule. schedule.
schedule. after the
schedule.

*Sample 2 Suggested Rubrics

My HUMSS Portfolio Rubric

Category 4 3 2 1

Exceeds Meets Standards Approaching Below Standards

Standards Standards

Comprehensiveness All required All required All required All required

(25%) elements are elements are elements are elements are
present in the present in the present in the present in the
portfolio. portfolio. portfolio. portfolio.

The portfolio The portfolio The portfolio The portfolio

contains more contains one of contains one of contains one of

51
 than one best the best work for the best work for the best work for
work for each of each of the eight five to seven less than five
the eight HUMSS HUMSS learning HUMSS learning HUMSS learning
learning areas. areas. areas. areas.

Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.

Academic Academic Academic

concepts and concepts and concepts and
principles principles principles
learned by the learned by the learned by the
student in each students in each student were
artifact are artifact are identified and
clearly identified. clearly identified. most of the
artifacts were
The student’s included.
own explanation
of each academic
concept or
principle is
included.

Credibility of Background Background Background No background

Artifacts (20%) information and information is information is information is
supporting included to prove included to prove provided for the
evidences are that all artifacts that most of the artifacts.
included to prove were made by the artifacts were
that all artifacts student. made by the
were made by the student.
student.

Depth of Reflection Response Response Response Response

(20%) demonstrates demonstrates a demonstrates a demonstrates a
are in-depth general reflection minimal lack on, or
(Central Piedmont reflection on, and on, and reflection on, and personalization
Community College, personalization personalization personalization of, the theories,
2015) of, the theories, of, the theories, of, the theories, concepts, and/or
concepts, and/or concepts, and/or concepts, and/or strategies
strategies strategies strategies presented in the
presented in the presented in the presented in the HUMSS learning
HUMSS learning HUMSS learning HUMSS learning areas.
areas. area. areas.

Visual Appeal (5%) All elements Most elements Some elements Elements seem
work together to work together to work together to minimally
(Lever-Duffy & visually enhance communicate the communicate the consistent;
McDonald, 2015) and clearly message. message; others message blurred
communicate the seem misplaced by the elements.
message.

Grammar and The portfolio has The portfolio has The portfolio has The portfolio has
Spelling (5%) no errors in one to two errors three to four more than four
grammar or in grammar or errors in errors in
spelling that spelling that grammar or grammar or
distracts the distracts the spelling that spelling that
reader from the readers from the distracts the distracts the
content. content. reader from the reader from the
content. content.

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 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. What is a Portfolio and Assessment Portfolio?
2. Why use Portfolios?
3. How will you create a Portfolio?

Great job! You have completed Week 4 activity successfully!

Before going to the next activity, check the icon that best shows your learning
experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things that
I need to review and relearn.

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 I need to do additional work to be able to master the lesson. I
need help in some tasks.

If you checked the first icon, you are ready for lesson 5.
If you have checked the second icon, you need to review the things that
you need to relearn.
If you have checked the third icon, it would be best if you read more
from the links given above and ask help from your teacher, parents or peers
in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.

54
References: BIBLIOGRAPHY
CAMP, ROBERTA. 1993. "The Place of Portfolios in Our Changing Views."
In Construction versus Choice in Cognitive Measurement: Issues in Constructed
Response, Performance Testing, and Portfolio Assessment, ed. Randy E. Bennett
and William C. Ward. Hillsdale, NJ: Erlbaum.
CHEN, YIH-FEN, and MARTIN, MICHAEL A. 2000. "Using Performance
Assessment and Portfolio Assessment Together in the Elementary Classroom."
Reading Improvement 37 (1):32–37.
COLE, DONNA H.; RYAN, CHARLES W.; and KICK, FRAN. 1995. Portfolios
Across the Curriculum and Beyond. Thousand Oaks, CA: Corwin.
GEARHART, MARYL, and HERMAN, JOAN L. 1995. "Portfolio Assessment:
Whose Work Is It? Issues in the Use of Classroom Assignments for
Accountability." Evaluation Comment. Los Angeles: University of California,
Center for the Study of Evaluation.
GRAVES, DONALD H. 1992. "Portfolios: Keep a Good Idea Growing." In
Portfolio Portraits, ed. Donald H. Graves and Bonnie S. Sunstein. Portsmouth,
NH: Heinemann Educational Books.
HERMAN, JOAN L.; GEARHART, MARYL; and ASCHBACHER, PAMELA.
1996. "Portfolios for Classroom Assessment: Design and Implementation Issues."
In Writing Portfolios in the Classroom, ed. Robert Calfee and Pamela Perfumo.
Mahwah, NJ: Erlbaum.
HEWITT, GEOF. 2001. "The Writing Portfolio: Assessment Starts with A."
Clearing House 74 (4):187.
LOCKLEDGE, ANN. 1997. "Portfolio Assessment in Middle-School and
High-School Social Studies Classrooms." Social Studies 88 (2):65–70.
MEADOWS, ROBERT B., and DYAL, ALLEN B. 1999. "Implementing
Portfolio Assessment in the Development of School Administrators: Improving
Preparation for Educational Leadership." Education 120 (2):304.
MURPHY, SANDRA M. 1997. "Who Should Taste the Soup and When?
Designing Portfolio Assessment Programs to Enhance Learning." Clearing House
71 (2):81–85.
STECHER, BRIAN, and HERMAN, JOAN L. 1997. "Using Portfolios for
Large Scale Assessment." In Handbook of Classroom Assessment, ed. Gary Phye.
San Diego, CA: Academic Press.
WENZLAFF, TERRI L. 1998. "Dispositions and Portfolio Development: Is
There a Connection?" Education 118 (4):564–573.
WOLF, DENNIE P. 1989. "Portfolio Assessment: Sampling Student Work."
Educational Leadership 46:35–39.
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

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For inquiries and feedback, please write or call:

Department of Education – Division of Misamis Oriental

Office Address: Velez St., Brgy. 29, Cagayan de Oro City 9000

Telefax: (088) 881-3094 | Text: 0917-8992245 (Globe)

E-mail Address: misamis.oriental@deped.gov.ph

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