Lesson Plan

Republic of the Philippines
University of Science and Technology

of Southern Philippines - Claveria
MOSCAT, Claveria 9004,Misamis Oriental
Date: December 12, 2022 Class Schedule: 1:00 – 2:30 PM

Year & Section: BSA –AgEd -4A School Year: 2022 – 2023
Period: Final term Students: 23
Detailed Lesson Plan in Assessment of Learning 2
I. Objectives
At the end of the 60-minute discussion, at least 80% of the students should have:
a) Formulated a deeper understanding on the utilization of portfolio;
b) Shared their personal insights about the relevance of portfolio in teaching and
learning process; and
c) Constructed a set of words that portray various types of portfolio in assessing
student’s performance.
II. Subject Matter
Topic References Materials

Chapter 7: Nature of Cajigal, R. & Montuano, M.L. (2021) Assessment of Visual aids,
Portfolio Assessment Learning 2. Adriana Publishing Co. Inc. cartolina and
Daizeabdao, (2015) Traditional vs. Authentic markers.
Assessment. Wordpress.com
Khan, A. (2019) Meaning and Types of Assessment
III. Procedures/Learning Activities
Teacher’s Activity Students’ Activity

A. Preliminaries
A.1 Prayer
“Everyone please rise!” “Students standing up”
“Good afternoon class!” “Good afternoon ma’am!”
“Hazel can you lead the prayer?” “Hazel leaded the prayer.”
“Thanks for that Hazel. We must keep in mind

that everyday is a gift of life from God.”
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A.2 Classroom Management
“Now before you settle down, kindly pick up

some pieces of paper under your seats, you
can throw it in a trash bin at the back and
make sure to keep the array of your chairs.”
“Kumusta?” “Asenso dako!”
“I’m glad to hear you’re feeling asenso dako

because it implies progress and change. I
hope you are ready to embrace another day of
progression.”
“Are you excited to learn?” “Yes ma’am!”
“Very good!”
A.3 Checking of Attendance
“Ms. Beadle have you checked the attendance “Yes ma’am” –Ms. Beadle
for today?”
“Is anybody absent?” “None ma’am” –Ms. Beadle
“Very good! So, we have a perfect attendance

today.”
“Let’s give ourselves an amazing clap”
“Are you familiar with amazing clap?” “No, ma’am”
“Okay, everyone stand up. This is how you do

it. Clap 1-2-3, stamp 1-2-3. A-A Amazing!”
“Now, let’s do it together. Clap 1-2-3, stamp 1- “Students performed the Amazing
2-3. A-A Amazing!” clap”
“Very good, please settle down.”
2
B. Lesson Proper
B.1 Motivation
“Now, of course if we wanted to have a best

learning environment, I want you keep in mind
our three house rules with the acronym
L.T.R.”
“ Listen when someone is speaking. Turn off

your gadgets to avoid disturbance and Raise
your hand if you want to ask or answer.”
“Is that clear?” “Yes, ma’am”
“Very good!”
“Then who can repeat our three house rules?

By the way, I will give plus points to those who
will participate. Please take note class “Yes, ma’am”
Beadle.”
“Anyone?” “Student raise her hand”
Yes,__________? “Listen when someone is speaking.

Turn off your gadgets and raise your
hand if you want to ask or answer,
ma’am”
“Precisely!”
“Do you have any questions, clarifications or “None so far ma’am”

objections regarding our house rules?”
“Before we proceed with our topic, do you “Yes, ma’am”

want to play a game class?”
3
“Brilliant! We will play the game called the

snowball activity”
“Teacher explained the mechanics.”
“Are you ready?” “Yes ma’am”
B.2 Presentation
“Now, based on our game, what do you think “Student raise her hand”
is our topic for today?”
“Yes ____” “It is about the characteristics and

types of portfolio ma’am.”
“Precisely! Our topic for today is the
characteristics and types of portfolio. This will
be the continuation of the topic regarding the
nature of portfolio assessment.”
B.3 Discussion Proper
“Now, before anything else. Let me present to

you our objectives.”
“Who wants to read our objectives?” “ Student raise his hand”
“Yes, _________” “Formulated a deeper understanding

on the utilization of portfolio;
Shared their personal insights about
the significance of different types of
portfolio in teaching and learning
process; and constructed a set of
words that portray various types of
portfolio in assessing student’s
performance.
“Very good!”
4
“I want you remember this objectives because

this will be the things you will attained during
our class discussion today.”
“This time, I want to ask you what do you think “Student raise her hand”
is the characteristics that a portfolio should
possessed? Anyone?”
“Yes, ____” “Identify student’s strengths and

weaknesses ma’am”
“Very good!”
“What else?” “Student raise her hand”
“Yes,_____” “Compilation of output ma’am”
“Very good! Everything you’ve just said are all

correct”
“Here are the characteristics of portfolio. First,

learning outcomes define what to include and
how to utilize portfolio.”
“Can anyone have an idea what does it “Student raise his hand”
mean?”
“Yes, ______” “It means learning outcomes is the

basis of what will be included in the
content of a portfolio.”
“Precisely!”
“Learning outcomes is the blueprint of a

portfolio because it is where it determines
what to include in a portfolio and how will it be
utilized. The purposes and targets of a
learning outcome should be aligned to the
teaching and learning activities and
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assessment.”
“Now, who want to read the next characteristic “Student raise his hand”
and give a brief idea about it?”
“Yes,___________” “There should be a systematic and

organized collection of the student’s
work. It means that there is a certain
format or arrangement of the output
in a portfolio.”
“Very good!”
“If we say systematic, there is a structure and

organized collection of student’s work. It is not
just about compiling the output together but
there is a certain format to follow. Also,
gathering the pieces of work or output should
make a sample of students work and not as
exhaustive collection. Additionally, in terms of
basic education, portfolio is being collected at
the end of the quarter for teacher’s
assessment and evaluation.”
“Is that clear class?” “Yes, ma’am”
“Let’s proceed with the third characteristic, “Student raise her hand”
who wants to read it and give a brief idea?”
“Yes, _______” “Portfolios typically identify student’s

strengths. It is because through
portfolio, students will be able to
demonstrate their knowledge, skills
and talents.”
“Precisely!”
“Portfolio helps to identify the strengths and

which area does the students need to
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improve. It provides a platform for students to

showcase what they can do. Students are
encouraged to submit examples of their best
work. A students deficiency are addressed in
terms of new goals for the students rather
than inadequacies in current performance.
These also encourages students to become
reflective learners and to develop skills in
evaluating the strengths and the area needed
for improvement of their work.”
“Yes, ma’am”
“Is that clear?”
“Student raise her hand”
“Let’s proceed to the next one, who wants to
read it and give a brief idea?”
“Portfolio assessment actively
“Yes,________” involves students in evaluation
process. It means that it applies self-
awareness to the strengths and area
for improvement of a learner through
involving them in the evaluation
process of their portfolio.”
“Very good!”
Portfolio assessment actively involves

students in evaluation process. Student-
reflection and self-evaluation develop students
awareness in their own progress and
performance in the classroom. With this, there
should be pre-established guidelines for what
to be included and appropriate criteria for
evaluating students product.”
“is that clear?” “Yes, ma’am”
“ Who wants to read and give a brief idea “Student raise her hand”
about the last characteristic?
7
“Portfolio assessment facilitates

communication of student’s
achievement to others. It provides an
opportunity to share or showcase
their portfolio to their teachers and
classmates.”
“Precisely!”
“Portfolio assessment facilitates

communication of students achievement to
others. This provides an opportunity to have a
dialogue from their teacher and with
classmates and develop as well the social
skills of the students. The students can also
utilize portfolio to show others what has been
achieved. It is encouraged to conduct portfolio
conferences between the students and
teachers. With this, portfolio can provide
teachers and students with opportunities to
collaborate and reflect on student progress.”
“Do you have questions or clarifications?” “None so far ma’am”
“If there’s none, let’s proceed with the types of

portfolio”
“Can anyone give me an example of types of “Student raised their hands”

portfolio?”
“Yes,________” “Showcase portfolio ma’am”
“That’s correct! What else?” “Product portfolio ma’am”
“Excellent! It’s good to know you are

somehow familiar with types of portfolio.”
“Let’s give everyone an amazing clap!” “Clap 1-2-3, stamp 1-2-3. A-A-
8
Amazing!”
“We have five types of portfolio. The

showcase, documentation, process, product
and standard-based portfolio.”
“Let’s discuss first showcase portfolio, does “Student raise her hand”
anyone here have an idea what is showcase
portfolio?”
“Yes, _________” “This compiles the best output of

students ma’am”
“Precisely!”
“Showcase portfolio shows the student’s best

work. This type of portfolio is based on
student’s personal criteria rather than the
criteria of their teacher. Students select their
best work by reflecting it’s quality. According
to Stiggins (2007) described this portfolio as
celebration portfolio and is appropriate for
early ages while according to Mcmillan (2007)
pointed out that this portfolio encourages self-
reflection and self-evaluation but this will make
scoring more difficult and time consuming
because of the unique structure and content of
each portfolio. Generally, when we say
showcase portfolio, it compiles the student’s
best work.”
“is that clear?” “Yes ma’am”
“Let’s proceed with the second one which is “Student raise her hand”
the documentation portfolio, does anyone
have an idea what it is about?”
“Yes,________” “It shows the academic progress of
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students.”
“Excellent! Documentation portfolio displays

changes and accomplishments related to
academic performance of students over time.
This records the academic progress or growth
of students which enables them to have an
opportunity for self- evaluation. This is an
example of an interactive assessment
because teacher and students are able to
observe, reflect and evaluate the strengths
and weaknesses of students and which area
needs for improvement. So I want you to
remember, if we say documentation portfolio,
it displays academic progress of students over
time.”
“Am I clear?” “Yes ma’am”
“Now the third one is process portfolio, does it “Student raise his hand”
ring a bell to you when you heard the word
process?”
“Yes,_________” “ Process portfolio means there is a

series of procedures to complete the
task or projects.”
“ Precisely! Process portfolio shows the steps

and/or results of a completed project or task
as the primary goal of this portfolio. This is
very useful because the final product does not
always shows the skills and knowledge that
the students used in an effort to complete the
project. By asking students to provide
evidence of their work along the way, the
teacher will be able to determine the strengths
and weaknesses of students. So if we say
process portfolio, it is always about the steps
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in completing a project or task.”
“Is it clear?” “Yes ma’am”
“Now, let’s discuss the fourth one which is the “Student raise her hand”
product portfolio. Does anyone have an idea
what it is about?”
“Yes,__________” “Product portfolio pertains the output

or end product of the students such
as their projects, activities and etc.”
“Precisely! Product portfolio is the final product

of students. This type of portfolio is quite
similar to the process portfolio except that it
focuses on the end product rather than the
process in which the product was developed.
Also there is little or no information about the
steps that was used in crafting the products
instead this type of portfolio contains the final
product as well as detailed explanations of
each part of the final product. So when you
hear product portfolio, always remember that it
focuses on the final product or output.”
“Is that clear?” “Yes, ma’am”
“Now let’s proceed with the last type which is “Student raise her hand”
the standard-based portfolio, does anyone
have an idea what is it about?”
“Yes,_______” “There is a certain standard in which

the students should reach ma’am.”
“Very good! Standard-based portfolio collects
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evidence that links the student achievement to

a particular learning standards. It focuses on
specific standards that are predetermined by
the teacher and discussed to the students at
the start of the school year. Students will
gather evidence of accomplishments for each
of the standards and present these output
clusters that relate to the standards given.”
“It is clear class?” “Yes, ma’am”
“Do you have any questions or clarifications?” “None so far ma’am”
B.4 Generalization
“Then let me ask you, can anyone give me “Student raise her hand”
one characteristic of portfolio?”
“Yes,_________” “Learning outcomes define what to

include and how to utilize portfolio.”
“Excellent! What else?” “Student raise his hand”
“Yes,_________” “It identify students strengths and

what area needs for improvement
ma’am”
“Precisely!
“Excellent! All of your answers are correct. “Student raise her hand”
Then how about the types of portfolio, what
are those again?”
“Yes,_________” Showcase, documentation, process,

product and standard-based portfolio
ma’am.”
“Very good! All of the things you’ve just said

are all correct. I’m glad to know that you all
12
understood the characteristics and types of

portfolio.”
“Since you already understood the topic, let’s

have an activity. The right side will be the
group 1 and the other side is the group 2.
Now, in group 1 share your insights what do
you think is the significance of different types
of portfolio in teaching process (teacher’s
perspective) while group 2 will share your
insights about the significance of different
types of portfolio in learning process (student’s
perspective). I will give you 3 minutes to
discuss with your group mates and select a
representative to share your whole idea to the
class.”
“Any questions or clarifications?” “None so far ma’am”
“Okay, times up! Let’s start with group 1” “Group 1 share their ideas”
“Excellent! How about the group 2?” “Group 2 share their ideas”
“Very good!”
“Do you have any questions or clarifications “None so far ma’am”
regarding our topic today?”
IV. Assessment
A. One word exercise
The students will be grouped into 2, each group will choose a representative to
pick one rolled paper inside the box. Each group will be given a flashcards and can
write as many words as they can that portray the various type of portfolio they
picked in assessing student’s performance in 2 minutes. Remember only one word
can be written in each flashcard. Each group must choose a representative to share
their answers in the class. The group with most words will be the winner.
B. Pyramid 3-2-1
The students will formulate a triangle and divide it into three sections horizontally.
In the bottom section, they will record three things they learned for the day. In the
middle section, they will record two things that they found interesting and that they’d
13
like to learn more. In the top section, the students will record one question they still
have about the topic.
V. Assignment
The students should research on elements of portfolio.
Values Integration
The session above allowed the students to hone their three domains of learning. In
cognitive aspect, students developed critical thinking skills. In terms of affective, they were able
to share and expressed their own thoughts in the class. Lastly, in terms of psychomotor they
have develop mind and hand coordination.
Prepared by:
MARY GRACE B. FERNANDEZ
Teacher Presenter
Approved by:
ARNEL S. TRAVERO
Instructor
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Republic of the Philippines

University of Science and Technology

Date: December 12, 2022 Class Schedule: 1:00 – 2:30 PM

Detailed Lesson Plan in Assessment of Learning 2

Topic References Materials

III. Procedures/Learning Activities

Teacher’s Activity Students’ Activity

“Everyone please rise!” “Students standing up”

“Good afternoon class!” “Good afternoon ma’am!”

“Thanks for that Hazel. We must keep in mind

A.2 Classroom Management

“Now before you settle down, kindly pick up

“Kumusta?” “Asenso dako!”

“I’m glad to hear you’re feeling asenso dako

“Are you excited to learn?” “Yes ma’am!”

A.3 Checking of Attendance

“Is anybody absent?” “None ma’am” –Ms. Beadle

“Very good! So, we have a perfect attendance

“Let’s give ourselves an amazing clap”

“Are you familiar with amazing clap?” “No, ma’am”

“Okay, everyone stand up. This is how you do

“Now, of course if we wanted to have a best

“ Listen when someone is speaking. Turn off

“Is that clear?” “Yes, ma’am”

“Then who can repeat our three house rules?

“Anyone?” “Student raise her hand”

Yes,__________? “Listen when someone is speaking.

“Do you have any questions, clarifications or “None so far ma’am”

“Before we proceed with our topic, do you “Yes, ma’am”

“Brilliant! We will play the game called the

“Teacher explained the mechanics.”

“Are you ready?” “Yes ma’am”

“Yes ____” “It is about the characteristics and

B.3 Discussion Proper

“Now, before anything else. Let me present to

“Who wants to read our objectives?” “ Student raise his hand”

“Yes, _________” “Formulated a deeper understanding

“I want you remember this objectives because

“Yes, ____” “Identify student’s strengths and

“What else?” “Student raise her hand”

“Yes,_____” “Compilation of output ma’am”

“Very good! Everything you’ve just said are all

“Here are the characteristics of portfolio. First,

“Yes, ______” “It means learning outcomes is the

“Learning outcomes is the blueprint of a

“Yes,___________” “There should be a systematic and

“If we say systematic, there is a structure and

“Is that clear class?” “Yes, ma’am”

“Yes, _______” “Portfolios typically identify student’s

“Portfolio helps to identify the strengths and

improve. It provides a platform for students to

Portfolio assessment actively involves

“is that clear?” “Yes, ma’am”

“Portfolio assessment facilitates

“Portfolio assessment facilitates

“Do you have questions or clarifications?” “None so far ma’am”

“If there’s none, let’s proceed with the types of

“Can anyone give me an example of types of “Student raised their hands”

“Yes,________” “Showcase portfolio ma’am”

“That’s correct! What else?” “Product portfolio ma’am”

“Excellent! It’s good to know you are

“We have five types of portfolio. The

“Yes, _________” “This compiles the best output of