PARADIGM-JM KNOWLEDGE CENTER

Magpayang, Mainit, Surigao del Norte

Guidelines in
Portfolio Making
 Guidelines in Portfolio Making

ASSESSMENT GOAL

To measure your learning achievement,

growth and development as unit earners as
evidenced by your work outputs, products,
performance vis-à-vis the learning goals of the
course within the time frame.
 Guidelines in Portfolio Making

Assessment Guidelines

1. The portfolio shall contain proof of evidences of

the learning achievement based contents stipulated in the
seven course syllabi. It may include relevant information,
findings, report from books, publications, electronic
sources that enhance understanding of the learning
contents per subject. It also includes best products, grades,
reflections, journals, pedagogical concepts or ideas which
stemmed from the learning experiences.
 2. Presentation styles of portfolio contents shall
be a preference of a student, however, general format
has to be observed, to wit:
1. Cover Page
2. Introduction
3. Table of Contents
4. Body of the portfolio (pieces of evidences of
learning per subject)
5. Reflection
6. Generalization
7. List of References
3. The portfolio shall be scored by both the student and the
professor using analytic Rubrics.
RUBRICS FOR PORTFOLIO SCORING
CRITERIA Very Good Fair Poor Very Score
good 8 6 4 Poor
10 2
a. Validity and relevance of contents

b. Reliability and sufficiency of

contents
c. Evidence of personalized learning
(reflections, insights, pedagogies)
d. Acquisition and development of
general competency based on the
course objectives
e. Creativity and Organization in
portfolio making
Total :
RUBRIC FOR TEACHING
DEMO
CRITERIA INDICATORS SCORE REMAKS/
OBSERVATION
A. Quality of Lesson 1. Clarity of the learning objectives
plan (30) 2. Appropriateness of the learning
resources, teaching strategies, and
assessment vis-à-vis learning contents
B. Inst. Delivery 1. Sufficiency of the instructional
(40) process
2. Implementation of effective teaching
strategies
3. Employment of engaging learning
activities
4. Effective use of instructional
materials
5. Classroom management
C. Teacher Quality 1. Language competence
and competence (30) 2. Mastery of subject matter
3. Attitude towards teaching
4. Personality and grooming
Total: 100
CHECKLIST IN LESSON
PLANNING
 CHECKLIST IN LESSON
PLANNING

• I. Learning Objectives
• II. Learning Contents & Resources
• III. Learning Activities
• IV. Assessment of Learning
I. Learning Objectives

• Clarity of Learning Targets

• Learning Domains:
• Cognitive
• Affective
• Psychomotor
• Observable behavioral learning outcome: SMART
• Specific
• Measurable
• Attainable
• Realistic
• Time-bound
• II. Learning Contents and Resources

• Topics or lesson match the:

• Learning objectives
• Meet the prescribed competencies

• Indicates Learning materials, resources,

references, educational technology
III. LEARNING ACTIVITIES

1. Completeness of instructional process

• Motivational or introducing phase
• Instructional or development phase
• Processing phase
• Assessment of learning phase
2. Student engagement activities
• Very short lecture but more of students activities
• Options: Cooperative learning, brainstorming, small
group discussion, role play, panel, symposium,
demonstration
IV. ASSESSMENT OF LEARNING

• Formative
• Paper and Pencil Test
• Task Performance
SAMPLE LESSON PLAN
 LESSON PLAN IN ENGLISH101
DATE: OCTOBER 16, 2022
TIME: 9:00AM-10:00AM
TEACHER: Jerry Madera

I. LEARNING OBJECTIVES

At the end of the period, the students should be able to:

LO1. discuss the basic concepts of unity, coherence, and
emphasis (cognitive)
LO2. show interest in writing a well-written paragraph
(affective)
LO3. write a short paragraph with unity, coherence, and
emphasis (psychomotor)
II. LEARNING CONTENT AND RESOURCES
 Writing a Good Paragraph:
 Unity
 Coherence
 Emphasis
 Reference:
 (Refer to the minimum competencies set by the
Department of Education)
 PowerPoint
III. LEARNING ACTIVITIES
 Introductory Phase (motivational)
 Teacher conducts review of previous lesson, present the
learning objectives, asks motivational question:
“How to write a good paragraph?”
 Students participate by answering or sharing their
experiences about paragraph writing
 Lesson Proper
 Teacher conducts brief lecture on Unity, Coherence, and Emphasis
 Students listen attentively and participate in the discussion
 Teacher shows a sample of a well-written paragraph through
PowerPoint
 Students do the Buzz to highlight how unity coherence and
emphasis are applied in the sample presented
 Writeshop. Individually, the students will write an essay given a
topic
 Closure. Follow-up discussion to sum up the importance of
observing unity, coherence and emphasis in writing a good
paragraph
IV. ASSESSMENT OF LEARNING

Essay
-Write a five paragraph essay on “How to fight COVID-19”
Thank you……