WHY TEACH? HOW TO ASSESS? HOW TO TEACH?

WHAT TO
TEACH?

ASSESSMENT & FEEDBACK LEARNING MET

As implied by Reviewing the FIDP of PERSONAL Improved PT of By using the Based on the Feedback Feedback What What What topic(s)
the Minimum DEVELOPMENT the PERSONAL GRASPS Standards & Criteria Mechanism Mechanism student- formative ensure the
Standards, the DEVELOPMENT characteristics of a for Success in (Assessment For (Assessment As centere Questions development of
teaching of PT, identify the completing the PT, Learning) Learning) d shall lead to the desired
every core standards & criteria what Enabling flexible the skills?
subject shall Based on the With the skills for success. Formative Assessment teachin completion
lead to the Culminating that shall be Activities will enable g of EFAA?
development of Performance championed by the student to modalit
the learners’. Standard of the PERSONAL successfully complete y will
PERSONAL DEVELOPMENT the Performance Task? lead
DEVELOPMENT. and together with towards
the other skills the
implied by the complet
Minimum ion of
Standards, the
EFAA?
 1. Collaboration What in the long GOAL- Your task is EFAA 1- ● The teacher The teacher 1. Full 1. How 1. Self
communication Skills (Life Skills - run after to create a Understanding The reminds the requires the Online can Development
skills Planning, completing the You are now to Comprehensive Self students of the students to do awaren
Organizing, subject can prove that you Career Pathway desired the following: 2. ess a.
2. thinking skills Innovation, Risk- learners do on are qualified and Portfolio Self-Concept competencies to Offline and Knowing the
(Critical & taking, Self their own with worthy of the Inventory and Johari’s develop through a. maintain a Remote underst Self
Problem Management, what they chosen career ROLE - You are an Window (MET 1 and the following: Journal anding b.
Solving) Leadership) learned? pathway you SHS Graduate who 2).(Self Awareness) a. Advise the b. to monitor of Developing the
have decided on pursues Career students to the oneself Whole Person
3. technology Thinking The learner is by creating a Pathway (any of the EFAA 2 - Developing keep track of progress of pave
skills Skills(critical and expected to be following exits you The Self the results of the different the 2. Aspects of
problem solving) able to think decided on) their aspects of way to Personal
4. critically and My Own Personal Plan their Development
assessment self-
communication Communication make concrete Comprehensive 1.Higher Education During Uncertainties” developmen
activities. accept
and and Technology plans and Career Pathway “Managing Self Mind t through a c. Coping with
b. Directs the ance,
Technology Skills (Creative decisions on the Portfolio which 2. Employment Map” (MET 3 and 4) personal Stress
students to the and
skills (Creative and Innovation) different aspects contains the (Critical Thinking) developmen
3 Business correct build d.
& innovation) of his/her following: t checklist
EFAA 3. Building And interpretation better Powers of the
personal 4. Middle Level of the self c. Evaluate relation
5. problem 1. Career Maintaining Mind
development; life Skills Development. assessment career ships
solving skills Inventory Test Relationships
and significant activity choices with 3.Building and
Result and
6. collaboration relationships and AUDIENCE - You a. Collaborative emphasizing they have signific Maintaining
Reflection (Self-
skills career pathways. need to convince Activity: "How To the skills which made ant Relationships
Management)
your Family Become needs to be through people
What real life members , developed. reflection s you e. Personal
2. Career Plan Responsible in a
situation can Teachers, c. Designs writing make Relationships
(Planning, Relationship?"
learners put Classmates, and appropriate career
Organizing, risk-
themselves in Academic b. Collaborative intervention decisio f.
taking, self-
where they can Community who can Activity “How To such as ns as Family & Social
management)
perform the support you on your Be Firmer and academic an Relationships
transfer goal? 3. Mock-interview chosen Career Gentler with counseling, adoles g.
result and Pathway Family Members? and peer cent? Family Structure
You are now a & Legacies
reflection counseling
SHS graduate SITUATION - The (MET 5 and 6)
(Thinking Skills) ● utilize the
who tries to context you find 4. Career
feedback to
pursue (any of Development
the following exits yourself in (your identify the
you decided on) 4. Personal chosen Career (Communication, weaknesses and h. Persons and
Inventory Pathway) (any of the Collaboration) difficulty of Careers
1.Higher (Synthesis of following exits you students as bases
Education PerDev Journey) decided on) EFAA 4. Career in the formulation i. Career
Decision Making of assessment Pathways
2. Employment 5. Creative 1.Higher Education activities that will
Career Setting Career and Life
help the students
3 Business Visualization 2. Employment Goals thru Career
develop the
(Communication Roadmap
4. Middle Level expected
and Technology 3 Business
Skills (MET 7 and 8) ● Referral - Teacher
Skills) will set a parent
Development. 4. Middle Level
Skills Development. (Problem Solving/ conference to
Decision Making, discuss academic
PRODUCT/PERFO Technology Skill status of students
RMANCE - You (Creative & Innovation) and other factors
need to create a affecting his/her
Comprehensive academic
Career Pathway performance and
Portfolio which development.
contains the Furthermore,
following: referral to
guidance
1. Career Inventory counselors and
Test Result and other support
Reflection services is
recommended as
2. Career Plan deemed
necessary.
3. Mock-interview
result and reflection

4. Personal
Inventory (Synthesis
of PerDev Journey)
5. Creative Career
Visualization

STANDARD - Your
Portfolio must meet
the following
standard (qualities)

1. Self
Awareness
2. Communic
ation
3. Critical
Thinking
4. Problem
Solving
5. Life Skills
6. Technology
Skills
Criteria and Standards for Success

Scale of Evaluation with Descriptors

Criteria of Assessment
3 2 1
(Excellent) (Good) (Fair)

1.Self-Awareness Show a Level 3 Self Awareness by giving 10 or more Show a Level 2 Self Awareness by giving more than 5 Show a Level 1 Self Awareness by giving less
(20%) characteristics that reflect one’s self concept and self to 9 characteristics that reflect one’s self concept and than 5 characteristics that reflect one’s self
acceptance; highly exhibiting confidence of one’s self acceptance; moderately exhibiting confidence in concept and has limited self acceptance as
perception of his/her behavior, ability, and unique one's perception of his/her behavior, ability, and he/she expressed in his/her experiences in
characteristics as he/she expressed his/her unique characteristics as he/she expressed his/her the required activities.
experiences in the required activities. experiences in the required activities.

2. Communication Highly organized and logically sequenced thoughts or Mostly organized and logically sequenced thoughts or Partially organized and logically sequenced
(15%) ideas presented in a cohesive and coherent manner; ideas presented in a cohesive and coherent manner; thoughts or ideas presented in a less cohesive
proper syllogism, grammar, diction and appropriate proper syllogism, grammar, diction and appropriate and less coherent manner; proper syllogism,
tone are observed well. tone are observed well. grammar, diction and appropriate tone are
not observed well.
 3. Critical Thinking Responds to the question or the task of the portfolio Responds to the question or the task of the portfolio in Appropriately answers the question or
(15%) in an especially thought provoking and sophisticated a sophisticated manner. Exhibits a detailed completes the portfolio in a way that reflects
manner. Exhibits a complete and detailed understanding of the self as presented in the portfolio. an understanding of the question or the task
understanding of the self as presented in the at hand and its requirements. Exhibits
portfolio. understanding of the self as presented in the
portfolio.

4. Problem Solving/ The work has demonstrated a thorough and The work has demonstrated a thorough analytical, The work has demonstrated analytical, logical
Decision-Making sophisticated analytical, logical way of making logical way of making decisions appropriate to the way of making decisions appropriate to the
(15%) decisions appropriate to the chosen career pathway. chosen career pathways chosen career pathways

5. Collaboration Skills Has lots of interests and is excited about Tries very hard even when things are difficult. Receives Displays interests in learning a few things but
(Life Skills) collaborative learning, puts forth great effort when encouragement from others but displays occasional has to be motivated by others to get things
completing difficult tasks. laziness. done.
(20%)
Collects a great deal of information and performs all Collects basic information and performs nearly all Collects very little information and performs
duties of assigned team roles. assigned duties. very little duties.

Sees mistakes as learning opportunities and willing to Conceptually understands that mistakes are a learning Moderately understands that mistakes are a
take risks at times by advocating unconventional or tool but still sees failure as a negative consequence of learning tool but considers failure as a
unpopular positions. the risk. Displays willingness to take on challenging negative consequence of the risk. Hesitantly
problems despite the possibility of failure. takes on challenging problems despite the
possibility of failure.
6. Technology Skills
(Creativity & The portfolio demonstrates a little creative
Innovation) 15% The portfolio demonstrates excellent creative The portfolio demonstrates an average amount of expression and organization. Acceptably
expression and outstanding organization. creative expression and organization. Attractive and attractive but may be messy at times and/or
Exceptionally attractive and particularly neat in neat in design and layout, thoughtfully and uniquely show lack of organization, originality and/or
design and layout, clever, and unique in showing presented at times in showing understanding of the effort in understanding the activities.
deep understanding of the activities. activities.
Sometimes looks for and acts on new ideas
Always looks for and acts on new ideas and Often looks for and acts on new ideas and and opportunities for learning; demonstrates
opportunities for learning; demonstrates the capacity opportunities for learning; demonstrates the capacity the capacity for innovation and a willingness to
for innovation and a willingness to take risks; shows for innovation and a willingness to take risks; shows take risks; demonstrates curiosity and
curiosity and interests in learning; approaches new curiosity and interests in learning; approaches new interests in learning; approaches new tasks
tasks with a positive attitude; recognizes and tasks with a positive attitude; recognizes and with a positive attitude; recognizes and
advocates appropriately for the rights of self and advocates appropriately for the rights of self and advocates appropriately for the rights of self
others. others. and others.