WCC VISION

We are one of Asia’s top aviation-focused universities recognized as a leader in producing highly competent and value-laden graduates who contribute to
nation-building and global progress.

WCC MISSION WCC CORE VALUES

Christ-centeredness
In everything that you do, in thought and action, you do
it to glorify God

Servant-Leadership
Leading with humility and being supportive of peers

Excellence
The quality of being outstanding

Diligence
Careful and persistent work and effort

WCC Aeronautical and Technological College commits to contribute to Integrity

nation-building and global progress by developing internationally qualified The quality of being honest; being morally upright
professionals and leaders in aeronautics through offering globally
competitive and comprehensive aviation education, innovative learning
design, unmatched experiential learning approach, stakeholder
collaboration, and a culture upholding Christian values. These we do by
God’s grace to honor and glorify Him.
 College of Arts and Science VISION

The College of Arts and Sciences shall facilitate quality curricula, projects The College of Arts and Sciences develops students into becoming
and services geared to the development of world class teachers through the graduates who have passion for excellence, zeal for social responsibility
administration of broad spectrum, superior, applicable and adaptable and dedication for the Lord Jesus Christ as they are trained and honed in
professional and general education curricula. mind, in body and spirit.

GENERAL EDUCATION COURSE OUTCOMES

At the end of the course, you are expected to:

1. Demonstrate intellectual competencies through, a) higher level of comprehension, b) proficient and effective communication, c) understanding
of basic concepts across the domains of knowledge, d) critical, analytical and creative thinking, e) application of different analytical modes
(quantitative and qualitative, artistic and scientific, textual and visual, experimental and observation) in tracking problems methodically.

2. Exhibit personal and civic competencies which includes a/an; a) appreciation of human condition, b) capacity to personally interpret the human
experience, c) ability to view the contemporary world from the Philippine and global prospective, d) self-assuredness in knowing and being Filipino,
e) ability to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards, f) ability to reflect on moral
norms/imperatives as they individuals and society, g) ability to appreciate and contribute to artistic beauty, h) understanding and respect for human
rights, i) ability to contribute personally and meaningfully to the country’s development.

3. Display practical responsibilities through, a) working effective in a group, b) application of computing and information technology to assist and
facilitate research, c) problem-solving (including real world problems), d) basic work-related skills and knowledge.

COLLEGE OF TOURISM PROGRAM OUTCOMES

At the end of the program, you are expected to:

 1. Apply the concepts, approaches, techniques and strategies in handling tourism related activities that lead the development of human
capital and tourism industry.

2. Demonstrate competencies by integrating theories in tourism and skills that will suit to global requirements.

3. Develop systems or processes to meet desired needs within realistic constraint.

4. Work effectively in multi-disciplinary and multi-cultural teams in tourism and aviation fields.

5. Identify, formulate, and solve tourism related problems.

6. Recognize the effects and impacts of the tourism profession of the environment and the society, as well as the social and ethical
responsibilities of the profession.

7. Apply knowledge in the field of tourism profession, and to provide solutions to actual problems.

8. Effectively communicate orally and in written form particularly in English language.

9. Engage in a life-long learning and to keep abreast with the current trends in a specific field of specialization.

10. Use appropriate techniques, skills and tools necessary for the practice of tourism practitioners.

COLLEGE OF AVIATION PROGRAM OUTCOMES

At the end of the program, you are expected to:

1. Practice the profession of commercial flying by applying knowledge of mathematics, physical sciences, and aviation sciences.

2. Conduct experiments to test hypotheses and verify assumptions, as well as to analyze and interpret data and to simulate in aviation.

3. Develop, improve, innovate, and to supervise systems or processes to meet desired needs within airline operation constraints.

4. Work effectively in multi-disciplinary and multi-cultural teams in airline industry.

5. Identify, formulate, and solve airline related problems.

6. Recognize the effects and impacts of the aviation profession of the environment and the society, as well as the social and ethical
 responsibilities of the profession.

7. Provide solutions to problems during aircraft operation by applying knowledge and skills in aviation

8. Effectively communicate in English language while applying aviation terminologies.

9. Engage in continuous education to adapt current trends in the airline industry.

10. Use appropriate techniques, skills and tools necessary for the practice of commercial flying.

11. Acquire a thorough knowledge of contemporary issues in aviation

12. Act as a member and leader in a team, to manage projects in multidisciplinary environment applying aviation principles

13. Demonstrate commercial flying practices and skills that contribute to the local aviation industry.

BS IN AIRCRAFT MAINTENANCE TECHNOLOGY PROGRAM OUTCOMES

At the end of the program, you are expected to:

1. Demonstrate an in-depth technological knowledge of aircraft system and operations.

2. Demonstrate appropriate skills, technique and accepted practices necessary for aircraft maintenance and determination of
airworthiness.

3. Perform aircraft systems analysis and apply cognitive reasoning and troubleshooting.

4. Demonstrate the safe and appropriate use of equipment and tools use in aircraft ground handling.

5. Obtain Civil Aviation Authority of the Philippines License with Airframe and Powerplant rating.

6. Practice appropriate health and safety measurement for aircraft maintenance technology.

7. Specialize in aircraft maintenance technology by applying their knowledge and skills in aircraft maintenance and services.

8. Work effectively in multi-disciplinary and multi-cultural teams in diverse field of practice.

 9. Use appropriate techniques, skills and tools necessary for the practice of aircraft maintenance technology.

10. Demonstrate the ability to use aircraft drawings, symbols, and system schematic to perform aircraft maintenance activities.

COLLEGE OF ENGINEERING PROGRAM OUTCOMES

At the end of the program, you are expected to:

1. Solve complex aeronautical engineering problems by applying their knowledge of mathematics, science, and professional
aeronautical engineering courses.

2. Design and conduct experiments as well as analyze and interpret data to simulate processes.

3. Design, improve, innovate and to supervise systems or processes to meet desired needs within realistic constraints.

4. Function in multi-disciplinary and multi-cultural teams.

5. Identify, formulate, and solve complex aeronautical engineering problems.

6. Practice the aeronautical engineering profession ethically and responsibly.

7. Communicate effectively aeronautical engineering activities with the engineering community and with society at large.

8. Innovate engineering solutions that will bring impact in a global economic, environmental, and societal context.

9. Engage in life-ling learning to keep abreast with the current trends in a specific field of specialization.

10. Ascertain and appropriately act on contemporary issues.

11. Use appropriate techniques, skills and modern tools necessary for the practice of aeronautical engineering in order to remain globally
competitive.

12. Act as a team leader and member of aeronautical engineering projects by employing their management principles in a multi-
disciplinary environment.

13. Contribute to national development by applying acquired knowledge in aeronautical engineering knowledge and skills.
 BS IN AVIONICS PROGRAM OUTCOMES

At the end of the program, you are expected to:

1. Practice aviation electronics technology by applying knowledge in mathematics, physical sciences, avionics maintenance engineering
and technology sciences.

2. Conduct of experiments with avionics maintenance engineers to test hypotheses and verify assumptions, as well as to analyze and
interpret data and to simulate processes.

3. Innovate and supervise systems or processes to meet desired needs within realistic constraints

4. Work effectively in multi-disciplinary and multi-cultural teams in diverse fields of practice

5. Identify, endorse to avionics maintenance engineers, and initiate in solving avionics maintenance engineering technology problems

6. Apprehend the effects and impact of the avionics maintenance engineering technology profession on the environment and the
society, as well as the social and ethical responsibilities of the profession

7. Effectively communicate orally and in written form particularly in the English language

8. Engage in life-ling learning to keep abreast with the trends in aviation electronics

9. Use appropriate techniques, skills and tools necessary for the practice of avionics maintenance engineering technology

10. Act as a team leader and member of aeronautical engineering projects by employing their management principles in multi-disciplinary
environment

11. Contribute to national development by applying acquired knowledge in aeronautical engineering knowledge and skills.

12.

COURSE SYLLABUS
 Character Formation 4

COLLEGE BS AE / BS AMT / BS
AOM / BS AVIO / BS
COMFLY / BS TM Course Description:

DEPARTMENT CAS

Character Formation 4 focuses on friendship and teamwork. This covers the

activities of the mind, the heart and the hands to bring about the total development
COURSE CODE CF 4 of the students learning about being a friend, roles working in a team, working well
together with other people and using strength in building a team. The values and
skills they can use from this course can be used practically in their everyday life and
Descriptive Title Character Formation 4 even in their professional careers later on

PRE-REQUISITE/S CF 3 Course Outcomes (CO)

1. Acquire social awareness and apply interpersonal skills to build and maintain
positive relationships based on mutual respect;
CREDIT UNIT/S 1
2. Develop the value of authentically caring for others;

3. Learn values of actively contributing to the progress of a team to achieve

CONTACT HOURS PER Lecture
SESSION:
specific goals; and

4. Be resilient and have the ability to turn challenges into opportunities in the
context of teams.

ALIGNMENT OF COURSE OUTCOMES (CO) WITH THE PROGRAM OUTCOMES (PO) OF COLLEGE OF TOURSIM
CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

1 Acquire social awareness and apply interpersonal skills to build and X X X X X X X

maintain positive relationships based on mutual respect;
2 Develop the value of authentically caring for others; X X X X X X X

Learn values of actively contributing to the progress of a team to achieve X X X

3 X X
specific goals; and

Be resilient and have the ability to turn challenges into opportunities in the X X X X X
4 X
context of teams

ALIGNMENT OF COURSE OUTCOMES (CO) WITH THE PROGRAM OUTCOMES (PO) OF AIRCRAFT MAINTENANCE TECHNOLOGY

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

Acquire social awareness and apply interpersonal skills to build and X X X X

1 X X
maintain positive relationships based on mutual respect;

2 Develop the value of authentically caring for others; X X X

Learn values of actively contributing to the progress of a team to achieve X X X X

3 X X X
specific goals; and

Be resilient and have the ability to turn challenges into opportunities in the X X
4 X X X
context of teams

ALIGNMENT OF COURSE OUTCOMES (CO) WITH THE PROGRAM OUTCOMES (PO) OF COLLEGE OF AERONAUTICS ENGINEERING

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13
 Acquire social awareness and apply interpersonal skills to
1 build and maintain positive relationships based on mutual X X X X X X X X X
respect;

Develop the value of authentically caring for others;

2 X X X X X X X X

Learn values of actively contributing to the progress of a team

3 X X X X X X X X X X X X
to achieve specific goals; and

Be resilient and have the ability to turn challenges into

4 X X X X X X X X
opportunities in the context of teams

ALIGNMENT OF COURSE OUTCOMES (CO) WITH THE PROGRAM OUTCOMES (PO) OF BS IN AVIONICS TECHNOLOGY

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11

Acquire social awareness and apply interpersonal skills to

1 build and maintain positive relationships based on mutual X X X X X X X
respect;

Develop the value of authentically caring for others;

2 X X X X X X

Learn values of actively contributing to the progress of a team

3 X X X X X X X X X X
to achieve specific goals; and

Be resilient and have the ability to turn challenges into

4 X X X X X X X
opportunities in the context of teams
UO DESCRIPTION CO1 CO2 CO3 CO4 CO5

1 Healthy Friendships X X X X X

2 Influence Of Peers X X X X X

RESPECT FOR FRIENDS And VALUING FRIENDS WHO

3 X X X X X
ARE DIFFERENT

4 Empathy X X X X X

5 Perspective Taking X X X X X

6 Seeking And Providing Help X X X X X

COURSE COVERAGE- PRELIMS

INTENDED LEARNING TEACHING LEARNING ASSESSMENT TASK

OUTCOMES ACTIVITIES (TLA)
WEEK COURSE CONTENT (AT) RESOURCES

Teaching Learning Time Assessment Tool

Allotment
 - Recognize what HEALTHY FRIENDSHIPS 1hour Write an Scoring Friendships:
healthy level essay about Rubrics Enrich your life
friendships are and a. Friendship as a unique Interactive Interactive the
know why they are kind of relationship Lecture/ Learning and improve
characteristic
important. Discussion of your
your health -
b. What makes a Healthy Mayo Clinic
- Know the ways of friendship.
strengthening healthy Friendship What makes
friendships. Direct your
c. Cultivating and Instruction Critical relationship
- Conceptualize value of Listening with your
healthy friendship. Strengthening Healthy friends
1
stronger?
Friendship Reflective Justify your
Teaching answer.
Value
Integration

-Recognize peer INFLUENCE OF PEERS 1 hour Peer Pressure:

influence
a. Peer Influence and Definition, Types,
Reflective What is the Scoring
and pressure. group influence of Rubrics Examples, and
Pressure Interactive discussion social media Ways to Cope
-Label the influence of Lecture/
b. Using peer influence for sound
in our lives (verywellmind.co
peers Discussion now specially m)
decision making Paper and
and online friends if in our
Self-Evaluation pen
positive socialization?
2 Direct
or negative. Instruction
Brainstorming
-Recognize how
 influence of peers and
online friends can
affect one’s decision Reflective
making Teaching

- Enumerate different RESPECT FOR FRIENDS and 3 hours 10.2: Stages and
values VALUING FRIENDS WHO ARE
Types of
DIFFERENT Direct 1.Explain the Scoring
that show respect for Instruction quote “No Friendships -
a. Respect amidst differences Self-Evaluation Social Sci
friends. man is an
b. Respect versus tolerance island? LibreTexts
3-4 - Assume responsibility in Paper and
Interactive 2. Who are pen
c. Integrity and Moral Courage in
caring for one’s own well- Lecture the
Standing What is Right
Real-Life significant
being.
d. Harmony With Friends Actions “others” in PPT
- Show humility in Case Study your life? Presentation
interacting with friends e. Humility in Interacting
through a role play.
with Friends Essay Writing
- Perform a short play that

shows moral courage in

standing up for what is

right.

5 PRELIM EXAMINATION

- Differentiate empathy EMPATHY 1 hour Empathy:

and sympathy Definition, Types,
- Defining empathy Interactive Create a Scoring
- Recognize empathy Lecture/ team and do Rubrics and Tips for
as essential element Discussion simple Practicing
 in fostering healthy - Empathy vs Sympathy Brainstorming research (verywellmind.co
relationships about the m)
6 Empathy as core value in Direct emphatic Paper and
- Acknowledge the fostering healthy relationships Instruction pen
level of the
importance of Research
responsible students in
your school.
expression of feelings, Reflective
Teaching
thoughts and
concerns/

needs.

- Demonstrate PERSPECTIVE TAKING 1 hour The Power of

awareness of a Perspective
situation from a - The Concept of Frame of Interactive Consider Scoring
wider perspective. Reference: Why it is hard to Lecture/ yourself to be Rubrics Taking |
- Check against meet at one point Discussion Critical the poorest Psychology
one’s prejudices - Knowledge, backgrounds, Listening person on Today
7 and biases. stereotypes, prejudices, earth. What
- Formulate the Paper and
biases, and other factors of would be
ability and the Direct pen
formulating a perspective Essay Writing your
value to Instruction
- Advantages of listening to perspective
understand various perspectives in teams about
perspectives for - d. Ways to understand happiness in
specific situations perspectives (e.g. using Reflective life? Justify
different sociological schools Teaching that the
of thought) material
things on
earth doesn’t
guarantee
one’s
happiness.

- Explain when, SEEKING AND PROVIDING 2 hours Film:

where and how to HELP Cyberbully,
 seek and provide - Helping a Friend/Team in Interactive Get a partner Scoring Available on
help in times. Facing Challenge Lecture/ to watch a Rubrics https://www.you
Discussion Group Project movie which tube.com/watch
-Relate to others being - Suggested Ways to Stop story is about
8-9 bullied or has
?
Bullying bullying (the
witnessed bullying. v=be6gjjWdUw
Research Glory,
Direct 4, 2018
Everyone is
-Act upon a given Instruction
there) ,
scenarios of bullying.
summarize
the movie
Reflective and give your
Teaching personal
comments
about the
protagonist
and
antagonist
from the
movie.

10 MIDTERM EXAMINATION

- Identify various roles in TEAMWORK 1 hour What is a Team?

team and how Types of Teams &
everyone has a part to - What is a team Interactive Cite a movie Scoring
play. Lecture/ that portrays Rubrics Processes | ASQ
- Importance of Working Discussion a team play
- Explain the importance Towards Common Goals and team
11 of working towards Role play
work and Act
common goals. - Frequent Conflicts in Teams Paper and
the story to
Direct pen
- Identify most frequent - Team Spirit: Focusing on the the class.
Instruction
conflicts in teams team rather than
individualities
- Propose a plan in Board and
resolving conflicts - Reflective marker
 among team members. Teaching

- Manage one’s thoughts

and emotion that are in
conflict with doing what
is right for the benefit
of the team.

TEAM PLAYER 1 hour How to be a

team player
- Manage one’s - What makes a good team Interactive Create a Scoring
(John Maxwell)
thoughts and player Lecture/ team/group Rubrics
emotion that are in Discussion Role play to compete
conflict with doing - Influencing and Guiding with other
12 what is right for the Others team in the Th Art of
benefit of the team. class. Each Followership
- The Art of Followership: Being Direct
team should
- Learn ways how to a team player by following Instruction (Fabian, 2017,
make their
be a good team Available on
own short
player
movie about
https://www.busi
Reflective friends and nessnewsdaily.c
- Recognize the
value of obedience Teaching relationship om/9743-
and being a good followership.htm
follower l)

Followership:
The Other Side
of Leadership
(McCallum,
2013, Available
on
https://iveybusin
essjournal.com/
publication/follo
wership-the-
 other-side-of-
leadership/,

- Identify ways to tap the EMPOWERMENT 1 hour Achieving

strengths of the team Personal
- The concept and scope of Interactive Objective Paper and
members.
empowerment Lecture/ Type of Quiz pen Empowerment -
- Recognize advantages
Discussion Critical Taking Charge of
of being empowered - Advantages of having Listening Your Life and
individuals and team empowered team members
13 members Career
- Empowerment as a function (mindtools.com)
Direct
of friends Essay Writing
Instruction

Reflective
Teaching

14 SEMI-FINAL EXAMINATION

-Discuss conflict CONFLICT MANAGEMENT 2 hours Video: Campbel

and Clarke,
management and a.Conflict Management Interactive What are the Scoring Conflict, Use it,
Lecture common Rubrics don’t defuse it,
negotiation skills. and Negotiation Skills conflicts that Available on
https://www.youtu
arise in your
- Develop alternative b.Strategies in Handling Silent Reading be.com/watch?
family and v=o97fVGTjE4w
Direct
strategies to handle Conflicts friends? How
15-16 Instruction
conflicts. to you
c. Mediator in Resolving manage
Managing Conflict
- Act as mediator in these
Conflicts Research in the Workplace,
Available on
 resolving conflicts? https://www.youtu
be.com/watch?
conflict. v=aSq5IMpQReM

- Define moral MORAL REASONING: Standing 1 hour Osswald,S.,

courage. for what is right Greitemeyer, T.,
- Recognize motives Interactive Reporting Fischer,P. and
a. Moral Courage Lecture Frey, D. (n.d.)
behind one’s action Create a Scoring What Is Moral
- Make the right b. Frames of Morality (Schools group and Rubrics Courage?
decisions of Moral Ethics, e.g. Kantian, Brainstorming report about Definition,
Hedonism, Utilitarianism, Direct Explication, and
- based on higher the Frames
Classification of a
17 Virtue Ethics) Instruction
levels of moral of Morality Complex
understanding. Morals-based decision Making for Construct, pg.
149-165,
teams
Research Available on
http://www.ipts.or
g.il/_Uploads/dbs
AttachedFiles/Wh
atIsMoral.pdf

, 2018

18 FINAL EXAMINATION

TEXTBOOKS

Branden, N. (2011). The Six Pillars of Self-esteem. Nathaniel Branden

Harrill, S. (2008). Empowering You to Love Yourself. Castle Rock, Co:
 Innerworks Publishing.

OTHER RESOURCES

https://www.mindtools.com

FINAL GRADE EVALUATION METHOD

40% Class Standing 20% Character Formation

- Attitude

20% Quizzes, Seatwork, Homework etc. - Extra Curricular

40% Papers and Projects - Organization

40% Recitation and Attendance Final Grade: (Total CS) + (Total Exam) + (Character Formation)

40% Major Exams.

Prelim Examination

Midterm Examination

Pre-Final Examination

Final Examination
 ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)

NO. TEACHING CEO1 CEO2 CEO3 CEO4 CEO5

1 Interactive Lecture X X X X X

2 Reflective Teaching X X X

3 Direct Instruction X X

4 Historical Discussion X X X X X

NO. LEARNING CEO1 CEO2 CEO3 CEO4 CEO5

1 Brainstorming X X X X X

2 Critical Listening X X

3 Silent Reading X X X

4 Group Dynamics X X

5 Video Critiquing X X

6 Content Listening X X X X X

7 Reporting X X X X
 ASSSESSMENT TASKS AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)

NO. ASSESSMENT TASK CEO1 CEO2 CEO3 CEO4 CEO5

1 Oral Presentation X X X X

2 Reflective Essay / Movie Review X X X X X

3 Quiz X X X X X

4 Reporting X X X X

5 Student-made Literary Pieces X X X X

NO. TOOLS CEO1 CEO2 CEO3 CEO4 CEO5

1 Rubrics X X X X X

2 Paper and Pen X X X X X

3 Whiteboard and marker X X X X X

4 PPT Presentations/ Hand-out X X X X X

SHORT NEWS CLIP VIEWING REVIEW SCORING RUBRIC

Category 4 3 2 1

Organization Information is very Information is Information is The information

organized with a organized with a organized, but appears to be

 well-constructed well-constructed paragraphs are not disorganized.

opinion and supporting opinion. well-constructed.

detail.

Character/Setting/ Plot The review focuses The review focuses The review The review does

on the following 2 of 3: character, includes only one not include a

areas: character(s), setting, plot. of the following: description of

setting, and plot. character, setting, character, setting,

and plot. or plot.

Opinion/Supporting My review has a My review has a My review does My review does not

Details strong opinion that strong opinion, but not have any have a strong

is supported by 2-3 it is not strongly supporting details, opinion or

details (good or supported by but it does have an supporting details.

bad). details. opinion. My opinion may not

be clear.

Spelling All of the words A few words (2-3) Many words (4-6), More than 7 words

from the no excuse on the no excuse including the no are spelled

list are spelled list are spelled excuse words, are incorrectly.

correctly. incorrectly. spelled incorrectly.

Mechanics No grammatical, Almost no A few grammatical Many grammatical,

 spelling or grammatical, spelling, or spelling, or

punctuation errors. spelling or punctuation errors. punctuation errors.

punctuation errors

ORAL PRESENTATION SCORING RUBRIC

Total Points
Category Scoring Criteria Score
The type of presentation is appropriate for the topic and audience. 5
Organization Information is presented in a logical sequence. 5
(15 points) Presentation appropriately cites requisite number of references. 5
Introduction is attention-getting, lays out the problem well, and establishes a 5
framework for the rest of the presentation.
Technical terms are well-defined in language appropriate for the target 5
Content audience.
(45 points) Presentation contains accurate information. 10
Material included is relevant to the overall message/purpose. 10
Appropriate amount of material is prepared, and points made reflect well their 10
relative importance.
There is an obvious conclusion summarizing the presentation. 5
Speaker maintains good eye contact with the audience and is appropriately 5
animated (e.g., gestures, moving around, etc.).
Speaker uses a clear, audible voice. 5
Presentation Delivery is poised, controlled, and smooth. 5
(40 points) Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and not distracting. 5
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
 Video Documentation Scoring Rubric

ACTIVITY Exemplary Proficient Partially Proficient Incomplete POINTS

15-20 points 10-14 points 5-9 points 0-4 points

Concept Has a clear picture of what Has a fairly clear picture of Has brainstormed their Little effort has been spent on
they are trying to achieve. what they are trying to achieve. concept, but no clear brainstorming and refining a
Adequate description of what Can describe what they are focus has emerged. concept. Unclear on the goals
they are trying to do and trying to do overall but has Goals/final product not and how the project
generally how his/her work trouble describing how his/her clearly defined. objectives will be met.
will contribute to the final work will contribute to the final
project. project.

12-15 points 8-11 points 4-7 points 0-3 points

Script/ The storyboard illustrates the The storyboard includes The thumbnail sketches There is no evidence of a
Storyboard video presentation structure thumbnail sketches of each on the storyboard are not storyboard or script.
with thumbnail sketches of video scene and includes text in logical sequence and
each scene. Notes of for each segment of the do not provide complete
proposed transition, special presentation, descriptions of descriptions of the video
effects, sound and title tracks background audio for each scenes, audio
incl: text, color, placement, scene, and notes about background, or notes
graphics, etc. Notes about proposed shots and dialogue. about the dialogue.
proposed dialogue/ narration
text are included.

15-20 points 10-14 points 5-9 points 0-4 points

Content/ The content includes a clear Information is presented as a The content does not Content lacks a central
Organization statement of purpose or connected theme with accurate, present a clearly stated theme, clear point of view and
theme and is creative, current supporting information theme, is vague, and logical sequence of
compelling and clearly that contributes to some of the supporting information. Much of the
written. A rich variety of understanding the project’s information does not supporting information is
supporting information in the main idea. Details are logical seem to fit the main idea irrelevant to the overall
video contributes to the and persuasive information is or appears as a message. The viewer is
 understanding of the project’s effectively used. The content disconnected series of unsure what the message is
main idea. Events and includes a clear point of view scenes with no unifying because there is little
messages are presented in a with a progression of ideas and main idea. Includes few persuasive information and
logical order. Includes supporting information. Includes citations and few facts. only one or two facts about
properly cited sources. properly cited sources. the topic are articulated.
Information is incorrect, out of
date, or incomplete. No
citations included.

12-15 points 8-11 points 4-7 points 0-3 points

Quality Movie was completed and Movie was completed and Movie was made, but had There was no movie, or tape
had all required elements. contained all required items. very little if any editing. was totally unedited with no
The video was well edited Editing was not done as well as Many poor shots remain. transitions or audio support of
and moves smoothly from it should have been. Some poor Video was very any kind.
scene to scene with proper shots remain. Movie is still fragmented and choppy
use of transitions. Audio and somewhat choppy. Audio and with little to no audio
other enhancements were other enhancements were reinforcement.
well used. utilized, but not for maximum
effect.

12-15 points 8-11 points 4-7 points 0-3 points

Teamwork Student met and had Students met and had Only a couple of team Meetings were not held
discussions regularly. All discussions regularly. Most of meetings were held. Most and/or some of the team
students on the team the students on the team of the students on the members did not contribute at
contributed to the discussion contributed to the discussion team contributed at some all to the project. Low levels
and were part of the final and were part of the final level, but a majority of the of respect were evident within
project. Team members project. Team members mostly work was done by one or the team.
showed respect with each showed respect with each two.
other. other.
 12-15 points 8-11 points 4-7 points 0-3 points

Timeliness All project deadlines were Most project deadlines were Many project deadlines Deadlines were regularly
met. met. Those that were late did were not met, resulting in missed, having a significant
not have significant impact on some impact on the impact on the final project.
the finished project. finished project.

Final Score

Prepared By: Reviewed: Approved:

MERIAM DIFFY G. LUMACTOD, LPT, DBA LORNA S. BULOSAN, CPA, DBA ROGER A. MARTINEZ JR., DBA
Assoc Prof Dean of CAS VP for Academic Affairs

Collaboration with:

GABRIEL JOSHUAO. MARRON, LPT

Instructor