CHECKLIST FOR EVALUATING THE STRATEGIC INTERVENTION

MATERIALS IN _________________________
Title of the Material: _________________________________________________
Name of Evaluator:__________________________________________________
Designation:________________________School:_________________________

Direction: Evaluate the intervention materials on each of the following features.

Kindly check the appropriate column of your choice. Please write comments and
suggestions.
Features of the SIM Evident Not
Evident
A. Guide Card
1. Gives a preview of what the students will learn.
2. Presents the focus skill.
3. Guides the students on how to use the SIM.
Comments/Suggestions:

B. Activity Card
1. Provides activities that:
1.1 are organized based on listed competencies/
topics.
1.2 provide examples to concretize the concepts
1.3 students can complete independently, in pairs,
or in group.
1.4 allow students to formulate ideas on their own.
1.5 guide and challenge student’s thinking and
learning.
2. Provides questions that:
2.1 guide the development of concepts and skills
2.2 elicit an explanation and not a one-word
answer
2.3 establish the relationship between the
topic/lesson and what students already know
or are familiar to them
Comments/Suggestions:

C. Assessment Card
1. Provides exercises, drills and activities that allow
students to assess their understanding of what
they have learned
2. Formulates in standard test formats to give
students practice in test-taking techniques.
3. Gives clear instructions.
4. Provides an answer (in a separate set/card).
Comments/Suggestions:
Features of the SIM Evident Not
Evident

D. Enrichment Card
1. Provides activities that reinforce the content of the
lesson.
2. Provides opportunities for the students to:
2.1 apply what they have learned
2.2 work independently or in groups to explore
answers or in new contexts.
Comments/Suggestions:

E. Reference Card
1. Provides carefully researched list resources that:
1.1 Will reinforce concepts and skills learned
1.2 Provide additional content not found in the
textbook.
1.3 Students may be referred to further reading.
Comments/Suggestions:

Validated by:

__________________________________
Signature Over Printed Name
 Adopted from the criteria set by the Department of Education (2005)

EVALUATION CRITERIA FOR TEACHER-MADE STRATEGIC INTERVENTION

MATERIALS (SIMs) IN _______________________________

(For the Validators)

(Adopted from Ejem, 2011)

Title of the Material: ________________________________________________

Name of Validator:__________________________________________________
Designation:___________________________School:______________________

Direction: Check the line which corresponds to your rating of a given feature.
Please do this every item.
Legend:
Score Rating Description

4 Strongly Agree (SA) The provision is satisfied

very adequately

3 Agree (A) The provision is satisfied

Adequately

2 Disagree (DA) The provision is slightly

Satisfied

1 Strongly Disagree (SA) The provision is not satisfied

A. A. Content and Accuracy:

1 2 3 4
The Strategic Intervention Materials (SIMs)
1. Present the least mastered topics and information in
Grade 7 Science (Physics)
2. Utilize factual information in text
3. Present topics and information applicable to
heterogeneous types of learners
4. Are specific, measurable, attainable, realistic, and
competency-based
B. B. Clarity: The Strategic Intervention Materials (SIMs) 1 2 3 4
1. Provide learning activities that are organized and
sequenced.
2. Have activities that are attainable.
3. Pose questions that are well-developed.
4. Use clear and standard-sized print.
5. Provides activities that are parallel with educational
theories and principles.
6. Uses simple words for ease of understanding.
7. Provide activities in line with the content and skills
8. Provide assessment in line with the content and skills

C. Appropriateness: The Strategic Intervention 1 2 3 4

Materials (SIMs)
 1. Are well-designed and suited in shaping the students to
become participative and not passive recipient of salient
science concepts in every class discussion
2. Can motivate and guide students to fully comprehend
the least mastered topics in Grade 7 Science (Physics)
3. State directions at an appropriate level of difficulty
4. Stimulate students to learn independently
5. Help in developing and enhancing the students higher
thinking skills in Grade 7 Science (Physics)
6. Provide activities which conceptualized by the
researcher

Comments and Suggestions:

Page
Comment Proposed Change Justification
Number

Validated by:

_________________________________
Signature Over Printed Name of
Validator
(The Interpretation Scale for Content, Content Accuracy, Clarity, and
Appropriateness of Strategic Intervention Materials Experts’ Evaluation)

RANGE DESCRIPTION INTERPRETATION

3.01-4.00 Feature/s is/are provided very Lessons no longer need
adequately modification or revision
2.01-3.00 Feature/s is/are provided Lessons need slight
adequately modification and revision
1.01-2.00 Feature/s is/are not provided Lessons need much
adequately modification and revision
0.00-1.00 Feature/s is/are absent Lessons need rewriting
and reevaluation
 TEST VALIDATION SHEET

Validator: _________________________________________________________
Highest Degree:____________________________________________________
Designation:_______________________________________________________

Direction: Please check the appropriate box for your ratings

Point Equivalent:

5 = Excellent 3 = Good 1 = poor

4 = Very Good 2 = Fair

CONTENT’S CONDITION 1 2 3 4 5 REMARKS

1 Clarity of Test Items
2 Suitability of Items
3 Objectivity of the Items
4 Adequateness of Items
5 Attainment of Purpose
6 Appropriateness of Evaluation Style
7 Presentation/Organization of Topics

Comments/Suggestions:

Item
Comment Proposed Change Justification
Number

_________________________________
Signature Over Printed Name of
Validator
 EVALUATION INSTRUMENT FOR TEACHER-MADE STRATEGIC
INTERVENTION MATERIALS (SIMs) IN __________________________
(For the Teachers-Observers)
(Adopted from Ejem, 2011)

Title of the Material: ________________________________________________

Name of Teacher-Observers:__________________________________________
Designation:__________________________School:_______________________

To the Teacher: The purpose of this questionnaire is to find out your honest
opinion regarding the developed Strategic Intervention Materials (SIM) in Grade 7
Science (Physics)

Direction: Check the line which corresponds to your rating of a given feature.
Please do this every item.
Legend:
Score Rating
4 Very Much (VM)
3 Much (M)
2 Little (L)
1 Not at all (NA)

Features 1 2 3 4
A. On the Strategic Intervention Materials
Acceptability…
1. I find the SIM attractive and motivates the learner’s
interest.
2. I am willing to teach the least mastered topics using the
SIM
3. I appreciate the teaching about the least mastered
topics in Grade 7 Science (Physics) through the use of
SIM
4. Observing how students express their ideas while
answering the structured activities found in the SIM
inspires me to employ innovative teaching strategies
B. On the Strategic Intervention Materials Applicability
1. The objectives of the SIM are specific, measurable,
attainable, realistic, and competency-based
2. The learning activities in the developed SIM can
facilitate meaningful learning
3. The SIM facilitates learning among students and could
be given to them without the presence of the teacher
4. The SIM facilitate learning by doing and promote self-
digging way of learning
5. The SIM enhance the value of honesty among the
learners in doing the different activity cards, answering
assessment and enrichment cards since answer keys
are provided
Features 1 2 3 4
C. On the Strategic Intervention Materials Usefulness
1. The SIM can enhance the development of students’
higher order thinking skills
2. The Learning activities in SIM deepen the understanding
level of the learners about the least mastered topics in
Grade 7 Science (Physics)
3. The activities can be carried out by students with little
teacher’s supervision
4. I am challenged to develop my own SIM about the other
least mastered topics in Grade 7 Science (Physics)

Questions:
1. What do you like best about the developed Strategic Intervention Materials?

2. What do you like least about the developed Strategic Intervention

Materials?

3. What problems can probably be encountered in the use of the developed

Strategic Intervention Materials?

Comments/Suggestions:

Observed by:

_________________________________________
Signature Over Printed Name of Teacher-Observer
(The Interpretation Scale for the teacher opinionnaire)

RANGE DESCRIPTION INTERPRETATION

3.01-4.00 Feature/s is/are provided very Highly appealing, highly
adequately practical, and applicable,
highly relevant,
meaningful and useful.
2.01-3.00 Feature/s is/are provided Appealing and
adequately acceptable, practical and
applicable, relevant,
meaningful and useful
1.01-2.00 Feature/s is/are slightly Fairly appealing and
provided acceptable, fairly
practical and applicable,
fairly relevant,
meaningful and useful
0.00-1.00 Feature/s is/are not provided Not appealing and
adequately acceptable, not practical
and applicable, not
relevant, meaningful and
useful
 DAILY STUDENT’S OPINIONNAIRE (Controlled Group)
Name of Student:____________________________Signature:_______________
Grade and Section:__________________School:__________________________

Direction: Below are the statements that describe your opinions about your
Mathematics Class. Please check the column which corresponds to your answer.
Description Yes No
1. Are today’s Mathematics activities appealing and
interesting?
2. Did you use SIMs in the class today?
3. Are the drawings and illustrations in the SIMs clear?
4. Do you find the words and explanations in the lesson easy
to understand?
5. Can you do the activities with less teacher supervision?
6. Does getting the right answer on the activities encourage
you to continue on the next activities?
7. Did you a have clear understanding of the concept?
8. Did you like and enjoy the class today?
9. Are you encouraged to study Mathematics (Solving
Logarithmic Inequalities) more?
What are your learning experiences in Mathematics Class today?

What do you like best in the lesson?

Other Comments:

http://www.recsam.edu.my/cosmed/cosmedo9/AbstractsFullPapers2009/Abstract/Science%20Pa
rallel%20PDF/Full%20Paper/04.pdf
 DAILY STUDENT’S OPINIONNAIRE (Controlled Group)
Name of Student:____________________________Signature:_______________
Grade and Section:__________________School:__________________________

Direction: Below are the statements that describe your opinions about your
Science Class. Please check the column which corresponds to your answer.
Description Yes No
1. Are today’s science activities appealing and interesting?
2. Did you use SIMs in the class today?
3. Are the drawings and illustrations in the SIMs clear?
4. Do you find the words and explanations in the lesson easy
to understand?
5. Can you do the activities with less teacher supervision?
6. Does getting the right answer on the activities encourage
you to continue on the next activities?
7. Did you a have clear understanding of the concept?
8. Did you like and enjoy the class today?
9. Are you encouraged to study Science (Physics) more?
What are your learning experiences in Science Class today?

What do you like best in the lesson?

Other Comments:

http://www.recsam.edu.my/cosmed/cosmedo9/AbstractsFullPapers2009/Abstract/Science%20Pa
rallel%20PDF/Full%20Paper/04.pdf
 STUDENT’S PERCEPTION FOR THE STRATEGIC INTERVENTION
MATERIALS IN GRADE 11 GENERAL MATHEMATICS (LOGARITHMS)

Title of the Material: “The Logas”

Name of Student:____________________________Signature:_______________
Grade/Section:________________________School:_______________________

Directions: Please check the given scale as basis for your assessment and give
your knowledge to the best of your ability. Check the appropriate lines that best
describe your assessment on the lessons and activities.

Legend: (Scale Responses)

Score Rating Qualitative Description
4 Very Much (VM) Lessons are very easy,
appealing, enjoyable, useful,
and meaningful

3 Much (M) Lessons are easy, appealing,

enjoyable, useful, and
meaningful

2 Little (L) Lessons are slightly easy,

appealing, enjoyable, useful,
and meaningful

1 Not at all (NA) Lessons are not easy,

appealing, enjoyable, useful,
and meaningful

Features/Characteristics/Criteria 1 2 3 4
EASY
1. The lessons are easy to understand
2. The direction/instructions are easy to follow
APPEALING
1. The lessons are appealing as they are related to real
life
2. Getting the right answers to the questions and
getting the task done encourages me to continue the
next lesson
ENJOYABLE
1. I enjoyed doing the activities in the lessons
2. I enjoyed doing the tasks in the lessons
USEFUL
1. The lessons provide what I need to learn about the
basic concepts on the least mastered topics in
Grade 11 General Mathematics (Logarithms)
2. The lessons help me understand better on the basic
concepts on the least mastered topics in Grade 11
General Mathematics (Logarithms)
MEANINGFUL
Features/Characteristics/Criteria 1 2 3 4
1. The lessons helped me develop my interest on the
least mastered topics in Grade 11 General
Mathematics (Logarithms)
2. The lessons helped me develop my analytical skills
in doing the different activities about the least
mastered topics in Grade 11 General Mathematics
(Logarithms)

OBSERVATIONS/PROBLEMS/SUGGESTIONS ON THE LESSONS

1. What are your observations on the concepts, activities, and tasks presented
in the lesson?

2. What are the problems you encounter on the concepts presented and on
doing the activities and tasks in the lesson?

3. What suggestions and comments can you give on the concepts, activities,
and tasks that will make it more easy, appealing, enjoyable, useful, and
meaningful to the students?
The Interpretation Scale for Characteristics of Strategic Intervention Materials
(prospective student-users opinion)

RANGE DESCRIPTION INTERPRETATION

3.01-4.00 Very much Lessons are very
interesting, meaningful,
useful, enjoyable, easy
and appealing
2.01-3.00 Much Lessons are interesting,
meaningful, useful,
enjoyable, easy and
appealing
1.01-2.00 Little Lessons are slightly
interesting, meaningful,
useful, enjoyable, easy
and appealing
0.00-1.00 Not all Lessons are not
interesting, meaningful,
useful, enjoyable, easy
and appealing
 Guidelines and Processes for LRMDS Assessment and Evaluation

This checklist is derived from the LRMDS Education Soundness Specification.

Qualities of the Learning Resource, Teaching Resource, Professional Development Material

1. *Content is accurate and reflects the ways in which knowledge is conceptualized within the
domain.

2. Supports learners’ deepening of knowledge within the content domain.

3. Presents controversial issues with balance and fairness and in accordance with the DepED
curriculum policies, where these apply.

4. Uses language and symbols of the content domain and its ways of representation, and
supports learners in developing and using them.

5. *The following are used correctly and appropriately:

- terms and expressions

- symbols and notations
- diagrammatic representation
- graphical representation
6. Assists the learner with identifying and differentiating between different points of view and
perspectives presented

7. Uses content in ways that are real to life/authentic for learners/users:

- are not over simplified or trivialized

- makes sense to learners within their imaginary or real world
- are realistic within the relevant context
- enhances learners’ social capital – their knowledge of how the world works and how to
make a way in it
8. Reflects the profile of the target learner/user for the curriculum or training area.

9. Presents the same idea to learners/users in multiple/multi-directional modes

- visual text (e.g. pictures, diagrams)

- verbal (written) text
- symbolic representations
- oral (spoken) text
- both static and dynamic images
10. Learning objectives are made explicit to learners/users.

11. The target learners/users are clearly identified (academic level/technical ability/demographics
addressed).

12. Content is structured to scaffold learning.

13. Provides an opportunity for learners/users to obtain feedback either within or outside the
resource.

14. Pre-requisite knowledge/skills are clearly identified and their connections to prior and future
learning are established.

15. Is easy to use (time and effort to use it is reasonable) and the language is appropriate for the
intended learner/user.

16. Clear instructions for use are provided (i.e., purpose, processes, intended outcomes are
 explicit).

17. Learning and information design is intuitive (i.e., the user knows what to do and how to do it).

18 The learning resource can be accessed by learners/users in deprived, depressed and

underserved areas and communities.

19. The resource may not require teacher/facilitator intervention to be used effectively in varied
learning environments and learning sequences (i.e.it may include instructions, terms, material
in English/Filipino/local dialect as maybe necessary).

20. The learning resource connects to learners’ personal/local knowledge and experience
a. linguistic and cultural experience
b. local (community/geographic) conditions
c. individual and family circumstances- including, gender, abilities, economic conditions
d. interest and degree of engagement (in particular addresses differently able learners)
21. *Resource does not confront or embarrass learners In any or all of the following ways:

- require learner to expose personal data which may embarrass them

- invade learners’ privacy
- unfavourably compare learners’ learning performance with learners’ identity
- unfavourably or stereotypically compare family or community characteristics with
learners’ identity
- unnecessarily or indiscriminately confront cultural beliefs or practices
22.. Equivalent or alternative access to information is available for learners’ with diverse needs

- identical content or activity is presented in different modalities

- different activities that achieve the same learning outcome are available
1. Recommend reproduction and distribution in current format. Resource acceptable as is.

2. Resource requires modification before being reproduced. (Must undergo full

Educational Quality Evaluation)

3. Do not reproduce. Resource does not meet specifications.






Evaluation Rating Sheet for PRINT Resources
 VS S/NA Poor Not
Factor 1: Content Satisfactory
4 3 2
1

1. Content is suitable to the student's level of development.

2. Material contributes to the achievement of specific objectives
of the subject area and grade/year level for which it is intended.
3 Material provides for the development of higher cognitive skills
such as critical thinking, creativity, learning by doing, inquiry,
problem solving, etc.
4.Material is free of ideological, cultural, religious, racial, and
gender biases and prejudices.
5.Material enhances the development of desirable values and
traits such as: (Put a check ( √ ) mark only to the applicable
values and traits)
5.1 Pride in being a Filipino 5.8 Honesty and trustworthiness

5.2 Scientific attitude and reasoning 5.9 Ability to know right from wrong
5.3 Desire for excellence 5.10 Respect
5.4 Love for country 5.11 Critical and creative thinking
5.5 Helpfulness/Teamwork/Cooperation 5.12 Productive work
5.6 Unity 5.13 Other: (Please specify)
5.7 Desire to learn new things
6. Material has the potential to arouse interest of target reader.
7. Adequate warning/cautionary notes are provided in topics and
activities where safety and health are of concern.
Total Points
Note: Resource must score at least 21 points out of a Passed
maximum 28 points to pass this criterion. Please put a check
mark ( √ ) on the appropriate box
 Failed 

Factor 2: Format VS S/NA Poor Not

Satisfactory
4 3 2
1
1.Prints

1.1 Size of letters is appropriate to the intended user.

1.2 Spaces between letters and words facilitate reading.
1.3 Font is easy to read.
1.4 Printing is of good quality (i.e., no broken letters, even
density, correct alignment, properly placed screen
registration).

2. Illustrations

2.1 Simple and easily recognizable.

2.2 Clarify and supplement the text.

2.3 Properly labelled or captioned (if applicable) .

2.4 Realistic / appropriate colors.

2.5 Attractive and appealing.

2.6 Culturally relevant.

3. Design and Layout

3.1 Attractive and pleasing to look at.

3.2 Simple (i.e., does not distract the attention of the reader).

3.3 Adequate illustration in relation to text.

3.4 Harmonious blending of elements (e.g., illustrations and

text).

4. Paper and Binding

4.1 Paper used contributes to easy reading.

4.2 Durable binding to withstand frequent use.

5. Size and Weight of Resource

5.1 Easy to handle.

5.2 Relatively light.

Total Points
Note: Resource must score at least 54 points out of a Passed
maximum 72 points to pass this criterion. Please put a
check mark on the appropriate box Failed

Factor 3: Presentation and Organization VS S/NA Poor Not

Satisfactory
4 3 2
1

1. Presentation is engaging, interesting, and

understandable.
2. There is logical and smooth flow of ideas.
3. Vocabulary level is adapted to target reader's likely experience
and level of understanding.

4. Length of sentences is suited to the comprehension level of

the target reader.

5. Sentences and paragraph structures are varied and interesting

to the target reader.

Total Points
Note: Resource must score at least 15 points out of a Passed
maximum 20 points to pass this criterion. Please put a
check mark on the appropriate box Failed

Factor 4: Accuracy and Up-to-datedness of Not Present Present & Poor

Information present but very requires major
minor & redevelopment Do not
Note down observations about the information 4 must be evaluate
contained in the material, citing specific pages fixed 2 further.
where the following errors are found
3 1

1. Conceptual errors.
2. Factual errors.

3. Grammatical errors.

4. Computational errors.

5. Obsolete information.

6. Typographical and other minor errors (e.g., inappropriate

or unclear illustrations, missing labels, wrong captions, etc.).

Total Points
Note: Resource must score 24 out of a maximum 24 Passed
points to pass this criterion. Please put a check mark
on the appropriate box.

 Failed (All issues must be


documented in the comments
section.)

Descriptors for Factors 1 to 4 of the Evaluation Rating Sheet PRINT

Resources (LRMDS)

Important: These descriptors will guide you in giving an objective rating for each criterion item
in the rating sheet. For ratings of 3 and below, your written comments in the
rating sheet should indicate specific pages and brief descriptions of inadequacies
in the material.
Factor 1: Content

1. Content is suitable to the student's level of development.

Descriptor:
The scope, range and depth of content and topics are appropriate to the target audience learning
needs
The level of difficulty is appropriate for the intended target audience age and stage of learning
The level of detail is appropriate for the achievement of the specified learning outcomes for the
intended target audience

2. Material contributes to the achievement of specific objectives of the subject area and grade /
year level for which it is intended.

Descriptor:
Material promotes achievement of objectives of the intended subject area(s) and grade / year
level(s).
Material supports the achievement of learning objectives and outcomes of the intended subject
area(s) and grade / year level(s)
Material reinforces, enriches, and or leads to mastery of certain learning competencies
3. Material provides for the development of higher cognitive skills such as critical thinking,
creativity, learning by doing, inquiry, problem solving, etc.

Descriptor:
The learning activities require cognitive effort not just chance selection of responses
The learning activities include one or more of the 6 facets of learning. (Explain, interpret, apply,
have perspective, empathize, have self knowledge)
User is required to assume an increased responsibility for their learning.
Material promotes development of higher order thinking skills.
4. Material is free of ideological, cultural, religious, racial, and gender biases and prejudices.

Descriptor:
Refer to the Social Content Guidelines Section 6.8.
There are no ideological, cultural, religious, racial, and gender biases and prejudices found in the
material.
Presentation of social content including values and perspectives is fairly represented.
All social content is fairly presented and does not violate the Social Content Guidelines
5. Material enhances the development of desirable values and traits.

Descriptor:
Inclusion of identified desirable value(s) / trait(s) is/are evident and/or properly discussed in the
material.
Presentation of controversial social content is balanced and structured to promote an educated
understanding of differing points of view.
6. Material promotes interest of target reader.

Descriptor:
The material is presented in such a way that is likely to connect with the target reader’s
knowledge and experience.
Focussing techniques and cueing devices are evident such as variation in typeface, boxes and
underlining.
7. Adequate warning / cautionary notes are provided in topics & activities where safety & health
are of concern.

Descriptor:
Inclusion of adequate warning / cautionary notes (where needed) is evident in the material.
For example: “How to” instructions; symbols to represent health and safety requirements for
activities.
Factor 2: Format

1. Prints

1.1 Size of letters is appropriate to the intended user.

1.2 Spaces between letters and words facilitate reading.
1.3 Font is easy to read.
1.4 Printing is of good quality (i.e., no broken letters, even density, correct alignment, properly
placed screen registration).
2. Illustrations

2.1 Simple and easily recognizable

2.2 Clarify and supplement the text
2.3 Properly labelled or captioned (if applicable)
2.4 Realistic / appropriate colors
2.5 Attractive and appealing
2.6 Culturally relevant
3. Design and Layout

3.1 Attractive and pleasing to look at

3.2 Simple (i.e., does not distract the attention of the reader)
3.3 Adequate illustration in relation to text
3.4 Harmonious blending of elements (e.g., illustrations and text)
4. Paper and Binding

4.1 Paper used contributes to easy reading.

4.2 Durable binding to withstand frequent use.
Descriptor:
Consider quality of paper, packaging and binding is appropriate for the intended use and expected
life of the resource.
5. Size and Weight of SM

5.1 Easy to handle

5.2 Relatively light
Descriptor:

Components are packaged for easy handling.

Factor 3: Presentation and Organization

1. Presentation is engaging, interesting, and understandable

Descriptor:
Presentation promotes engagement and supports understanding by the target user
Presentation stimulates active rather than passive learning.
2. There is logical and smooth flow of ideas.

Descriptor:
The logic of presentation of ideas is clear and evident to the target user.
Material is presented in well organized, consistent and predictable fashion.
Structure is apparent.
3. Vocabulary level is appropriate to target reader's experience and understanding.

Descriptor:

Vocabulary used is suitable / appropriate to the target reader age and level.
New or complex words and terms are clearly and consistently explained or defined.
Consider the amount of technical vocabulary used and the devices used to interpret, explain and
define technical terms.
Consider the general level of difficulty of non-technical words used in terms of familiarity and
abstractness.
4. Length of sentences is suited to the comprehension level of the target reader.

Descriptor:
Length of sentences is suitable to the target reader.
Consider the complexity of sentence patterns typically used. (Simple, compound, complex)
Be aware of attempts to simplify by omitting needed connections between ideas which may
reduce the user’s ability to make meaning.
5. Sentences and paragraph structures are varied and interesting to the target reader.

Descriptor:
Sentences and / or paragraph structures are varied and interesting to the target reader.
Language structures enhance meaning making.
Note the effective use and placement of topic sentences in paragraphs; this is usually easier at the
beginning or end.
Factor 4: Accuracy and Up-to-Datedness of Information

1. Conceptual errors

Descriptor:
No conceptual error found
Presentation of content will not lead to the development of misconceptions or misunderstanding.
2. Factual errors

Descriptor:
No factual error found
Presentation of factual content is accurate and up-to-date.
No outdated information, improper use of statistics; inaccurate graphs; over simplified models,
examples or simulations.
3. Grammatical errors
Descriptor:
No grammatical error found
No spelling errors.
4. Computational errors

Descriptor:
No computational error found
5. Obsolete information

Descriptor:
No obsolete information found
6. Other errors such as errors in illustrations, diagrams, pictures, maps, graphs, and tables

Descriptor:
No error found
No outdated information- maps; inaccurate graphs, diagrams or pictures.
No over simplified models, examples or simulations.

SOCIAL CONTENT GUIDELINES (LRMDS)

To ensure that text, art, and photos / illustrations of textbooks and teacher’s manuals
and other instructional materials teach social values as well as Government's
educational thrusts, the following guidelines on social content are prescribed:

The Nation and Citizenship YES NO N/A

1. Treat national symbols and institutions with respect. Yes
2. Foster obedience to and respect for the Constitution and
 the law.
3. Encourage participative and responsible citizenship (e.g.,
depicting individual initiative rather than overdependence
on organized government aids and dole-outs).
4. Avoid any bias favoring foreign products, practices, and
values.
5. Use illustrations and photographs of Philippine
communities, objects, animals, and people.
6. Show Filipino technology, games, dances, dress, food, festi-
vals, celebrations, and customs.

Society YES NO N/A

1. Foster attitudes of tolerance, understanding, and
appreciation of the diverse sectors and groups in society.
2. Present a balanced rural and urban society.
3. Give example of lifestyles or situations existing outside
Metro Manila. Use both rural and urban situations without
stereotyping either.
4. Avoid comparisons, which may be divisive to social classes,
cultural, or religious groups.
5. Show respect for different family patterns (nuclear,
extended, single parent or two parents).
6. Promote and respect the rights of children, elderly,
differently able, and other vulnerable sectors of society.
7. Refrain from devoting space and attention to fads or
transitory personages and events, untested theories or
views.
8. Promote the need for the high ethical standards and codes
of behaviour and their observance in all aspects of
Philippine society.
9. Do not depict physical, sexual, and mental abuse of adults
and children as well as violent sports and entertainment.
10. Do not give situations that would encourage crime,
violence, and vices.
11. Avoid materials that malign people, promote violation of
laws and matters contrary to law and morality.

Race, Ethnicity, and Culture YES NO N/A

1. Respect racial, ethnic, and cultural diversity in our society.
2. Avoid bias and stereotypes in reference to any individual or
groups.
3. Avoid inaccurate, unnecessary, or inappropriate portrayal
of or reference to racial/ethnic or cultural customs,
symbols, observances, festivals, dress, names, or language.

Religion YES NO N/A

1. Use religious references, symbols, celebrations, and
language (in the text, illustrations, and photographs) only
when appropriate to the subject matter.
2. Ensure that any appropriate references to religious groups
are accurate and authentic within the setting and/or period
of history presented.
Role Models YES NO N/A
1. Avoid sex bias; stereotyping of male and female roles.
2. Portray husbands and wives as partners in homemaking and
family management
3. As much as possible avoid choice of living persons as role
models, except for persons of exceptional and
 acknowledged accomplishment or virtue regardless of their
racial, ethnic, or cultural origin or affiliation.
4. Refrain from glorifying or unduly extolling persons and their
accomplishments.
5. Present a balanced picture of roles of workers and
managers.
6. Show good role models of public servants such as police
officers, soldiers, and government officials instead of
caricaturing or ridiculing them.
7. Show workers who contribute to Philippine development.
Gender YES NO N/A
1. Avoid sexist language, bias, and stereotyping of males and
females as to professions, occupations, contributions to
society, and home and family roles and behaviours.
2. Do not differentiate either explicitly or implicitly between
the capability of males and females to contribute to the
political, economic, or social well being of Philippine
society or the world.
3. Maintain balance in treatment of gender roles, occupations,
and contributions in the text and illustrations.
Population YES NO N/A
1. Promote responsible parenthood and shared decision-
making in various areas of home life (e.g., family planning,
family financing, education of the children, etc.)
Health and Safety YES NO N/A
1. Promote physical and mental well-being of males and
females, children and adults.
2. Discourage use of tobacco, alcohol, narcotics, and restrict-
ed drugs.
3. Avoid depicting enjoyment of junk food.
4. Promote health and safety standards and precautions.
Environment YES NO N/A
1. Portray efforts to conserve the country's natural resources
and protect the quality of the environment.
2. Promote personal and community involvement in
environmental management for sustainable development.

Others YES NO N/A

1. Avoid commercial brand names and corporate logos.
2. Encourage humane treatment of animals and respect for life
of all kinds (including plants).