SLM Evaluation Tool Template

RBSI-DEVELOPMENTAL EDITING DEPT.
Self-Learning Modules Evaluation Tool for

Product Requirements and Specifications
Pagbuo ng Patalastas
Title of module
Filipino
Subject area
06
Grade level
Author/s
Ms. Gizelle V. Tagle LPT
Evaluator
March 20, 2021
Date submitted
Directions:
1. Review the manuscript for compliance with each criterion of each evaluation standard.
2. Put a check mark () in the appropriate column that indicates your evaluation. Refer to the following legend
for the indicators.
5 – evident to a great extent
4 – evident to a satisfactory extent
3 – evident to a moderate extent
2 – evident to a very limited extent
1 – not evident at all
3. In the Remarks column write your comments or observations toward improving the worktext according to each
criterion.
4. Compute for the total rating of your evaluation. This will serve as basis for your recommendation on the
manuscript.
5. Indicate your recommendation at the end portion of this form.
Evaluation Standards
A. Instructional Design (ID) and Lesson Development
Criteria 5 4 3 2 1 Remarks
1. The module reflects the /
prescribed RBSI ID for Self-
Learning Modules.
/
2. The content of each lesson is
logically developed and organized
to sustain a continuous thread
throughout the lesson.
3. Organization of content promotes /
self-instruction that the learners
will undertake at their pace.
4. Content of each element reflects / Hindi naisama sa introduksyon ang bahagi
the element’s intent in patungkol sa readiness, health and safety
accordance with the prescribed check ng mag-aaral.
ID. Sa bahagi ng layunin ng aralin ay hindi
dumaan sa proseso ng unpacking.
1
5. Content proceeds from simple or /
basic to complex or advanced to
facilitate a smooth transition from
module to module.
6. Content provides activities that /
promote the development of
higher cognitive skills such as
critical thinking, creative thinking,
and decision making.
7. Content is written to reflect real- /
life context and be interactive to
arouse and sustain the learners’
interest and motivation.
AVERAGE 30 3 4.7
B. Curriculum Compliance and Pedagogy

1. Content translates the core /
elements of the curriculum, i.e.,
the content standards,
performance standards, and
learning competencies, so that the
resultant learning resource will
enable learners to achieve their
learning goals for a particular
lesson.
2. Content is self-contained and /
sufficient to enable learners to
develop the required learning
competency or competencies
without having to use
supplementary materials.
3. Content’s level of difficulty is /
appropriate for the grade level
and cognitive level of the learners.
4. Content uses pedagogical /
approaches that are
constructivist, inquiry-based,
reflective, collaborative, and
integrative.
5. Content is learner-centered, /
inclusive, and developmentally
appropriate, and considers the
learners’ context, situations,
individual needs, and capabilities.
AVERAGE 20 3 4.6
C. Appropriateness of Language and Vocabulary

1. Language used for a learning area /
corresponds to the language
prescribed by the DepEd
curriculum for the learning area.
2. Vocabulary used is appropriate for /
the learners’ language ability at
2
their particular grade level.
3. Vocabulary used is familiar and /
interesting enough to motivate
the learners to read and learn
further and connect new concepts
to previously learned ones.
4. New vocabulary introduced is /
correctly and clearly unlocked to
ensure that the learners,
especially those in the primary
grades, do not have to refer to a
dictionary for word meaning.
5. The length of the sentences is /
appropriate for the grade level,
with sentences for grade 1
containing up to 8 words only and
those for grades 2 and 3
containing from 8 to 10 words
only per sentence.
AVERAGE 25 5
D. Accuracy on Learning Area and Social Content

1. Learning area content is accurate, /
current, and sequenced logically.
2. Concepts are unlocked through / Maaring magdagdag ng larawan para sa
definitions, explanations, halimbawa ng mga anunsyo batay sa mga
supporting examples and uri nito upang maging mas malinaw sa mga
illustrations, and activities that mag-aaral ang pagkakaiba ng dalawa.
activate prior learning. The
examples and illustrations
provided are interesting to the
learners and relevant to their
experience.
3. Content shows balance in its /
treatment of different topics in
terms of length and breadth of
discussion.
4. Content reflects the social content /
guidelines prescribed by the
DepEd.
5. Content cultivates the /
development of positive values
and attitudes in the learners.
6. Content does not show biases or /
any form of discrimination in
relation to age, culture, disability,
gender, race, religion, and instead
promotes inclusion of different
types and groups of people.
7. Content shows balanced /
perspectives on sensitive social
issues such as bullying,
depression, sexual identity,
teenage pregnancy, and the like.
8. Content provides alerts, warnings, /
3
or reminders on cautionary
measures for such activities as
science experiments, to ensure
safety of learners.
AVERAGE 35 3 4.75
E. Appropriateness of Developmental Activities and Assessment Materials
1. Content provides developmental /
activities that are appropriate for
the learners’ grade level and are
given with complete and easy-to-
understand directions to facilitate
independent learning.
2. Activities are designed to enable /
learners to effectively absorb,
practice, and apply content
learned in the lesson.
3. Activities encourage the /
development of life-long learners,
by providing real-life applications
and by using materials and
resources that the learners
encounter and use in their
everyday lives.
4. Activities allow learners not only /
to accomplish the objectives but,
more importantly, to evaluate
their own learning, and reflect on
what and how they have learned
so they may be able to take
further steps to improve their
learning.
5. Activities are realistic and doable /
within the learners’ context and
experience.
6. Assessment materials are varied /
(e.g., reflection, self-, peer- and
group assessments) and
correspond to the learning
objectives and learning activities.
7. Assessment materials are not /
confined to pen-and-paper tests
with almost-obvious answers but
provide for both extended and
open-ended responses and a
variety of response styles with
considerable elaboration.
AVERAGE 35 5
SUMMARY OF EVALUATION
4
Average
Evaluation Standard
Score
Instructional Design and Lesson 4.7
Development
Curriculum Compliance and Pedagogy 4.6
Appropriateness of Language and 5
Vocabulary
Accuracy on Learning Area and Social 4.75
Content
Appropriateness of Developmental 5
Activities and Assessment Materials
AVERAGE/FINAL RATING 4.81
Recommendation Please put a check mark ( ) in the appropriate box.

Based on the above evaluation, the manuscript requires:
 Minor revision
 Major revision
 No revision and can proceed to substantive editing work
IMPORTANT: THE FINAL RATING MUST BE GREATER THAN OR EQUAL TO 4 FOR THE BOOK TO
BE CONSIDERED AS REQUIRING ONLY MINOR REVISIONS.
5.0 = No revision 4.00 – 4.9 = Minor revision 3.9 below = Major revision

I certify that this evaluation report and recommendation are my own and have been made without any undue
influence from others.
Evaluator’s Signature: Date: March 20, 2021

Evaluator’s Name: Ms. Gizelle V. Tagle LPT
DE Manager’s Signature: _______________________ Date: ________________

DE Manager’s Name: _______________________

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RBSI-DEVELOPMENTAL EDITING DEPT.

Self-Learning Modules Evaluation Tool for

A. Instructional Design (ID) and Lesson Development

B. Curriculum Compliance and Pedagogy

C. Appropriateness of Language and Vocabulary

D. Accuracy on Learning Area and Social Content

Recommendation Please put a check mark ( ) in the appropriate box.

Evaluator’s Signature: Date: March 20, 2021

DE Manager’s Signature: _______ Date:

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