CHECKLIST FOR EVALUATING THE STRATEGIC INTERVENTION

MATERIALS IN ______________
_________________________
___________

Title of the Material: ___________

_______________________
_______________________
________________________
_______________
__
Name of Evaluator:_________
Evaluator:________________________
_____________________________
__________________________
____________
Designation:______________________
Designation:________ ________________School:_______
__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 ththe
e students will learn.
2. Presents the focus skill.
3. Guides the students o
onn how to use the SIM.
Comments/Suggestions:

B. Activity Card

1. Provides activities that:

1.1 are organized that: 
based  on listed competencies/
topics.
1.2 provide examples to concretize the concepts
1.3 students can complete independently
independently,, in pairs,
or in group.
1.4 allow students to formulate ideas on their own.
1.5 guide
guide and challenge student’s thinking and
learning.
2. Provides questions that:
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 exerci
exercises,
ses, drills and activities
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 answ
answer
er (in a sep
separate
arate set/card).
Comments/Suggestions:
 

Features of the SIM Evident Not

Evident

D. Enrichment Card
1. Provides activ
activities
ities that reinforce the content of the
lesson.
2. Provides opportunities for the students to:
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 res
researched
earched list resources that:
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

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:_________
Validator:_____________________
Designation:________ _________________________
Designation:___________________ ________________________
___________________Scho ________________
________School:____________ _____
ol:______________________
__________

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. Content and Accuracy

Accuracy::
1 2 3 4
The Strategic Intervention Materials (SIMs)
1. Present the least mastmastered
ered topics and ininformation
formation in
Grade 7 Science (Physics)
2. Utilize factual information in text
3. Present topics an andd information applicable to
heterogeneous types of learners
4. Are spec
specific,
ific, measura
measurable,ble, attaina
attainable,
ble, realistic, and
competency-based
B. Clarity: The Strategic Intervention Materials (SIMs) 1 2 3 4
1. Provide learning activities that are organiz
organizeded and
sequenced.
2. Have activities that are attainable.
3. Pose questions that ar are
ewwell-developed.
ell-developed.
4. Use clear aand
nd s standard-sized
tandard-sized print.
5. Provides activities that are parallel w with
ith educational
theories and principles.
6. Uses simple words for ease of understanding.
7. Provide activ
activities
ities in line with the content and skills
8. Provide assess
assessmentment in line with the cont
content
ent and sskills
kills

C. Appropriatenes
Appropriateness:
s: The Strategic Intervention 1 2 3 4
Materials (SIMs)
 

1. Are well-desig
well-designed
ned and suited in s
shaping
haping the studen
students
ts to
become participative and not passive recipient of salient
science concepts in every class discussion
2. Can motivate and guid
guide
e students to fully comprehend
the least mastered topics in Grade 7 Science (Physics)
3. State directions at an appropriate lev
level
el of difficulty
4. Stimulate s
students
tudents to lea
learn
rn inde
independently
pendently
5. Help in dev
developing
eloping and enhancing the students hig
higher
her
thinking skills in Grade 7 Science (Physics)
6. Provide activities wwhich
hich conc
conceptualized
eptualized by th
the
e
researcher

Comments and Suggestions:

Page
Comment Proposed Change Justification
Number

Validated by:

 _________________________________
 ________________________ _________
Signature Over P
Printed
rinted Name of

Validator
 

 
(The Interpretation Scale for Content, Content Accuracy, Clarity, and
 Appropriateness of Strategic Intervention Materials Experts’ Evaluation) 
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:________
Degree:______________________
_________________________
______________________
___________________
________
Designation:___________________
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 
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 I N ______________________
__________________________
____
(For the Teachers-Observ
T eachers-Observers)
ers)
(Adopted from Ejem, 2011)

Title of the Material: ___________

_______________________
_______________________
________________________
______________
_
Name of Teacher-Observe
Teacher-Observers:______________
rs:__________________________
_________________________
________________
___
Designation:___________________
Designation:________ __________________School:__
_______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…  
Acceptability…
1. I find the SIM attractive and motivates the learner’s
interest.
2. I am willing to teach the le
least
ast mastered topic
topics
s 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 Strateg
Strategic
ic Interv
Intervention
ention Materials AApplicability
pplicability
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 st students
udents and cou
couldld
be given to them without the presence of the teacher
4. The SIM facilitate learning by doing and promot
promote
e 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 Strateg
Strategic
ic Interv
Intervention
ention Materials Us
Usefulness
efulness
1. The SIM can enhance the development of students’
higher order thinking skills
2. The Learning activities in SIM deepen the understan
understanding
ding
level of the learners about the least mastered topics in
Grade 7 Science (Physics)
3. The activities can be carried out by studen
students
ts with little
teacher’s supervision 
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 y
you
ou like be
best
st about the developed S
Strategic
trategic Intervention Materials?

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

Materials?

3. What problems can pro

probably
bably be encoun
encountered
tered in the use of the dev
developed
eloped
Strategic Intervention Materials?

Comments/Suggestions:

Observed by:

 ________________________
 ____________________________________
_________________
_____
Signature Over
Over Printed Name of Teac
Teacher-Observer
her-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:__________
Student:______________________
__________________Signature:__
______Signature:______________
_____________
_
Grade and Section:________
Section:__________________Sc
__________School:___________
hool:________________________
_______________
__

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
today? ?
3. Are the drawings and illustrations in the SIMs clear?
4. Do you find the word
wordss and ex
explanations
planations in the lesson easy
to understand?
5. Can you do the activities with less teacher superv
supervision?
ision?
6. Does getting the right ans
answer
wer on ththe
e activities encourage
you to continue on the next activities?
7. Did you a have clear understanding of the co concept?
ncept?
8. Did you like and enjoy the class toda
today?y?
9. Are you encouraged to study Mathematics (S (Solving
olving
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:__________
Student:______________________
__________________Signature:__
______Signature:______________
_____________
_
Grade and Section:__________
Section:__________________Schoo
________School:____________
l:_________________________
_______________

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
activities appealing and interesting?
2. Did you use SIMs in the class today
today??
3. Are the drawings and illustrations in the SIMs clear?
4. Do you find the word
wordss and ex
explanations
planations in the lesson easy
to understand?
5. Can you do the activities with less teacher supervision?
6. Does getting the right ans
answer
wer on th
the
e activities encourage
you to continue on the next activities?
7. Did you a have clear understanding of the con concept?
cept?

8.
9. Did
Are you
you like and enjoy
encouraged tothe class
study toda
today?
Sciencey?(Physic
(Physics)
s) 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

“The Logas”
Logas”
Name of Student:__________
Student:______________________
__________________Signature:__
______Signature:_______________
_____________
Grade/Section:____________________
Grade/Section:________________________School:___
____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
Features/Characteristics/Criteria 1 2 3 4
EASY
1. The less
lessons
ons are easy to undunderstand
erstand
2. The directio
direction/instructions
n/instructions are easy to follow
APPEALING
1. The lessons are appea
appealing
ling 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 les
lessons
sons
2. I enjoyed doing the tasks in the lesson
lessonss
USEFUL  
USEFUL
1. The lessons proprovide
vide what I nee
need d to learn about
about the
basic concepts on the least mastered topics in
Grade 11 General Mathematics (Logarithms)
2. The lessons h
help
elp me understan
understandd better on the basic
concepts on the least mastered topics in Grade 11
General Mathematics (Logarithms)
MEANINGFUL  
MEANINGFUL
 

Features/Characteristics/Criteria 1 2 3 4
1. The lessons help
helped
ed me develop my interest on the
least mastered topics in Grade 11 General
Mathematics (Logarithms)
2. The lessons helped me dedevelop
velop my an
analytical
alytical skills
in doing the different activities about the least
mastered topics in Grade 11 General Mathematics
(Logarithms)

OBSERVATIONS/PROBLEMS/SUGGESTIONS ON THE LESSONS

OBSERVATIONS/PROBLEMS/SUGGESTIONS
1. What are your obs
observations
ervations on the c
concepts,
oncepts, activities, an
and
d tasks presented
in the lesson?

2. What are the problems y you

ou encounter on the c
concepts
oncepts presented and on
doing the activities and tasks in the lesson?

3. What suggestions anand

d comments can you ggive
ive on the concepts
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 

Evaluation 

This checklist is derived from the LRMDS Education Soundness Specification.

Specification.

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

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

conceptualized within the
domain.

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

3. Presents controversial issu

issues
es with balance an
and
d 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,
representation, and
supports learners in developing and using them.

5. *The following are used

used correctly and appropriately:
appropriately:

- terms and expressions

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

perspectives presented
7. Uses content in ways that are real
real to life/authentic
life/authentic for learners/users:
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’
learners’ social capital – their
– 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.
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
are made explicit tto
o learners/users.

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

12. Content is structured to scaffold learning.

13. Provides an opportunity for learners/users to

to obtain feedback either within or outside the
resource.

14. Pre-requisite knowledge/skills

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
a ppropriate for the
intended learner/user.

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

explicit).

17. Learning and information design is intuitive (i.e., the

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 
experience 
a.  linguistic and cultural experience
b.  local (community/geographic) conditions
c.  individual and family circumstances-
circumstances- including, gender, abilities, economic
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

whic h may embarrass them
- invade learners’ privacy 
privacy 
- unfavourably compare learners’
learners’ learning performance with learners’
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 d
22. diverse
iverse needs 
needs 

- identical content or activity is presented in different modalities

- different activities that achieve the ssame

ame 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 n

not
ot 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
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.
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

labelled or captioned (if a
applicable)
pplicable) .
 

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

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
o utcomes 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.
l earning. (Explain, interpret, apply,
have perspective, empathize, have self knowledge)
User is required to assume an increased
i ncreased 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
i ncluding 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.

3: Presentation and Organization 

Factor 3: Presentation

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
voca bulary 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.
m eaning.  

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

beginning or end. use and placement of topic sentences in paragraphs; this is usually easier at the

Factor 4: Accuracy
 Accuracy and Up-to-Datedne
Up-to-Datedness
ss of Information
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
materials teach social values as well as Government
Government's
'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
t he Constitution and
 

the law.
3.  Encourage participative and responsible citizenship (e.g.,
depicting individual initiative rather than overdependence
overdepe ndence
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,
tol erance, understanding, and
appreciation of the diverse sectors and groups in society.
2.  Present a balanced rural and urban society.
3.  Give example of lifestyles
lifesty les 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 t he 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

2.   Avoid
1. sex
Portray bias; stereotyping
husbands of partners
and wives as male andinfemale roles. and
homemaking
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
p ersons and their
accomplishments.
5.  Present a balanced picture of roles of workers and
managers.
6.  Show good role models of public servants
se rvants 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
male s and
females as to professions, occupations, contributions
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
females, physical
children and
and mental
adults. well-being of males and
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).