S.Y.

2023-2024
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas

3 4 5 6 7

The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher The teacher applies high-
minor content errors accurate knowledge of key accurate and in-depth demonstrates accurate, level knowledge of
either in the presentation concepts both in the knowledge of most concepts in-depth and broad content and pedagogy
of the lesson or in presentation of the lesson in the presentation of the knowledge of all that creates a conducive
responding to learners’ and in responding to lesson and in responding to concepts in the learning environment
questions or comments. learners’ questions or learners’ questions in a presentation of the lesson that enables an in-depth
comments. manner that attempts to be and in responding to and sophisticated
The lesson content responsive to student learners’ questions in a understanding of the
displays simple The lesson content displays developmental learning manner that is teaching and learning
coherence. coherence. needs. responsive to learner‘s process to meet
developmental needs and individual or group
The teacher attempts to The teacher makes promotes learning. learning needs within
make connections across connections across and across curriculum
curriculum content areas if curriculum content areas if The teacher makes content areas.
appropriate. appropriate. meaningful connections
across curriculum
content areas, if
appropriate.
FEATURES OF PRACTICE
The teacher indicates 1. The teacher clearly 1. The teacher displays 1. The teacher displays 1. The teacher applies
some awareness of explains concepts comprehensive extensive extensive
other ideas of the same and makes no understanding of the knowledge of knowledge of
discipline that are content errors. concepts and content. content beyond
connected to the lesson 2. The content appears to structure of the 2. The teacher his/her area of
but does not make solid be accurate and its disciplines. addresses content specialization.
connection. focus shows awareness 2. The teacher addresses accurately and its 2. The teacher
of the ideas and content accurately focus is congruent motivates learners to
The teacher makes few structure of the and makes with the big ideas investigate the
content errors in discipline. connections across and/or structure content area to
presenting the lesson 3. The teacher disciplines of the discipline expand their
but does not affect demonstrates factual knowledge and
entirely the learning knowledge of subject satisfy their natural
process. matter and attempts to curiosity.
 connect content across
disciplines.
CLARIFICATIONS
SUBSTANTIAL CONTENT ERRORS ACCURATE KNOWLEDGE CURRICULUM TEACHING AREAS
extensive or significant degree of errors in the content error-free content different learning/subject areas taught and learned in
of the lesson the K to 12 curriculum which includes areas for
IN-DEPTH KNOWLEDGE Kindergarten Education, Special Education,
MODERATE CONTENT ERRORS foundational knowledge and finer details within the Alternative Learning System, Indigenous Peoples
reasonable degree of errors in the content of the lesson curriculum teaching area Education

BROAD KNOWLEDGE For IPEd, learning/subject areas are contextualized by

MINOR CONTENT ERRORS knowledge across curriculum teaching areas interfacing the national curriculum competencies with
insignificant degree of errors in the content of the the community competencies identified in their
lesson HIGH-LEVEL KNOWLEDGE Indigenous Knowledge Systems and Practices (IKSPs)
accurate, in-depth, and broad knowledge within and (DO 32, s. 2015).
KEY CONCEPTS across curriculum teaching areas
central ideas of the topic or lesson KNOWLEDGE OF CONTENT AND PEDAGOGY
EXCEPTIONAL KNOWLEDGE
COHERENCE knowledge grounded in global best practices integration of expertise and teaching skill for a
particular area; appropriateness of the pedagogy to
logical and/or developmental sequence in presenting
teaching area
the lesson

SIMPLE COHERENCE WITHIN CURRICULUM TEACHING AREA

basic logic in the sequence of the lesson with one part inclusion of appropriately chosen intra-disciplinary
linked to the next topics and enabling learning competencies within the
curriculum guide of a specific learning/subject area
PEDAGOGY and grade level
method and practice of teaching
In the context of Indigenous Peoples Education (IPEd), ACROSS CURRICULUM TEACHING AREA
pedagogy is articulated in the IP's Indigenous Learning making meaningful connections and including
System (ILS) (DO 32, s. 2015). appropriate interdisciplinary topics and learning
competencies cited in the curriculum guide of other
learning/subject areas in any grade level
INDICATOR 2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

3 4 5 6 7
The teacher uses The teacher occasionally The teacher frequently The teacher consistently The teacher integrates
loosely- connected applies teaching strategies applies relevant applies relevant well- connected
teaching strategies to that address learners’ literacy strategies that enhance strategies that enhance teaching strategies that
address learners’ and/or numeracy needs. learners’ literacy and/or learners’ literacy and/or promote individual and
literacy and/or numeracy skills. numeracy skills. group learners’ critical
numeracy needs. literacy and/ or critical
numeracy skills.

FEATURES OF PRACTICE
1. The teacher defines 1. In some parts of the 1. The teacher uses 1. The teacher provides 1. The teacher employs
general terms in the lesson, the teacher activities that activities to enhance activities that
lesson but fails to provides activities which enhance literacy learners’ literacy enhance and support
define specific terms address learners’ literacy and/or numeracy in and/or numeracy learners’ higher level
needed to develop and/or numeracy needs almost all aspects of skills in all aspects of of literacy and/or
learners’ full but fails to do so in the lesson. the lesson. numeracy skills as a
understanding of some critical parts of the significant part of
literacy and/or lesson where either or his/her instruction.
numeracy concepts. both skills are necessary.
 CLARIFICATIONS
LITERACY SKILLS DISCONNECTED TEACHING STRATEGIES
skills needed for reading and writing. These may include awareness of sounds of teaching approaches which are inappropriate in addressing literacy and/or numeracy
language, awareness of print, and the relationship between letters needs
and sounds. Other skills such as creating knowledge through writing as well as
developing media and technology are part of literacy skills. LOOSELY CONNECTED TEACHING STRATEGIES
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, teaching approaches which are mismatched in addressing literacy and/or numeracy
symbols of leaves, formation of clouds, wind direction and temperature; identifying needs
the meaning of dreams
OCCASIONALLY
NUMERACY SKILLS irregularly occurs
skills which consist of comprehending and applying fundamental arithmetic
operations like addition, subtraction, multiplication, and division. Numeracy skills FREQUENTLY
may also include the ability to reason with mathematical concepts like often occurs
interpreting data, charts, and diagrams; to process information; to solve problems;
and to make decisions based on logical thinking and reasoning. CONSISTENTLY
Examples of numeracy skills in SPED classrooms: up-down movement in constantly occurs
brushing of teeth; counting the number of boys and girls; folding of clothes
using numbered pattern RELEVANT STRATEGIES
teaching approaches which are moderately associated with the learners’
Examples of numeracy skills in IPEd classrooms: indigenous measurement developmental needs to enhance literacy and/or numeracy skills
(handspan, pacing, etc.); indigenous calendar; synchronized planting; weaving
patterns

CRITICAL LITERACY
ability to critically analyze and evaluate the meaning of text as it relates to
community and global issues to inform a critical stance, response, and/or action

CRITICAL NUMERACY
ability to effectively use mathematical concepts in applying, analyzing,
evaluating, and creating ideas
INDICATOR 3 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

3 4 5 6 7
The teacher provides The teacher uses The teacher employs a The teacher challenges The teacher provides
straightforward questions and questions and activities range of targeted follow-up learners to justify their a broad range
activities which lead learners that mostly require the questions and activities thinking and of questions and
through a single path of learners to interpret, that encourage learners to successfully engages activities, including
inquiry. explain, or describe ideas explain, demonstrate, most learners in those of higher- order,
learned. and use ideas learned. discussion using well- that challenge learners
directed questions and to analyze their
activities. thinking to promote
deeper understanding.
FEATURES OF PRACTICE
1. The teacher asks 1. The teacher makes 1. The teacher employs 1. The teacher 1. The teacher
questions that require some attempt to a range of strategies challenges learners gives learners
rote-type responses engage learners in to ensure that most cognitively to opportunities to
such as Who, What, genuine discussion learners are given advance high- level compare and
Where, and When. rather than simple, opportunities to give thinking and contrast ideas.
factual, or rote- opinions about the discourse in an
Examples of rote- type type discussion. lesson and to react to interactive 2. The teacher gives
questions vs. high-order
questions: the opinions of exchange of views. learners
2. The teacher asks, others. opportunities to
a. “Who is the author?” “Can you please 2. The teacher ensures synthesize or
vs. “Who is the explain this idea?”. 2. The teacher creates that all voices of summarize
persona?”
b. “What is the solution to
a genuine discussion learners are heard information within
the problem?” vs. “How among learners, in the discussion. or across
will you address the providing adequate disciplines.
issue?” time for them to
c. “Saang kontinente respond, as well as
matatagpuan ang
bansang Indonesia?”
to step aside when
vs. “Saang kaugnay na appropriate.
lokasyon matatagpuan
ang Indonesia?”

2. The teacher accepts all

contributions without
processing the
learners’ answers.
 CLARIFICATIONS

CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought to form an argument, solve a
problem, or reach a conclusion

CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking for multiple right answers rather than just one

HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity
INDICATOR 4 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

3 4 5 6 7
The teacher displays The teacher displays The teacher displays The teacher displays The teacher displays
Intermediate Mid sublevel Intermediate High sublevel Advanced Low sublevel Advanced Mid sublevel Advanced High sublevel
proficiency in the use of proficiency in the use of proficiency in the use of proficiency in the use of proficiency in the use of
Mother Tongue, and/or Mother Tongue, and/or Mother Tongue, and/or Mother Tongue, and/ Mother Tongue, and/
Filipino, and/or English Filipino, and/or English that Filipino, and/or English or Filipino, and/ or Filipino, and/
that loosely facilitates fairly facilitates teaching and that regularly facilitates or English that or English that
teaching and learning. learning. teaching and learning. progressively facilitates extensively facilitates
teaching and learning teaching and learning
including probing including probing
questions and feedback. questions and feedback.
FEATURES OF PRACTICE
1. . Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of Mother 1. Teacher’s use of 1. Teacher’s use of
Mother Tongue, Mother Tongue, and/or Tongue, and/or Filipino, Mother Tongue, Mother Tongue,
and/or Filipino, Filipino, and/or English and/or English is mostly and/or Filipino, and/or Filipino,
and/or English is is primarily framed using sufficient, accurate, and/or English is and/or English
characterized by connected ideas. clear, and precise in marked by a demonstrates a well-
occasional pauses conveying ideas to substantial flow of developed ability in
and self- 2. Teacher’s use of Mother learners without ideas. His/ her using communication
corrections as Tongue, and/or Filipino, misrepresentation or vocabulary is fairly strategies, such as
he/she searches for and/or English confusion. extensive and code switching and
adequate manifests minimal appropriate to the translation.
vocabulary and linguistic challenges. 2. Teacher’s use of Mother level of learners.
appropriate Tongue, and/or Filipino, 2. The teacher uses
language forms in and/or English is 2. Teacher’s use of precise vocabulary
delivering the generally understood by Mother Tongue, and intonation to
lesson. the learners. and/or Filipino, express meaning and
and/or English is often shows great
2. The teacher rarely concrete, accurate, fluency and ease in
has difficulty linking clear and precise, delivering the
ideas and using conveying his/ her lesson.
communication ideas without
strategies, such as misinterpretations or
code switching and confusion.
translation.
 CLARIFICATIONS
MOTHER TONGUE ADVANCED LOW SUBLEVEL PROFICIENCY
the native language or the first language the learner learns as a child (PPST, 2017) able to consistently handle class discussions in any of the mediums of instruction
(Mother Tongue/ Filipino/English) in a variety of communicative tasks in
PROFICIENCY learning situations
the use of language (medium of instruction) to communicate effectively in speech
and in writing, including code switching (alternating between 2 or more languages ADVANCED MID SUBLEVEL PROFICIENCY
in a single discourse) and translation (communicating meaning from one language able to consistently handle class discussions in any of the mediums of instruction
to another) (Mother Tongue/ Filipino/English) with ease and confidence in a large number of
communicative tasks
Proficiency for SPED teachers handling learners with hearing impairment: use of
Total Communication (TC), that is incorporating various modes of ADVANCED HIGH SUBLEVEL PROFICIENCY
communication such as speech, gestures, body language, lipreading, and formal able to consistently handle class discussions in any of the mediums of instruction
signs (e.g., American Sign Language (ASL), Filipino Sign Language (FSL), (Mother Tongue/ Filipino/English) with linguistic ease, confidence, and
Signed Exact English (SEE) competence in complex communicative tasks

NOVICE PROFICIENCY SUPERIOR PROFICIENCY

able to lead class discussions in any of the mediums of instruction (Mother able to communicate in any of the mediums of instruction (Mother
Tongue/Filipino/English) but unable to sustain performance at proficient level Tongue/Filipino/English) with accuracy and fluency in order to engage
learners fully and effectively in a variety of learning situations from both
INTERMEDIATE LOW SUBLEVEL PROFICIENCY concrete and abstract perspectives
able to lead class discussions in any of the mediums of instruction (Mother
Tongue/Filipino/English) but in a limited number of simple communicative tasks in DISTINGUISHED PROFICIENCY
learning situations able to use any of the mediums of instruction (Mother
Tongue/Filipino/English) skillfully, and with accuracy, efficiency,
INTERMEDIATE MID SUBLEVEL PROFICIENCY effectiveness, and cultural appropriateness
able to lead class discussions in any of the mediums of instruction (Mother (Adapted from ACTFL Proficiency Guidelines, 2012)
Tongue/Filipino/English) in a variety of simple communicative tasks in learning
situations

INTERMEDIATE HIGH SUBLEVEL PROFICIENCY

able to lead class discussions in any of the mediums of instruction (Mother
Tongue/Filipino/English) with ease and confidence when dealing with routine tasks
and learning situations
INDICATOR 5 Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
guidelines and procedures

3 4 5 6 7
The teacher rarely The teacher occasionally The teacher frequently The teacher generally The teacher consistently
implements safety implements safety policies, implements safety policies, implements safety implements safety
policies, guidelines, and guidelines, and procedures guidelines, and procedures policies, guidelines, and policies, guidelines, and
procedures to establish to establish a safe and secure to establish a safe and secure procedures to establish a procedures to regularly
a safe and secure learning environment and learning environment and safe and secure learning maintain a safe and
learning environment majority of the learners follow most of the learners follow environment and all secure learning
and only some learners such rules. such rules.. learners follow such environment to enhance
follow such rules. rules. individual and group
learning.
FEATURES OF PRACTICE
1. The teacher 1. The teacher implements 1. The teacher implements 1. The teacher 1. The teacher ensures
implements safety safety guidelines and safety guidelines and implements safety that learners can
guidelines and practices to several practices to most of the guidelines and articulate and adhere
practices to very few learning tasks. learning tasks. practices in almost all to the safety
selected tasks. of the learning tasks. guidelines and
practices in all the
learning tasks.
 CLARIFICATIONS
SAFE LEARNING ENVIRONMENT RARELY
every aspect of creating a positive experience for students which includes seldom occurs
the physical space and the relationships between students, teachers, and the
learning community as a whole (UNHCR, 2007) OCCASIONALLY
irregularly occurs
SECURE LEARNING ENVIRONMENT
school spaces and activities that free learners from physical harm or risks to FREQUENTLY
promote their well- being and support their learning (NCSSLE, 2019) often occurs

SAFETY POLICIES, GUIDELINES, AND PROCEDURES GENERALLY

involve proper conduct in relating to adults and peers; arrangement of chairs, normally occurs
tables, and equipment; general cleanliness; precautions in handling, storage, and
disposal of hazardous chemicals in laboratories; proper use of tools; etc. CONSISTENTLY
constantly occurs

SOME
less than half

MAJORITY
more than half

MOST
almost all, approaching 100%
INDICATOR 6 Maintain learning environments that promote fairness, respect and care to encourage learning

3 4 5 6 7
The teacher-learner The teacher-learner The teacher-learner The teacher-learner The teacher promotes
interactions occasionally interactions are generally fair, interactions are consistently interactions are a supportive and
support fairness, respectful, and caring, and fair, respectful, and caring, consistently fair, nurturing learning
respect, and care, which the majority of learners feel and most learners feel respectful, and caring, and environment where all
results in some learners accepted and encouraged to accepted and encouraged all learners feel accepted learners feel accepted,
feeling accepted and learn. to learn. and encouraged to learn. encouraged to learn,
encouraged to learn. and free to take
learning risks.

FEATURES OF PRACTICE
1. The teacher 1. The teacher promotes 1. The teacher maintains 1. The teacher 1. The teacher
encourages social generally positive polite and respectful establishes positive enhances polite and
positive interactions interactions with interactions with social interactions respectful
with learners and learners and among learners and among with learners and interactions with
among learners but learners but some learners. among learners. learners and among
occasional conflict and/or Disagreements, if learners, and
inconsistencies like occasional insensitivity present, are exhibits sensitivity to
favoritism, or are displayed. handled respectfully. learners’ differences.
disregard for
learners’ differences
are evident.
 CLARIFICATIONS

FAIRNESS RARELY
impartial and just treatment or behavior learner-teacher interactions are minimally acceptable

RESPECT OCCASIONALLY
due regard for the feelings, rights, and culture of others learner-teacher interactions are moderately acceptable

CARE GENERALLY
attention or consideration to others learner-teacher interactions are mostly acceptable

SOME CONSISTENTLY
less than half learner-teacher interactions are highly acceptable

MAJORITY
more than half

MOST
almost all, approaching 100%
INDICATOR 7 Establish a learner-centered culture by using teaching strategies that respond to learners' linguistic, cultural, socio-
economic and religious backgrounds

3 4 5 6 7
The teacher employs The teacher employs The teacher employs The teacher employs a The teacher employs
strategies which strategies which are strategies which variety of strategies an extensive
are somewhat partially appropriate to are appropriate to which are appropriate to repertoire of
appropriate to address address learners’ linguistic, address learners’ address learners’ strategies to create a
learners’ linguistic, and/or cultural, and/or linguistic, and/or cultural, linguistic, and/or cultural, learner-centered
and/or cultural, and/or socio- economic, and/or and/or socio- economic, and/or socio- economic, environment
socio- economic, and/or religious backgrounds. and/or religious and/or religious that addresses individual
religious backgrounds. backgrounds. backgrounds. and group of learners’
linguistic, and/or
cultural, and/or socio-
economic, and/or
religious backgrounds.
FEATURES OF PRACTICE
1. The teacher 1. The teacher displays 1. The teacher 1. The teacher delivers 1. The teacher
demonstrates a familiarity of learners’ demonstrates an appropriate demonstrates a
limited background but understanding of the instructional wider
understanding of sometimes lacks purpose and value of adaptation for understanding of
the educability of responsiveness in learning about individual learner the educability of
individual learners. addressing them. learners’ background to needs. The individual learners.
inform instructions. adaptation of
2. The teacher gives instruction is 2. The teacher's
opportunities to realistic and instructional
only few learners to effective. strategies respond
actively engage in to individual and
the learning 2. The teacher provides group of learners’
activities. diverse learners with background, thus
opportunities to creating an
actively engage in environment where
various learning learners feel equally
 activities. involved.
CLARIFICATIONS

LEARNER-CENTERED CULTURE EDUCABILITY

a set of attitudes, conventions, and practices that place learners at the center observed variations in the learners’ capacity to perform tasks
of the learning process by using varied teaching modalities responsive to
learners’ diverse backgrounds and relevant to meaningful learning VARIETY
experience a range of different strategies employed as required by the learning situation

LINGUISTIC BACKGROUND EXTENSIVE REPERTOIRE

learners' understanding of the principles of language and their application to wide and comprehensive range of strategies
the language being taught
SOMEWHAT APPROPRIATE
CULTURAL BACKGROUND minimal degree of appropriateness
ethnic and racial factors and values that shape the learners' upbringing at the
family or societal level PARTIALLY APPROPRIATE
moderate degree of appropriateness
SOCIO-ECONOMIC BACKGROUND
factors that affect the social standing or class of the learners as determined
by their education and family's income and occupation

RELIGIOUS BACKGROUND
learners' belief system and/or spirituality that is reflected in a worldview and in
expected actions
INDICATOR 8 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups

3 4 5 6 7
The teacher employs The teacher employs The teacher employs The teacher The teacher employs
strategies which strategies which are strategies which are employs a variety extensive repertoire of
are somewhat culturally partially culturally culturally appropriate in of strategies which strategies to create a
appropriate in addressing appropriate in addressing addressing the learning are learner-centered
the learning needs the learning needs of needs culturally appropriate environment that
of learners from learners from indigenous of learners from indigenous in addressing the addresses the
indigenous groups. groups. groups. learning needs learning needs of
of learners from individual and group
indigenous groups. of learners from
indigenous groups.
FEATURES OF PRACTICE
1. The teacher 1. The teacher displays 1. The teacher 1. The teacher provides 1. The teacher
demonstrates a familiarity of learners’ demonstrates an a culture-based demonstrates a
limited cultural background understanding of the instruction to meet wider
understanding of but sometimes lacks purpose and value of the needs of learners. understanding of a
a culture-based responsiveness in learning in the The adaptation of culture-based
education. addressing them. learners' context. instruction is realistic education.
and effective.
2. The teacher gives 2. Teacher’s
opportunities to 2. The teacher provides instructional
only few learners to diverse learners with strategies respond
actively engage in opportunities to to individual and
the learning actively engage in group of learners’
activities. various learning cultural background,
activities. thus creating an
environment where
learners feel equally
involved.
 CLARIFICATIONS

LEARNERS FROM INDIGENOUS GROUPS CULTURE-BASED EDUCATION

people who have, under claims of ownership since time immemorial, occupied, an education that is grounded in the context of the indigenous communities' life,
possessed, and utilized ancestral territories, shared common bonds of language, recognizes their Indigenous Knowledge Systems and Practices (IKSPs), and is
customs, traditions, and other unique cultural traits (RA 8371, IPRA) inclusive of their cultural perspectives (DO 32, s. 2015, Enclosure p.4)

TEACHING STRATEGIES CONTEXTUALIZATION

In the context of IPEd, teaching strategies are embedded in an indigenous cultural the educational process of relating the curriculum to a particular setting, situation or
community's (ICC) Indigenous Learning System (ILS), which is an ICC's system of area of application to make the competencies relevant, meaningful, and useful to all
educating succeeding generations of youth into the community's cultural system learners; distinguished into two: localization and indigenization (DO 32, s. 2015,
(DO 32, s. 2015). Enclosure p.6)

LEARNING NEEDS VARIETY

comprise both essential learning tools (literacy, oral expression, numeracy, and a range of different strategies employed as required by the learning situation
problem solving) and the basic learning content (knowledge, skills, values, and
attitudes) required by human beings to be able to survive, to develop their full EXTENSIVE REPERTOIRE
capacities, to live and work in dignity, to participate fully in development, to wide and comprehensive range of strategies
improve the quality of their lives, to make informed decisions, and to continue
learning (UNESCO, 1992) SOMEWHAT APPROPRIATE
minimal degree of appropriateness

PARTIALLY APPROPRIATE
moderate degree of appropriateness
INDICATOR 9 Use strategies for providing timely, accurate and constructive feedback to improve learner performance

3 4 5 6 7
The teacher rarely The teacher occasionally The teacher frequently The teacher consistently The teacher consistently
provides feedback that provides feedback that provides feedback that provides feedback that provides feedback that
results in limited results in opportunities for results in opportunities for results in opportunities results in opportunities
opportunities for learners majority of the learners to most of the learners to for all learners to for all learners to
to improve their learning. improve their learning. improve their learning. improve learning and improve learning and to
leads to assess their own assess their own
progress. progress and that of
others.

FEATURES OF PRACTICE
1. Teacher’s feedback 1. The teacher provides 1. The teacher provides 1. The teacher provides 1. The teacher
is superficial, not accurate feedback but accurate, timely, and substantive, specific, establishes a
informative, and sometimes absent constructive feedback, and timely feedback, routine for
not constructive. when it is necessary. i.e. suggestions/ tasks/ and shares strategies constructive
activities/ clarifications, to learners to feedbacking where
2. Feedback is directed 2. Feedback is selective to that fully guides most improve their learners can
to only some of the some groups of of the learners toward performance toward participate and
learners. learners. the intended learning the intended learning respond
outcomes. outcomes. productively.
3. The teacher falls short of
3. Teacher’s feedback addressing the learners’ 2. The teacher provides
partially guides common need/ opportunities for self
learners toward weakness. and peer
the intended feedbacking that is
learning outcomes specific and is
and does not target focused on
students’ strengths advancing their
and weaknesses. learning of the
lesson on hand.
 CLARIFICATIONS

FEEDBACK RARELY
essential and culturally-appropriate written and/or oral information about seldom occurs
learners’ behavior/ performance/ output that can be used to raise awareness on
their strengths and weaknesses as bases for improvement OCCASIONALLY
irregularly occurs
MAJORITY
more than half FREQUENTLY
often occurs
MOST
almost all, approaching 100% CONSISTENTLY
constantly occurs