Ma.
Leonor Barraquia
Senior Education Program
s Division
Quality Assurance
Specialist
Bureau of Learning Resources
ANNEX 1A
EVALUATION CHECKLIST FOR CONTENT
For DepEd-developed Self-Learning Modules
Learning Area: ________________ Grade Level: ________
Quarter: _______
Title/s: _______________________________________________________________
Instructions:
1. Carefully read the modules page by page to evaluate its complianceto standardsindicated in the criterion items
under the six (6) factors below.
2. Put a check mark ( ) in the appropriatecolumn beside each criterion item. If your answer is NO, cite specific
pages, briefly indicate the error/deficiencyfound, and give your recommendationsin the attached Summary of
Findingsform.
3. Write Not Applicable(NA) for criterionitems that do not apply in the modulesevaluated.
Standard/Criterion Items YES NO
Factor I. Most Essential Learning Competencies (MELCs)
1. The SLM covered the targeted Most Essential
Learning Competencies (MELCs) intended for the
quarter.
2. The SLM sufficiently developed the targeted Most
Essential Learning Competencies (MELCs) intended
for the quarter.
Standard/Criterion Items YES NO
Factor II. Instructional Design and Organization
1. SLM has learning objectives that are anchored on the MELCs.
2. SLM uses a variety (at least 3) of self -directed techniques,
learning tasks, and formative assessments.
3. SLM has content that is logically developed and organized, i.e.,
lessons/activities are arranged from simple to complex, from observable to abstract.
4. SLM contains essential instructional design elements that contribute to
the achievement of learning objectives.
5. SLM allows for review, comparison, and integration with previous lessons (if applicable).
6. SLM uses various motivational strategies (i.e., advance organizers, puzzles, games)
to hook the target user’s interest and engagement.
7. SLM uses process questions and activities which require different levels of cognitive
domain to achieve desired learning outcomes.
8. SLM has written and performance tasks that are differentiated based on target user’s
multiple intelligences, learning styles, and readiness levels.
9. SLM develops 21st century skills and higher order cognition (i.e., critical thinking,
creativity, learning by doing, problem solving).
10. SLM integrates desirable values and traits.
Standard/Criterion Items YES NO
Factor III. Instructional Quality of Text and Visuals
1. All contents in the SLM are accurate.
2. The SLM is free from any social content
violations.
3. The SLM has free from factual errors.
4. The SLM is free from computational errors (if
applicable).
ReyangiSandova
Education Program Specialist
eIIQuality Assurance
l Division
Bureau of Learning Resources
Standard/Criterion Items YES NO
Factor IV. Assessment
1. The SLM provides sufficient assessment activities that will help the learner track
his/her progress and mastery of the target competencies
Note: There should at least 3 assessment activities in a module..
2. SLM has assessments that are aligned with the specific objectives and contents
(i.e., lesson / topic).
3. The SLM provides variety of assessment types.
Note: There should at least 3 assessment types in a module.
4. The SLM contains assessments that have clear demonstrations /
examples,instructions, and/or rubrics to serve as guide on how these will be used.
5. The SLM has assessment activities that ensure active engagement of the
learners.
6. The SLM has answer keys that provide exact answers for objective-type
assessments and discussion points for non-objective types.
7.The SLM has pre- and post- assessment items that are constructed differently.
Standard/Criterion Items YES NO
Factor V. Readability
1. Vocabulary used in the SLM is appropriate to the target
user’s level of comprehension and experience.
2. Length and structures of sentences in the SLM are suited to
the comprehension level of the target users,
3. Paragraph structures in the SLM facilitate smooth flow of
ideas and concepts.
4. Topics and ideas presented from one lesson to the next are
coherent and integrated with each other.
5.Instructions, discussion points, questions, and activities are
clear to the target users.
JEJOMAR ALDA
Senior Education Program Specialist
Production Division
Bureau of Learning Resources
Standard/Criterion Items YES NO
Factor VI. Referencing and Source Citation
1. The copyrighted texts and visuals are accurately cited on the page
where they are presented (i.e., primary and/or orginal sources are cited)
containing the following:
- Title of the work
- Name of creator
- Title of source
-Title of source where the work is included, and/or publication details
2. The references are properly cited in the Reference List containing the
following:
- Name of creator
- Title of source
- Publication details; publisher, location of publisher, date of publication, etc.
Prepared by:
Evaluator 1: Printed Name Signature:
Evaluator 2: Printed Name Signature:
Date:
Summary of Findings
for DepEd-developed Self-Learning Modules (SLMs)
Learning Area: Grade Level: Quarter No.:
Title of SLMs:
Instruction: For all NO answers provided in the respective
evaluation tools, indicate in this template the following: specific
modules, paragraphs, and pages where the errors/ deficiencies are
found (1st column), the brief description of the errors/deficiencies
observed ( 2nd column), the type of error (3rd column), and the
specific recommendations to improve the identified error /
deficiency (4th column). Additional rows may be added as
necessary.
Module Number / Type of Error (Write
Page number C for Content, L for
Brief Description of Errors/ Findings/ Specific Recommendations to Improving Identified Error
Paragraph / Line / Language, or F for
Observations Layout/ / Deficiency
(in chronological
Format)
order)
Please affix your signature(s) below:
I/We certify that this evaluation report and recommendations are my/our own and have
been made without any undue influence from others:
Evaluator(s):
(Signature over printed)name Signature
Date Accomplished:
