DM No. 441, S. 2019 Guidelines and Process For LRMDS Assessment and Evaluation of Locally Developed and Procured Materials PDF

DM No. 441 s.
2019 Guidelines and Process for LRMDS Assessment and Evaluation of Locally Developed and Procured
Materials
Guidelines and Process for LRMDS Assessment and

Evaluation of Locally Developed and Procured Materials
I. Introduction
The Schools Division of Naga City, in its pursuit of its Division Change Plan: TRANSFORM
NAGA, provides these Guidelines and Processes for LRMDS Assessment and Evaluation of Localized
Materials which is designed to support local development and or production of learning, teaching and
professional development materials by the Schools Division of Naga City via the LRMDS. These
Guidelines and Processes aims to provide extensive technical basis for assessing, adapting, developing
and producing quality localized learning and teaching resource materials for students and instructional
support materials for teachers in the City of Naga.
II. Objectives of LRMDS

The LRMDS is designed to achieve the following objectives:
1. Improvement of instructional and learning materials system through support for the
assessment, acquisition, adaptation, development, production and distribution of teaching/learning
materials to schools.
2. Digitized available student learning materials particularly for reading in the early grades and
TLE programs, English, Science and Mathematics in other grades, ADM and ALS.
3. Enhanced provisions of quality instructional and learning materials, particularly in reading
in early grades and TLE, English, Science and Mathematics in other grades.
4. Modified and enhanced instructional and learning materials for implementing Alternative
Delivery Modes and Learning Systems.
5. Improved development and utilization of Quality Assurance (including Monitoring and
Evaluation) systems for provision and utilization of learning resources.
III. Statement and Scope of the Guidelines

These Guidelines cover all learning and teaching resources of two general types, whether in
print or non-print are defined as below:
Print – books, modules, strategic intervention materials (SIM), self-learning kits (SLK)
Non-print – manipulatives, interactive lessons in CDs, DVDs, Slide Presentations, Spreadsheet
files
A. Resource Types
Learning Resources (LRs) are any digital or non-digital educational resource with a
learning purpose. These resources are designed to be used directly by the student learners
and or integrated into teacher developed programs.
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DM No. 441 s. 2019 Guidelines and Process for LRMDS Assessment and Evaluation of Locally Developed and Procured
Materials
Teaching Resources (TRs) are any educational resource digital or non-digital that
supports teachers in curriculum development, delivery and pedagogy or teacher trainers in
the delivery of professional development programs.
Professional Development Materials (PDMs) are any digital or non-digital education

training and development resource or program designed with a training and development
purpose. Such programs may contain or reference LRs and TRs.
B. Resource Formats
Non-digital: (print based) training and teaching manuals, workbooks, lesson plan
guides, visual aids or reference books
Digital: lesson plan guides, worksheet activity, manipulative and interactive learning
resource, training modules, CDs, videos, DVD and referenced, quality assured websites.
IV. Evaluation of Teacher-Developed Materials

At the School/cluster level teachers develop LR/TR/PDM for classroom and local training use.
These resources are usually developed in response to LR planning as part of the AIP/SIP process.
These materials may be included in the LRMDS catalogue and or redeveloped for inclusion in the
LRMDS repository. Where schools are developing materials locally to meet specific LR/TR/PDM needs
they should use these Guidelines and Processes to ensure achievement of educational and technical
quality.
All teacher developed materials that are intended to be catalogued in LRMDS and if digital
uploaded to the LRMDS repository, must undergo assessment and evaluation in the first instance by
the School and then by the Division to Region. Digital resources identified and accepted by the
Regional LRMDS QA team for inclusion in the LRMDS will be catalogued, reproduced and or
redeveloped by the Region. Non-digital teacher developed materials undergo assessment and
evaluation by the Division LRMDS QA Team and may be reproduced by the Division and catalogued in
the LRMDS.
Through the DEPD/REDP planning process the Division and Region should be aware of the
LR/TR/PDMs that are being produced locally and should actively seek from schools for the submission
of locally produced materials that may be shared.
A. Standards and Specifications - Requirements
Standards and specifications along with documented guidelines are provided to

ensure that all resources available are of a high quality and educational value. Importantly,
they are deemed fit for purpose, easy to access and use.
1. LRMDS Request Brief

A Request Brief is a written explanation given to the development and production
team by a requesting party or client to describe the specific service required and the
general design requirements of the resource to be developed or produced. The
purpose of this document is to describe in detail the service required and the design
requirements of a client/user for an existing resource that is to be reproduced,
digitized, or redeveloped and for the design of new resources. The brief outlines the
competencies, learning outcomes, objectives, and activities of a learning/teaching PD
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resource, the intended user of the resource and the context or environment in which
a resource will be used. It would also include information relating to production
output format, distribution and modes of preferred access. A more thorough and
articulate Design Brief which is a critical part of the design process will be prepared as
part of the Development and Production process. It helps develop trust and
understanding between the client and designer - and serves as an essential point of
reference for both parties. (Refer to Enclosure No. 1)
2. Project Plan
A project plan following the format below to be signed by the teacher-proponent and
noted by the school head (Refer to Enclosure No. 2):
a) Title
b) Purpose
c) Description
d) Objectives
1. Products to be created
2. Services to be provided
e) Anticipated Phases, Milestones, Schedules
f) Tools, Templates and Conventions to be used
g) Review and Approval Process
h) Project Risk Assessment
i) Communications and Reporting
j) Resources (personnel and funds)
k) Appendices
l) Project Approvals
B. General Specifications for Content Development
The following are parameters in evaluating the quality of the content of the materials
to be assessed:
1. Integrity and Consistency - Does the material reflect the philosophy of the K to
12 curriculum and the goals of the subject area in the curriculum?
2. Organization – Is there a smooth flow of ideas in the material and are the topics
locally organized? Does the material contain advance organizers, summaries,
evaluation, and other features that facilitate synthesis of learning? Do the features
of the material show agreement and harmony?
3. Accuracy and Recency – Are content (text, illustrations, exercises) in the material
accurate? Are the examples provided realistic? Are the content up-to-date (e.g.,
statistics should not be more than 5 years old)?
4. Appropriateness – Is content of the material appropriate to local situations
and/or the ability of the learners at the particular grade level? Are activities and
exercises engaging and interesting to the learners? Is there variety of activities and
exercises to suit the different intelligences and learning styles of learners? Are the
objectives attainable? Are the suggested materials easily available? Are suggested
strategies practical, challenging, and stimulating? Are the tests: properly
constructed? useful in evaluating learning outcomes? congruent with the objectives?
5. Sensitivity - Are all aspects of the material acceptable to significant groups (i.e.,
parents, teachers, students, or other stakeholders)? Is the material mindful of
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cultural biases? Does is avoid sexism/ racism or regionalism? Is it mindful of ageism/

disability/ geography/ religion? Are controversial issues addressed fairly, objectively,
and within the level of the learners?
6. Comprehensiveness - Are relevant learning competencies adequately covered?
Are concepts adequately explained to avoid misconceptions? Is content sufficient to
attain the objectives of instruction and the articulated learning competencies?
7. Balance - Is there balance and fair treatment of other aspects such as: gender /
the domains of learning (cognitive, affective, psychomotor)/ the locale (rural, urban,
upland, lowland)?
8. Readability and Presentation - Are concepts presented in a clear and concise
manner? Are the procedural text easy to follow? Is the language appropriate for the
grade level? Is the format of the material helpful in understanding the content? Is the
design attractive? Is the print size and font type used appropriate and legible? Is the
material handy for daily use? Is the style of illustration and layout appropriate for the
target grade level? Are there enough illustrations to facilitate learning? Does the
material have other essential parts that will make the material more useful (i.e.,
glossary, index, appendix)?
V. The Learning Resource Development and Quality Assurance Committee

A. Division
To contribute in the improvement of performance specifically on learning outcomes

and to ensure an effective implementation of the curriculum, through: localization and
indigenization; enforcement of standards; and provision of access to quality and varied learning
resources, the Division Learning Resource Design and Development Team/ Quality Assurance
Committee is composed of the:
- Chief of the CID as Chairperson;

- Education Program Supervisor for LRMDS as Co-Chairperson and Quality
Assurance Coordinator and;
- Education Program Supervisors in charge of the learning areas, Alternative
Learning System (ALS) and Kindergarten as members and will serve as Instructional
Design and Development Coordinators of their respective learning areas.
The team’s objective is to ensure that all contextualized supplementary learning

resources for all the learning areas/ domains in all grade levels are developed; and ascertain
that learning resources are developed in accordance with the standards and guidelines set by
the LRMDS.
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B. Cluster/School
The specific functions and processes required of the Cluster/School to support

effective implementation and use of LRMDS to improve access to learning, teaching and
professional development resources by schools is described in the table below.
Function Processes Process Tools Structure

Identify LR Needs and Develop
School LR Plan Guidelines and Processes
1. Provide universal access Review existing LR in school for LRMDS Assessment
to LRMDS identify gaps & priorities and Evaluation LR Plan LR Committee:
1.1 Schools to provide Secure LRs from Division/ Region, integrated with Principal,
access to all Learning and other sources (GOs/NGOs) for SIP/AIP/SRC teachers,
resources via the LRMDS school utilization parents, ALS,
1.2 Schools should provide
LRMDS portal CLC
access to teachers and
LRC as Community Learning Center http://lrmds.deped.gov.ph representatives
students to LRs through
for ALS, as repository of LRs for Training programs on
the LRMDS
Elementary and Secondary Levels LRMDS Assessment and
Evaluation
Guidelines and Processes
for LRMDS Assessment
and Evaluation
2. Use content and Subject
Download and copy digital or print IMCS list of
integrate for teaching and supervisor,
resources Supplementary resources
learning Teacher, CLC,
Guidelines and Processes
for LRMDS Development
and Production
Develop materials to support Guidelines and Processes LR Committee:

teaching and learning Review for LRMDS Development Principal,
3. Teacher-developed teacher develop material Share and Production Guidelines teachers,
materials Division approved teacher and Processes for LRMDS parents, ALS,
developed resources via LRMDS Assessment and CLC
portal Evaluation representatives
VI. Process Flow: Evaluation of Teacher Developed Materials

SCHOOL QA TEAM EVALUATION PROCESS OF LRs
Teacher Review LR/TR based on LR Assessment

Developed LR Checklist
for LRMDS
Inclusion
No Meet
Standards for
Inclusion?
Yes
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Accomplish LR Submission Form and

Schedule for Pilot Testing
• School Validated LR
• Assessment Tools Used
• Summary of Assessment
Submit for review

by the Division QA
Team
DIVISION QA TEAM EVALUATION PROCESS OF LRs
• School Validated LR
• Assessment Tools Used Review LR/TR based on LR Assessment
Checklist
No Meet
Standards for
Inclusion?
Yes
Accomplish LR Submission Form and

Schedule for Pilot Testing
Actual Pilot Testing
Meet Standards
for Inclusion?
No
Yes
• Evaluated Locally Developed LR

• Assessment Tools Used
• Specialty Clearance
Submit for review

by the Regional
QA Team
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VII. Evaluation Instruments

The following evaluation instruments are used to evaluate resources for reproduction:
Resource
LRMDS Evaluation Evaluator
Purpose of evaluation type and
instrument expertise
format
Curriculum and
Confirm that the intellectual property rights subject matter
Print Non-
Intellectual Property Rights of the entire content of the resource and that experts
print
Evaluation (Enclosure No. 3) DepED has the rights to reproduce and Instructional
materials
distribute the resource. Materials
evaluators
Curriculum and
Determine overall fit for purpose, curriculum subject matter
LRMDS Educational Print Non-
relevance and readiness of the existing experts
Soundness General print
resource to be reproduced in its current Instructional
Evaluation (Enclosure No. 4) materials
format. Materials
evaluators
Educational Quality
Evaluation
For Print Materials (Enclosure Curriculum and
No. 5) Determine accuracy of content, correctness, subject matter
Print Non-
For Instructional Aides appropriateness and suitability of expertise
print
presentation, language and visuals to target Instructional
(Enclosure No. 6) materials
users, society and culture. Materials
For Non-Print Materials
evaluators.
(Enclosure No. 7)
For General Reference
Materials (Enclosure No. 8)
Instructional
Technical Evaluation for
Determine appropriateness of technical Materials
Digital Offline Resources (CD, Non-print
format for target users and teaching and evaluators ICT
DVD, VCD, videotape, materials
learning environment Coordinators
audiotape) (Enclosure No. 9)
LRMDS QA Team
Technical Evaluation of Instructional
Non-print
Digital Web- Materials
Determine usability and technical format materials –
based/interactive Multimedia evaluators ICT
enables access and use by target users digital and
resources Section Enclosures Coordinators
interactive.
Nos. 7 and 10) LRMDS QA Team
Instructional
Ensure that text, art, and photos /
Materials
illustrations of textbooks and teacher’s Print Non-
Social Content Guidelines evaluators
manuals and other instructional materials print
(Enclosure No. 11) Curriculum and
teach social values as well as Government's materials
subject matter
educational thrusts
expertise
Language Expert
Ensure grammatical and technical accuracy Print Non-
Language Evaluation Tool related to the
and correctness of the language used for print
(Enclosure No. 12) material being
target users materials
developed
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Evaluation Tools for Layout Ensure that Standard DepEd format and Print Non- Instructional
and Format (Enclosure No. Layout and other specifications for LRs are print Materials
13) followed materials evaluators
VIII. Reporting Usability Issues/ Inconsistencies / Errors

Evaluators should include the evaluation criteria number from the checklist that
corresponding to the comment/s it refers to unless it is very general. Also to be indicated is the page,
screen or location of the issue being raised within the resource. If possible, a photocopy, or screen
capture of the issue should be attached. This will assist with rectifying any errors, inconsistencies or
usability issues within the resource. For the template, refer to Enclosure No. 14 Summary of Findings.
Evaluation Pass/Fail Materials that do not pass due to minimal editorial and or factual errors
may be recommended for modification. Materials that are DepED owned will usually be redeveloped
by the Region LRMDS Development and Production Team. The redevelopment of the material will
follow LRMDS Development and Production quality assurance processes. Non-DepED owned
materials that do not pass the evaluation due to minimal editorial and or factual errors would be
returned to the Publisher. Any resource would be completely re-evaluated when resubmitted by the
Publisher. For the template on the summary of corrections made by the writer/s, refer to Enclosure
No. 15 Summary of Corrections.
IX. Evaluation Report Submission

Upon completion of the evaluation process using the corresponding instruments stated in
Section VII of these Guidelines, the LR QA Team from the schools should submit duly signed original
copies of all evaluation reports and the resource evaluated to the Division LRMDS Supervisor for
validation of the Division Learning Resource Design and Development Team/ Quality Assurance
Committee.
Summary of Learning Resource Evaluation (Enclosure No. 16) shall be accomplished by the LR
Quality Assurance Team (School/Division level) upon completion of the evaluation.
X. Pilot Testing
After the completion of the evaluation documents in the school level, the School LR QA Team
shall prepare a narrative report on the demonstration teaching using the teacher-developed LR with
proper documentation and results of the formative assessment made; STAR observations made by
the observers (School Learning Resource Development and Quality Assurance Committee). Refer to
Enclosure No. 17 Validation/ Pilot Testing Tool.
XI. Issuance of Specialty Clearance

A Specialty Clearance Certification (Enclosure No. 18) shall be issued to the writer/author/
publisher upon meeting all the requirements of the quality assurance process. The said certification
ensures the achievement of educational and technical quality as well as the originality of the material.
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The Specialty Clearance Certification also indicates the readiness of the evaluated material for
publication – in print and/or via the LR Portal.
XII. Effectivity
This policy shall remain in force and effect, unless sooner repealed, amended or rescinded.
All prior Division Issuances or provisions thereof which are inconsistent with this Memorandum are
rescinded.
XIII. References
LRMDS Framework, Version 2.0 Dated June 2010
Guidelines and Processes for LRMDS Assessment and Evaluation, Version: Final Draft 1.0
dated March, 2009
Regional Memorandum No. 94 s. 2018 dated July 9, 2018 re: Organization of Learning
Resource Design and Development Teams
XIV. Enclosures
Enclosure No. 1 Request Brief

Enclosure No. 2 Project Plan
Enclosure No. 3 IPR Evaluation Checklist and Guidelines
Enclosure No. 4 LRMDS Educational Soundness General Evaluation
Enclosure No. 5 Evaluation Rating Sheet for Print Materials
Enclosure No. 6 Evaluation Rating Sheet for Instructional Aides
Enclosure No. 7 Evaluation Rating Sheet for Non-print Materials
Enclosure No. 8 Evaluation Rating Sheet for General Reference Materials
Enclosure No. 9 Technical Evaluation for Digital Offline Resources
Enclosure No. 10 Technical Evaluation of Digital Web-based/ Interactive Multimedia
Resources
Enclosure No. 11 Social Content Guidelines
Enclosure No. 12 Language Evaluation Tool
Enclosure No. 13 Evaluation Tools for Layout and Format
Enclosure No. 14 Summary of Findings
Enclosure No. 15 Summary of Corrections
Enclosure No. 16 Summary of Learning Resource Evaluation
Enclosure No. 17 Validation Pilot Testing Tool
Enclosure No. 18 Specialty Clearance
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Enclosure 1: LRMDS Request Brief
DM No. 441 s. 2019 Division Guidelines and Processes for LRMDS Assessment and Evaluation for Localized Materials
8 LRMDS Request Brief

8.1.1 Purpose
A Request Brief is a written explanation - given to the development and production team by
a requesting party or client to describe the specific service required and the general design
requirements of the resource to be developed or produced.
The purpose of this document is to describe in detail the service required and the design
requirements of a client/user for an existing resource that is to be reproduced, digitized, or
redeveloped and for the design of new resources. The brief outlines the competencies,
learning outcomes, objectives, and activities of a learning/teaching PD resource, the
intended user of the resource and the context or environment in which a resource will be
used. It would also include information relating to production output format, distribution and
modes of preferred access.
A more thorough and articulate Design Brief which is a critical part of the design process will
be prepared as part of the Development and Production process. It helps develop trust and
understanding between the client and designer - and serves as an essential point of
reference for both parties.
8.1.2 Check all the Services Requested

Reproduce print resource in current format
Digitize print resource
Retain current design and layout
Design and layout may be modified
Create new version in print format
Reproduce off-line digital resource in current format
Re-develop an existing resource:
Edit /correct/update content
Retain all content
Incorporate multimedia elements
Redesign the existing resource by converting to:
Print Digital (Online) Audio Tape
Manipulative DVD/VCD
Blended Technology
Translate existing resource into a different language:
Filipino English Mother tongue (specify)
Design and Develop a new resource

Print
Multimedia
Blended
Template 8: Guidelines and Processes for LRMDS Assessment and Evaluation V1.0
Master Copy /Original copy of the resource attached

Yes
No
Evaluation forms of the resource attached
Yes
No
Number of copies requested: _____
Packaging and distribution/delivery instructions specify whenever applicable or required:
Catalogue the resource in LRMDS

Yes
No
8.1.3 General Description of the resource
Title of Resource: ______________________________________________________

Nature of resource: (Check the appropriate box)
Learning resource
Teaching Resource
Professional Development Material. Complete Section 3.3 and 3.4 and Section 8.
Current Format: Print
Offline digital
DVD
CD
VCD
Audiotape
Videotape
Other (specify) _______________________________________________
Owner/Originator:
Author/Writer/s Name:___________________________________________________
Name of Institution (School, Division, Region, Bureau) ________________
Publisher’s name (if commercially developed) ___________________________________
Copyright owner: ___________________________________
Address and contact numbers
Year published: ________________
Copyright year: _____________________
Curriculum/subject area/domain: _________________________
Target Users:
Grade/Year level/s (specify) _____________________
Adult learners in ALS: _______________
ADMs (specify): _________________
SPED (Specify) ________________________
Others ( Specify) ______________________
8.1.4 Context in which the resource is intended to be used

ALS Classroom:
Mono-grade
Multigrade Special
programs:
Special Science curriculum
Voc-Tech
Special program for the Arts or other programs for the gifted
SPED (Specify) ________________________________________
Other (specify) _______________________________________
Alternative delivery modes (indicate modality and/ or program in which resource will
be used)
Example: EASE, to be used as a print and off-line digital resource
8.1.5 Suggestions for redesign and development of an existing resource

Please provide the necessary information:
Key learning/teaching ideas/activity
Describe the key activity in relation to the concept that is intended to be learned.
Describe the active learning processes in relation to knowledge, skills associated with the
domain/discipline.
Describe the pedagogical/andragogical approach, e.g., simulated investigation and proposed

student interaction with data and information to be included.
Key learning/teaching ideas/activity

Add any suggestions in relation to the realization of data and information. For example, “it is
important that the process being described is represented visually through interactive
animations, or including game format activities”, etc.
• Specific technical and/or accessibility requirements: (Example, specification of font size

and kind for visually impaired, etc.)
8.1.6 Professional Development Resource

Complete this section for Requests to redesign and develop an existing Professional
Development resource.
Attach a copy of the existing resource to this Request.
NOTE: For Development and Production of a new Professional Development Resource a
completed Training and Development Program Design must be attached to this Request
Brief.
Context in which this resource is to be used:

Mode of delivery
Face to face training with facilitator
Individualized/Self-paced learning
Mentoring
Coaching Other
(describe)
Target group: identify
NCBTS competencies: Specify, if not covered in NCBTS.
Objectives to be covered:
Topic/subject area
Key Concepts
Design Brief prepared by:

Name of Requesting Party:
Contact details:
Date:
Enclosure 2: Project Plan Template
Project Plan Template

I. Project Title
II. Project Purpose
III. Project Description (What is the project aiming to achieve?)
IV. Project Objectives (What are you trying to accomplish, list the project goal and objective
in terms that are clear, concise, achievable and measurable)
a. Products to be created (Include report, instructional materials, T and D Materials,
software, graphics, information system, media, print document)
b. Services to be provided Sources of information (From what subject matter expert
will you receive information and assistance? Will you need to do additional
research?)
V. Anticipated Phases, Milestones, Schedule (Are there important milestones that will
occur within in these phases? Identify specific schedule for the aspect you will be
performing in the short term)
Deliverable Milestones Date Responsibility
VI. Required System and Equipment (Include server, network, computers, other devices
and other type of Equipment, software)
VII. Tool, Templates and Conventions to be used (Includes style guides, file naming,
presentation guidelines, technical guidelines, educational soundness guidelines, IPR,
Accessibility standard operating system procedure and other templates)
VIII. Review and Approval Process (Who needs to review and approve each phase of service,
product, or other deliverable? How will reviewer comments be incorporated or
otherwise addressed?)
IX. Project Risk Assessment (What potential risks exist with respect to funding, time, and
resources? Are there cost, schedule, and quality tradeoffs that should be evaluated?
How will each risk be mitigated?)
Risk Level (High/ Medium/Low) Management Strategy
Enclosure 2: Project Plan Template
X. Communications and Reporting (Include a high level Communications Plan here. Include
a more detailed Communications Management Plan in the Appendices if required)
Stakeholder Information When Required Format
Required/ Issues
XI. Resources
a. Personnel (list all LRMDS internal and external personnel for the project.)
b. Funding Source: Client and total budget
Itemize budget for each deliverable
Deliverables Cost Fund source
Outline how you are going to track, monitor and report on the project. For example:
· Status Reports
· Exception Reports
· Issues/Risk Log
· Variance Requests
XII. Appendices
List the Appendices that are attached to your Project Plan. For example:
· Request Brief
· Gantt Chart,
· Activities Schedule,
· Budget
XIII. Project Approvals

Add any signatures that are required for approval to be able to proceed to the next
phase.
___________________
Proponent
_______________________________
School Head, School QA Chairman
___________________ ___________________
PSDS Other
Enclosure 3: IPR Evaluation Checklist and Guidelines
IPR Evaluation Checklist and Guidelines

LRMDS Specification and Guidelines for Intellectual Property Rights Management
Introduction
The technological advancement and explosion of knowledge in our contemporary environment enables the educational
community to cope with the increasingly complex and challenging state-of-the-art learning resources. What is true and
modern today may become traditional and obsolete tomorrow. LRMDS provides guidelines to update upgrade and
sustain the learning, teaching and professional development resources with proper acknowledgement and respect to
whom the intellectual property right is due.
Definitions
Third Party any individual who does not have a direct connection with a legal transaction but who might be
affected by it. For example, an illustrator may have been engaged to contribute to the production of a learning
resource produced by DepED. The learning resource is copyright DepED in the current published format. However, if
DepED through LRMDS or any other process wants to distribute the same resource in a different format (e.g online
as a digital version) and intends to use the same illustrations, permission to use the original illustrators work should
be requested along with a description of the design of the new version and intended end use and distribution of the
resource.
Modify means enhance the content in which new copyright arises, but only to the extent that the modification
cannot meaningfully inform or entertain independently of the original content. Modified materials retain the
integrity of the original work. Modifications may consist in, but may not be limited to, updating of content, adding
more recent examples, adding activities, worksheets, etc.
Derivative means any work derived from or developed from content including
• An Edited Version
• An Enhancement
• A Supplementary Work
Reproduction means making copies of the work by any means, including, without limitation by sound or visual
recording and the right fixation and reproducing fixations of the work including storage of a protected performance
or phonogram in digital form or other electronic medium. (http://creativecommons.org/licenses/by-sa/3.0/legal
code). Reproduction does not entail any change in the content.
Reproduction of textbooks: In the Philippines includes authorization for DepED to reprint within a period of 5
years a maximum of 25% of the original quantity awarded. (2007 Textbook Call Guidelines for Elementary Filipino)
Use - as a verb means to read, view, play, perform, operate or execute the content (depending on its nature and
format) within the functionality that is offered by the copyright to an ordinary user. (Curriculum Corporation, 2008)
Reuse means to use again.
Repurpose means to use for another purpose.
Recontextualize means to place or use the original material within a new context.
Textbook (TX) means an instructional material that completely and sufficiently develops the prescribed learning
competencies, concepts and or topics for a specific grade or year level in a specific subject area.
Conditions of Use - refers to the document headed “Conditions of Use” which summarizes the conditions
applicable to the use of the content.
Guidelines and checklist to support Intellectual Property Rights Management

Instructions:
1. Section A-D should be completed for all resources as the first part of the Evaluation process and before making
a decision to catalogue, reproduce and distribute, or redesign and develop a resource.
2. Section E-G relate to Maintenance and Management of the metadata and Catalogue of LRMDS.
3. For each resource complete the Evaluation table. Place √ in all cells that apply.
4. Complete the IPR Evaluation Report ensuring that all requested details accurate and submit to LRMDS
Manager or person requesting the Evaluation.
IPR Evaluation Report
Resource Title:
Copyright owner: Name, Address, Contact details
Publisher: Name, Address, Contact details
Date of publication:
License Agreement: Attach a copy to this report as appropriate.
A. Cataloguing print or digital resources Yes No
Cataloguing means creating a record of a resource in a database that Check all that Check all that apply
will be published online apply ( √ ) (√)
A 1 Is the existing LR/TR/PDM owned by DepED? A6 A2
A 2 Is the existing LR/TR/PDM owned by a third party? A3 A3
A 3 Is the owner of the LR/TR/PDM able to be identified? A4 Do not catalogue.

Complete IPR
Evaluation Report
A 4 Is there a license agreement available for this LR/TR/PDM? A5 A6
A 5 Do the terms in the license agreement allow cataloguing of the resource? A6 Complete IPR
Evaluation Report.
A 6 The LR/TR/PDM may be Catalogued after successfully passing all other Prepare IPR Evaluation Report
required evaluations.
B. Reproducing resources for offline distribution Yes No

Reproducing resources for offline distribution means to make multiple Check all that Check all that apply
copies of a resource to distribute. apply ( √ ) (√)
B 1 Is the existing LR/TR/PDM owned by DepED? B6 B2
B 2 Is the existing LR/TR/PDM owned by a third party? B3 B2
B 3 Is the owner of the LR/TR/PDM able to be identified? B4 Do not Reproduce

Complete IPR
B. Reproducing resources for offline distribution Yes No

Reproducing resources for offline distribution means to make multiple Check all that Check all that apply
copies of a resource to distribute. apply ( √ ) (√)
Evaluation Report
B 4 Is there a license agreement available for this LR/TR/PDM? B5 B6
B 5 Do the terms in the license agreement allow reproduction of the resource? B6 Do not Reproduce.
Complete IPR
Evaluation Report
B 6 Are there any quantity restrictions related to reproduction? B 7. Document in B7

IPR Report
B 7 Are there any restrictions on redeeming the cost of reproduction and B 8. Document in B8
distribution? IPR Report
B 8 The LR/TR/PDM may be Reproduced after successfully passing all other Prepare IPR
required evaluations. Evaluation Report.
C. Redevelopment of resources: Digitization only Yes No

A digital version of a non digital resource is created and all the original Check all that Check all that apply
content and design is retained. apply ( √ ) (√)
C 1 Is the existing LR/TR/PDM owned by DepED? C6 C2
C 2 Is the existing LR/TR/PDM owned by a third party? C3 C3
C 3 Is the owner of the LR/TR/PDM able to be identified? C4 Do not Digitize

Complete IPR
Evaluation Report
C 4 Is there a license agreement available for this LR/TR/PDM? C5 C6
C 5 Do the terms in the license agreement allow digitization of the resource? C6 Do not Reproduce.
Complete IPR
Evaluation Report
C 6 Are there any restrictions related to digitizing the resource? C 7. Document in C7

IPR Evaluation
Report.
C 7 It can be verified that all design and content of the resource is the original C8 C 8 Complete IPR
work of the documented author/s. Evaluation Report
C 8 Originality of the resource can be verified and acknowledgements of all C9 Do not digitize
sources of reference are identified.
Complete IPR
Evaluation Report
C 9 Are there any restrictions relating to access and distribution via secured C 10. Document C 11
online distribution? in IPR Evaluation
Report.
C 10 The LR/TR/PDM may be Digitized after successfully passing all other Prepare IPR Evaluation Report.
required evaluations.
C. Redevelopment of resources: Digitization only Yes No

A digital version of a non digital resource is created and all the original Check all that Check all that apply
content and design is retained. apply ( √ ) (√)
C 11 The LR/TR/PDM may be digitized and upload for distribution via the Prepare IPR Evaluation Report.
LRMDS repository successfully passing all other required evaluations.
D. Redevelopment of resources: Modification and Yes No

redesign Check all that Check all that apply
A resource is created using the content of a previous version of a apply ( √ ) (√)
resource and where necessary new content is created.
D 1 Is the existing LR/TR/PDM owned by DepED? D6 D2
D 2 Is the existing LR/TR/PDM owned by a third party? D3 D3
D 3 Is the owner of the LR/TR/PDM able to be identified? D4 Do not modify.

Complete IPR
Evaluation Report
D 4 Is there a license agreement available for this LR/TR/PDM? D5 D7
D 5 Do the terms in the license agreement allow modification of the resource? D6 Do not modify.
Complete IPR
Evaluation Report.
D 6 Is all the copyright vested in DepED? D7
D7 Is copyright of all material vested in one party? D8 Identify in the IPR

Evaluation report
required
permissions to be
cleared.
D 8 Is DepED authorized to modify the copyrighted LR/TR/PDM for purposes of D9 Identify in the IPR
instruction and or training? Evaluation report
required
permissions to be
cleared.
D 9 Is DepED authorized to create derivatives of the copyrighted LR/TR/PDM for Identify in the IPR
purposes of instruction and or training? Evaluation report
required
permissions to be
cleared.
D 10 The LR/TR/PDM may be modified and redesigned after successfully Prepare IPR Evaluation Report
passing all other required evaluations. The minimum set of rights metadata for
modifying the LR/TR/PDM is documented in
the IPR Evaluation.
Copyright owner, Entity parties, License
agreements
Address and contact details of copyright
owner
Conditions/restrictions for modification and
redevelopment.
E. IPR Guidelines and checklist for new and redeveloped and digitized LR/TR/PDMS to be included in
LRMDS repository.
Instructions:
1. The following Guidelines and Checklist refer to new and redeveloped LRs/TRs/PDMs that are to be
reproduced, catalogued or uploaded in the LRMDS
2. Section E should be completed by the Division/Regional LRMDS personnel responsible for metadata.
E. Design and Develop YES NO
E.1. The redesign and development work including all the new content creation E2 Do not reproduce or
is without infringement/offense from the original copyright. catalogue Review
content for IPR
conformance
E.2. Has permission been granted from the third party copyright owner for all E3 Do not catalogue.
third party content included in the resource? Seek permission and
acknowledgement
requirements for all
third party content
included in the
resource.
E. 3 Copyright information, acknowledgements are documented in the resource E4 E4
E. 4 Copyright information, acknowledgements can be documented in the E5 Do not catalogue or
metadata upload resource to
LRMDS
E. 5 Complete Rights metadata The minimum set of rights metadata for the
LR/TR/PDM is documented in the Rights
Elements of the Metadata.
Copyright owner, Entity parties, License
agreements
Address and contact details of copyright owner
Conditions/restrictions for modification and
redevelopment.
F. Maintenance of LR/TR/PDMs catalogued and included in LRMDS

Section F is completed annually by the LRMDS Region QA Team
Specifications
F. Maintenance Yes No
F.1 Annual review and incorporation of new and existing legal requirements for IP Record of all Identify LRs
rights completed. LR/TR/PDM IPR requiring IP
update filed rights updates
with LRMDS
Manager.
G. Publication of LR/TR/PDMs catalogued and included in LRMDS

Section G is completed by the LRMDS Administration and Publication personnel prior to the publication of the
LR/TR/PDM.
Specifications
G. Publication and Cataloguing YES NO
G.1 The minimum set of rights metadata for digitizing LRs/TRs/PDMs is Copyright owner, entity parties
documented License agreement dates
Address and contact details of copyright
owner
Conditions of use included in metadata.
Enclosure 4: Educational Soundness General Evaluation Checklist
DM No. 441 s. 2019 Division Guidelines and Processes for LRMDS Assessment and Evaluation for Localized
Materials
1.1 LRMDS Educational Soundness General Evaluation

Checklist
This checklist is derived from the LRMDS Education Soundness Specification. Refer to
Section 10.1.
Instructions for using this Checklist:
a) The purpose of the evaluation is to determine whether or not a LR/TR/PDM should be
reproduced, redeveloped and/or included in the LRMDS Catalogue.
b) This checklist is used by the subject matter or curriculum specialist or Evaluation
Team to evaluate an existing resource.
c) DepED Resources NOT meeting the mandatory (*) qualities should not be further
evaluated unless the Intellectual Property Rights allows DepED to fix the issues. The
reviewer should complete the Checklist and provide a description of the issues in the
Comments Section.
d) Non-DepED Resources NOT meeting the mandatory (*) qualities should not be
further evaluated. The reviewer should complete the Checklist and provide a
description of the issues in the Comments Section.
e) The completed Checklist is submitted to the LRMDS Manager for filing.
f) Any resource that passes this initial review will be subjected to a more extensive
Educational Quality review. See Section 6.3-6.8.
Title of Resource:
Location of Resource:
Current Format:
Copyright:
Qualities of the Learning Yes/No/Not applicable (NA) Refer to

Resource, Teaching Resource, Educational
Comments
Professional Development Soundness
Material Specification
v1.0
1. *Content is accurate and reflects If any inaccuracy is identified this Integrity
the ways in which knowledge is should be clearly described and
conceptualized within the referenced.
domain.
2. Supports learners’ deepening of Integrity
knowledge within the content
domain.
3. Presents controversial issues Integrity
with balance and fairness and
in accordance with the DepED
curriculum policies, where
these apply.
4. Uses language and symbols of Integrity
the content domain and its ways
of representation, and supports
learners in developing and
using them.
5. *The following are used If any inaccuracy or inappropriate Integrity
Materials
Mandatory (*)
correctly and appropriately: use is identified this should be

clearly described and referenced.
- terms and expressions
- symbols and notations
- diagrammatic
representation
- graphical representation
6. Assists the learner with Integrity
identifying and differentiating
between different points of view
and perspectives presented
7. Uses content in ways that are Learner Focus
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 Focus
learner/user for the curriculum
or training area.
9. Presents the same idea to Learner Focus
learners/users in
multiple/multidirectional 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 Learner Focus

explicit to learners/users.
11. The target learners/users are Learner Focus
clearly identified (academic
level/technical
ability/demographics
addressed).
12. Content is structured to scaffold Learner Focus
learning.
13. Provides an opportunity for Learner Focus
learners/users to obtain
feedback either within or
outside the resource.
Materials
14. Pre-requisite knowledge/skills Learner Focus

are clearly identified and their
connections to prior and future
learning are established.
15. Is easy to use (time and effort to Usability

use it is reasonable) and the
language is appropriate for the
intended learner/user.
16. Clear instructions for use are Usability
provided (i.e., purpose,
processes, intended outcomes
are explicit).
17. Learning and information Usability
design is intuitive (i.e., the user
knows what to do and how to
do it).
18 The learning resource can be Accessibility
accessed by learners/users in
deprived, depressed and
underserved areas and
communities.
19. The resource may not require Accessibility
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 Accessibility
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)
Materials
21. *Resource does not confront or If any one of the following is Accessibility
embarrass learners In any or all evident then the material is not
of the following ways: appropriate.
- 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 Accessibility
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
Result of Evaluation of the Resource
Check all that apply ( √ )
1. Recommend If recommended for reproduction review, resource using

reproduction and the IPR Guidelines.
distribution in current If NOT recommended for reproduction and submit
format. Resource completed evaluation to LRMDS Manager for records.
acceptable as is. If recommended for modification, outline and suggest
2. Resource requires what needs to be done in the Comments section and
modification before being indicate required further Evaluations below.
reproduced. (Must undergo
full Educational Quality If recommended for digitization, outline and suggest
Evaluation) what needs to be done. Complete Comments Section
and indicate required Evaluations below.
3. Do not reproduce.
Resource does not meet
specifications.
Materials
Comments:
Always include the criteria number from the checklist that your comment/s refers to unless it
is very general. Also indicate the page, screen or location of the issue being raised within the
resource.
If possible attach a photocopy, or screen capture of the issue.
Check all that apply ( √ )
Recommend full Educational Quality Evaluation
Recommend full Educational Quality and Technical Evaluation
Recommend Accessibility Evaluation
Not recommended for further evaluation
Evaluation completed by: Name and Location
Date:
Contact details:
Enclosure 5: Evaluation Rating Sheet for PRINT Resources
Evaluation Rating Sheet for PRINT Resources

Title: ____________________________________________________________
ISBN: ________________
Author(s):____________________________________Illustrator(s):________________________
Publisher/Distributor(s):___________________________________________________________
Copyright Year: __________Number of Pages_________
Subject: _______________________________
Intended for (Please check): Elem. (Primary) Elem. (Intermediate) High School
Instructions: Examine the material carefully and for each evaluation criterion consider the extent to which the
resource meets the criteria. Check the appropriate number [with 4 being Very Satisfactory (VS); 3 - Satisfactory
(S); 2 - Poor; and 1 – Not Satisfactory]. For a rating below 4, write your comments/justifications on each evaluation
criterion. If an evaluation criterion is Not Applicable (NA), the material is rated 3 on said criterion. Attach extra
sheets if necessary. Your report may be completed in soft or hardcopy. Please write legibly if completing in
hardcopy
Factor 1: Content VS S/NA Poor

Not
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 maximum 28 points

to pass this criterion. Please put a check mark on the appropriate box
Passed
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

Passed
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

Passed
Failed
Factor 4: Accuracy and Up-to-datedness of Information Not Present &
Present Poor
present requires major
but very
Note down observations about the information contained in the redevelopmen
minor & Do not
material, citing specific pages where the following errors are found 4 t
must be evaluate
fixed further.
2
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 points to pass this
criterion. Please put a check mark on the appropriate box. Passed
Failed- All issues must be documented in the
comments section.
Other Comments
(Please write your comments and recommendations on the material not captured in Factors 1-4. Use additional sheet if necessary.)
Recommendation
Note: Any material that fails factor 4 must not be recommended for use in public schools until the
identified issues have been fixed.
Any material that fails in at least one of the four factors of the evaluation rating should not be
recommended for possible use in public schools.
(Please put a check mark () in the appropriate box.)
i. I / We recommend the approval of this material for possible use in public schools provided that the
corrections / revisions included in this report are made. (For commercial resources (non-DepED owned
resources) the Publisher must implement all recommended corrections / revisions in their next printing or
provide errata.)
ii.  I / We do not recommend the approval of this material for possible use in public schools for the reasons
stated below and/or cited in this evaluation report. (Please use separate sheet if necessary.)
(Please sign below and at the back of each page.)
I/We certify that this evaluation report and recommendation are my/our own and have been made without any
undue influence from others.
Evaluator(s): ___________________________ Signature(s): __________________________

Enclosure 6: Evaluation Rating Sheet for Charts, Posters, Drill / Flash Cards and Manipulatives
Evaluation Rating Sheet for Charts, Posters, Drill / Flash Cards and Manipulatives
Title:
Type:
Intended for: Grade/Year level(s): __________Subject area(s):___________________________________
Author(s): ______________________________________________________________________________
Publisher: ____________________________________ Distributor / Supplier: ________________________
Copyright year: _______________________ No. of Pages: _____________
Instructions: Examine the material carefully and for each evaluation criterion consider the extent to which the
resource meets the criteria. Check the appropriate number [with 4 being Very Satisfactory (VS); 3 - Satisfactory
(S); 2 - Poor; and 1 – Not Satisfactory]. For a rating below 4, write your comments/justifications on each
evaluation criterion. If an evaluation criterion is Not Applicable (NA), the material is rated 3 on said criterion.
Attach extra sheets if necessary. Your report may be completed in soft or hardcopy. Please write legibly if
completing in hardcopy
Factor A. Content VS S/NA Poor

Not
Satisfactory
4 3 2
1
1. Content reinforces, enriches, and / or leads to the mastery of certain

learning competencies for the level and subject it was intended.
2. Material has the potential to arouse interest of the target users.
3. Facts are accurate.
4. Information provided is up-to-date.
5. Visuals are relevant to the text.
6. Visuals are suitable to the age level and interests of the target user.
7. Visuals are clear and adequately convey the message of the subject or
topic.
8. Typographic layout / design facilitates understanding of concepts

presented.
9. Size of the material is appropriate for use in school.
10. Material is easy to use and durable.

Total Points

to pass this criterion. Please put a check mark on the appropriate box Passed
Failed
Factor B. Other Findings Not Present &
Present Poor
Present requires major
but very
Note down observations about the information contained in the redevelopmen
minor & Do not
material, citing specific pages where the following errors are found: 4 t
must be evaluate
fixed further
2
3 1
2. Factual errors.
3. Grammatical and/or typographical errors.
4. Other errors (i.e., computational errors, obsolete information, errors

in the visuals, etc.)
Total Points
Note: Resource must score at least 16 points out of a maximum 16

points to pass this criterion. Please put a check mark on the Passed
appropriate box
Failed. All issues must be documented in the

Comments section
Manipulative
Complete Evaluation for Factor A and B above as well as Factor C
Factor C. Additional requirements for Manipulative VS S/NA Poor
Not
Satisfactory
4 3 2
1
Instructional Design
1. Adequate support material is provided.
2. Activities are summarized; extension activities are provided.
3. Suggested activities support innovative pedagogy.

Technical Design
4. Manipulative is safe to use.
5. Size and composition of manipulative is appropriate for intended

audience.
6. Suggested manual tasks within the activities are compatible with the
motor skills of the intended users.
Total Points

to pass this criterion. Please put a check mark on the appropriate box Passed
Failed
Other Comments
Recommendation
Note: Any material that fails Factor B must not be recommended for use in public schools until the
(Please put a check mark ( ✓) in the appropriate box.)
i.  I / We recommend the approval of this material for possible use in public schools provided that the
provide errata.)
ii. I / We do not recommend the approval of this material for possible use in public schools for the reasons
I/We certify that this evaluation report and recommendation are my / our own and have been made without
any undue influence from others.
Evaluator(s): _____________________________Signature(s): ___________________________

(Please print your full name)
Date: ________________________________
Enclosure 7: Evaluation Rating Sheet for Non-Print Materials
Evaluation Rating Sheet for Non-Print Materials
Type of Media (Please check): CD-ROM VCD DVD VHS Slides Transparencies
Cassette tape Digital interactive.........
Others (please indicate)___________________________
Title: __________________________________________________________________________
Subject area(s):_______________________________________Grade / Year level:__________
DepED Bureau/FAP: _________________________________ Date of Publication: _________
Before completing this Evaluation any CD ROM, VCD or DVD of materials should be viewed and the
Technical Evaluation Section G (p72). Interoperability: Technical format Checklist for conformance
completed. This is to ensure that the format is compatible with current playback devices and computer
operating systems, software and plug-ins.
Instruction: Examine the material carefully and for each evaluation criterion consider the extent to which the resource
meets the criteria. Check the appropriate number [with 4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 -
Poor; and 1 – Not Satisfactory]. For a rating below 4, write your comments/justifications on each evaluation
criterion. If an evaluation criterion is Not Applicable (NA), the material is rated 3 on said criterion. Attach extra
sheets if necessary. Your report may be completed in soft or hardcopy. Please write legibly if completing in
hardcopy
Factor A. Content Quality VS S/NA Poor

Not
Satisfactory
4 3 2
1
1. Content is consistent with topics/skills found in the DepED Learning

Competencies for the subject and grade/year level it was intended.
2. Concepts developed contribute to enrichment, reinforcement, or

mastery of the identified learning objectives.
.
3. Content is accurate.
4. Content is up-to-date.
5. Content is logically developed and organized.
6. Content is free from cultural, gender, racial, or ethnic bias.
7. Content stimulates and promotes critical thinking.
8. Content is relevant to real-life situations.

9. Language (including vocabulary) is appropriate to the target user level.
10. Content promotes positive values that support formative growth.
Total Points

Passed
Failed
Factor B. Instructional Quality VS S/NA Poor

Not
Satisfactory
4 3 2
1
1. Purpose of the material is well defined.
2. Material achieves its defined purpose.
3. Learning objectives are clearly stated and measurable.
4. Level of difficulty is appropriate for the intended target user.
5. Graphics / colors / sounds are used for appropriate instructional

reasons.
6. Material is enjoyable, stimulating, challenging, and engaging.
7. Material effectively stimulates creativity of target user.
8. Feedback on target user’s responses is effectively employed.
9. Target user can control the rate and sequence of presentation and
review.
10. Instruction is integrated with target user’s previous experience.
Total Points

to pass this criterion. Please put a check mark on the appropriate box.
Passed
Failed
Factor C. Technical Quality VS S/NA Poor

Not
Satisfactory
4 3 2
1
1. Audio enhances understanding of the concept.

2. Speech and narration (correct pacing, intonation, and pronunciation) is

clear and can be easily understood.
3. There is complete synchronization of audio with the visuals, if any.
4. Music and sound effects are appropriate and effective for instructional
purposes.
5. Screen displays (text) are uncluttered, easy to read, and aesthetically

pleasing.
6. Visual presentations (non-text) are clear and easy to interpret.
7. Visuals sustain interest and do not distract user’s attention.
8. Visuals provide accurate representation of the concept discussed.
9. The user support materials (if any) are effective.
10. The design allows the target user to navigate freely through the
material.
11. The material can easily and independently be used.
Technical Evaluation: Complete Section G. Interoperability: Technical format Checklist for conformance If not already
completed prior to this review.
12. The material will run using minimum system requirements.
13. The program is free from technical problems.
Total Points

Passed
Failed
Not Do not
Factor D. Other Findings Present Present &
present evaluate
but very requires major
Note down observations about the information contained in minor & redevelopmen
the material, where the following errors are found: 4 must be t further
fixed
2 1
3
2. Factual errors.
3. Grammatical and / or typographical errors.
4. Other errors (i.e., computational errors, obsolete information, errors

in the visuals, etc.).
Total Points
Note: Resource must score at least 16 points out of a maximum 16
points to pass this criterion. Please put a check mark on the
appropriate box Passed
Failed. All issues must be documented in the

Comments section.
Other Comments
Recommendation
Note: Any material that fails Factor D must not be recommended for use in public schools until the
A material which Failed in at least one of the four Factors in this rating sheet should not be
recommended for possible use in public schools
Please put a check mark (✓) in the appropriate box.)
i.  I / We recommend the approval of this material for possible use in public schools provided that the corrections / revisions
included in this report are made. (For commercial resources (non-DepED owned resources) the Publisher must implement all
recommended corrections / revisions in their next printing or provide errata.)
ii.  I / We do not recommend the approval of this material for possible use in public schools for the reasons stated below
and/or cited in this evaluation report. (Please use separate sheet if necessary.) I/We certify that this evaluation report and
recommendation are my / our own and have been made without any undue influence from others.

Date: ________________________________
Enclosure 8: Evaluation Rating Sheet for General Reference Materials
Evaluation Rating Sheet for General Reference Materials

Title:_______________________________________________________
Type: _______
Intended for: Grade/Year level(s): __________ Subject area(s):____________________________________
Author(s)/Editor(s): ______________________________________________________________________
Publisher/ Supplier: ______________________________________________________________________
Copyright year: _______________________ No. of Pages: _____________ ISBN: ____________________
Instructions: Read the reference material carefully and rate it along each evaluation criterion by checking the
appropriate number: 5 – Excellent, 4 – Very Satisfactory, 3 – Satisfactory, 2 – Fair, 1 – Poor. If an evaluation
criterion is Not Applicable, the material is rated 3 on said criterion. For a rating below 4, cite specific
examples and/or reasons for your rating. Attach extra sheets if necessary. Your report must be completed
in soft or hardcopy. Please write legibly if completing in hardcopy.
Factor A. Content E VS S F P
5 4 3 2 1
1. Content reinforces, enriches, and / or leads to the mastery

of certain learning competencies for the level and subject it
was intended.
2. Facts are accurate.
3. Information provided is up-to-date.
4. Language is appropriate for the level of the target user.
5. Visuals are relevant to the text and suitable to the age

level and interests of the target user.
6. Visuals are clear in content and detail.
7. Typographic layout / design adequately supports concepts

presented.
8. Size of the letters is appropriate for the target user.

Enclosure 8: Evaluation Rating Sheet for General Reference Materials
Total Points
Note: Resource must score at least 30 points out of a

maximum 40 points to pass this criterion. Please put a check
Passed
mark on the appropriate box
Criterion 2 must achieve 5 points. Failed. All issues must be documented in the
Other findings section
Factor B Other Findings
1. Cite conceptual errors found, if any. (Use additional sheets, if necessary)
2. Cite examples of grammatical, typographical, visual, or graphic (illustrations, diagrams, pictures, maps, graphs,
tables) errors found. Indicate the line and page numbers where specific errors are found.
Other comments
Recommendation
Note: Any material that fails factor A, Criterion 2 must not be recommended for use in public schools until the

provide errata.)
ii. I / We do not recommend the approval of this material for possible use in public schools for the reasons
stated below and/or cited in this evaluation report. (Please use separate sheet if necessary.) I/We certify
that this evaluation report and recommendation are my / our own and have been made without any undue
influence from others.

Enclosure 9: Technical Evaluation Guidelines and Checklist
Technical Evaluation Guidelines and Checklist (for Digital Offline Resources)

Instructions:
1. Digital resources may be:
a) digital and accessible online or offline (any digital file or composite of files that can be stored in
an online repository or is distributed on CD, DVD, USB)
b) digital offline (DVD, VCD, Videotape, audio cassette tape)
2. For a) Review using Sections A-F Usability Characteristics and Section G Technical Format
Characteristics
3. For 1b) Complete Sections G and H.
4. Provide the following information:
Title of the Material:
Format of the Material:
Subject Area:
Target Learner/User:
Copyright owner: Published: (Year)
Interoperability: Technical format

Check all the areas of conformance. X
REQUIREMENTS
PRINCIPLE SPECIFICATIONS
Support platform and Resource can be used

browser independence equally effectively in different □ Mozilla Firefox 2 & 3 and Microsoft Internet Explorer
browsers 6.0 in Microsoft Windows 2000
□ Mozilla Firefox for 2 and Microsoft Internet Explorer

7.0 in Microsoft Windows XP
□ Apple Safari 2.0 on Apple OS X

Resource can be used equally
effectively on different □Windows (Vista, XP)
operating systems / platforms
□ Linux
□ Mac (up to 10.5)

Conforms to Markup language
□XHTML 1.1
international standards (e.g. Style sheets

IMS) for web applications □ CSS 1 / CSS 2
Documents
□ PDF
□ RTF
Images
□ PNG/MNG
□ GIF
□ JPEG
Movies etc
□ MP3
□ MOV
□ MP2
□ AVI
□ SWF
□ FLV
Plug ins
□ Flash (9)
□ Shockwave (10)
□ QuickTime (7+)
□ Java Applets
Scripting
□ JavaScript
□ SWF
Standalone files Must be “portable” format

□ Open Office
□ Word/Excel/Power point
□ TXT
□ PDF
□ RTF
□ PDF is the recommended format ( if possible)

Production / Authoring Support only interoperable
software media types □ See media types above +
□ Web 2.0
□ XML
Size Total file size in bytes
6.9.3 H. Technical formats for offline digital resources

Identify for the resource being evaluated the technical requirements for viewing and using the resource. (playback
devices, operating system, software, plug-in)
Video cassettes: format and player requirements.
DVD: operating system, software, plug-in and player requirements.
CD: operating system, software, plug-in and player requirements.
VCD: operating system, software, plug-in and player requirements.
Audio Cassette tapes: player requirements.

Technical Evaluation Guidelines and Checklist (for Digital Web-based/

Interactive Multimedia Resources)
Instructions:
1. Digital resources may be:
a) digital and accessible online or offline (any digital file or composite of files that can be
stored in an online repository or is distributed on CD, DVD, USB)
b) digital offline (DVD, , VCD, Videotape, audio cassette tape)
2. For a)Review using Sections A-F Usability Characteristics and Section G Technical
Format Characteristics
3. For 1b) Complete Sections G and H.
4. Provide the following information:
Title of the Material:
Format of the Material:
Subject Area:
Target Learner/User:
Copyright owner: Published: (Year)
6.9.1 A-F Usability Characteristics Put a check (✓) in appropriate cell.

CHARACTERISTICS YES NO N/A
A Multimedia Design
1. Media elements are of sufficiently high quality.
2. Clear and precise instructions are provided in accessing multimedia.
3. Appropriate forms of media are used to enhance presentation.
4. The multimedia presentations have a coherent layout, design and

background.
5. Video is accompanied by a familiar control panel, featuring pause, volume,

and slider (to move quickly to a desired part of the video) controls.
6. Audio (other than short sound effects) is accompanied by a familiar control

panel, featuring pause, volume, and slider (to move quickly to a desired
part of the audio) controls.
7. All images are accompanied by a detailed explanatory caption that the user
can easily access.
8. All spoken sounds are accompanied by detailed textual transcription

captions that the user can easily access.
B Overall Interface
1. The design is visually appealing.
2. The design is simple, i.e. not cluttered with irrelevant devices and
information.
3. The design is consistent throughout successive displays.
4. Contains sufficient information and directions for the user to use the
resource.
5. The ways to navigate through the material are clear.
6. Labels, buttons, menus, text, and general layout of the resource are
consistent and visually distinct
7. Fonts are readable in terms of size, color and contrast between the
background and the text
8. The user is always made aware of what to do next.
9. The resource provides feedback about the system status and the user’s
responses.
10. The user is informed of their position in the resource relative to its beginning
and end.
11. The user is informed when a new window (such as a browser window, tab
or pop up) will be displayed.
C Behavior of Controls & System Information
1. Clear visual indicators are used to display the position of the cursor on the
screen.
2. The cursor changes shape to indicate its function and provide information
to the user.
3. The resource responds obviously and appropriately to learners’ actions.
4. Icons that can be selected are designed to suggest their intended use.
5. Controls found in many parts of the resource (menus, buttons, and so on)
that serve similar functions throughout the resource are placed in similar
locations in all displays.
6. Menus, buttons and other familiar controls use the same or similar formats
and appearances throughout the resource.
7. A control that can be selected provides dynamic information to the user

about the specific function (e.g. the mouse cursor changes appropriately
and/or the control changes its visual appearance in some way).
8. A control that has been selected indicates to the user that the selected
event has been recognized.
D Customizability/Support for User Preferences
1. The user can adjust the size of the font for displayed text.
2. The user can adjust the magnification of displayed materials.
3. Methods to support navigation are clear and consistent throughout the

resource (e.g. arrows, keyboard shortcuts, menus).
4. The user can return to a previous state of the system and repeat from there.
5. All functionality is accessible through mouse only.
6. All functionality is accessible by the use of the mouse and or keyboard.
7. The user can control the pace at which he/she moves through the material.
E Data Entry by User
1. Data entry fields contain default values.
2. Inputs into data entry fields are constrained so that only permissible values
can be entered.
3. The user is informed what the expected format of an entry (e.g. a date
value) is, before the user makes the entry.
4. The user is explicitly told when he or she needs to provide input.
5. The user can control the length of time required to submit the data on a
data entry form. (E.g. A “done” button is provided for the user to indicate
completion of all data entry).
6. The user is informed of exactly what is wrong with any erroneous data
entries.
7. The user can correct erroneous data entries / supply missing entries
without having to re-enter correct items on the same form.
8. Mandatory fields are clearly marked as such.
9. Drop down lists of previously entered values are presented when the user
subsequently enters data into similar fields.
10. Data entry forms support the tab key to move between entry fields.
11. The fields on the data entry form are visited in a logical order when the tab
key is used to move between them.
F Hyperlinks
1. Hyperlink text provides information about where the link will lead.
2. Hyperlinks are formatted using acceptable formatting conventions for links

(e.g. distinctive underlined font).
3. Hyperlink text is consistently formatted throughout the resource.
4. The cursor changes appearance when it moves over the text of a hyperlink
to inform the user of the presence of a hyperlink.
5. Hyperlinks that result in the user being directed to material that is external
to the current resource are clearly indicated.
6.9.2 G. Interoperability: Technical format

Check all the areas of conformance. X
REQUIREMENTS
PRINCIPLE SPECIFICATIONS
Support platform and Resource can be used

browser independence equally effectively in different □ Mozilla Firefox 2 & 3 and Microsoft Internet Explorer
browsers 6.0 in Microsoft Windows 2000
□ Mozilla Firefox for 2 and Microsoft Internet Explorer

7.0 in Microsoft Windows XP
□ Apple Safari 2.0 on Apple OS X

Resource can be used
equally effectively on different □Windows (Vista, XP)
operating systems / platforms
□ Linux
□ Mac (up to 10.5)
Conforms to Markup language
international standards
(e.g. IMS) for web
□XHTML 1.1
applications Style sheets
□ CSS 1 / CSS 2
Documents
□ PDF
□ RTF
Images
□ PNG/MNG
□ GIF
□ JPEG
Movies etc
□ MP3
□ MOV
□ MP2
□ AVI
□ SWF
□ FLV
Plug ins
□ Flash (9)
□ Shockwave (10)
□ QuickTime (7+)
□ Java Applets
Scripting
□ JavaScript
□ SWF
Standalone files Must be “portable” format

□ Open Office
□ Word/Excel/Power point
□ TXT
□ PDF
□ RTF
□ PDF is the recommended format ( if possible)
Production / Authoring Support only interoperable
software media types □ See media types above +
□ Web 2.0
□ XML
Size Total file size in bytes
Enclosure11: Social Content Guidelines
Social Content Guidelines

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: (Yes = 1 point; No = 0 point)
The Nation and Citizenship Yes No
1. Treat national symbols and institutions with respect.
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, festivals, celebrations,
and customs.
Society Yes No
1. Depict contributions of men and women, ethnic and cultural groups in

economic and social progress.
2. Foster attitudes of tolerance, understanding, and appreciation of the diverse
sectors and groups in society.
3. Present a balanced rural and urban society.
4. Give example of lifestyles or situations existing outside Metro Manila. Use
both rural and urban situations without stereotyping either.
5. Avoid comparisons which may be divisive to social classes, cultural, or
religious groups.
6. Show respect for different family patterns (nuclear, extended, single parent or
two parents).
7. Promote and respect the rights of children, elderly, differently able, and other
vulnerable sectors of society.
8. Refrain from devoting space and attention to fads or transitory personages
and events, untested theories or views.
9. Promote the need for the high ethical standards and codes of behavior and
their observance in all aspects of Philippine society.
10. Do not depict physical, sexual, and mental abuse of adults and children as well
as violent sports and entertainment.
11. Do not give situations that would encourage crime, violence, and vices.
12. Avoid materials that malign people, promote violation of laws and matters
contrary to law and morality.
Race, Ethnicity, and Culture Yes No
1. Respect racial, ethnic, and cultural diversity in our society.

2. Avoid bias and stereotypes in reference to any individual or groups.
Page 1 of 3
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
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
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
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
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
1. Promote physical and mental well-being of males and females, children and
adults.
2. Discourage use of tobacco, alcohol, narcotics, and restricted drugs.
3. Avoid depicting enjoyment of junk food.
4. Promote health and safety standards and precautions.
Environment Yes No
1. Portray efforts to conserve the country's natural resources and protect the
quality of the environment.
Page 2 of 3
2. Promote personal and community involvement in environmental

management for sustainable development.
Others Yes No
1. Avoid commercial brand names and corporate logos.
2. Encourage humane treatment of animals and respect for life of all kinds
(including plants).
TOTAL POINTS
Note: Resource must score 32 out of a maximum 42
points to pass this criterion. Please put a check mark on Passed
the appropriate box.
Failed- All issues must be documented in

the comments section.
Other Comments
(Please write your comments and recommendations on the material not captured in Factors 1-4. Use additional sheet if necessary.)
Recommendation
Note: Any material that fails factor 4 must not be recommended for use in public schools until the
Any material that fails in at least one of the four factors of the evaluation rating should not be
recommended for possible use in public schools.
provide errata.)
ii.  I / We do not recommend the approval of this material for possible use in public schools for the reasons
I/We certify that this evaluation report and recommendation are my/our own and have been made without any
Evaluator(s): ___________________________ Signature(s): __________________________
Date: ___________________________
Page 3 of 3
Enclosure12: Language Evaluation Tool
LANGUAGE EVALUATION TOOL

DepEd-developed Learning Resource
Learning Area: ___________________________________Grade: __________
Title: ___________________________________________________________
Review the learning resource based on the following criteria. Tick the appropriate column
found beside each criterion item. If your answer is NO, cite specific pages, briefly indicate the
errors found, and give your recommendations in the attached Summary of Findings form.
Based on the requirement indicated under each criterion put a check () mark in the
appropriate column for complied or not. Write Not Applicable (NA) for items that are not
appropriate in the material evaluated.
Criterion Items Yes No

I. Coherence and Clarity of Thought
1. Do the statements / phrases make sense?

2. Do the sentences in the paragraph contribute to one idea?
3. Are the thoughts / ideas logically sequenced?
4. Are conjunctions and transitional phrases used to link sentences
or paragraphs?
5. Is the choice of words / expressions appropriate?
6. Are the sentences too long or complex?
7. Is the language appropriate for the target readers?
8. Are the headings or titles appropriate to the content?
9. Is there proportional or equal treatment of topics of the same
importance?
Complied Not
(Note: At least 7 items are YES to comply the criterion) Complied
II. Grammar and Syntax
1. Is there agreement between subject and verb?

2. Is there no misplaced modifier?
3. Are there no unclear antecedents?
4. Is there no faulty parallel construction?
5. Are there no split infinitives?
6. Are there no overuse of certain words?
7. Are there redundancies
Complied Not
III. Spelling and Punctuation

1. Are words, whether local or foreign, correctly spelled?
2. Are the right punctuations in the right places?
3. Is the use of the serial comma (comma before and and or)
observed?
(Note: At least 2 items are YES to comply the criterion) Complied Not
Complied
IV. Consistency in Style

1. Where alternative spellings are permitted, was a choice made and
used consistently throughout the materials?
2. Are main heads, subheads, sections, and subsections

consistently classified?
3. Is the need for the same tense or person observed?
4. Are the rules on capitalization, hyphenation, setting off in italics or
boldface followed?
5. Is there consistence in phraseology of titles, presentation or
introduction of new chapters or units?
Complied Not
Translation (for Contextualized LRs)
1. Original text is accurately rendered. Nuances of meaning are

precisely captured.
2. Translation is fluent, smooth, and readable for the target
user.
3. Vocabulary and idioms respond accurately to the original
text.
4. Vocabulary is adapted to the target user’s experience and
understanding.
5. Correct syntax and orthography are followed.
6. Lessons, instructions, exercises, questions, and activities are
clear to the intended user.
7. Right mechanics of writing is followed.
8. Sentences are clear, short, and simple.
Complied Not
Recommendation: (Please put a check mark ( ) in the appropriate box.)
 Minor revision. This material is found compliant to all criteria. However, minimal
revision is recommended following the summary of findings and LR with marginal
notes.
 Major revision. This material is non-compliant to any of the criteria thus, major
notes.
 For field validation. This material is found compliant to all criteria with NO
corrections.
(Please sign below and at the back of each previous page.)
I / We certify that this summary report and recommendation(s) are my / our own and have
been made without any undue influence from others.
Evaluators(s): __________________________ ______________________________
Signature(s): __________________________ ______________________________
Date accomplished: ___________________________

Enclosure 13: Evaluation Tool for Layout and Format
EVALUATION TOOL FOR LAYOUT AND FORMAT

DepEd-developed Learning Resource
Learning Area : __________________________________ Grade : __________

Title : ________________________________________________
Review the learning resource based on the following criteria. Tick the appropriate column
found beside each criterion item. If your answer is NO, cite specific pages, briefly indicate the
errors found, and give your recommendations in the attached Summary of Findings form.
Based on the requirement indicated under each criterion put a check () mark in the
appropriate column for complied or not. Write Not Applicable (NA) for items that are not
appropriate in the material evaluated.
Criterion Items Yes No

1. Physical Attributes
1.1 Cover Page
1.1.1 Cover art is appropriate, relevant, and interesting.

1.1.2 Cover elements are correct and complete.(i.e., w/ grade
indicator & learning area, book title & type (LM, TG),
cover art, DepEd text entries, spine entries, back cover
entries (feedback box and ISBN)
1.2 Front matter
1.1.2 All necessary elements are complete: title page, copyright

page, table of contents, and introduction / preface
(optional)
1.2.2 Page numbers are set in 12 points lowercase roman
numerals; centered at the bottom of the page; no page
numbers on the title and copyright pages
1.3 Inside pages
1.3.1 All beginning pages for units / chapters consistently fall

on the right-hand pages.
1.3.2 Pagination is set in 12 points Arabic numerals and centered
at the bottom of the page.
1.3.3 There are no lines which are too loose or too tight;
consistent spaces between lines; too big or too small
spaces between words and paragraphs.
1.3.4 Page endings do not end with a hyphenated word or an
awkward page turn. (i.e., There are at least two lines of
text below a text head at the foot of a page)
1.3.5 Texts in each page are of the same length.
1.3.6 There are a maximum of only three consecutive
hyphenated words in a paragraph.
1.3.7 Pages have no bad breaks which affect readability.
1.4 Back Matter Pages
25
Has useful back matter pages (e.g., glossary, bibliography,

index, appendix, etc.)
Complied Not Complied
(Note: At least 10 items are YES to comply the criterion)
2. Book Layout and Design
2.1 Unit/chapter/lesson titles & subheads are consistent in style
2.1 Attractive and pleasing to look at
2.2 Simple (i.e., does not distract the attention of the reader)
2.3 Adequate illustration in relation to text
2.4 Harmonious blending of elements (e.g., illustrations &

text)
2.5 Interesting
2.6 Suitable to the target users

3. Typographical Organization (e.g., size of letters, choice of font,
use of boldface and italics, etc.)
3.1 Size of letters is appropriate to the intended user.
3.2 Font styles used are appropriate for the target user and easy
to read.
3.3 Size of letters and choice of font enable the target users to
easily identify themes / ideas and rank them in order of
importance?
3.4 The use of boldface and italics are relevant and appropriate
to the text.
3.5 Spaces between letters and words facilitate reading.
4. Visuals (e.g., illustrations, photographs, maps, tables, graphs,
etc.)
7.1 Visuals illustrate and clarify the concept / lesson and facilitate
comprehension.
7.2 Visuals are relevant to the learner’s age, culture, life situation,
and gender.
7.3 Visuals are artistically appealing, simple, and easily
recognizable.
7.4 Visuals sustain interest and do not distract the learner’s
attention.
7.4 Visuals are consistently clear in content and detail.
7.5 Visuals are realistic and use appropriate color (optional) where
needed.
7.6 Supplement body text are found on the same page as the text
citation.
26
7.7 Visuals are placed appropriately in the page and are in their
intended final size.
7.8 Visuals are in greyscale (black-and-white) illustrations for
black-and-white reproduction.
7.9 Visual are not shaded to avoid poorly and blotchy printed
pages.
7.10 Visuals have captions (if needed) and credits (or sources)
indicated along with the text.
7.11 Illustrations of animals and people are not facing outside the
page.
7.12 Illustrations of a process involving separate steps or actions
should have at least as many individual pictures or
frames.
Recommendation: (Please put a check mark ( ) in the appropriate box.)
 Minor revision. This material is found compliant to all criteria. However, minimal
notes.
 Major revision. This material is non-compliant to any of the criteria thus, major
notes.
 For field validation. This material is found compliant to all criteria with NO
corrections.
I / We certify that this summary report and recommendation(s) are my / our own and have
been made without any undue influence from others.
Evaluators(s): __________________________ ______________________________
Signature(s): __________________________ ______________________________
Date accomplished: ____________________
27
Enclosure14: Summary of Findings
Summary of Findings
for the DepEd-developed Learning Resource
Title: ________________________________________________________________
Learning Area: _____________________________________ Grade Level: _________
Type of LR: ________________________
Carefully read the learning resource page by page, checking for any error present in the material. For
each error found, write the page number and paragraph or line number where it was seen is the 1st
column. Write a brief description and classify the type of error (e.g., content, language, and format)
found in the 2nd and 3rd column. Provide specific recommendation for improving the identified error
in the 4th column. After all errors have been encoded, determine the total number of errors found.
Give an overall rating based on the number of errors found and the final recommendation of the
material.
Paragraph /
Line / Page Brief description of Type of
Specific recommendations for
number (in Errors/ Findings/ Error
improving the identified error
chronological Observations
order)
Legend: Type of Error: (C for content, L for language, LF for Layout & Format)
Final Recommendation: (Please put a check mark ( ) in the appropriate box.)

 Minor revision. This material is found compliant to all criteria. However, minimal revision is
recommended following the summary of findings and LR with marginal notes.
 Major revision. This material is non-compliant to any of the criteria thus, major revision is
recommended following the summary of findings and LR with marginal notes.
 For field validation. This material is found compliant to all criteria with NO corrections.
I / We certify that this summary report and recommendation(s) are my / our own and have been
made without any undue influence from others.
Evaluators(s): __________________________ ______________________________
Signature(s): __________________________ ______________________________
Date accomplished: ____________________

Enclosure15: Summary of Corrections
Summary of Corrections
for the DepEd-developed Learning Resource
Title: _____________________________________________________________
Learning Area: ________________________________ Grade Level: _________
Type of LR: ________ Instruction:
Paragraph / Brief
Line / Page description of Specific
Type
number (in Errors/ recommendations
of Remarks
chronological Findings/ for improving the
Error
order) Observations identified criterion
Not Implemented
Implemented
(Reasons/Justifications)
I / We certify that this summary of corrections (s) are my / our own and have been made without any
Writers(s): __________________________ ______________________________
Signature(s): __________________________ ______________________________
Date accomplished: ___________________________

REPUBLIC OF THE PHILIPPINES
Department of Education
REGION V
SCHOOLS DIVISION OFFICE
NAGA CITY
Roxas Avenue, Brgy. Triangulo, Naga City Camarines Sur 4400, Philippines
Enclosure16: Summary of the Learning Resource Evaluation

September 16, 2019
SUMMARY OF THE LEARNING RESOURCE EVALUATION
Title: ___________________________________________________________________________
Learning Area: _____________________________________ Grade Level: ___________________
Type of LR: ______________________________________________________________________
EVALUATION TOOLS SCORE RATING Recommendation

I. Content
LRMDS Educational Soundness General Evaluation
Checklist
Level 1: Key Teacher
Level 2: Subject Area Education Program Supervisor
Level 3: Learning Resource Supervisor
Evaluation Rating Sheet Used: (Check that applies)
Print Resources Charts, Posters,Drill/ Flash Cards
and Manipulatives
Non-Print Materials General Reference Materials
Technical Evaluation Guidelines for Digital Offline
Resources
Technical Evaluation Guidelines for Digital Web-
based/ Interactive Multimedia Resources
Social Content Guidelines
II. Intellectual Property
IPR Evaluation Checklist and Guidelines
III. Language
Language Evaluation Tool
IV. Layout and Format
Evaluation Tool for Layout and Format
OVER-ALL RATING
QA/Review team members:

Signature over Printed Names
______________________________ _________________________________
Education Program Supervisor Key Teacher
_______________________________
EPS, LRMDS
Recommending Approval:
___________________________________
Chief, Curriculum and Instruction Division
Roxas Avenue, Brgy. Triangulo (054) 473 82 11

Naga City, Camarines Sur 4400 deped.naga@deped.gov.ph http://www.depednaga.ph
REGION V
NAGA CITY
Approved by:
___________________________
Schools Division Superintendent

Enclosure17: Pilot testing
Validation/ Pilot Testing Tool
Name of Validator (optional)______________________ Grade & Section _______

Name of School: _________________________Division/District: _______________
Region: __________________
Please tick the appropriate column of your honest answer for each criterion.
Particulars Yes No Remarks
Page No. Comments
1. Is the language used in the LR easily

understood by the target user?
2. Are the instructions easily

understood by the target user?
3. Can the target user accomplish the
activities?
4. Can the target user perform the
activities on a required period of
time?
5. Are the illustrations/pictures
interesting?
6. Are the illustrations/pictures helpful
to the target user in understanding
the lessons and activities?
7. Are the illustrations/pictures clear?
8. Is lay out of the LR attractive,

orderly, and consistent?
9. Is the LR free from offensive content
on gender, cultural and race?
10. Are there errors found in the LRs?

(please specify)
Suggestion/Recommendation
_________________________________ ___________________
Name and Signature of the Learner/ Teacher Date

REGION V
NAGA CITY
September 16, 2019
SPECIALTY CLEARANCE CERTIFICATION
This is to certify that the ______________________________________________ for Grade ______

developed by __________________________________________________________ underwent quality
assurance to check that all recommended revisions are correctly and sufficiently implemented in the ready-
to-print copy of the LR. The said LR is found to be free of conceptual, factual, grammatical, typographical,
book design, and other errors and suitable for use.
This certification is being issued for whatever legal purpose it may serve.
_______________________________ _________________________________
Education Program Supervisor Key Teacher
_______________________________
EPS, LRMDS
Recommending Approval:
___________________________________
Chief, Curriculum and Instruction Division
Approved by:
___________________________
Schools Division Superintendent


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DM No. 441 s.

Guidelines and Process for LRMDS Assessment and

II. Objectives of LRMDS

III. Statement and Scope of the Guidelines

Professional Development Materials (PDMs) are any digital or non-digital education

IV. Evaluation of Teacher-Developed Materials

A. Standards and Specifications - Requirements

Standards and specifications along with documented guidelines are provided to

1. LRMDS Request Brief

B. General Specifications for Content Development

cultural biases? Does is avoid sexism/ racism or regionalism? Is it mindful of ageism/

V. The Learning Resource Development and Quality Assurance Committee

To contribute in the improvement of performance specifically on learning outcomes

- Chief of the CID as Chairperson;

The team’s objective is to ensure that all contextualized supplementary learning

The specific functions and processes required of the Cluster/School to support

Function Processes Process Tools Structure

Develop materials to support Guidelines and Processes LR Committee:

VI. Process Flow: Evaluation of Teacher Developed Materials

Teacher Review LR/TR based on LR Assessment

Accomplish LR Submission Form and

Submit for review

DIVISION QA TEAM EVALUATION PROCESS OF LRs

Accomplish LR Submission Form and

Actual Pilot Testing

• Evaluated Locally Developed LR

Submit for review

VII. Evaluation Instruments

VIII. Reporting Usability Issues/ Inconsistencies / Errors

IX. Evaluation Report Submission

XI. Issuance of Specialty Clearance

LRMDS Framework, Version 2.0 Dated June 2010

Enclosure No. 1 Request Brief

8 LRMDS Request Brief

8.1.2 Check all the Services Requested

Design and Develop a new resource

Master Copy /Original copy of the resource attached

Number of copies requested: _____

Packaging and distribution/delivery instructions specify whenever applicable or required:

Catalogue the resource in LRMDS

8.1.3 General Description of the resource

Title of Resource: ______________________________________________________

Other (specify) _______________________________________________

Grade/Year level/s (specify) _____________________

Adult learners in ALS: _______________

ADMs (specify): _________________

SPED (Specify) ________________________

Others ( Specify) ______________________

8.1.4 Context in which the resource is intended to be used

8.1.5 Suggestions for redesign and development of an existing resource

Describe the pedagogical/andragogical approach, e.g., simulated investigation and proposed

Key learning/teaching ideas/activity

• Specific technical and/or accessibility requirements: (Example, specification of font size

8.1.6 Professional Development Resource

Context in which this resource is to be used:

NCBTS competencies: Specify, if not covered in NCBTS.

Design Brief prepared by:

Project Plan Template

II. Project Purpose

III. Project Description (What is the project aiming to achieve?)

XIII. Project Approvals

IPR Evaluation Checklist and Guidelines

Guidelines and checklist to support Intellectual Property Rights Management

Evaluator(s): _ Signature(s):