Assessment Tool for Rating the Samples from the Candidate Module Writers

To the Rater:

Rate the sample writing along the given criteria, using the rubrics below. Use the guide at the bottom and
indicate the decision on the candidate.

Candidate’s Name: ________________________ Subject and grade level of the sample: ____________

CRITERIA 1: Clarity and cohesiveness of the lesson elements Rating (3, 2 or 1)

3 : The lesson is easy to follow, with the elements showing clarity and coherence.
The lesson elements clearly address and develop the learning competencies, with good
enhancements: Enrichment Activities, Application and Additional Activities.
2 : There is clarity and coherence, but some elements may still be improved.
The Lesson Proper part shows clarity and coherence, though the enhancements may be
lacking or a bit off.
1 : Lesson elements are vague and disconnected.
The Lesson Proper itself is unclear; the enhancements are just repetitions of the lesson
proper, and do not provide clarity to the lesson.

CRITERIA 2: Mastery of the subject matter Rating (3, 2 or 1)

3 : The lesson sample reflects the candidate’s mastery of the subject matter.
This may be seen in the variety and depth of the learning activities.
“Hindi mababaw at paulit-ulit lang. Maraming matututunan ang bata.”
2 : The lesson sample shows the candidate’s sufficient knowledge of the subject
matter. The material may not be very deep, but learners will be able to develop
the competencies. “May matututunan ang bata.”
1 : The lesson sample shows the candidate’s insufficient knowledge of the subject
matter. The material not only lacks depth, but also accuracy.
“Kulang ang matutunan, o may mali na matutunan ang bata.”

CRITERIA 3: Quality of the assessments Rating (3, 2 or 1)

3 : The assessment items progress from easy, to moderate, to challenging.
The assessments are valid, and will separate / distinguish those who have met
the objectives from those who have not.
2 : The assessment items’ scaffolding and progression may still be improved.
The higher order assessments may not be very high, but at least are not vague.
The assessments are of moderate quality.
1 : The assessments are of low quality. They do not address the competencies, are vague,
and lack depth. Learners may be able to answer these correctly even though they have
not developed the competencies.

Total Score Decision Remarks Total Score and

Decision
9 Accepted Very capable of writing high quality modules
7 to 8 Accepted Capable of writing quality modules with coaching
6 For consideration
3 to 5 Not accepted Will not be capable of writing quality modules
For candidates who scored 6 or higher, please go on to rate the sample along a 4th Criteria using the rubric below, and
then finish off with the Rating Summary.

For candidates whose score is 5 or lower, you may skip Criteria 4 and go on to the Rating Summary below.

CRITERIA 4: Appropriateness of the level of the language to the grade level Rating (3, 2 or 1)

3 : The level of the language us just right for the grade level, i.e., not too high nor too low.
The candidate is a good fit to write modules in the same grade level.

2 : The level of language is a bit higher or lower for the intended grade level. The writing can
be improved through coaching and language editing work.

1 : The level of language is several levels too high or too low for the intended grade level.
The candidate may therefore have to be assigned to the more appropriate grade level.

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Rating Summary

Candidate’s name: ________________________ Subject and grade level of the sample: ____________

Decision: _____________________________ Decision on grade level assignment: ____________

Name and signature of the rater: _________________________________ Date rated: ____________