LM01-UCEC

Course Packet

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Learning Module

Philippine Indigenous
Knowledge, Systems
and Practices
Course Packet 03

Laws that Regulate and

Protect IP Rights in the
Philippines

Knowledge Area Code : SSCI

Course Code : UCEC 0201
Learning Packet Code : CP03- UCEC 0201

Learning Packet 03: Philippine Indigenous Knowledge, Systems and Practices 1

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Philippine Indigenous Knowledge, Systems and Practices

Course Packet 03
Laws that Regulate and Protect IP Rights in the Philippines
First Edition, 2022

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties. “

Borrowed materials included in this module are owned by their respective copyright holders. Every effort
has been exerted to reach and seek permission to use these materials from their respective copyright
owners. The University and authors do not claim ownership over them.

Published by the Bataan Peninsula State University

President: Gregorio J. Rodis, PhD

Learning Module Development Team

Social Science Cluster

Writer:

Writer Digna M. De Guzman

Faculty, College of Education – BPSU Orani Campus

Evaluators:

Evaluator 01
Evaluator 02
Evaluator 03

Quality Management Team:

Arlene I. Pascual
Focal Person, University Gender and Development

Cristina G. Rivera
Chair, Oversight Committee on Curriculum Development

Arlene D. Ibañez
Chair, Oversight Committee on Textbook and Instructional Materials

Jesselyn C. Mortejo, EdD

Director, Quality Assurance Office

Emmanuel C. Macaraeg, PhD, CESE

Vice President for Academic Affairs

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Pre-test
Before you proceed to our lesson in this course packet, let us first check your initial
knowledge on the topic. Answer this five (5) items pre-test.

CHOOSE THE LETTER OF THE CORRECT ANSWER. Write the letter of your answer on
a separate sheet.

1. Which institution has a duty to protect the vulnerable and marginalized within its
population?
a. Government
b. Church
c. Schools
d. Family

2. What are created by the state to ensure that vulnerable peoples rights are
recognized and respected while ensuring access to justice?
a. laws c. programs
b. rights d. policies

3. Which international entity is responsible for the adoption of the Declaration on the
Rights of Indigenous Peoples?
a. World Bank
b. United Nations
c. International Criminal Court
d. International Labour Organization

4. Which of the following is not included in the rights of Indigenous Peoples under
the Indigenous Peoples Rights Act of 1997?
a. Right to ancestral domains and lands
b. Social Justice and human rights
c. Right to cultural integrity
d. Civil and political rights

5. Which of the following refers to the consensus of all members of the ICCs/IPs
which is determined in accordance with their respective customary laws and
practices that is free from any external manipulation, interference and coercion?
a. Free, Prior, Informed Consent
b. Memorandum of Agreement
c. Community Covenant
d. Certification Precondition

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Course Packet 03

Laws that Regulate and Protect IP Rights in the

Philippines
Welcome to Lesson 3 of this course! In this course packet, you would be learning about
laws that are relevant for the regulation and protection of Indigenous People’s Rights in the
international and national context. I also hope that as you understand these laws, you would
also be inspired to reflect on what could be your role as students in ensuring that Indigenous
People’s Rights are respected, protected, promoted, and fulfilled in the various sectors and
contexts you belong to.

Objectives
At the end of this lesson, you should be able to:
1. Discuss the international agreements and national laws that regulate and protect IP
rights in the Philippines
2. Appreciate the international agreements and national laws on IP rights.
3. Promote the protection of Indigenous Peoples’ rights using international agreements
and national laws.

Learning Delivery Modality

Self-Learning Module

Duration
• Topic 03: Laws that Regulate and Protect IP Rights in the Philippines = 2 hours
(Self-directed learning with practical exercises)

Assessment with Rubrics

Your learning at the end of this course packet will be assessed through two tasks. The
first one is the creation of an infographic. The rubric for the activity can be seen in appendix B
of this course packet. The second task is for the Assessment which is a reflective paper on “My
Discoveries about IP Rights.” This reflection paper will be rated using an analytic rubric based
on promptness (10%) and content (90%). For the actual rubric, see appendix C.

Requirement with Rubrics

This course packet will require you to complete all the items in the Self-Checklist. The
items in the checklist include: (1) required readings (IPRA and UNDRIP) and videos (Alam Mo
Ba? Indigenous Peoples' Rights 101 – Episodes 1-3); 2) enhancement activity; and (3)
assessment. For the actual checklist, see Appendix A of this course packet.

Readings:
Here are some of the readings that could help you answer the question “What are the
laws and other legal basis that regulate and protect IP Rights in the Philippines?”

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UN Declaration on the Rights of Indigenous Peoples

https://www.ohchr.org/sites/default/files/Documents/Publications/Declaration_indigenous_e
n.pdf

The Indigenous Peoples’ Rights Act of 1997 (Republic Act No. 8371)
https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/

Videos:
Here are some of the videos that could help you answer the question “What are the laws and
other legal basis that regulate and protect IP Rights in the Philippines?”

Alam Mo Ba? Indigenous Peoples' Rights 101 - Episode 1

(Historical and Legal bases of IP Rights- 8:30 mins)
https://www.youtube.com/watch?v=_K7oPXcQuDw&t=165s

Alam Mo Ba? Indigenous Peoples' Rights 101 - Episode 2

(Indigenous Peoples’ Rights Act of 1997/IPRA - 9:34 mins)
https://www.youtube.com/watch?v=QuGM_rurvVM&t=89

Alam Mo Ba? Indigenous Peoples' Rights 101 - Episode 3

(Free, Prior, Informed, Consent - 7:44 mins)
https://www.youtube.com/watch?v=iY1gm2krCdA&t=36s

Introduction Definition of Terms:

In the first course packet you were able to learn United Nations Declaration on
who are Indigenous Peoples (IP) and in the second one the Rights of Indigenous Peoples
you were able to identify what are the issues and • Most comprehensive international
challenges confronted by Indigenous Cultural instrument on the rights of
indigenous peoples.
Communities (ICC).
• Establishes a universal
In this course packet, we would study the laws framework of minimum
that are regulating and protecting the rights of Indigenous standards for the survival, dignity
and well-being of the Indigenous
Peoples in the international and national context. Peoples of the world and it
elaborates on existing human
In particular, we would examine the United rights standards and fundamental
Nations Declaration on the Rights of Indigenous Peoples freedoms as they apply to
indigenous peoples
(UNDRIP) and the Indigenous Peoples' Rights Act of (Source: http://humanrights.gov.au)
1997(IPRA).
Indigenous Peoples' Rights Act
We have to keep in mind that laws are created to of 1997
guarantee that vulnerable people’s rights are recognized • An Act to recognize, protect and
promote the rights of Indigenous
and protected whilst ensuring access to justice. On the Cultural
other hand, the State as the duty-bearer have to ensure Communities/Indigenous Peoples
that the vulnerable and marginalized within its establishing implementing
population such as Indigenous Peoples are protected.. mechanisms, appropriating funds
therefor and for other purposes.
(Source:
https://www.officialgazette.gov.ph)

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I hope that studying these laws would encourage you to appreciate the significance
of these laws in promoting the rights of indigenous peoples and encourage you to find out
how you can make a contribution in this process in your current role as students of this
university.

Lesson Proper
Review:
Could you identify issues and challenges of Indigenous Peoples that you have discussed in
the second course packet which you deem could be addressed through the application of laws
for IP rights?

Activity:
Watch Episodes 1-3 of the Alam Mo Ba? Indigenous Peoples' Rights 101 series (see youtube
links provided above)

Processing of the Activity.

What are the historical and legal basis of IP rights in the Philippines?

What are the four rights of IPs under the IPRA law?

What is Free, Prior, Informed Consent (FPIC)?

Brief Lesson.
Looking back at the series of short informative videos that you have watched about
IP rights, you have learned that the existing laws on the rights of IPs/ICC’s have progressed
towards the recognition of their unique rights and the achievement of the goal of uplifting
their lives.
IPRA in particular have explicitly stated in Chapters IV-VI the rights that should be
enjoyed by ICC’s which includes, (1) the right to ancestral domain and lands; (2) the right to
self-governance and empowerment; (3) social justice and human rights; and (4) the right to
cultural integrity as well as the creation of the National Commission on Indigenous Peoples
(NCIP) which possesses administrative, quasi-legislative and quasi judicial functions.
You have also been made aware of the importance of Free, Prior and Informed
Consent in ensuring that the rights of the ICC’s are protected from external entities who are
planning to conduct small to large scale projects and programs in their communities.
Let us now examine further the laws that regulate and protect IP/ICC rights!

Hstorical and Legal Basis of IP Rights in the Philippines

Section 2.2 in Baguilat’s (2019) paper on the implementation of IPRA in the country
discussed the history of Indigenous Peoples in the Philippines. He illustrated how our
experience of colonialism and social segregation may have influenced the nature of policies
created that affected indigenous peoples.

He cited that the segregation of the Philippine society during the Spanish period (1521

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Key Point 1: Hstorical and

to 1896), into Indios (Christianized Filipinos mostly living in Legal basis of IP rights in the
the lowland territories), the Moros (or Muslim communities Philippines
• Regalian Doctrine
who inhabited the Southern Islands) and the Infieles dictates that all lands of
(indigenous communities living on the outskirts and in the public domain belong
mountainous regions), isolated the latter which allowed them to the State, that the State
to retain their traditional way of life whilst other subjugated is the source of any
asserted right to
communities were assimilated into institutions (e.g. religion, ownership of land and
civil laws, governance) that were created by colonizers. charged with the
Further, the implementation of the Regalian doctrine conservation of such
dispossessed the native inhabitants of their land as all of the patrimony.

lands were declared as exclusive patrimony and dominion of • National Laws

the Spanish Crown. 1973 Constitution
✓ Article XV, Sec. 11
He added that the non-recognition of ancestral lands 1987 Constitution
✓ Article II, Sec. 22
were still continued under the American period and even in
✓ Article XII, Sec. 5
the 1946 independent new government as they have ✓ Article XIII, Sec. 6
maintained the implementation of the assimilationist policies ✓ Article XIV, Sec 17
and the Regalian doctrine which enabled the state ownership ✓ Article XVI, Sec. 12

of public domain , thus invalidating the uniqueness of IPs.

Key Point 2: Four Rights of
Moreover, he claimed that despite the provision of IP’s under the IPRA Law
Article XV, s. 11 under the 1973 constitution which mandated (1) Ancestral Domains and
Lands (Sec. 4-12,
the State to consider the customs, traditions, beliefs, and Chap.III)
interests of national cultural communities in the formulation (2) Self-Governance and
and implementation of State policies, the restoration of Empowerment (Sec. 13-
ancestral lands were not included and discriminatory 20, Chapter IV)
(3) Social Justice and
mindsets against ICCs were still prevalent. Human Rights (Sec. 21-
28, Chap. V)
He highlighted that the recognition and protection of (4) Cultural Integrity (Sec.
IP rights in the administrative and legislative policies were 29-37, Chap. VI)

only effectively initiated in the 1987 Constitution. It also Key Point 3: National
marked the shift from integration to cultural preservation. Commission on Indigenous
Peoples (NCIP)
Specifically, he mentioned Article 2, s. 22 of the 1987 • Primary government
agency responsible for the
Constitution which required the State to recognize and formulation and
promote the rights of ICC’s within the framework of national implementation of
unity and development. Among the progressive changes policies, plans and
were the following: (1) cultural protection that extended to programs to promote and
protect the rights and
the protection of ancestral lands; (2) sectoral representation
well-being of the
recognizing that as a minority, indigenous peoples were ICC’s/IPs and the
entitled to party-list representations in the legislature; and (4) recognition of their
creation of a consultative body to advise the president on ancestral domains as well
as their rights thereto
policies affecting ICCs.
(IPRA,1997)

He narrated that in 1997, the Indigenous Peoples Rights Act (IPRA) was passed in
compliance to the State obligations. This was a landmark legislation as it clearly stipulated

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that ICC’s or IPs are to be recognized as a distinct sector of Philippine Society. The right of IPs
to own and possess ancestral domains and lands were also embedded into law.

He enumerated particular provisions that were stated under IPRA in terms of the the
right to the ancestral domains of IP which are the following: (1) entails the recognition and
protection of their right to ownership and possession; (2) includes their right to develop the
land and natural resources found therein; (3) IPs may not be dispossessed of their land except
in exceptional measures and only with their free, prior and informed consent may they be
relocated; (5) IPs may regulate the entry of migrant settlers and organizations within their
ancestral domain; (6) right to safe and clean water was protected, along with rights to claim
parts of reservations overlapping their ancestral domains; and (7) right to transfer ancestral
land to other members of the community, subject to their customary laws and traditions and
the right to redeem it (p. 124).

In addition, he stated that through this law, the National Commission on Indigenous
Peoples (NCIP) was created. This office is primarily tasked with the formulation and
implementation of policies, plans and programs to recognize, protect and promote the rights
of IPs . Likewise, mandatory representation was provided in IPRA which requires IP to have
their own representatives in policy-making boies and other local legislative councils ( p. 125).

United Nations Declaration of the Rights of Indigenous • International Legal Basis

Peoples (UNDRIP)
(The following texts were lifted from the article, “Exploring the
normative implications of the development of indigenous peoples’
rights in international environmental law, Baguilat, 2020, pp. 996
– 997)
The United Nations General Assemby adopted
UNDRIP in 2007 as a primary human right instrument
that distinguishes the unique rights of Indigenous
Peoples. The declaration provides a collection of
individual and collective human rights of Indigenous
Peoples and is deemed as the most significant
accomplishment towards the recognition and protection
of the basic rights and fundamental freedoms of all
Indigenous Peoples . This is despite the fact that its is soft
law and therefore non-binding on States.
The UNDRIP enumerates the rights of Indigenous
Peoples to self-determination and self-governance,
nationality, civil rights, free, prior and informed consent,
education, development, land and natural resource,
intellectual property, labor, redress and/or just and fair
compensation, practice cultural tradition and customs,
and cultural protection. The most significant of these
provisions are the most controversial, and these involve
the right to self-determination and the need for free, prior
Course Packet 03:
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1963 – Elimination of All Forms of
Discrimination
1965 – UN Members sign International
Covenant on the Elimination of All
Forms of Racial Discimination
2007 – UN adopts Declaration of the
Rights of Indigenous Peoples
Key Point 1:
Why is UNDRIP non-binding on
States?
UN Declarations are generally not legally
binding; however, they represent the
dynamic development of international legal
norms and reflect the commitment of states
to move in certain directions, abiding by
certain principles. This is the case for the
Declaration on the Rights of Indigenous
Peoples as well. The Declaration is expected
to have a major effect on the rights of
indigenous peoples worldwide. If adopted,
it will establish an important standard for
the treatment of indigenous peoples and will
undoubtedly be a significant tool towards
eliminating human rights violations against
the over 370 million indigenous people
worldwide and assist them in combating
discrimination and marginalization.
For more answers on Frequently Asked
Questions (FAQ’s)’s about UNDRIP, click
this link to the pdf document:
https://www.un.org/esa/socdev/unpfii/doc
uments/FAQsindigenousdeclaration.pdf
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and informed consent.

The right to self-determination, as provided under the UNDRIP, recognizes that

Indigenous Peoples have the right to determine their political status freely and pursue their
economic, social and cultural development. It also allows Indigenous Peoples to have the right
to autonomy or self-government when dealing with internal and local affairs. Indigenous
Peoples also have the right to maintain and strengthen their distinct political, legal, economic,
social and cultural institutions while retaining their right to participate fully, if they so choose,
in the political, economic, social and cultural life of the State.

Initially, States opposed the grant of self-determination under the Declaration on the
Rights of Indigenous Peoples because of their fear that Indigenous Peoples may interpret this
as a right to seced and seek independence. To prevent the deadlock, Article 46 (1) was included
in the Declaration as a compromise. This provision stipulates that nothing in the action that
would dismember or impair, totally or in part, the territorial integrity or political unity of
sovereign and independent States. This proviso arguably limited the right top self-
determination of Indigenous Peoples; however, such right remains robust and effective
because of the sufficient autonomy granted to Indigenous Peoples and the right and directive
to seek free prior and informed consent.

The FPIC is one of the most significant obligations

Free Prior Informed Consent
and rights imposed under the declaration. It provides This is the consensus of all members
for the active participation of Indigenous Peoples when of the
dealing with a range of activities affecting their rights. ICCs/IPs which is determined in
An FPIC is characterized as both a right and a process, accordance with their respective
where the consent, or the approval or acceptance of the customary laws and
practices that is free from any
Indigenous Peoples, is either withheld or provided
external manipulation, interference
after good faith consulattion with project proponents. It and coercion and obtained after fully
is qualified as free, prior and informed. “Free” entails disclosing the intent and scope of the
that the Indigenous Peoples concerned are not coerced, plan/program/project/activity, in a
intimidated, manipulated, unduly influenced, or language
pressured into giving their consent. It is “prior” since it and process understandable to the
community.
is sought to precede the execution of the proposed
(Source: NCIP Administrative Order
activity. Consequently, Indigenous Peoples are given a No. 01
considerable period before they provide their consent. Series of 2006)
The timetable should also be consistent with the
concerned Indigenous Peoples decision-making processes. Finally, the information should
also reflect a complete and comprehensive presentation of the proposed policy or activity.

Enhancement Activity.
Imagine that you are a student volunteer either for the government or a civil society group
that works with Indigenous Peoples and you are in-charge of creating an infographic that
would help the community aware of the challenges or issues that are faced by Indigenous
Peoples and the laws that were created to address them.

You are to choose just one issue or challenge and you also have to identify which article

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or section under the UNDRIP or IPRA is applicable for addressing it.

Read the additional instructions in Activity Sheet 03 for your guidance.

Generalization.
What makes Indigenous Peoples unique and why is it important to regulate and protect
their rights?

Application.
What have you discovered about IP rights? Cite at least five new things that you have
learned about them. Use the space for Assessment 03 for your answers.

References:
Baguilat, R. C. (2019). Pitfalls in the Implementation of the Indigenous People’s Rights Act.
Human Rights and Peace in Southeast Asia Series 7: Relighting the Torch, 120-139

Baguilat, R.C. (2020). Exploring the normative implications of the development of

indigenous peoples’ rights in international environmental law. Philippine Law Journal, 93
(4), 979-1005

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Activity Sheet 03
Laws that Regulate and Protect IP Rights in the Philippines: Creative Analysis

Instructions:

1. Imagine that you are a student volunteer either for the government or a civil society
group that works with Indigenous Peoples and you are in-charge of creating an
infographic that would help the community be aware of the challenges or issues that
are faced by Indigenous Peoples and the laws that were created to address them.
2. You are to choose just one issue or challenge and you also have to identify which article
or section under the UNDRIP or IPRA is applicable for addressing it.
3. In creating your infographic, you should ask the following questions:
a) Which information, facts, and data are essential to include? Which aren’t?
b) What colors and layout works best in sharing the information?
c) What graphs and graphics best convey information and data to the viewer?
d) What is the order, or flow, of information?

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Assessment 03
Laws that Regulate and Protect IP Rights in the Philippines: My Personal Discoveries

Based on the required readings (UNDRIP and IPRA) and videos (Alam Mo Ba?
Indigenous Peoples' Rights 101 Episodes 1-3) for this course packet, cite at least five new
things that you have learned about IP/ICC Rights.

No. My Discoveries
1

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Post-test
NOW LET US SEE HOW MUCH YOU HAVE LEARNED. ANSWER THIS FIVE-ITEM
TEST BY SELECTING THE LETTER OF THE BEST ANSWER.

1. Which institution has a duty to protect the vulnerable and marginalized within its
population?
a) Government
b) Church
c) Schools
d) Family

2. What are created by the state to ensure that vulnerable peoples rights are recognized
and respected while ensuring access to justice?
a) laws c) programs
b) rights d) policies

3. Which international entity is responsible for the adoption of the Declaration on the
Rights of Indigenous Peoples?
a) World Bank
b) United Nations
c) International Criminal Court
d) International Labour Organization

4. Which of the following is not included in the rights of Indigenous Peoples under the
Indigenous Peoples Rights Act of 1997?
a) Right to ancestral domains and lands
b) Social Justice and human rights
c) Right to cultural integrity
d) Civil and political rights

5. Which of the following refers to the consensus of all members of the ICCs/IPs
which is determined in accordance with their respective customary laws and
practices that is free from any external manipulation, interference and coercion?
a) Free, Prior, Informed Consent
b) Memorandum of Agreement
c) Community Covenant
d) Certification Precondition

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Learner’s Feedback Form

Name of Student: __________________________________________________________
Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________

Did you raise your concern to you instructor?  Yes  No

If Yes, what did he/she do to help you?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________

If No, state your reason?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________

To further improve this course packet, what part do you think should be enhanced?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________

How do you want it to be enhanced?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________

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Learner’s Performance Report

Name of Student : _________________________________________________________________

Program : ________________________________________________________________________

Year Level : ___________________________ Section : _______________________

Faculty : _________________________________________________________________________

Schedule : _______________________________________________________________________
Course : Code : _____________ Title : _________________________________________

Learning Module Code Learning Module Title Rating

Course Packet Code Course Packet Title Rating

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Appendices
Appendix A: Self –Checklist

Make sure that you have accomplished all the required activities for Course Packet 3.

REQUIREMENTS SELF-CHECK
COURSE PACKET 01: Uniqueness of the Adult Person
1. Read the required readings (IPRA and UNDRIP)

Watched episodes 1-3 of the Alam Mo Ba? Indigenous Peoples'

Rights 101 series
2. Activity Sheet 03: Creative Analysis
3. Assessment 03: My Discoveries

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Appendix B: Infographic Rubric

Assignment: Name(s):

Category 5 4 3 1 Your
score
Main Idea The topic and Topic and main Topic is given but Topic and/or main
(weight x2) messages of the ideas are clear. main ideas are ideas are absent or very
infographic are unclear or lacking. unclear.
clear and easily
understood
Details Details Detail is added to More is needed for Very little detail is
(including labels) support each main understanding. Some provided for the main
support the main idea with minimal are distracting. ideas and
idea without clutter. understanding is
distracting with limited.
clutter.
Content - At least 4 3 accurate facts are 2 accurate facts are Fewer than 2 accurate
Accuracy accurate displayed. displayed. facts are displayed.
(weight x2) facts/concepts are
displayed in the
infographic
Graphics - The graphics Most graphics All graphics relate to Graphics do not relate
Relevance used represent represent the the topic but do not to the topic.
information information represent
appropriately. appropriately. appropriately.
Graphics - Visual Color, shape, Color, shape, size, Color, shape, size, Color, shape, size, and
size, and and arrangement and arrangement are arrangement are
arrangement of are eye catching present but do not distracting or misleading.
graphics and contribute add to the
contribute some mearning. information.
meaning to the
overall message.
Design/layout The Is attractive in Is acceptably Is distractingly messy,
design/layout is terms of design, attractive though it unattractive, or very
neat, clear, and layout and may be a bit messy. poorly designed.
visually neatness.
appealing.
Grammar There are no There is 1 There are 2 There are more than 2
grammatical grammatical grammatical grammatical mistakes.
mistakes. mistake. mistakes.

Image and info Credit/citations

Credits provided for all images
(5 pt) and research
information.
Total
/50

© 2012 by The Source for Learning, Inc. This rubric created from a template offered by TeachersFirst.com as part
of Now I See! Pages on using infographics in the classroom (http://www.teachersfirst.com/iste/infographics).

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Appendix C: Rubric for Rating Written Reports

PERFORMANCE LEVELS

CRITERIA/evidence 5 4 3 2 1 RATE
EXCELLENT VERY SATISFACTORY NEEDS POOR
SATISFACTORY IMPROVEMENT
A. PROMPTNESS (10%)

Submitted on or Submitted 1 day Submitted 2-3 days Submitted 4-5 days Submitted a
before the scheduled after the after the scheduled after the scheduled week after the
date of submission. scheduled date date date scheduled date

B. CONTENT (90%)
• The answers show evidence
understanding of the lesson. Satisfies all 5 of the Satisfies 4 of the Satisfies 3 of the Satisfies 2 of the Satisfies 1 of the
• Shows personal reflections/ critical given indicators given indicators given indicators given indicators given indicators
analysis/ sound judgment.
• Discussions cite evidence to prove
arguments or points.
• Free from grammatical and spelling
errors

TOTAL

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Appendix E: Answer Key (Pre-Test)

A 5.
D 4.
B 3.
A 2.
C 1.

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