CONTENT ANALYSIS CRITERIA OF COMMUNICATIVE ACTIVITIES IN THE

ENGLISH SELF-LEARNING MODULES

(adopted from the Department of Education Evaluation Form for Self-Learning Modules)
DepEd Order No. 001, s. 2021

CRITERIA YES NO
CRITERIA I Most Essential Learning Competencies (MELCs)
1. The SLM covered the targeted Most Essential Learning Competencies
(MELCs) intended for the quarter.
2. The SLM sufficiently developed the targeted Most Essential Learning
Competencies (MELCs) intended for the quarter.
CRITERIA II Instructional Design and Organization
1. The SLM learning objectives are anchored on the MELCs.
2. SLM uses a variety (at least 3) of self-directed techniques, learning tasks
and formative assessments
2a. It integrates the following skills:
 listening
 speaking
 reading
 writing
3. SLM has content that is logically developed and organized, i.e.
lessons/activities are arranged from simple to complex, from observable to
abstract.
4. SLM contains essential instructional design elements that contribute to the
achievement of learning objectives.
5. SLM allows for review, comparison and integration with previous lessons (if
applicable).
6. SLM uses various motivational strategies (i.e. advance organizers, puzzles,
games) to hook the target user’s interest and engagement.
7. SLM uses process questions and activities which require different levels of
cognitive domain to achieve desirable learning outcomes.
8. SLM has written and performance tasks that are differentiated based on
target user’s multiple intelligences, learning styles and readiness levels.
9. SLM develops 21st century skills and higher order cognition (i.e. critical
thinking, creativity, learning by doing, problem solving).
10. SLM integrated desirable values and traits.
CRITERIA III Assessment
1. The SLM provides sufficient assessment activities that will help the learner
track his/her progress and mastery of the target competencies. Note: There
should be at least 3 assessment activities in a module.
2. SLM has assessments that are aligned with the specific objectives and
contents (i.e. lesson/ topic).
3. The SLM provides variety of assessment types. Note: There should be at least 3
assessment activities in a module.
4. The SLM contains assessments that have clear demonstrations / examples,
instructions and/or rubrics to serve as guide on how these will be used.
5. The SLM has assessment activities that ensure live engagement of the
learners.
5a. The SLM integrates the following skills for assessment:
 listening
 speaking
 reading
 writing
6. The SLM has answers keys that provide exact answers for objective-type
assessments and discussion points for non-objective types.
7. The SLM has pre and post assessment items that are constructed
differently.
CRITERIA IV Readability
1. Vocabulary used in the SLM is appropriate to the target user’s level of
comprehension and experience.
2. Length and structures of sentences in the SLM are suited to the
comprehension level of the target users.
3. Paragraph structures in the SLM facilitate smooth flow of ideas and
concepts.
4. Topics and ideas presented from one lesson to the next are coherent and
integrated with each other.
5. Instructions, discussion points, questions and activities are clear to the
target users.
 INTERVIEW QUESTIONNAIRE
Topic: Communicative Activities in Self-Learning Modules: Analysis and Student’s
Perception
Name: _______________________________________________
Grade Level: _______________________________________________
Date:  _______________________________________________
Place:  _______________________________________________

A. Pre Interview Questions

1. How are you in this new normal?
2. Are you using self-learning modules in your classes?
3. Do you prefer to learn through modules or physically attending classes? Why?
4. In your English class, what learning platforms your teacher is using?

B. During Interview Questions

(Personal Perspective in Learning English)
1. Is learning English important for you? Can you give some reasons?

Probe: When you said ____, what did you mean? Can you give some examples?

2. Is it important to be able to communicate well with others? Why?

Probe: What skills do you need to be able to communicate well?

3. Which skills are you very comfortable doing: speaking, listening, reading or writing?

Probe: In what circumstances do you utilize this skill(s)?

(Communicative Activities in the English SLMs)

4. In the English modules, do you get to do the following?

Speaking Listening Reading Writing

Probe: Can you give some examples where these skills are used?

5. Do you do the speaking tasks alone or do you do it with a family member or a friend?

Probe: Did you ever do the activity with a friend through social media? How did
you do it?
6. What media platform do you use when you do the listening activities?

Probe: Do you enjoy doing the tasks using Youtube or any other platforms?

7. Are the reading materials in the modules easy or difficult to understand?

Probe: In what ways are they easy/difficult?

8. How do you overcome the difficulties in reading when it arises?

Probe: Do you check a dictionary or ask someone to help you understand the task?

9. Do the reading materials help you improve your comprehension skills?

Probe: What difficulties did you meet when you did the reading task?

10. Are the writing tasks easy or difficult to do?

Probe: In what ways are they easy/difficult to do?

How do you overcome the difficulties?

(Overall Perception of Students of the Communicative Activities)

11. Are the instructions in each communicative task easy to understand?

Probe: Were there situations where instructions were vague? How did you deal with
it?

12.Do you think there are enough activities to practice your communication skills? Why?

13. What would you like to suggest to make the activities more meaningful?

14. Overall, are the communicative activities in the modules enjoyable for you?

C. Closure
1. Is there anything else that you would like to say about the activities in the modules?

Thank you for your time and participation. Please sign the interview transcript/ protocol.