TABLE OF CONTENTS

Introduction……………………………………………………………………………………………………………………………… 1
LRMS Organizational Chart……………………………………………………………………………………………………….. 2
Vision and Objectives of LRMDS……………………………………………………………………………………….………. 2
Statement and Scope of the Guidelines……………………………………………………………………………………. 3
The Learning Resource Management and Development System………………………………………….. 4
Borrowing and Returning Procedure………………………………………………..……………………………..… 7
Evaluation of Locally Developed Materials………………………………………………………………………… 8
Program Workflow of Submission of Contextualized Learning Resources (LRS )…………………….. 11
Evaluation Instruments……………………………………………………………………………………..…………….. 14
Reporting Usability Issues/ Inconsistencies / Errors…………….……………………………………………….. 15
Evaluation Report Submission……………………………………………………………………………………………. 15
Pilot Testing……………………………………………………………………………………………………………………………….. 16
Issuance of Specialty Clearance………………………………………………………………………………………………….. 16
Effectivity …………………………………………………………………………………………………………………………………… 16
References …………………………………………………………………………………………………………………………………. 16
Enclosures…….………………….………………..…………………………………………………………………………… 17
Level 2 DepEd Evaluation Rating Sheet for General References …………………………………………….. 18
Evaluation Tool for E-Book Lessons……………...…………………………………………………….…………….. 21
Evaluation Tool for Television and Video Lessons……………………………………………….………………. 25
Evaluation Rating Sheet Podcast-based Lesson (PBL)…………………………..………………………….…... 29
Social Content Guidelines………………………………………………………………………………………………….. 34
Language Evaluation Tool…………………………………………………..……………………………………………… 37
Evaluation Tool for Layout and Format…………….…………………………………………………………………. 39
Summary of Findings for DepEd-developed Learning Resource……………………………..………………. 42
Validation/ Pilot Testing Tool………………...……………………………………………………….……………..….. 43
Specialty Clearance Certification………………….………………………………………………………….………….. 44
I. INTRODUCTION
 
The Schools Division of Camarines Norte, in its vision to have
learners in the elementary and secondary levels who are
functionally literates and numerates through PROJECT SERVE,
provides these Guidelines and Processes for Learning Resource
Management and Development System which is designed to
support local development, production, access and distribution of
learning, teaching and professional development materials by the
Schools Division. These Guidelines and Processes aims to provide
extensive technical basis for assessing, adapting, developing and
producing quality localized learning and teaching resource
materials for learners and instructional support materials for
teachers in Camarines Norte.
DepEd Order No. 76 s. 2011- National Adoption and
Implementation of the Learning Resources Management and
Development System which states that the Department of
Education (DepEd) advocates the adoption and implementation of
the Learning Resources Management and Development System
(LRMDS) pursuant to the implementing rules and regulations of
Republic Act No. 9155 and to support the organization of Key
Reform Thrust (KRT) 3 of the Basic Education Sector Reform
Agenda (BESRA).
DepEd Memorandum No. 82, s. 2017- Learning Resource
Management and Development System Implementation in the
Rationalized DepEd Structure, the DepEd reiterates the adoption
and implementation of the LRMDS to provide emphasis on its roles
and responsibilities at all levels of governance. The Learning
Resources Management and Development System provides the
mechanisms to support coordinated and integrated access to
quality resources by DEP ED Regions, Divisions and Cluster/School
levels.

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II. Vision and Objectives of LRMDS

Vision: The provision of adaptive learning resource systems, fully
functioning at the region and division levels, effectively developing and
distributing adequate and varied learning resources to teachers and
learners from both the formal Basic Education and Alternate Learning
systems.

The LRMDS is designed to achieve the following objectives:

1. Strengthened Learning Resource development and distribution
systems.
2. 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

3. 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.
4. Enhanced provisions of quality instructional and learning materials,
particularly in reading in early grades and TLE, English, Science and
Mathematics in other grades.
5. Modified and enhanced instructional and learning materials for
implementing Alternative Delivery Modes and Learning Systems.
6. Improved development and utilization of Quality Assurance 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, Spread sheet 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.
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,
3

manipulative and interactive learning resource, training modules, CDs,

videos, DVD and referenced, quality assured websites.

IV. THE LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM

The LRMDS comprises four integrated subsystems designed to support

increased distribution and access to learning, teaching and professional
development resources at the Region, Division and School levels of DepEd.
1) System for Assessment and Evaluation
The Assessment and Evaluation system for identification of materials to
be procured, redeveloped, or reproduced is designed to support schools,
divisions and regions:
• in identifying learning, teaching and professional development
resource needs
reviewing and recommending resources for acquisition and
procurement
• identifying existing resources for reproduction
 • evaluating teacher developed materials for local use and shared
distribution via google drive and google group and local portal.
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 Assessment of LR Needs
-Conduct of Inventory of existing Learning Resources
-Conduct of LR gap analysis
-Prepare LR Plan consistent with the SIP/AIP
 
 Evaluation of LR Needs
-Evaluate new LRs for acquisition, reproduction
-Evaluate existing LRs for redevelopment and cataloging
-Evaluate locally-developed LRs
2) System for Development, Acquisition and Production

The Development, Acquisition and Production system is designed to

support local development and or production of learning, teaching and
professional development materials by
the regions and divisions. The system is designed to:
 support development of local design and redevelopment of
existing learning and teaching resources in response to the
identified needs of schools
 support modification and translation of resources into mother
tongue.
 support conversion of existing LRs to digital format

3) System for Storage and Maintenance

The Storage and Maintenance system is designed to ensure ongoing and

sustainable access to quality learning, teaching and professional
development resources. The system comprises:

 the online catalogue of all quality assured resources that are

stored in the LR Portal, google drive and google group as
repository, available from online sites and locates hard copies of
resources stored at regions, divisions and schools levels
 the offline resources of all quality assured resources are stored
via external hard drive and USB
 content maintenance and review schedules and processes to
ensure ongoing technical and educational fit for purpose
 archiving services
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4) System for Publication and Delivery

This is designed to provide the web-based user interface to

access the learning resources. It is designed to support user:
 Search, browse and download resources and information
contained within the repository via:
 DepEd LR Portal – www.lrmds.deped.gov.ph
 Local Portal – sdocamnortelrportal.weebly.com
 Google drive and google group - https://bit.ly/41UxzYr
 External hard drive of the Supervisors for offline resources
available ready for sharing
 SDO Library Hub provides supplementary reading materials ready
for borrowing by the schools

Access to Learning Resource (LR) Portal Flow Chart

Click view or
ACCESS TO download (Guest can Copy or print
LEARNING Open any only browse and the
RESOURCE browser Log-in to search for LRs in the
downloaded
(LR) PORTAL engine and go Portal. Only
the LR Learning
to http: lrmds. registered users are
Portal given downloading Resource
deped.gov.ph
privileges.

If unable to log- On the upper left  Select Grade level

Open
in or the user side menu bar,  Select your desired
Check the
forgot the LR click the resources
feedback
LR account learning area
account Tab and select mechanism
status, if it  Select the category
password, ask either Kto12 tab and
is active or from the given list Log-out the
the LR in-charge Resources accomplishes
inactive  Select a title from
to reset the Alternative Online LR Portal
password. Learning System or the list. The list
Feedback
Professional could still be
form in the
Development refined based on Contact Us Tab
DepEd Special
Programs such as
IPED, ALS, etc.
6
 Borrower Borrower Select available Check-Out After 25 working
presents valid registers in the reading days, return
ID Log Book materials borrowed

V. Evaluation of Locally Developed Materials

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 At the School level, teachers/school personnel 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 locally developed materials 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 LR Portal will be catalogued, reproduced and or
redeveloped by the Division and Region. 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 of educational value. Importantly, they are deemed fit
for purpose, easy to access and use.

Technical Specifications Region Office V Context

Paper Design and Lay-out
Grade level Paper size Orientation Margin Format
Kindergarten Landscape

1 to 2 8.27” x 11. Portrait Top, bottom, Mirror

3 to 6 69 inside, Margins leading space: 1:15 pts
7 to 12 outside Space between subtitles and
paragraphs: 2 pts
1”

Grade level Recommended Font Font size (body Art-to-text ratio

8
Family text)
Kindergarten to 1 Alfabeto Text 16 point

Century Gothic (except Heads 20 to 30 pt 65% : 35 %

for “?” symbol body text
flushed left/ ragged right Sub heads 16 to 18
 to avoid hypenations. pt
2 60% : 40%
3 Text 14 pt 50% : 50%
Arial Times New Roman Heads 18 to 28 pt 40% : 60%
Bookman Old Style Sub heads 14 to 16
(body text justified) pt Text
4 Text 11 to 12 pt 30% : 70%
5 Head 15 to 24 pt
Sub heads 11 to 13
pt

General Specifications for Content Development

The following are parameters in evaluating the quality of the content
of the materials to be assessed:
a. 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?

b. 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?

c. Accuracy and Recency – Are content (text, illustrations,

exercises) in the material accurate? Are the examples provided
elastic? Are the content up-to-date (e.g., statistics should not be
more than 5 years old)?

d. 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?
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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?
e. Sensitivity - Are all aspects of the material acceptable to
significant groups (i.e., parents, teachers, students, or other
stakeholders)? Is the material mindful of 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?

f. 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?

g. 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)?

h. 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)?

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A. Division Level
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. School Level
The specific functions and processes required of the 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 Guidelines and
1. Provide universal
Plan Processes for
access to LRMDS
Review existing LR in LRMDS Assessment LR
1.1 Schools to
school identify gaps and Evaluation LR Committee:
provide access to
& priorities Plan integrated with Principal,
all Learning
Secure LRs from Division/ SIP/AIP/SRC teachers,
resources via the
Region, and other sources parents, ALS,
LRMDS
(GOs/NGOs) for school CLC
1.2 Schools should
utilization LRMDS portal representatives
provide access to
teachers and LRC as Community http://lrmds.deped.g
students to LRs Learning Center for ALS, as ov.ph Training
through the LRMDS repository of LRs for programs on LRMDS
Elementary and Secondary Assessment and
Levels Evaluation
2. Use content and Guidelines and Subject
integrate for Download and copy digital Processes for supervisor,
teaching and or print resources LRMDS Assessment Teacher, CLC
learning and Evaluation
IMCS list of
Supplementary
resources
Guidelines and
Processes for
LRMDS
Development and
Production
Develop materials to Guidelines and LR
support teaching and Processes for LRMDS Committee:
3. Teacher- learning Review teacher Development and Principal,
developed develop material Share Production teachers,
materials Division approved Guidelines and parents, ALS,
teacher developed Processes for LRMDS CLC
resources via LRMDS Assessment and representatives
portal Evaluation
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 VI. Evaluation Instruments
Resource
LRMDS Evaluation Evaluator
Purpose of evaluation type and
instrument expertise
format
Intellectual Property Rights Confirm that the intellectual property rights of Print Non- Curriculum and
Evaluation (Enclosure No. 3) the entire content of the resource and that print subject matter
DepED has the rights to reproduce and materials experts
distribute the resource. Instructional
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-
appropriateness and suitability of expertise
For Instructional Aides 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
Instructional
Ensure that Standard DepEd format and Print Non-
Evaluation Tools for Layout and Materials
Layout and other specifications for LRs are print
Format (Enclosure No. 13) evaluators
followed materials

The following evaluation instruments are used to evaluate

resources for reproduction:
VII. 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 15

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.

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VIII. 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.

15
 IX. 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.
X. 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.
The Specialty Clearance Certification also indicates the readiness of
the evaluated material for publication – in print and/or via the LR Portal.
XI. 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.
XII. 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

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XIII. Enclosures
Level 2 DepEd Evaluation Rating Sheet for General References
(Print or Digital Format)

Evaluation Tool for E-Book Lessons

Evaluation Tool for Television and Video Lessons
Evaluation Tool for Podcast/ Audio Files
Educational Soundness General Evaluation Checklist
Social Content Guidelines
Language Evaluation Tool
Evaluation Tools for Layout and Format
Summary of Findings
Summary of Corrections
Summary of Learning Resource Evaluation
Validation Pilot Testing Tool
Specialty Clearance

You can download Forms here:

LRMS Local Website : https://sdocamnortelrportal.weebly.com/

LRMDS Forms for Quality Assurance

https://drive.google.com/drive/folders/
1H2_vzeb8vsRfWTZr8K5f0txv5HJpFJQL
17
  
Level 2 DepEd Evaluation Rating Sheet for General References
(Print or Digital Format)
Title:___________________________________________________________________________________________
Author(s): ____________________________________________Illustrator(s): ________________________________
___________________________________________________ ______________________________

Publisher/Distributor(s): _______________________________ Copyright Year: __________No. of Pages: __________

Subject: ____________________________________ Language Used: __________________________________
 
Intended for: Check all that apply (/) Elem. (Primary) Elem. (Intermediate) Junior High School
Senior 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 that criteria. (Not Applicable means that the criteria is not relevant to the 18
resource being evaluated. It is given the score of 3 so that the evaluation score for each factor reflects
only the performance against criteria that are relevant to the nature of the resource being evaluated).
Attach extra sheets if necessary. Your report may be completed in soft or hardcopy. Please write legibly
if completing in hardcopy
Intellectual Property Rights  
The contents have no copyright issues.  
Yes No

VS S/NA Poor Not Satisfactory

Factor 1: Content
4 3 2 1

1. Content is suitable to the student's        

level of development.
2. Instructional design of the material        
facilitates understanding of concepts
presented.
3. Instructional design is appropriate        
for the level of the target user.
4.Material is free of ideological,        
cultural, religious, racial, and gender
biases and prejudices.
5.Visuals are relevant to the text and        
suitable to the interests of the target
user.
6. Visuals are clear in content and        
detail.
7.Typographic layout/ design        
adequately supports concepts
presented.
8. Printing is of good quality (i.e no broken         18
8. Printing is of good quality (i.e no broken letters,
even, density, correct alignment, properly place
screen registration).
9. Material/Paper used contributes to easy        
reading and is durable.
10. Font is easy to read.        

Total Points        

Note: SLR must score at least 30 points out of a     Passed  

maximum 40 points to pass this criterion. Please Failed  
put a check mark(/) on the appropriate box
VS S/NA Poor Not
Factor 2: Accuracy and Up-to-datedness of Satisfactory
4 3 2
Information 1
Note down observations about the information
contained in the material, citing specific pages
where the following errors are found free from:

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 points out of a     Passed  

maximum 24 points to pass this criterion. Please Failed  
put a check mark(/) on the appropriate box.

Other Comments
(Please write your comments and recommendations on the material
not captured in Factors 1-4. Use additional sheet if necessary.)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________________
Recommendation
Any material that fails in at least one of the three 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: ________________________Signature: _________________
Date: ___________________________

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 Evaluation Tool for E-Book Lessons
Title: _________________________________________________________________
Topic: _________________________________________Competency Code/s_______
Learning Area: __________________________________Grade Level: _____________
File size: _____________________________________Language Used: ____________
Scriptwriters:____________________________________________________________
Instructions:
Carefully play/interact with the e-book to evaluate its compliance to
standards indicated in the criterion items under the three (3) factors
below.
Put a check mark (a) in the appropriate column beside each criterion
item.
Standard/Criterion
Items Yes No

Factor 1: INTELLECTUAL PROPERTY RIGHTS COMPLIANCE

   
1.1 The content has no
copyright violations.
   
1.2 The third-party
content/non-original/copy
righted music, songs,
sound effects, and texts
are properly attributed
with permissions.
Note: All items must be marked YES to indicate compliance.
FACTOR 2: CONTENT 4 3 2 1
QUALITY

       
2.1 The content of the e-
book lesson is suitable to
the learner’s level of
development.
       
2.2 The content of the e-
book lesson is logically
presented and
organized.
       
2.3 The e-book lesson is
MELC-based
       
2.4 The contents,
materials and activities
are contextualized when
applicable/necessary
       
2.5 The content is 21
2.5 The content is compliant to        
the social content guidelines.
(Refer to document provided)
2.6 The content enhances the
development of desirable Filipino
value/s and trait/s.

2.8 Motivational strategies/adaptive        

feedback are provided.
2.9 Content provides opportunity        
for practice and deepening
skill/competency and self-
reflection (i.e. journals, portfolios,
etc.)
2.10 The e-book employs useful        
measures and information that
help the teacher evaluate
learner’s progress in mastering
the target competencies.
2.11 The e-book provides variety        
of assessment approaches and
activities to ensure active
engagement of the learners.
2.12 Assessments contain clear        
instructions to serve as guide on
how these will be used.
2.13 Contents, activities and        
assessments are aligned with the
specific objectives
Note: Resource must score 44.2  
     

or 85% to pass this criterion.

Factor 3: TECHNICAL DESIGN 4 3 2 1
3.1 User’s Guide is provided.        

3.2 The e-book lesson has the basic        

working elements/parts such as
Cover/Title Page, Table of Contents
and Navigation Buttons.
3.3 Audio components (i.e., narration,        
dialogue, music, and sound effects)
are appropriate for educational
purposes

22
 3.4 Visual components (i.e., animations,
images, and texts) are appropriate for
educational purposes.

3.5 Visual and audio components engage

the interest of the target learners and
enhance the contents.

3.6 Integration of music and sound effects 23

is appropriately and smoothly applied.

3.7 Volume and sound quality are smooth

and well-integrated.
Factor 4: ACCURACY AND UP-TO- 4 3 2 1
DATEDNESS
3.8 Pacing is effective and appropriate to
instructional purposes.
4.1 Contains NO conceptual errors.
3.9 Offline/online functionality.
4.2 Contents are factual and accurate.
3.10 Interoperability/ Multi-platform support
4.3 Contains NO grammatical
(iOs/Android/Windows, etc.) errors.
4.4 Contains
3.12 NO computational
The teacher-presenter errors.
uses variation
of voices.
4.5 Information and data provided are
not more
3.13 thanof3the
The voice years.
teacher is dynamic
and well-modulated.
4.6 NO Typographical and other minor
3.14
errorsIllustrations are simple and
(e.g., inappropriate easily
or unclear
recognizable.
illustrations, missing labels, wrong
captions,
3.15 etc.). clarify and supplement the
Illustrations
text.
Note: Resource must score 20.4 or
3.16
85%Properly
to passlabelled or captioned (if
this criterion.
applicable)

3.17 Illustrations are realistic with

appropriate colors.

3.18 Elements and design are attractive

and appealing.

Note: Resource must score 61.2 or 85%

to pass this criterion.

I / We certify that this evaluation report and the recommendation(s) in

the summary report are my / our own and have been made without
any undue influence from others.

Name of Evaluators(s) Signature(s)

________________________ ___________________________
________________________ ___________________________
________________________ ___________________________
Date accomplished: ___________________________

24

Evaluation Tool for Television and Video Lessons

Title: ________________________________________________________
Topic:__________________________________Competency____________Code/s___________
Learning Area: _______________________Grade Level: _______________
Length (In minutes):_____________Language Used:___________________
Scriptwriters: _________________________________________________
Instructions:

1. Carefully listen to the video/tv records to evaluate its compliance to

standards indicated in the criterion items under the seven (7) factors
below.
2. Put a check mark () in the appropriate column beside each criterion
item. If your answer is NO, cite specific pages, briefly indicate the
error/deficiency found, and give your recommendations in the attached
Summary of Findings form.
3. Write Not Applicable (NA) for criterion items that do not apply in the
script evaluated.
4. Based on the number of criterion items marked “YES” under each factor,
mark the appropriate column to indicate if the script complied or not to
the standards.
5. For factors with items marked Not Applicable, count the total applicable
criterion items and multiply this with 75% to determine the cutoff for
compliance.
Standard/Criterion Items Yes No
Factor 1: INTELLECTUAL PROPERTY RIGHTS COMPLIANCE
1.1
1.2 The third party
content/non-original/copyrighted music,
songs, sound effects, and texts have
permission from the owner and are properly
attributed.
 Complied Not
Note: All indicators must be marked YES to indicate
Complied
compliance.
Factor 2: Learning Competencies
2.1 The topic of the script/video is aligned with the
specific learning competencies/objectives of the
learning area and grade level for which it is
intended.
Note: All indicators must be marked YES to indicate Complied Not Complied
compliance.
Factor 3: Instructional Design and Presentation and Organization
3.1 The content of the video/ TV lesson is
suitable to the learner’s level of development.
3.2 Provides parent and learners guide to use the
video lessons
3.3 The content of the video/TV lesson record is
logically presented and organized.

25
3.4 The video/TV lesson record discusses one
topic/lesson only.
3.5 The content of the video/tv recording
provides and communicates clear learning
goals.
3.6 The contents and activities within the video/tv
record facilitates achievement of objective/s.
3.7 The content is compliant to the social content
guidelines.
3.8 The content develops learners 21st Century
and/or higher order thinking skills.
3.9 The content enhances the development of any
desirable value/s and trait/s.
3.10 The content allows for review, comparison,
and integration with previous lessons.
3.11 Motivational strategies are provided.
3.12 The content is designed using strategies to
help pupils learn the information and skills
that are in focus
3.13 The content provides opportunity for practice
and deepening skills/competency
3.14 The flow of ideas is logical.
Complied Not Complied
Note: At least 6 indicators must be marked YES to
indicate compliance to this factor.
Factor 4: Assessments
4.1 The script/video employs useful measures
and information that help the teacher evaluate
learners’ progress in mastering the target
competencies.
4.2 The script/video provides variety of
assessment approaches and activities to
ensure active engagement of the learners.
4.3 Assessments have clear instructions.
4.4 Assessments and activities are aligned with
the specific objectives and content.
4.5 The TV broadcaster employs adoptive
feedback
4.6 Integrates reflection activities.
Note: At least 4 indicators must be marked YES to Complied Not Complied
indicate compliance to this factor.
Factor 5: ACCURACY AND TIMELINESS OF INFORMATION
5.1 The script does not contain any conceptual
errors.
5.2 The script does not contain any factual errors.
5.3 The script does not contain any grammatical
errors.
5.4 The script does not contain computational
errors.
5.5 The script does not contain any obsolete
information.
The script does not contain any typographical,
technical, and other type of errors.
Note: At least 4 indicators must be marked YES to Complied Not Complied
indicate compliance to this factor.
 Factor 6: LANGUAGE
6.1 The language used is formal and
conversational.
6.2 The vocabulary is within the level of the
learners’ experience and understanding.
6.3 The sentences and paragraph are brief,
simple, varied, and appropriate to the target
learners.
6.4 Transition devices/words are properly
provided.
6.5 Language used in the instructions and
activities are clear.
Note: At least 4 indicators must be marked YES to Complied Not Complied
indicate compliance to this factor.
Factor 7: TECHNICAL DESIGN
7.1 The length of the video lesson is within the
prescribed running time.
a) Key Stage 1- 60 minutes
b) Key Stage 2- 50 minutes
c) Key Stage 3- 40 minutes
d) Key Stage 4- 40 minutes
ALS- 40 minutes
Rules on acronyms, numbers, figures, and fractions
are accurately and properly observed.
The video lesson is complete in elements/parts.
a) Opening Billboard
b) Learning Objectives
c) Motivation
d) Lesson Proper/Discussion
e) Assessment
f) Reflection
g) Credits/ References
7.4 Audio components (i.e., narration, dialogue,
music, and sound effects) are appropriate and
effective for educational purposes.
a) Sound Fx
Music Bed
7.5 Visual components (i.e., animations, images, and
texts) are appropriate and effective for
educational purposes.
a) Opening billboard
b) Crawler
c) Closing Billboard
7.6 Interoperability
a) Video resolution met the standard
specification (at least 1280x720 pixels or
higher)
b) Video format is in mp4
7.7 The Teacher Broadcaster engages
the interest of the target learners
and enhance the content of the
video lesson
7.8 Integration music and sound effects
are coherently and smoothly
applied.
 7.9 The types of shots used are appropriate and
relevant to the story.
7.10 The camera angles/ movements are relevant
and useful to the content.
7.11 There is variety and consistent use of camera
angles/movements.
7.12 Volume and sound quality are smooth and
well integrated.
7.13 Pacing is effective and appropriate to
instructional purposes.
Note: At least 10 indicators must be marked YES to Complied Not Complied
indicate compliance to this factor.

Recommendation: (Please put a check mark ( ) in the appropriate box.)

 Minor revision. The script/video is found compliant to the
minimum requirements of all five factors. Revision based on the
recommendations included in the Summary of Findings form and
29
script with marginal notes must be implemented.
 Major revision. The script/video is non-compliant to the
requirements in one or more factors. Revision based on the
recommendations included in the Summary of Findings form and
the script with marginal notes must be implemented.

 For production/development/release. The script/video is found

compliant to all factors with NO corrections.

I / We certify that this evaluation report and the recommendation(s) in the

summary report are my / our own and have been made without any undue
influence from others.
Name of Evaluators(s) Signature(s)
________________________ ___________________________
________________________ ___________________________
________________________ ___________________________
Date accomplished: ___________________________

28

EVALUATION RATING SHEET FOR PODCAST-BASED LESSON (PBL)

Title: _________________________________________________________________
Topic: __________________________________ Competency Code/s: ___________
Learning Area: _____________________________ Grade Level: ________________
File size: _______________________________ Language used: ______________
Name of Teacher-podcaster: _____________________________________________
Scriptwriter/s: _________________________________________________________

This evaluation tool is composed of Part I- Intellectual Property Rights Compliance and Part
II; Factor A- Content Quality, Factor B- Instructional Quality, Technical Quality, Factor D-
Assessment, and Factor E- Accuracy and Up-to-datedness.
General Instructions:
1. Carefully listen to the podcast material to evaluate its compliance to standards
indicated in the criterion items.
2. Put a check mark (/) in the appropriate column beside each criterion item.

Part 1. Instruction: Please check the appropriate box. If the LR is IPR compliant, tick YES, if not
3
tick NO and give the comments. If the LR is not IPR compliant do not proceed to Part II unless the
suggestions and recommendations are complied.

Intellectual Property Rights

YES NO COMMENTS
Compliance
1. The Podcast- based lesson
has no copyright violations.
2. The copyrighted texts used in
Podcast-based lesson are cited.
3. Content is accurate.
4. The references are properly
cited in the bibliography of the
Podcast-based lesson script.
5. Has permission and proper
attribution of the original author.
Passed

Part II. 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. (Not Applicable means that the criteria is
not relevant to the resource being evaluated. It is given the score of 3 so that the evaluation score
for each factor reflects only the performance against criteria that are relevant to the nature of the
resource being evaluated). Attach extra sheets if necessary. Your report may be completed in soft
or hardcopy. Please write legibly in completing in hardcopy

29
 VS S Poor Not Satisfactory
Factor A. Content Quality
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
Note: Resource must score at least 30 points out Passed
of a maximum 40 points to pass this criterion.
Please put a check mark on the appropriate box Failed

VS S Poor Not Satisfactory

Factor B. Instructional Quality
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. Sounds are used for appropriate
instructional reasons.
6.1. Target
Includes user can
appropriate control
utterances the rate
or expressions and
for reflections        
sequence of presentation and review.
and learning take-aways.

7.2. Instruction is integrated

Learning tasks supplement the processwith target
of the lesson.        
user’s previous experience.
3. Provides parents and learners guide to use the audio lesson.        
8. The materials provide adaptive
feedback that established human connections.
Total Points  

Note: Resource must score at least 33   Passed

points out of a maximum 44 points to
pass this criterion. Please put a check   Failed 30
mark on the appropriate box.
 VS S Poor Not Satisfactory
Factor C. Technical Quality
4 3 2 1

Delivery of Teacher-Podcaster
1. The teacher-podcaster establishes
own identity in opening and closing spiel.
2. The voice of the teacher-podcaster VS S Poor Not Satisfactory
Factor
is dynamic and D. Assessment
well-modulated.
4 3 2 1
3. The delivery of the script is well
1.
articulated. The podcast lesson employs
useful measures and information that help
4. The pacing of the delivery and
the teacher evaluate learner’s progress in
vocal variety are
theappropriate to the level of
mastering target competencies.
the target users.
2. The podcast lesson provides
Audio Quality
variety of assessment approaches and
5. activities
The audio
to ensure
is free
active
from engagement
any of
learners.
unnecessary noise (air gap, sudden spikes
and grounded noise).
3. Assessments have clear
6. instructions
Volume,
Factorto
music,
E.serveand
as guide
Accuracysoundon
effects
how
Present &
are these will befor
appropriate used.
instructional purposes.
and Up-to-datedness Present but
requires Do not
7. 4. Required file specifications Not
and are very minor
Assessments and activities major evaluate Com-
Note down observations about present & must be
other technical
aligned withconsiderations
specific are and
objectives redevelop further ments
the information contained in 4
fixed
ment
followed:
content. 1
the material, where the 3
a. File can be opened/accessed using 2
5. following
mobile
errors are found: employs
The teacher-podcaster
phones, portable USB speakers
and1.adaptive feedback.
tablets/laptops.
Conceptual errors.
b. 6. FileAssessment
length: minimum of 5 minutes,
integrates reflection
2.
maximum Factual errors.
of 20 minutes
activities.
c. 3. FileGrammatical
size: maximum of 20 MB
errors.
d. Total Points
File Format: MP3
Total4.Points
Note: Computational
Resource errorsat least 18
must score Passed
Note:points
5. out of
Other
Resource a maximum
errors
must (i.e.,
score 24 points
at least to
21 points Passed
pass
out of this information,
a maximum
obsolete criterion. Please
28 points put this
to pass
etc.) a check Failed
markPlease
criterion. on theput appropriate
a check mark box.on the Failed
Total Points
appropriate box.
31
Note: Resource must score 20
Passed
out of 20 points to pass this
criterion. Please put a check
Failed. (All issues must be documented in the
mark on the appropriate box Comments section.)
 32

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 46

44
/4
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,
12. Avoid able,
differently materials that malign
and other people,
vulnerable promote
sectors violation of
of society.
laws and matters contrary to law and morality.
8. Refrain from devoting space and attention to fads or Yes No
Race, Ethnicity, and Culture
transitory personages and events, untested theories or
1. Respect racial, ethnic, and cultural diversity in our society.
views.
2. Avoid bias and stereotypes in reference to any individual
9. orPromote
groups. the need for the high ethical standards and
codes of behavior and their observance in all aspects of
1. Avoid inaccurate, unnecessary, or inappropriate portrayal
Philippine society.
of or reference to racial/ethnic or cultural customs,
10. Do not depict physical,
symbols, sexual,
observances, and mental
festivals, dress,abuse
names,of adults
or
and children
language.as well as violent sports and entertainment.
11.Religion
Do not give situations that would encourage crime, Yes No
violence, and vices.
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.
Health and Safety YesYes No No
Role Models
1. Promote physical and mental well-being of males and
1. Avoid sex bias; stereotyping of male and female roles.
females, children and adults.
2. Portray husbands
2. Discourage use of and wivesalcohol,
tobacco, as partners in
narcotics, and
homemaking and
restricted drugs. family management
3. Avoid
As much as possible
depicting enjoymentavoidofchoice of living persons as role
junk food.
models, except for persons of exceptional and acknowledged
4. Promote health and safety standards and precautions.
accomplishment or virtue regardless of their racial, ethnic, or
Environment
cultural origin or affiliation. Yes No
1.4. Portray
Refrainefforts to conserve
from glorifying the country's
or unduly natural
extolling resources and
persons
protect
andthe quality
their of the environment.
accomplishments.
Others
5. Present a balanced picture of roles of workers and managers. Yes No
1. Show
6. Avoidgood
commercial brandofnames
role models public and corporate
servants such logos.
as police
officers, soldiers, and government officials instead of
2. Encourage humane treatment of animals and respect for life
caricaturing or ridiculing them.
of all workers
7. Show kinds (including plants).to Philippine development.
who contribute
TOTAL POINTS
Gender Yes No
Note: Resource must score 32 out of a
Passed
maximum
1. Avoid sexist42 points tobias,
language, pass this
and stereotyping of males and
criterion.
females asPlease put a check
to professions, mark on the
occupations, contributions to society,
Failed- All issues must be
appropriate box.
and home and family roles and behaviors. documented in the comments
section.the
2. Do not differentiate either explicitly or implicitly between
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.)
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):
Date:

35
 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?
50
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
(Note: At least 5 items are YES to comply the criterion) Complied

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

36
 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 Complied
(Note: At least 3 items are YES to comply the criterion)
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
(Note: At least 6 items are YES to comply the criterion) Complied

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.
(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:____________________
52

37
 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

38
 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

Complied Not Complied
(Note: At least 5 items are YES to comply the criterion)
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.
Complied Not Complied
(Note: At least 3 items are YES to comply the criterion)
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.

54
 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.
Complied Not Complied
(Note: At least 3 items are YES to comply the criterion)

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.

(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:

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 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:

Approved by:

________________________________________________
Schools Division Superintendent

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 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

42
0
 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.

Learning Area EPS Key Teacher

EPS, LRMS
Recommending Approval:

Chief, Curriculum Implementation Division

Approved by:

Schools Division Superintendent

43