ATENEO DE DAVAO UNIVERSITY

GRADE SCHOOL UNIT

AdDU-GS CERTIFICATION PROGRAM OF PROFICIENCY IN ONLINE EDUCATION

# STANDARDS INDICATORS EVIDENCES/ARTIFACTS
CATEGORY 1 - GENERAL CHARACTERISTICS OF ADDU ONLINE EDUCATION
1 Align the Course Learning Curriculum Map and Learning Plans show evidence of
Outcomes with the alignment.
University’s Vision and Level 1:
Mission a. Align the desired learning outcomes (content, Curriculum Map
performance and formation). Unit Plan
b. Align the learning competencies to the desired learning
outcomes.
c. Align the assessments to the learning competencies.
d. Integrate enduring understanding through the essential
questions.
e. Align the Learning Plans to the Curriculum Map.

Level 2:
a. All indicators in Level 1; and Curriculum Map
b. Craft authentic performance tasks that are aligned to Unit Plan
the school’s VM.

Level 3:
a. All indicators in Level 2; and
b. Integrate school advocacies (environment, BARMM, Curriculum Map
etc.), RPP and university strategic plan in the Unit Plan
lessons/tasks.

2 Appropriate the Ignatian
Pedagogical Paradigm in
the instructional design of
his/her courseware
Learning Plans show evidence of appropriation of the IPP in
the instructional design.
Level 1:
a. Appropriate IPP in the design of the instructional ● Unit Plan
materials.

Page 1

3 Observe the branding
guidelines of the Ateneo de
Davao University in
visually designing the
courseware
Page 2
b. Provide activities for self-evaluation or assessment of ● Screenshots of 2 activities in
one’s learning. Moodle
Level 2:
a. All indicators in Level 1; and Unit Plan
b. Appropriate IPP in the performance tasks.
Level 3:
a. All indicators in Level 2; and ● Unit Plan
b. Provide activities for pupils to share their takeaways or ● Screenshots of 2 activities in
reflections on integrated topics from university strategic Moodle
plans/RPP (e.g., environment, BARMM) using Moodle
tools (forum/discussion board etc.)
Follow the Ateneo de Davao University Branding Guidelines
and GS Guidelines.
All materials uploaded and or encoded in the courseware must
follow the AdDU Branding Guidelines and the GS Guidelines.
These materials are as follow:
a. Slide presentations and or videos (H5P) with
watermarks and copyright
b. Course Image, Banner, Sub-banner, Tile Image
c. Documents (e.g., OIDP, Assessments, Guidelines,
Rubrics, Activities, Letters) showing the Headers and
Footers of uploaded in Moodle; and
Levels 1 Observe the university and the grade school Screenshots in the courseware
branding guidelines in preparing the Moodle classroom with of the following:
respect to the following: a. OIDP
a. Use of the University seal; b. Course image, banners,
b. Use of the logotype “ATENEO DE DAVAO tiles, dividers
UNIVERSITY”; c. Materials or Documents
c. Course Image, Banners, Tile Images, Dividers; in pdf/Word file
d. Videos and Slide Presentations with respect to uploaded in Moodle
watermarks and copyright disclaimer; and (Assessments, Guidelines,
Rubric, Activities) showing
the use of Seal, logotype,
 e. Learning materials, and documents with respect to typology, headers, and
AdDU font families, font size, headers, footers, footers
watermarks, and copyright disclaimer. d. Link of the presentation
f. Observe slide presentations guidelines slides and or videos with
watermarks & copyright
disclaimer

4 Organize and optimize the
courseware material and
delivery to enable learners
to accomplish the learning
outcomes within the
scheduled time on task
Estimated the amount of time pupils spend on learning and
the amount of time teacher’s spend in teaching and working
on instruction.
Levels 1-3: Encode the quarter time-on-task. Encoded the quarter time-on-
task in the GS portal

CATEGORY 2 - COURSE OVERVIEW AND INTRODUCTION

5 Provide a course overview
and instructional plan in Levels 1-3: Upload the documents/materials on how to get ● Screenshot of the
the courseware started and find the essential components of the unit. These presentation of the Course
documents are as follow: Overview
a. Course Overview and Instructional Plan ● Screenshot and Link of
1) Overview of the course Subject Teacher’s
2) Competencies Orientation Presentation
3) Apps to be used and activities within the course
b. Demands of the Subject ● Screenshot of OIDP
1) Basic materials for the subjects (refer to GL
requirements)
2) Online Guidelines and Classroom Rules (refer
to HT Orientation Kit and Orientation Module
for Parents and Adult Supervisor)
c. OIDP

6 State the minimum
computer skills and
technology requirements
expected of the learner, as
approved by their
respective units
Levels 1-3: Provide information on technology requirements Link of the video or document
and the minimum computer skills of the unit, and where they about how to navigate the
can be obtained. applications to be used in the
a. Technology requirements Course
-Detailed list of the hardware and applications needed
for the course
b. Minimum computer skills

Page 3

7 Provide biographical and
contact information for
learners and other
stakeholders (no levels)
8 State learner expectations
and policies that are readily
accessible within the
introductory section
9 Define the grading policies
and practices in accordance
with the course content
learning expectations
10 Provide a clear description
or link to the technical
support offered and how to
obtain it
Page 4
-Detailed guides on how to use the applications which
will be used in the course (material may be in video or
text format)
Levels 1-3: Provide biographical data, contact information, Screenshot of the biographical
and availability. These data are as follow: information posted in Moodle
a. Name of Teacher Courseware
b. Subject taught
c. Email address of Teacher
Levels 1-3: Provide learner expectations and policies within Screenshot of the following
the introductory section. These expectations and policy are as documents posted on the
follow: Moodle Courseware:
a. Plagiarism a. Pupil-Parent Handbook
b. Academic Integrity b. Netiquette
c. Netiquette (Internet Etiquette) c. Data Privacy Act of 2012
d. Data Privacy Policy d. AUP (Enrollment Form)
e. Copyrighted Materials
f. Acceptable Use Policy (AUP)
g. Accessibility Policy
Levels 1-3: Indicate explicitly the grading policy and practices Screenshot of the uploaded
which are as follow: video presentation of the
a. Grading System Grading System (AHAA video
b. Academic Practices (e.g., turning in assessments and or your own video
tasks, notification) presentation)
Levels 1-3: Provide links to the online technical help and Screenshot of the Help Desks
support (help desk) such as posted in Moodle Courseware
a. Grade Level Number
b. Office number of Registrar, Finance, SDC
c. Email add of PLH/GLH
d. Help Desk number (GL iConnect)
e. Email add of iConnect, iSupport, iLink
f. Email add of Administrators (HM, AHAA, AHA,
AHSA, AHF, Registrar, Finance, SDC)
g. Email adds of MIS
h. Messenger link of iConnect, Finance
 i. Ateneo de Davao GS fb page, messenger link
j. iCare

11 Provide course orientation Levels 1-3: Provide orientation for the unit prior to the start of Screenshot of the materials for
prior to the start of the the online classes. Orientation Session Conducted
online course, either in
asynchronous (A-Mode) or
synchronous (S-Mode)
mode
CATEGORY 3 - INSTRUCTIONAL DESIGN
12 Include teaching-learning Level 1: Uses at least one of the Adaptive Learning Tools. Screenshots of the teaching
activities that guide Level 2: Uses at least two of the Adaptive Learning Tools. and learning activities where
learners toward promoting Level 3: Uses at least three of the Adaptive Learning Tools. adaptive learning tools are
ownership of their learning implemented.
and self-monitoring Note: Adaptive Learning Tools are Implemented (Lesson activity,
completion tracking, badges, restrict access, and competencies).
13 Provide teaching-learning Levels 1-3:
activities and overall * Align the courseware content with learning outcomes. Screenshots of the following to
content that promote the show alignment:
achievement of the targeted *Choose teaching-learning activities that align with and reinforce the a. identified competency in
learning outcomes learning outcomes. (Activities based on the content area may include the OIDP
simulations, reading, presentations, labs). b. Learning competency in
the Learning Plan
c. Learning activity/ies of
the learning competency
in Moodle

14 Organize content by units
and lessons that fall into a
logical sequence
The prescribed format
includes the following: Title
of the Module/Unit,
Learning Outcomes per
module/unit, Required
Content with Resources
Level 1: Follow the prescribed sequence and format of the Screenshot of the sequencing
course/lesson of the course presentation
Level 2: Include student feedback mechanism to check ● Evidence in Level 1
courseware consistency and effectiveness using the tools ● Screenshot of the Feedback
native to the LMS. or Survey features of
Moodle for
activities/content
Level 3: ● Evidence in Levels 1 and 2
a. Indicator of Level 2; and

Page 5
 and Activities, Assignments
and Assessments
15 Present the course in a
manner that is appropriate
to the developmental level
of the intended learners
16 Provide introductory
activities to help learners
how to navigate and use
the course
17 Provide diagnostic
assessments to determine
learners' needs prior to the
start of a new module/unit
Page 6
b. Incorporate feedback from summative and formative ● Screenshot of the Feedback
evaluation tools (e.g., Survey Activity) or Survey features of
Moodle for formative and
summative assessments
Level 1:
a. Make available a glossary of terms and acronyms Screenshot of the
(using the Glossary function of Moodle). Glossary/unlocking of Terms
b. Provide instructions every time a new tool is in the courseware
introduced.
Level 2: Present the courseware texts in a correct, clear, and ● Evidence in Level 1
engaging manner ● Screenshot of the
composition/article with
Reading level
ex. Flesch- Kincaid
Readability Test
Level 3: Match the text and the contexts to the reading level of ● Evidence in Levels 1 and 2
the students (use Flesch-Kincaid Readability Test/Fil and Aral ● Screenshot of the
Pan identify the levels of text and context complexity) composition/article with
Reading level
ex. Flesch- Kincaid
Readability Test
Levels 1-3
a. Conduct orientation and demonstration of the learning URL or video uploaded in the
tools. Moodle Courseware of the
b. Require students to complete and submit introductory activities used
assignments or assessments.
Diagnostic assessments are provided to determine learner’s
needs prior to the start of a new module.
Level 1: Formulate test questions for diagnostic assessment Screenshot of the Diagnostic
following the rules on test construction. assessment (5 test items
Teacher-Made Test)
 ● Evidence in Level 1
Level 2: Ability to interpret diagnostic test results ● Screenshot of DT
interpretation

Level 3: Use Diagnostic and Learning Style Inventory results ● Evidence in Levels 1 and 2
to come up with learning path activities. ● Screenshot of learning path
activities based from the
Diagnostic test and
Learning Style Inventory
results

18 Provide learner A clear link between the assessments and the stated goals of
assessments that are the online course is established.
aligned to stated course,
unit, or lesson-level Levels 1-2: Align the assessment plan to the learning Curriculum Map and
outcomes or competencies outcomes/competencies Assessment Plan

Level 3: Align the actual content of the assessments with the ● Evidence in Levels 1 and 2
learning outcomes/competencies ● Screenshots of teacher-
made assessments (2
sample questions each from
FA, SA, PT and QA)
19 Provide suitable The online course includes a visible path of formative and
assessments that measure summative assessments measuring Student progress toward
learner progress toward mastery of content within the course objectives.
mastery of content
Level 1: Provide both the formative and the summative Screenshots of FA and SA
assessments of the same topic

Level 2: Provide the cap for each formative assessment, that is, ● Evidence in Level 1
“80% of the class should get a score of 80%”, before a ● Guidelines on Classroom
summative assessment can be administered. Assessments and Grading
System (page 3)

Level 3: Prepare assessments that are suitable to the pedagogy ● Evidence in Levels 1 and 2
and content of the subject. ● A document showing an
assessment that is aligned to

Page 7
 the content and the subject's
pedagogy

20 Do assessment practices
that provide routine and
accessible opportunities for
self-monitoring and
reflection of learning per
module/unit/lesson
Level 1: Provide reflection activity (e.g., ORID questioning Screenshots of at least 2
technique, Exit Ticket, Self-Assessment/Checklist) per topic reflection activities
using the Feedback Activity in Moodle.
Level 2: Provide reflection activities that elicit ● Evidence in Level 1
interdisciplinary insights. ● Screenshots of at least 2
reflection activities

Level 3: Provide reflection activities that elicit conceptual, ● Evidence in Levels 1 and 2
metacognitive and personal insights. ● Screenshots of at least 2
reflection activities

CATEGORY 4 - TECHNOLOGY NAVIGATION

21 Use educational tools that Teacher’s course should include guidelines or written
ensure privacy and statements of confidentiality to be undertaken by both the
maintain confidentiality of teacher and student.
learner information in
accordance with the Data Levels 1-3: Include guidelines/document/link indicating that ● Screenshot of Uploaded
Privacy Act all information (resources) shared by the teacher should Teacher-Parent Agreement:
remain private and no part of the course be published or Use of Moodle Courseware
shared without permission of the teacher (Privacy Statement). ● Screenshot of Uploaded
These guidelines/document/links are as follow: Teacher-Pupil agreement:
a. Acceptability Use Policy (AUP) Use of Moodle Courseware
b. Copyright Disclaimer ● Copyright Disclaimer for
c. Data Privacy Act teacher’s ownership of
d. Use educational tools that ensure Data Privacy courseware materials
(Sample provided)

● Screenshot of the use of

technology and educational

Page 8

22 Use online course tools that
support learning outcomes
or competencies
23 Adapt learning activities to
accommodate learners'
needs and preferences
Page 9
tools that ensures data
privacy.
The courseware includes clear information and instruction to
support the learning objectives or competencies.
Level 1: Convert OIDP (planned activities) into online Screenshot of the particular
activities using the tools native to the LMS (e.g., Activities & learning plan and specific tool
Resources). used
Level 2: Able to skillfully use the appropriate tool for planned ● Evidence in Level 1
activities, assessments and links in the presentation. ● Screen recording or
screenshot of the online
activities that used the
LMS tools aligned to the
learning competencies.
Level 3: Utilize and demonstrate the appropriateness and ● Evidence in Levels 1 and 2
effectiveness of the tool in attaining learning outcomes, in ● Screen recording or
engaging the pupils to think, to participate, and to interact by screenshot of the online
using the different tools native to the LMS (e.g., forum chat, activities that used the
series of questions, student feedback, or interview). LMS tools aligned to the
learning competencies
Level 1: Make initial assessment of learners’ needs and Screenshots of the following:
preferences in terms of: a. Screenshot of
a. Learning styles questionnaire showing
b. Available technology (internet speed and available survey of pupils needs
devices) and preferences
c. Digital Competencies with the use of technology b. Screenshot of the
(confidence in technology) adjusted settings:
d. Options to access class materials online or offline. enabling pupils to access
the materials offline
Level 2:
a. All indicators of Level 1, and ● Evidence in Level 1
b. Sequence the content and learning activities in a way
that makes learning meaningful by:
 1) arranging appropriately the content and ● Link of activity applying
learning activities provision for learning needs
2) providing activities that support various learner and preferences
needs (DI, Learning styles & technology needs
(slow internet connection)
3) implementing time-on-task to guide learners

Level 3:
a. All indicators of Level 1 & 2 ● Evidence in Levels 1 and 2
b. Demonstrate the ability to diagnose and address ● Passing rate of the scenario
various technical issues in accessing the courseware. assessment

24 Control the release of The content of each topic will be released depending on the Screenshot of the adjusted
content strategy adopted by the teacher. settings applying control of
release and link of the activity
Level 1: Use the Activity Completion feature of Moodle.
● Evidence in Level 1
● Screen recording of the
Levels 2-3: Use the Restrict Access feature along with the following:
Activity Completion feature in Moodle. a. Setting up of the
activity resources
(label, URL and file)
b. Setting up of activities
c. Restricting access

25 Use the Gradebook The teacher demonstrates the ability to use and navigate
around the Gradebook to assess and record the Students’
formative and summative assessments.

Level 1: Screenshot showing the use of

a. Set up "Gradebook" in Moodle with assigned categories the Gradebook features and
and settings. settings in Moodle
b. Provides feedback in narrative (setting in the
Gradebook) and/or numeric form per assessment.
c. Show the grades of pupils accurately in the Gradebook.
d. Use the rubric to guide pupils in the quality of their
work and assist the teacher in grading activities.

Page 10

CATEGORY 5 - INSTRUCTIONAL MATERIALS
26 Develop online course Level 1: Post or state explicitly the learning competencies at
materials that are aligned the beginning of each topic.
with the outcomes or
competencies, and which
clearly state what the Levels 2-3:
learner will be able to
demonstrate as a result of
successfully completing the
course
27 Incorporate and teach
digital literacy and
communication skills in the
courseware as an integral
part of the curriculum
Page 11
e. Provide timely feedback of the students’ academic
achievement (assessment scores).
Level 2:
a. All indicators in level 1 ● Evidence in Level 1
b. Export recorded raw scores in Moodle or transfer or ● CSV/Excel file of
download grades to Excel, google sheet or CSV. recorded raw scores
- intention is only to preserve the data of the classroom and not to require the
teachers to use this as a class record
● Evidence in Levels 1 and 2
● Screenshot of the features
Level 3:
indicated (setting up the
a. All indicators in Level 1 & 2
computation to get the
b. Use the full functionality, including computation of
final grade) in Moodle
final grade.
Gradebook
Screenshot of learning
competencies posted in
Moodle
● Evidence in 1
a. Include indicator in Level 1; and ● Specific learning plan,
b. Align the course content with the learning assessment and activities of
competencies. that learning plan
c. Prepare course materials (assessments, activities) that ● Screenshot of the activities
are aligned to the learning competencies and clearly posted in Moodle related to
understood by the students. indicator “b”
Level 1: Provide clear and specific expectations on how A copy of the Netiquette
students behave in terms of student-teacher interaction and Guidelines (specifically on
student-student interactions participation in discussion
boards or forums, virtual
group meetings, etc.)
Level 2:
a. All indicators in Level 1; and ● Evidence in Level 1
b. Post/Publish the guidelines and rules of conduct for ● Screenshot of the classroom
participating in discussion boards or forums, virtual stream where the
guidelines are posted

28 Provide supplemental
learning resources and
related instructional
materials, to support and
enrich learning, that are
aligned to the specific
content being delivered
29 Develop online course
content and supporting
materials reflecting a
culturally diverse
perspective, and free of any
biases
30 Provide online course
materials that support
course content standards,
i.e., accurate and current
Page 12
group meetings, video presentations, and or digital
outputs on classroom streams
Level 3: ● Evidence in Levels 1 and 2
a. All indicators in Level 2; and. ● Screenshot of the rubrics
b. Incorporate in the rubrics the pupil’s digital encoded in Moodle for
communication skills (how a pupil interacts and Deportment Rating on
communicates during the online course). Courtesy
Level 1: Provide supplemental learning resources and link (or Screenshot of supplemental
information) to assist students in availing of academic support resources and links
resources.
Levels 2-3: Make use of adaptive release mechanisms (e.g., ● Evidence in Level 1
restrict access, activity completion, badges) in providing ● Screenshot of the use of
supplemental learning materials for students. adaptive release
mechanisms
Level 1: Attended webinar training on multicultural diversity Certification of a webinar
and inclusion. attended on multicultural
diversity and inclusion
Levels 2-3:
a. Indicator in Level 1; and ● Evidence in Level 1
b. Ensure that the courseware developed is culturally ● Screenshot of learning
sensitive and free of prejudice and harmful biases. activities showing cultural
c. Include the following in the course content: a diverse sensitivity (1 activity) and
and balanced choice of images and other forms of inclusivity (1 activity)
media that reflect a variety of ethnicity, body styles,
gender, socioeconomic status, and ability.
Levels 1-2:
a. Online course materials and external links are up-to- Screenshots of online materials
date and accessible. used and their edition or
b. Textbooks and other printed materials are in the publication
current edition. a. external links
c. E-books and other electronic resources are recent and b. current textbooks used
relevant to the course. c. recent e-books
d. recent e-journals
31 Provide online course Levels 1-3: Provide online course materials and external links
materials that are free of that are free of adult content and unnecessary advertisements. List of online materials used
adult content and do not and their external links
have unnecessary
advertisements

32 Provide course materials Level 1:

with proper citation for Provide a sample of each kind of material (e.g., video, image, Screenshot of the materials
copyright and licensing article, etc.) that show proper citation. with proper citation
attribution to any third-
party source Level 2:
All references cited in the course are listed in the reference list ● Evidence in Level 1
following the APA (American Psychological Association) basic ● List of references in an
rules: APA format
a. All lines after the first line of each entry in your
reference list should be indented one-half inch from the
left margin. This is called hanging indentation.
b. All authors' names should be inverted (i.e., last names
should be provided first).
c. Authors' first and middle names should be written as
initials.
d. Reference list entries should be alphabetized by the last
name of the first author of each work.
e. For multiple articles by the same author, or authors
listed in the same order, list the entries in chronological
order, from earliest to most recent.

Level 3:
a. All indicators in level 1; and
b. All entries in the reference list are properly cited using ● Evidence in Levels 1 and 2
the APA style. ● List of references in an
1) Each entry contains the bibliographic information APA format
in correct order
2) All links indicated in the reference list are
accessible.

Page 13
CATEGORY 6 - LEARNER INTERACTION
33 Provide learners with Level 1 - Provide two types of learner interactions in a lesson Screenshot of the learner
appropriate and effective activities for different learner
learning paths of Level 2 - Provide three types of learner interactions in a lesson interactions based on learner
interactions based on needs uploaded on Moodle
learner needs that engage Level 3 - Provide all four types of learner interactions in a such as but not limited to
them in a variety of ways lesson Forum, Padlet, Discussion
Board, interactive worksheets,
feedback given in journal
writing, etc.

34 Provide online resources Courseware screenshot of

and activities that engage
learners in an effective,
timely, and appropriate
manner
Level 1 - Create a linear lesson with one learning path
Level 2
a. All indicators in level 1; and
b. Provide materials with clear instructions on the
learning path that learners could take to assist
independent work.
interactive learner activities that
support independent learning
Screenshot of a learning plan
showing a flowchart of a linear
lesson with one learning path
and a screenshot of the Moodle
interface showing its
implementation.
Link of the material that
provides clear instructions on
the learning path that learners
could take that assist
independent work.

Level 3 - Create a branched lesson with 2 or 3 learning paths ● Screenshot of a learning plan
with clear instructions on the learning paths that learners showing a flowchart of a
could take to assist independent work. branched lesson with two or
three learning paths
● Screenshot of the Moodle
interface showing its
implementation, and
● A link to the material that
gives clear instructions that

Page 14

35 Facilitate regular
opportunities for learner-to-
educator interaction
36 Create opportunities for
learner-to-learner
interaction
Page 15
learners could take to assist
independent work
Level 1 - Provide opportunities for pupils to interact with the Screenshot of asynchronous
educator using a Moodle activity activity/activities where
pupils can raise questions or
give insights of learning or
feedback
Level 2 - Provide opportunities for pupils to interact with the Recording showing learners
educator during synchronous time interacting with the educator
in a class activity (limit
recording to 3-5 minutes)
Level 3 - Provide supplementary sessions for advanced and/ Recording showing a learner to
or challenged learners to give the instructional support suited educator interaction during a
to their needs. session with advanced and/or
challenged learners (limit
recording to 3-5 minutes)
* add to Glossary supplementary
session
Level 1: Educator provides activities to facilitate student-to Screenshot of learner
student interaction. activity/activities uploaded in
Moodle that provide learner to
learner interactions such as but
not limited to Game-Type
Activities, discussion boards,
Drag and Drop activities.
Level 2:
a. Indicators in Level 1
b. Accompanying instructions on how learner to learner ● Screenshot of learner
interactions can happen without the educator’s activity/activities uploaded
presence. in Moodle that provide
learner to learner
interactions such as but not
limited to Game-Type
Activities, discussion
 boards, drag and drop
activities.
● Materials of learner
activities showing learner to
learner interactions such as
but not limited to breakout
sessions, Padlet, Moodle
messaging app and so forth
● Screenshot of the
instructions given to
learners that enable
independent learner to
learner interaction

Level 3: All indicators in 1 and 2, and a mechanism to evaluate ● Screenshot of learner

(i.e., peer evaluation) learner-to-learner interaction in the activity/activities uploaded
activity. in Moodle that provide
learner to learner
interactions such as but not
limited to Game-Type
Activities, discussion
boards, drag and drop
activities.
● Materials of learner
activities showing learner to
learner interactions such as
but not limited to breakout
sessions, Padlet, Moodle
messaging app and so forth
● Screenshot of the
instructions given to
learners that enable
independent learner to
learner interaction
● Screenshot of the evaluation
tool (i.e., peer evaluation)
used to assess the quality of

Page 16
 learner-to-learner
interaction

37 Provide opportunities for
learner-to-world interaction
Level 1: Provide activities to help students reflect on their ● screenshot of a plan or
current realities. guidelines of Performance
Task implementation to
help learners reflect on
their current realities
● Screenshot of the activity as
posted on Moodle.
Level 2: Provide activities for students to discuss social issues Screenshot of learner activities
or relevant topics where their critical thinking skills are in Moodle that show learners
evident. discussing relevant issues such
as but not limited to Padlet,
Discussion Board or a video
clip of a discussion activity
(like Debate) during
synchronous time.
Level -3: Provide opportunities for students to discuss social Video clip showing students
issues or relevant topics with an authentic audience where discussing social issues or
critical thinking skills are evident in varied activities. relevant topics with an
authentic audience where their
critical thinking skills are
evident in varied activities.

CATEGORY 7 - ACCESSIBILITY AND USABILITY

38 Design courseware that is Level 1: Level 1 submission:
easy to navigate from the a. Attended a session on Accessibility and Usability. Submit screenshot of the
learner’s perspective b. Images used as banners, headers and icon tiles adhere following:
to the AdDU PS & GS Courseware Guidelines. ● Certificate of the training
attended on Accessibility
& Usability session
● Screenshot of the layout
of their courseware that
shows adherence to the

Page 17
 AdDU PS & GS
Courseware guidelines

Levels 2: Level 2
a. All indicators in Level 1; and submission:
1. Proper description and clear instruction in ● Submit screen recording
using hyperlinks showing one example of
the use of hyperlinks in
➔ Icons used as links also have a text alternative that
your courseware
describes the function of the icon or an accompanying text
link.
● Use hyperlinks instead of putting the
URL
● Clear instructions

Levels 3: Level 3 submission:

a. All indicators in Level 1; and ● Screen recording
b. The Moodle courseware includes the following: showing: course design
1) The course design enables pupils to easily locate that enables pupil to
where they are within the course and to easily easily locate where they
return to the homepage from any location. are and how to return to
the homepage from any
Applied the branding guidelines and the grade school location
standards for designing a courseware specifically on
● size and quality of images in the courseware
● The font type and font size used in the images
● Use official photo from the school directory (for
category 1 standard #3)

39 Design courseware to
facilitate readability Level 1: Attended a session on Accessibility and Usability

Level 2: Level 2 submission:

1. All indicators in Level 1; and ● Submit a screen
2. To facilitate readability, include the following: recording of your video
a. Proper video presentation settings presentation with closed
b. Observe the proper arrangement of the
activities in the courseware

Page 18
 ➔ The hierarchy of material in a page or caption and AdDU
document is clearly indicated through heading watermark.
styles (Heading 1, Heading 2, etc.). ● Submit a screen
➔ Format in posting lessons in the courseware recording as you
is consistent navigate your
➔ Proper use of indents as applied to Main courseware with the
topics and Sub topics. following:
a. Images used as
3. Ensure that the visual elements complement or banners, headers
reinforce the readability of the courseware. and icon tile adhere
to the AdDU PS &
GS Courseware
Guidelines
b. Must open all the
quarters (section)
c. Open a material per
session
Level 3: Level 3 submission:
1. All indicators in Level 1 and 2 ; and ● Screen recording of
2. Apply the readability features in the courseware courseware highlighting
the use of a readability tool
or any assistive tool (e.g.,
screen reader)
● Set the Cat 7 cohorts as
students in the
Courseware within the
duration of the
certification only

40 Design courseware with Level 1: Attended a session on Accessibility and Usability

accessible course materials
and activities to meet the Level 2:
needs of diverse learners a. All indicators in Level 1; and Level 2 Submission:

Page 19
 b. All learning materials follow the branding guidelines ● Screenshots of (at least one
and PS/GS standards specifically on accessibility and of each):
readability. a. Presentation with
1) Video - The video can be accessed In any device hierarchy text
2) Presentation - The presentation follows the b. Video with CC &
guidelines transcript
3) Handouts - The fonts and images are appropriate c. Document (eHandouts)
to the learners’ level. with hierarchy

b. Uploaded learning materials are approved by the

immediate supervisor (e.g., SAH/Academic Head,
GLH).

Level 3: Application of the accessibility features in the Level 3 Submission:

courseware ● Screenshots of:
a. All indicators in Level 1 and 2; and (at least 2 of each)
b. I use assistive technology applications that would a. Presentation with
accommodate the needs of the students with hierarchy text
difficulties or disabilities. b. Video with CC &
c. I use Alt Text in my courseware materials (images, transcript
chart, table) c. Document (eHandouts)
d. I provide Visual support or verbal/audio support to with hierarchy
access the video and presentations d. Image with alt text
e. Handouts - Use the Flesch Kincaid Readability Test
● Set the Cat 7 cohorts as
students in the Courseware
Achieving accessibility means that individuals with sensory, physical, within the duration of the
cognitive, or learning disabilities can independently acquire the same
information, engage in the same interactions, and enjoy the same learning certification only
experiences, with substantially equivalent ease of use as individuals without
disabilities. Alternative content is “equally effective,” which means that the
same information is as readily available as the original content.

41 Ensure that course Create courseware that is easy to use or user-friendly.

materials are relatively easy
to use Level 1: Attended a session on Accessibility and Usability

Level 2:
c. All indicators in Level 1 ; and

Page 20
 d. All learning materials follow the branding guidelines
and PS/GS standards specifically on accessibility and
readability.
4) Video - The video can be accessed in any device
5) Presentation - The presentation follows the
guidelines
6) Handouts - The fonts and images are appropriate
to the learners’ level.

b. Uploaded learning materials are approved by the

immediate supervisor (e.g., SAH/Academic Head, GLH).

Level 3
a. All indicators in Level 1 and 2; and
b. Graphics and animations are used to enhance
instructional materials and illustrate ideas without
causing distractions.
c. Images size are appropriate and can be viewed in their
entirety without scrolling.
d. Video and audio quality are clear.

Page 21