1.3.7 Performance Indicators.

This part provides the exact quantification of objectives, which shall serve
as the assessment tool that gauges whether performance is positive or negative (D.O. No. 2 s. 2015). In
the RPMS Tools, the performance indicators provide descriptions of quality and quantity given five
performance levels: 5-Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. •
Outstanding te literacy and/or numeracy skills 4. Performance tasks/test material(s) used in teaching 5.
Results of assessment used in teaching 6. Others (Please specify and provide annotations) 9 THE RPMS
TOOLS FOR TEACHERS The performance indicators of the RPMS Tools for Teachers operationalize the
performance measures, namely quality, efficiency and timeliness required by the D.O. No. 2, s. 2015.
Figure 1.8 shows the different categories of performance measures and their operational definition. •
Very Satisfactory performance means that the Ratee has presented the required MOV listed under
number 4. • Satisfactory performance means that the Ratee has presented the required MOV listed
under number 3. • Unsatisfactory performance means that the Ratee has presented any of the given
MOV under number 2. • Poor performance means that the Ratee has not presented any of the
acceptable MOV. Figure 1.7. Performance Indicators of Teacher I-III RTOT Version, April 2018 1
Objectives Means of Verification (MOV) Performance Indicators QET Outstanding (5) Very Satisfactory
(4) Satisfactory (3) Unsatisfactory (2) Poor (1) 1. Applied knowledge of content within and across
curriculum teaching areas. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
agreement form about knowledge of content within and across curriculum teaching areas 2. Lesson
plans/modified DLLs developed highlighting integration of content knowledge within and across subject
areas 3. Instructional materials highlighting mastery of content and its integration in other subject areas
4. Performance tasks/test material(s) highlighting integration of content knowledge within and across
subject areas 5. Others (Please specify and provide annotations) Quality Showed knowledge of content
and its integration within and across subject areas as shown in MOV 1 with a rating of 7 Showed
knowledge of content and its integration within and across subject areas as shown in MOV 1 with a
rating of 6 Showed knowledge of content and its integration within and across subject areas as shown in
MOV 1 with a rating of 5 Showed knowledge of content and its integration within and across subject
areas as shown in MOV 1 with a rating of 4 No acceptable evidence was shown Efficiency Submitted at
least 4 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted 3 lessons using
MOV 1 and supported by any 1 of the other given MOV Submitted 2 lessons using MOV 1 and supported
by any 1 of the other given MOV Submitted any 1 of the given MOV No acceptable evidence was shown
Timeliness Submitted MOV were distributed across 4 quarters Submitted MOV were distributed across 3
quarters Submitted MOV were distributed across 2 quarters Submitted MOV was completed in only 1
quarter No acceptable evidence was shown 2. Used a range of teaching strategies that 1. Classroom
observation tool (COT) rating sheet and/or inter-observer agreement Quality Facilitated using different
teaching Facilitated using different teaching Facilitated using different teaching Facilitated using
different teaching No acceptable THE RPMS MANUAL 10 CATEGORY DEFINITION Effectiveness/ Quality
The extent to which actual performance compares with targeted performance. The degree to which
objectives are achieved and the extent to which targeted problems are solved. In management,
effectiveness relates to getting the right things done. Efficiency The extent to which time or resources is
used for the intended task or purpose. Measures whether targets are accomplished with a minimum
amount of quantity of waste, expense, or unnecessary effort. In management, efficiency relates to doing
the things right. Timeliness Measures whether the deliverable was done on time based on the
requirements of the rules and regulations, and/or clients/stakeholders. Time-related performance
indicators evaluate such things as project completion deadlines, time management skills and other time-
sensitive expectations. Figure 1.8. Performance Measures (D.O. No. 2, s. 2015) The performance
indicators need not have all three (3) categories. Some performance may only be rated on quality and
efficiency, some on quality and timeliness and others on efficiency only. Figure 1.9 illustrates how the
performance measures are embedded in the performance indicators of the RPMS Tools. 11 THE RPMS
TOOLS FOR TEACHERS Figure 1.9. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET
RTOT Version, April 2018 1 Objectives Means of Verification (MOV) Performance Indicators QET
Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) 1. Modeled effective
applications of content knowledge within and across curriculum teaching areas. 1. Classroom
observation tool (COT) rating sheet and/or interobserver agreement form about effective applications of
content knowledge within and across curriculum teaching areas 2. Lesson plans/modified DLLs used in
demonstration teaching highlighting integration of content knowledge within and across subject areas 3.
Instructional materials developed highlighting effective application of content knowledge within and
across subject areas 4. Performance tasks/test material(s) used in demonstration teaching highlighting
integration of content knowledge within and across subject areas 5. Results of assessment used in
demonstration teaching highlighting mastery of lessons learned 6. Others (Please specify and provide
annotations) Quality Modeled effective applications of content knowledge within and across curriculum
teaching areas as shown in MOV 1 with a rating of 8 Modeled effective applications of content
knowledge within and across curriculum teaching areas as shown in MOV 1 with a rating of 7 Modeled
effective applications of content knowledge within and across curriculum teaching areas as shown in
MOV 1 with a rating of 6 Modeled effective applications of content knowledge within and across
curriculum teaching areas as shown in MOV 1 with a rating of 5 No acceptable evidence was shown
Efficiency Submitted at least 4 lessons as evidenced by MOV 1 and supported by any 1 of the other MOV
given Submitted 3 lessons as evidenced by MOV 1 from colleagues and supported by any 1 of the other
MOV given Submitted 2 lessons as evidenced by MOV 1 from colleagues and supported by any 1 of the
other MOV given Submitted 1 lesson as evidenced by MOV 1 from colleagues and supported by any 1 of
the other MOV given No acceptable evidence was shown Timeliness Submitted MOV were distributed
across 4 quarters Submitted MOV were distributed across 3 quarters Submitted MOV were distributed
across 2 quarters Submitted MOV was completed in only 1 quarter No acceptable evidence was shown