EVALUATING

LEARNING
RESOURCE
 Read the text from each
page.
Look for any
grammatical errors.
Take note of these
errors.
Write on a separate
sheet your feedback,
comments and
suggestions.
 Use the evaluation tools in
quality assuring the
learning resource.

Use first the tool for

LRMDS Educational
Soundness General
Evaluation Checklist.
Instructions for using this Checklist:

The purpose of the evaluation is to

determine whether or not a LR/TR/PDM
should be reproduced, redeveloped
and/or included in the LRMDS
Catalogue.

This checklist is used by the subject

matter or curriculum specialist or
Evaluation Team to evaluate an existing
resource.
 DepED Resources NOT meeting the mandatory
(shaded) qualities should not be further
evaluated unless the Intellectual Property
Rights allows DepED to fix the issues. The
reviewer should complete the Checklist and
provide a description of the issues in the
Comments Section.

Non-DepED Resources NOT meeting the

mandatory (shaded) qualities should not be
further evaluated. The reviewer should
complete the Checklist and provide a
description of the issues in the Comments
Section.
 The completed Checklist is submitted
to the LRMDS Manager for filing.

Any resource that passes this initial

review will be subjected to a more
extensive Educational Quality review.
 Qualities of the Learning
Resource, Teaching Resource,
Professional Development
Material
1. Content is accurate and
reflects the ways in which
knowledge is conceptualized
within the domain.
2. Supports learners
deepening of knowledge within
the content domain.
3. Presents controversial
issues with balance and
fairness and in accordance
with the DepED curriculum
policies, where these apply.
4. Uses language and
symbols of the content
domain and its ways of
representation, and
supports learners in
developing and using them.
5. The following are used
correctly and appropriately:
- terms and expressions
- symbols and notations
- diagrammatic representation
- graphical representation
6. Assists the learner with
identifying and differentiating
between different points of
view and perspectives
presented
7. Uses content in ways that are real
to life/authentic for learners/users:
- are not over simplified or
trivialized
- makes sense to learners within
their imaginary or real world
- are realistic within the relevant
context
- enhances learners social capital
their knowledge of how the world
works and how to make a way in
it
8. Reflects the profile of the target
9. Presents the same idea to
learners/users in multiple/multi-
directional modes
- visual text (e.g. pictures,
diagrams)
- verbal (written) text
- symbolic representations
- oral (spoken) text
- both static and dynamic
images
10. Learning objectives are
11. The target learners/users
are clearly identified
(academic level/technical
ability/demographics
addressed).
12. Content is structured to
scaffold learning.
13. Provides an opportunity
for learners/users to obtain
feedback either within or
outside the resource.
14. Pre-requisite
knowledge/skills are clearly
identified and their
connections to prior and
future learning are
established.
15. Is easy to use (time and
effort to use it is reasonable)
and the language is appropriate
for the intended learner/user.
16. Clear instructions for use are
provided (i.e., purpose,
processes, intended outcomes
are explicit).
17. Learning and information
design is intuitive (i.e., the user
knows what to do and how to do
it).
18 The learning resource can be
accessed by learners/users in
deprived, depressed and
underserved areas and
communities.
19. The resource may not require
teacher/facilitator intervention to be
used effectively in varied learning
environments and learning
sequences (i.e.it may include
instructions, terms, material in
English/Filipino/local dialect as
maybe necessary).
20. The learning resource connects
to learners personal/local
knowledge and experience
- linguistic and cultural experience
- local (community/geographic)
conditions
- individual and family
circumstances- including, gender,
abilities, economic conditions
- interest and degree of
engagement (in particular
addresses differently able
learners)
21. Resource does not confront or
embarrass learners In any or all of
the following ways:
- require learner to expose personal
data which may embarrass them
- invade learners privacy
- unfavourably compare learners
learning performance with
learners identity
- unfavourably or stereotypically
compare family or community
characteristics with learners
identity
- unnecessarily or indiscriminately
22.. Equivalent or alternative access to
information is available for learners with
diverse needs
- identical content or activity is
presented in different modalities
- different activities that achieve the
same learning outcome are available
Result of Evaluation of the Resource
1. Recommend reproduction and
distribution in current format. Resource
acceptable as is.
2. Resource requires modification before
being reproduced. (Must undergo full
Educational Quality Evaluation)
3. Do not reproduce. Resource does not
 Social Content Guidelines
To ensure that text, art, and photos /
illustrations of textbooks and teachers
manuals and other instructional materials
teach social values as well as
Government's educational thrusts, the
following guidelines on social content are
prescribed:
 The Nation and Citizenship
Treat national symbols and institutions
with respect.

Foster obedience to and respect for the

Constitution and the law.

Encourage participative and

responsible citizenship (e.g., depicting
individual initiative rather than
overdependence on organized
government aids and dole-outs).
 Avoid any bias favoring foreign
products, practices, and values.

Use illustrations and

photographs of Philippine
communities, objects, animals,
and people.

Show Filipino technology, games,

dances, dress, food, festivals,
celebrations, and customs.
Society
Depict contributions of men and women,
ethnic and cultural groups in economic
and social progress.

Foster attitudes of tolerance,

understanding, and appreciation of the
diverse sectors and groups in society.

Present a balanced rural and urban

society.
 Give example of lifestyles or
situations existing outside Metro
Manila. Use both rural and urban
situations without stereotyping either.

Avoid comparisons which may be

divisive to social classes, cultural, or
religious groups.

Show respect for different family

patterns (nuclear, extended, single
parent or two parents).
 Promote and respect the rights of
children, elderly, differently able, and
other vulnerable sectors of society.

Refrain from devoting space and

attention to fads or transitory
personages and events, untested
theories or views.

Promote the need for the high ethical

standards and codes of behavior and
their observance in all aspects of
Philippine society.
 Do not depict physical, sexual, and
mental abuse of adults and children
as well as violent sports and
entertainment.
Do not give situations that would
encourage crime, violence, and
vices.
Avoid materials that malign people,
promote violation of laws and
matters contrary to law and
morality.
Race, Ethnicity, and Culture
Respect racial, ethnic, and cultural
diversity in our society.

Avoid bias and stereotypes in reference

to any individual or groups.

Avoid inaccurate, unnecessary, or

inappropriate portrayal of or reference
to racial/ethnic or cultural customs,
symbols, observances, festivals, dress,
names, or language.
Religion

Use religious references, symbols,

celebrations, and language (in the text,
illustrations, and photographs) only
when appropriate to the subject matter.

Ensure that any appropriate references

to religious groups are accurate and
authentic within the setting and/or
period of history presented.
Role Models
Avoid sex bias; stereotyping of male and female
roles.

Portray husbands and wives as partners in

homemaking and family management

As much as possible avoid choice of living

persons as role models, except for persons of
exceptional and acknowledged accomplishment
or virtue regardless of their racial, ethnic, or
cultural origin or affiliation.

Refrain from glorifying or unduly extolling

persons and their accomplishments.
 Present a balanced picture of roles
of workers and managers.

Show good role models of public

servants such as police officers,
soldiers, and government officials
instead of caricaturing or ridiculing
them.

Show workers who contribute to

Philippine development.
Gender
Avoid sexist language, bias, and stereotyping of
males and females as to professions,
occupations, contributions to society, and home
and family roles and behaviors.

Do not differentiate either explicitly or implicitly

between the capability of males and females to
contribute to the political, economic, or social
well-being of Philippine society or the world.

Maintain balance in treatment of gender roles,

occupations, and contributions in the text and
illustrations.
Population

Promote responsible parenthood

and shared decision-making in
various areas of home life (e.g.,
family planning, family financing,
education of the children, etc.)
Health and Safety
Promote physical and mental well-
being of males and females, children
and adults.

Discourage use of tobacco, alcohol,

narcotics, and restricted drugs.

Avoid depicting enjoyment of junk

food.

Promote health and safety standards

and precautions.
Environment
Portray efforts to conserve the
country's natural resources and
protect the quality of the
environment.

Promote personal and community

involvement in environmental
management for sustainable
development.
Others
Avoid commercial brand
names and corporate logos.

Encourage humane
treatment of animals and
respect for life of all kinds
(including plants).