EVALUATING INSTUCTIONAL MATERIALS

EVALUATING INSTUCTIONAL MATERIALS

ROY SAPICO CAPANGPANGANPresenter

ROY SAPICO CAPANGPANGANPresenter

MAEngEd 214

Philosophy & Objectives Conforms to: (a) National Development

goals and priorities (b) DepEd Curriculum Directives & Guidelines

Projects appropriate philosophy of education

Has a conceptual framework and unifying philosophy

Preliminary Writing Stage

Philosophy & Objectives

Covers basic requirements of curriculum/courses.

Has clearly defined objectives from the viewpoint of learners.

Are realistic and attainable by target learners.

Basic Requirements of BEED

Includes a complete scope and sequence chart which shows the articulation of the series—a vertical and horizontal trace to find the flow of the content from one grade/year level to the next.

Basic Requirements of BEED

Includes the presence of the two learning goals in the sample lessons:

(a) Substance—learning opportunities cover specific ideas and/or concepts of learning goals.

(b) Sophistication—learning opportunities are developmentally appropriate.

Basic Requirements of BEED

Includes references which are indicated where needed.

Includes a substantial Teachers Manual that would provide a rich background/ relevant materials for effective teaching.

Basic Requirements of BEED

Includes a preface which explains clearly the materials’ theoretical underpinning.

Includes a narrative biography of authors with emphasis on training and educational qualification relevant to subject area.

Includes elements which conform to the unit integrated design.

Note:

Each error from the above list is considered a demerit. All demerits are added up and transmitted as follows:

No. of TX pages

Cut-offs of the Number of Demerits

200 pages or less

50 100 150 200 OVER 200

201 to 300 pages

75 150 225 300 OVER 300

301 to 400 100 200 300 400 OVER 400

401 pages and above

125 250 375 500 OVER 500

RATING 5 4 3 2 1

INTERPRETATION:

5Highly recommended for publication (Waived content and language editing)

4Recommended for publication but with minor corrections (if corrections are typographical in nature, editors can correct them, no need to return to the author)

3Recommended for publication but has to be returned to authors for content revisions (conference with the editor is necessary)

2Recommended to publication but has to be returned to author for organization and content revision (a conference with the editor is necessary)

1 Not publishable

What steps or improvement can be recommended for the writer?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

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EVALUATING INSTUCTIONAL MATERIALS

EVALUATING INSTUCTIONAL MATERIALS

Writing Stage

Philosophy & Objectives Conforms to: (a) National Development

goals and priorities (b) DepEd Curriculum Directives & Guidelines

Projects appropriate philosophy of education

Has a conceptual framework and unifying philosophy

Writing Stage

Philosophy & Objectives

Covers basic requirements of curriculum/courses.

Has clearly defined objectives from the viewpoint of learners.

Are realistic and attainable by target learners.

Content: Cognition and Competencies

Contains enough materials to be taken up for the year.

Provides varied and challenging exercises and drills for reinforcement and mastery of concepts and skills.

Content: Cognition and Competencies

Includes materials for extension of the learners interests and independent study.

Includes materials that are suitable, interesting, current and up-to-date.

Contains specific description/s of illustrative materials that are appropriate and instructional.

Content: Cognition and Competencies

Defines new and difficult concepts and terms in context or in a glossary.

Presents up-to-date and unfamiliar materials through comprehensible means.

Gives instructions that are easy to understand and follow.

Content: Cognition and Competencies

Includes elements which conform to the unit integrated design.

Includes elements which conform to the recommended formal of REX.

Content: Affective Includes a wide range of Philippine

experiences: rural, urban, suburban; minority and mainstreaming; traditional, modern.

Content: Affective

Includes materials that promote a global outlook or world view: cross-cultural, ecumenical, etc.

Presents relevant traits and values of contemporary living in a developing society like our country: self-help, initiative, entrepreneurship, planning (vs. bahala na-orientation and the like)

Content: Affective

Includes the array of structures and nuances of Philippine society: family and kinship, mores and folkways, customs and traditions, beliefs, values; ecology, etc.

Avoids prejudices and biases, sexism (gender inequality), stereotyping, religious taboo, racial discrimination, political propaganda, and the like.

Content: Affective

Reflects the thrusts of responsible parenthood, energy conservation, transformational education: (a) Peace and justice education (b) Environmental education (c) gender-sensitivity education (d) political education

Reflects a recognition of stages of child/youth development toward acceptable adult behavior and thinking

Appropriateness of Material Has vocabulary and length of sentences

that are suitable to the learner’s grade or year level.

Content covers and develops learning competencies intended and appropriate for the learner’s grade/year level.

Appropriateness of Mateial

Materials suggest/indicate acceptable moral standards in the measurement of significant human experience.

Controversial issues included are appropriate to the maturity of the learners and are handled fairly and from several viewpoints.

Presentation and Organization

Includes a strong integration of competencies across subjects.

Includes topics which are thematically and logically presented throughout the material.

Presentation and Organization

Contains units/chapters and lessons which are arranged from simple to complex, from observable to abstract.

Contains thought-provoking or self-test questions and strategic points within the lesson.

Presentation and Organization

Is consistent with accepted psychological and pedagogical principles.

Is articulated or linked with books immediately preceding and succeeding in the series.

Accuracy of Information Provides lessons which are free from

obsolete information and errors in concepts, facts, language, grammar and typography.

Note:

Each error from the above list is considered a demerit. All demerits are added up and transmitted as follows:

No. of TX pages

Cut-offs of the Number of Demerits

200 pages or less

50 100 150 200 OVER 200

201 to 300 pages

75 150 225 300 OVER 300

301 to 400 100 200 300 400 OVER 400

401 pages and above

125 250 375 500 OVER 500

RATING 5 4 3 2 1

INTERPRETATION:

5Highly recommended for publication (Waived content and language editing)

4Recommended for publication but with minor corrections (if corrections are typographical in nature, editors can correct them, no need to return to the author)

3Recommended for publication but has to be returned to authors for content revisions (conference with the editor is necessary)

2Recommended to publication but has to be returned to author for organization and content revision (a conference with the editor is necessary)

1 Not publishable

What steps or improvement can be recommended for the writer?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Thank you

End of Report

EVALUATING INSTUCTIONAL MATERIALS

EVALUATING INSTUCTIONAL MATERIALS

ROY SAPICO CAPANGPANGANPresenter

ROY SAPICO CAPANGPANGANPresenter

MAEngEd 214