Rubrics in Evaluating PIVOT 4A Learner’s Materials/Modules and IDEA Exemplars

☐ IDEA Module ☐ IDEA Exemplar

NAME OF WRITER (optional):_________________ District:______________________________

SCHOOL: ________________________________________ POSITION: _____________
LEARNING AREA: ________ GRADE LEVEL: ________QUARTER: _________ (MELC) No./Nos: __________

PART I. PRESENCE AND ALIGNMENT TO THE IDEA PRINCIPLES

Part of the Exemplar/Module Salient Features of Each Part Evident Not Evident
Introduction Learning Competency ☐
Learning Outcomes ☐ ☐
Learning Context ☐ ☐
Content & Core Content ☐ ☐
Values ☐ ☐
Recall Activities/Formative Assessment ☐ ☐
Activities to strengthen communication skills ☐ ☐
Development Developmental Activities (3) ☐ ☐
Remediation Activities/Formative Assessment ☐ ☐
Activities to strengthen collaborative skills ☐ ☐
Engagement Learning Opportunities ☐ ☐
Hands-on Activities ☐ ☐
Learning Points ☐ ☐
Outputs or Products ☐ ☐
Reflection Activities/Formative Assessment ☐ ☐
Activities to Strengthen Critical Thinking Skills ☐ ☐
Assimilation New Skills ☐ ☐
Habits of Minds ☐ ☐
Life Skills ☐ ☐
 Relearning Activities/Formative Assessment ☐ ☐
Activities to Strengthen Creativity Skills ☐ ☐
TOTAL POINTS (EVIDENT)

Note: Complete check marks of the IDEA salient features are pre-requisites to Part II. Detailed evaluation shall not be performed unless all
features are evident.

PART I. DETAILED EVALUATION OF THE TEACHING & LEARNING MATERIALS

ELEMENTS/ DESCRIPTORS/ EXCEEDS MEETS FALLS

CATEGORIES INDICATORS OF THE STANDARDS SET SET SHORT TO
STANDARD STANDARD SET
S S STANDARDS
(3) (2) (1)
Content -Manifests congruence to the Most Essential Competencies, anchored on ☐ ☐ ☐
the DepEd Vision-Mission-Values, link to previous and present
competencies and coherence among the different segments or parts.
-Contains level/ability-appropriate, needs-based and learner-centered
contents that enhance cognitive task(s), Higher Order Thinking Skills,
metacognitive engagement and other 21st century skills.
-Contains sufficient contents (activities, tasks, assessment, etc.) and
reasonable workload that are appropriate to the segments or parts as
described in the format. -Highlights constructivist, inquiry-based,
reflective, collaborative and integrative pedagogical approaches.

-Varies dynamics for individual, pair and group activities that promote
self-learning, collaboration and creativity through real-world context,
situation and tasks.
-Presents error-free (conceptual and factual) contents.
Structure and -Contains all parts as specified in the format and are arranged in the ☐ ☐ ☐
Sequence given order.
-Manifests systematic presentation of contents (logical, chronological,
psychological, simple to complex, etc.) -Presents contents in varied
media (video, audio, written, visual and/or combination), formats (word,
PDF, photo), and
style (infographics, graphic organizers) from different credible sources
that are cited.
-Meets required maximum number of pages without sacrificing important
segment(s) or content(s).
-Provides and labels mandatory and optional tasks for the learner.

Functionality/ -Allows easy access, use and navigation for learners to be accountable in ☐ ☐ ☐
Usability successfully completing all activities, tasks, assessments, etc.
-Allows flexibility and applicability to individual, small and large scale
audience.
-Allows easy facilitation for teachers, parents or any person to serve as
guide for learners on the use of learning module. -Fits for print, digitized
and online format and is readily convertible/adoptable to another format.
-Provides self-help instructions, user’s guide, rubrics and other
troubleshooting support to the learner.
-Ensures learner’s successful completion of the module using typical
equipment and materials that are available without or with less cost.

Design -Adheres to the elements of graphic design: font style, font size, spacing, ☐ ☐ ☐
composition and line, shape, colors, texture, etc.
Layout -Follows principles of design: movement, rhythm, proportion, etc.
 -Includes texts and graphics (properly cited) that are clear, readable and
appropriate to the content.
-Displays proper (only the important elements are included, appropriate
placement, size and color combination) and attractive layout.
-Presents visual and textual elements that are within the context of
Filipino/CALABARZON learners.

Language and -Displays error-free use of language in terms of grammar and choice of ☐ ☐ ☐
Mechanics words.
-Applies proper spelling, punctuation, capitalization and other writing
mechanics.
-Uses words, phrases, sentences and discourse that are grade level-
appropriate.
- Instructions/directions and/or process of completion are clear and
concise.
-Follows the DepEd Manual of Style and the DepEd Service Marks and
Identity Manual.

Inclusivity -Reinforces or complements concepts within and across the curriculum ☐ ☐ ☐

and in other field of knowledge/specialization. -Considers Gender and
Development principles and advocacy (i.e. use of gender-fair language,
content, tasks, assessments and activities, promotion of gender equity
concepts).
-Specifies provision for privacy, data protection and other rights of the
learners and individuals.
-Incorporates social content such as global citizenship, social
responsibility, nation/community-building, health and safety,
environment, etc. and supports the Sustainable Development Goals and
Ambisyon 2040.

SUB-TOTAL
GRAND TOTAL
ADJECTIVAL RATING
Legend and Description:
Exceeds Set Standards (3) – All descriptors/indicators were satisfied. The module incorporated other features not included in the
descriptors/indicators but contributed to the enhancement/enrichment of the segments or to the overall impact of the material.
Meets Set Standards (2) – One or two descriptors/indicators were not satisfied. The module satisfied basic requirements for sufficiency and quality
in terms of the descriptors/indicators.
Falls short to Set Standards (1) – Three or more descriptors/indicators were not satisfied. The module significantly lacked basic requirements for
sufficiency and quality in terms of the descriptors/indicators.
Decisions and Recommended Action:
POINTS EARNED ADJECTIVAL RECOMMENDED ACTION
RATING
17-18 Outstanding No revision is necessary. The material is set for production and distribution.
14-16 Very Satisfactory Minor revision is necessary. Only the corrected parts shall be re-checked before production
and distribution.
11-13 Satisfactory Major revision is necessary. The material is set for re-evaluation before production and
distribution.
8-10 Unsatisfactory Total revision is necessary. Extensive quality assurance check shall be done before
6-7 Poor production and distribution.

References:
- DepEd Region 4A-CALABARZON, 2019. General Specifications for PIVOT 4A Learner’s Materials.
- Anstey, L. and Watson, G., 2018. A Rubric for Evaluating E-Learning Tools in Higher Education. Retrieved on June 14, 2020 from
https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education?
fbclid=IwAR3tIZKQWTfBO4EiQK2rREN1Y_mj9odSzSWLyipOHO_NLPcnPtIpFbSgCk
- NovoEd Learning Platform, 2020. LXD Module Design Rubrics from the course: Foundations of Learning Experience Design.

Evaluated by:
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Noted by:
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