Semantical Accuracy Evaluation Form

Quarter 3 – MELC 3 (Determining the Relevance of the Ideas Presented

in the Materials Viewed)

INSTRUCTIONS: Please evaluate semantical accuracy of the attached revised learning

activity sheet which will be printed for distribution to the ninth-grade learners.
Semantical accuracy pertains to the preservation of the original meaning of the text
being revised. Please put the number equivalent to a specific scale in the box
corresponding to every criterion of validity.

Excellent = 5 Very Good = 4 Good = 3 Fair = 2 Poor = 1

Criteria of Validity

1. The readability-adjusted LAS contains revised text that shares the same
meaning with the original material.

2. The readability-adjusted LAS uses words that are fit for the target
readers but without losing the original meaning of the material reworded.

3. The the difficulty of the text in the readability-adjusted LAS is adjusted

without decreasing the complexity of the discussion of ideas and
concepts.

4. The readability-adjusted LAS stays relevant to the most essential

learning competency even after revision of texts.

5. The original LAS is not completely altered, only improved in some

specific parts that need adjustment.
Total
Average

KAREN MATERBONIA
School LR Coordinator
INSTRUCTIONS: Using the criteria developed for the validation of researcher-made
instrument by Carter V. Good and Douglas B. Scates, please the evaluate the attached
questionnaire which will be used to measure the level of strand specificity and perceived
effectiveness of language activities in the English for Academic and Professional
Purposes instruction. Please put the number equivalent to a specific scale in the box
corresponding to every criterion of validity.

Excellent = 5 Very Good = 4 Good = 3 Fair = 2 Poor = 1

Criteria of Validity

1. The test is short enough such that the participant will not reject it
because it will consume much of his precious time.
2. The test has face appeal such that the participant will be inclined to
accomplish it.

3. The questions can obtain some depth to the responses and avoid
superficial answers or information.

4. The questions are not too suggestive, not too stimulating.

5. The questions can elicit responses which are definite but not
mechanically forced.

6. The questions are stated in such a way that the responses will not be
embarrassing to the persons concerned.

7. The questions are formed in such a manner to avoid suspicion on the

part of the participants regarding hidden answer responses in the
questionnaire.

8. The responses to the questions when taken as a whole would answer

the basic purpose for which the test is designed and therefore
considered valid.

Total
 Average

RUEL T. BONGANCISO, PhD

Evaluator

INSTRUCTIONS: Using the criteria developed for the validation of researcher-made

instrument by Carter V. Good and Douglas B. Scates, please the evaluate the attached
questionnaire which will be used to measure the level of strand specificity and perceived
effectiveness of language activities in the English for Academic and Professional
Purposes instruction. Please put the number equivalent to a specific scale in the box
corresponding to every criterion of validity.

Excellent = 5 Very Good = 4 Good = 3 Fair = 2 Poor = 1

Criteria of Validity

1. The test is short enough such that the participant will not reject it
because it will consume much of his precious time.
2. The test has face appeal such that the participant will be inclined to
accomplish it.
3. The questions can obtain some depth to the responses and avoid
superficial answers or information.

4. The questions are not too suggestive, not too stimulating.

5. The questions can elicit responses which are definite but not
mechanically forced.

6. The questions are stated in such a way that the responses will not be
embarrassing to the persons concerned.

7. The questions are formed in such a manner to avoid suspicion on the

part of the participants regarding hidden answer responses in the
questionnaire.

8. The responses to the questions when taken as a whole would answer

the basic purpose for which the test is designed and therefore
considered valid.
Total
 Average

MARIZA ALBARINA, MEd

Evaluator

INSTRUCTIONS: Using the criteria developed for the validation of researcher-made

instrument by Carter V. Good and Douglas B. Scates, please the evaluate the attached
questionnaire which will be used to measure the level of strand specificity and perceived
effectiveness of language activities in the English for Academic and Professional
Purposes instruction. Please put the number equivalent to a specific scale in the box
corresponding to every criterion of validity.

Excellent = 5 Very Good = 4 Good = 3 Fair = 2 Poor = 1

Criteria of Validity

1. The test is short enough such that the participant will not reject it
because it will consume much of his precious time.
2. The test has face appeal such that the participant will be inclined to
accomplish it.
3. The questions can obtain some depth to the responses and avoid
superficial answers or information.

4. The questions are not too suggestive, not too stimulating.

5. The questions can elicit responses which are definite but not
mechanically forced.

6. The questions are stated in such a way that the responses will not be
embarrassing to the persons concerned.

7. The questions are formed in such a manner to avoid suspicion on the

part of the participants regarding hidden answer responses in the
questionnaire.

8. The responses to the questions when taken as a whole would answer

the basic purpose for which the test is designed and therefore
considered valid.
Total
 Average

PRECY GRACE I. SEBALLOS, MAEd

Evaluator

INSTRUCTIONS: Using the criteria developed for the validation of researcher-made

instrument by Carter V. Good and Douglas B. Scates, please the evaluate the attached
questionnaire which will be used to measure the level of strand specificity and perceived
effectiveness of language activities in the English for Academic and Professional
Purposes instruction. Please put the number equivalent to a specific scale in the box
corresponding to every criterion of validity.

Excellent = 5 Very Good = 4 Good = 3 Fair = 2 Poor = 1

Criteria of Validity

1. The test is short enough such that the participant will not reject it
because it will consume much of his precious time.
2. The test has face appeal such that the participant will be inclined to
accomplish it.
3. The questions can obtain some depth to the responses and avoid
superficial answers or information.

4. The questions are not too suggestive, not too stimulating.

5. The questions can elicit responses which are definite but not
mechanically forced.

6. The questions are stated in such a way that the responses will not be
embarrassing to the persons concerned.

7. The questions are formed in such a manner to avoid suspicion on the

part of the participants regarding hidden answer responses in the
questionnaire.

8. The responses to the questions when taken as a whole would answer

the basic purpose for which the test is designed and therefore
considered valid.
Total
 Average

MA. MARNIE J. DUMDUM, MAEd

Evaluator