Syllabus, Student Textbook and Teacher Guide Evaluation

Checklist and Comment Writing Form

23 Aug 22

Ministry of Education
Contents
1. Syllabus Evaluation Checklist
2. Student Textbook Evaluation Checklist
3. Teacher Guide Evaluation Checklist
4. Syllabus Comment Writing Form
5. Student Textbook Comment Writing Form
6. Teacher Guide Comment Writing Form
Syllabus Evaluation Checklist
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

1 Introduction about the syllabus,

what it contains and how to use it
2 Contents are aligned with
curriculum framework and
syllabus. Coverage of contents are
complete and at an appropriate
level of depth and width.
3 Contents are age appropriate
4 Contents are culturally
appropriate
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

5 Flow of contents from simple to

complex , from known to
unknown
6 Presence of Outcomes for each
unit
7 Presence of SMART
competencies in each sub unit
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

8 Syllabus developed in each Grade

9 Competencies, contents, learning
strategies and assessments are
aligned in each sub unit
10 Competencies are aligned with
curriculum framework and
syllabus. Coverage of
competencies are complete and
at an appropriate level of depth
and width in each unit and
subunit level.
11 Appropriate period allotment for
units and sub units
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

12 Teaching and learning strategies

are aligned with curriculum
framework and syllabus.
Coverage of Teaching and
learning strategies are complete
and at an appropriate level of
depth and width.
13 Assessments are aligned with
curriculum framework and
syllabus. Coverage of Assessment
are complete and at an
appropriate level of depth and
width.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

14 Incorporation of indigenous
knowledge where necessary. Real life
situations included. Context based
education focused.
15 Provide emphasis on core skills where
necessary
16 Integration of vocational concepts
where necessary
17 Inclusion of crosscutting and national
pressing issues where necessary
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

17 Contents are free from ethnicity,

religious, gender, culture and
economic status biases
Student Textbook Evaluation Checklist

No Evaluation Criteria Evaluation Rate Remark

Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

1 Introduction contains
introduction about the textbook,
what it contains and how to use
the textbook
2 Brief Introduction of each unit
3 Presence of complete elements
of a unit lesson. It mainly
comprises activities, note,
examples, activities, conclusions
and then exercises.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

4 Competencies are aligned with

curriculum framework and
syllabus. Coverage of
competencies are complete and
at an appropriate level of depth
and width in each unit and
subunit level.
5 Contents are aligned with
curriculum framework and
syllabus. Coverage of contents are
complete and at an appropriate
level of depth and width.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

6 Teaching and learning strategies are

aligned with curriculum framework
and syllabus. Coverage of Teaching
and learning strategies are complete
and at an appropriate level of depth
and width.
7 Assessments are aligned with
curriculum framework and syllabus.
Coverage of Assessment are complete
and at an appropriate level of depth
and width.
8 Incorporation of indigenous
knowledge where necessary. Real life
situations included. Context based
education focused.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

9 Provide emphasis on core skills

where necessary
10 Integration of vocational concepts
where necessary
11 Inclusion of crosscutting and
national pressing issues where
necessary
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

12 Flow of ideas and contents from

simple to complex.
13 Ideas and activities follow logically
and flow smoothly within lessons
and from lesson to lesson.
14 The content should be accurate
and free from conceptual, factual,
grammatical, computational other
errors
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

15 Contents are free from ethnicity,

religious, gender, culture and
economic status biases
16 Clarity and use age
appropriateness of language.
Complexity and length of
sentence are suitable to target
users.
17 Clarity, relevancy, appropriate
size, accuracy, interesting and
suitability of illustrations, figures,
pictures etc.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

18 Attractiveness of the design work. Use

of colors, background of texts, use of
Header and Footer
19 The size of the font and amount of text
appropriate to the grade level and
developmental stage of the student.
Texts are organized (font size, use of
capitals, bold and italic type, shade)
enables the student to easily identify
topics and themes and distinguish
important items for learning.
20 All visuals are correctly labeled and/or
captioned.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

21 Presence of key terms at the end of a

unit contain
22 Presence of summary at the end of a
unit contain
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

23 Presence of review exercise at the end

of a unit contain. Review exercise
contains questions which askes
students whether address desired
competencies or not. Questions should
be different from exercises. These
questions are questions that can
address multiple competencies and
should be presented in different item
types like choose, matching, short
answer, essay and true/false
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

24 Various types of teaching and learning

strategies are used to meet individual
differences. Considering students
learnings styles. Considering students
level of understanding (lower, medium
and higher achievers)
Teacher Guide Evaluation Checklist

No Evaluation Criteria Evaluation Rate Remark

Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

1 Introduction contains
introduction about the guide line,
what the guide line contains and
how to use the guideline
2 Note for teachers (it may include
about active learning,
assessment, teaching aids,
classroom management, planning
etc.)
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

3 Provision of suggested guides for

teacher’s on how to facilitate
teaching learning based on
student’s textbook
4 Relevant and appropriate
teaching and learning materials
suggested
5 Competencies are based on
syllabus. Coverage of
competencies are complete and
at an appropriate level of depth
and width in each unit and
subunit level.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

6 Contents are based on syllabus

7 Teaching and learning strategies are
based on syllabus
8 Period allotments are based on
syllabus. Presence of period allotment
at Unit, sub unit and sub sub unit level
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

9 Presence of all answers for questions

found in activities, group works,
exercises and the like. Answers for
simple questions, detail answers for
medium level questions and detail
answer with additional note for heavy
questions should be included.
10 Presence of additional note for further
reading
11 Incorporation of suggested techniques
to facilitate learning of students with
special needs. additional activities and
exercises for gifted students or slow
learners.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

12 The content should be accurate and

free from conceptual, factual,
grammatical, computational other
errors
13 Clarity of language
14 Clarity of illustrations, figures,
pictures etc.
No Evaluation Criteria Evaluation Rate Remark
Excellent Very Good Good (50- Poor Very Poor
(85-100%) (70-84%) 69%) (25-49%) (0-24%)

15 Attractiveness of the design work.

Use of colors, background of
texts, use of header and footer
16 Presence of a particular grade
syllabus at the backside
Syllabus, Student Textbook and Teacher Guide Comment Writing
Form
 1. Syllabus, Subject: , Grade:

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 2. Student Textbook, Subject: , Grade:

No Place of Comments Comment’s Detail Detail Corrective Remark

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 3. Teacher Guide , Subject: , Grade:

No Place of Comments Comment’s Detail Detail Corrective Remark

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Thank You!