7.2 Educational Soundness Evaluation Checklist

Evaluation Template 7.
2 Refer to Guidelines and Processes for LRMDS Development and

Production
1.1 Educational Soundness Evaluation Checklist

Instructions for using this Checklist:
a) The purpose of the evaluation checklist is to determine whether or not a LR/TR/PDM
achieved a general level of Educational soundness.
b) This checklist is used by the subject matter or curriculum specialist or Instructional
Designer to design and or review a resource.
c) Resources NOT meeting the mandatory (*) qualities should not be further evaluated.
The reviewer should complete the Checklist and provide a description of the issues in
the Comments Section.
d) The completed Checklist is submitted to the QA Coordinator.
e) Any resource that passes this initial review will be subjected to a more extensive
Educational Quality review. See Sections 7.5-7.8.
Resource Project Name/Code:

Title of Resource:
Location of Resource:
Stage of Development of
Resource
QA Review:
Current Format:
Copyright:
Mandatory (*)
Refer to
Qualities of the Learning
Educational
Resource, Teaching Resource, Yes/No/Not applicable (NA)
Soundness
Professional Development
Comments and Issues should Specification
Material
be noted here. v0.2
1. * Content is accurate and reflects Integrity
the ways in which knowledge is
conceptualized within the
domain.
2. Supports learners’ deepening of Integrity
knowledge within the content
domain.
3. Presents controversial issues Integrity
with balance and fairness and in
accordance with the DepEd
curriculum policies, where these
apply.
Evaluation Template 7.2 Refer to Guidelines and Processes for LRMDS Development and
Production
4. Uses language and symbols of Integrity

the content domain and its ways
of representation, and supports
learners in developing and using
them.
5. *The following are used correctly Integrity
and appropriately:
 terms and expressions
 symbols and notations
 diagrammatic representation
 graphical representation
6. Assists the learner with Integrity
identifying and differentiating
between different points of view
and perspectives presented
7. Uses content in ways that are Learner Focus
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 Learner Focus
learner/user for the curriculum or
training area.
9. Presents the same idea to Learner Focus
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 made Learner Focus
explicit to learners/users.
11. The target learners/users are Learner Focus
clearly identified (academic
level/technical
Production
ability/demographics addressed).
12. Content is structured to scaffold Learner Focus
learning.
13. Provides an opportunity for Learner Focus
learners/users to obtain feedback
either within or outside the
resource.
14. Pre-requisite knowledge/skills Learner Focus
are clearly identified and their
connections to prior and future
learning are established.
15. Is easy to use (time and effort to Usability
use it is reasonable) and the
language is appropriate for the
intended learner/user.
16. Clear instructions for use are Usability
provided (i.e., purpose,
processes, intended outcomes
are explicit).
17. Learning and information design Usability
is intuitive (i.e., the user knows
what to do and how to do it).
18. The learning resource can be Accessibility
accessed by learners/users in
deprived, depressed and
underserved areas and
communities.
19. The resource may not require Accessibility
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 Accessibility
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 abled
learners)
21. *Resource does not confront or Accessibility
Production
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 confront
cultural beliefs or practices
22. Equivalent or alternative access Accessibility
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
Comments:
Evaluation completed by: Name and Location
Date:
Contact details:

7.2 Educational Soundness Evaluation Checklist

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Evaluation Template 7.

2 Refer to Guidelines and Processes for LRMDS Development and

1.1 Educational Soundness Evaluation Checklist

Resource Project Name/Code:

4. Uses language and symbols of Integrity

embarrass learners In any or all

Evaluation completed by: Name and Location

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