Monitoring Tool For The 2020 Inset: Columns Shall Contain Quantitative and Qualitative Information

MONITORING TOOL FOR THE 2020 INSET
This tool is intended to summarize the common observations of the monitoring officers on the INSET conducted per Sub-Office.
School/Sub-office: _________________________________________________________
School Head/PSDS: ________________________________________________________
Monitoring Date: ___________________________________________________________
Monitoring Officer: _________________________________________________________
Directions: Kindly fill-in the boxes with information based on the training matrix of the sub-office being monitored
and feedback based on your observation. Objective, Actual objective, and Recommendations for TA
columns shall contain quantitative and qualitative information.
Focus Area Objective Actual Achievement Recommendation for Technical

Assistance
Sharing of best practices

of grade level per
learning area
Challenges/insights
gained in Q1 BELCP
Planning for Q2
Monitoring Tool for Evaluating Activity Sheets/Learner’s Material/Modules/Weekly Home Learning Plan
Directions: Accomplish the rubrics below by putting a check mark on the suitable box that corresponds to your observation.
______ IDEA Module _______WHLP

______ IDEA Exemplar _______Activity Sheet
SCHOOL: _________________________ Name of School Head: ___________________________

LEARNING AREA: __________________ Grade: __________________________________________
Most Essential Learning Competency (MELC) No.:

______________________________________________________________________
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)
PART I. DETAILED EVALUATION OF THE TEACHING & LEARNING MATERIALS
ELEMENT DESCRIPTORS/ EXCEEDS MEE FALLS

S/ INDICATORS OF THE SET TS SHORT TO
CATEGORI STANDARDS STANDAR SET SET
ES DS STANDARD STANDARD
(3) S S
(2) (1)
Page 6 of 9
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 -Contains all parts as specified in the format and ☐ ☐ ☐
and are arranged in the given order.
Sequence -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.
-Provides and labels mandatory and optional tasks for the
Learner.
Page 7 of 9
Functionality -Allows easy access, use and navigation for learners to be ☐ ☐ ☐
/ Usability accountable in 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.
Language -Displays error-free use of language in terms of ☐ ☐ ☐
and grammar and choice of words.
Mechanics -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.
Page 8 of 9
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 material 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 material satisfied basic requirements for sufficiency
and quality in terms of the descriptors/indicators.
Page 9 of 9
Falls short to Set Standards (1) – Three or more descriptors/indicators were not satisfied. The material significantly lacked basic
requirements for sufficiency and quality in terms of the descriptors/indicators.
Decisions and Recommended Action:
POINTS ADJECTIVAL RECOMMENDED

EARNED RATING ACTION
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
6-7 Poor done before production and distribution.
_____________________________ ________________________________ ________________________________

INSET Monitoring Officer INSET Monitoring Officer INSET Monitoring Officer

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MONITORING TOOL FOR THE 2020 INSET

Focus Area Objective Actual Achievement Recommendation for Technical

Sharing of best practices

IDEA Module _WHLP

SCHOOL: _ Name of School Head: ___

Most Essential Learning Competency (MELC) No.:

Part of the Exemplar/Module Salient Features of Each Part Evident Not

PART I. DETAILED EVALUATION OF THE TEACHING & LEARNING MATERIALS

ELEMENT DESCRIPTORS/ EXCEEDS MEE FALLS

Legend and Description:

Decisions and Recommended Action:

POINTS ADJECTIVAL RECOMMENDED

_ ____

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