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IMPLEMENTING GUIDELINES FOR THE OPERATIONALIZATION OF THE

CvSU TEXBOOK AND PUBLICATIONS BOARD*

HISTORICAL BACKGROUND

18 September 2002 - Section 6, Rule VI of the University Code provides for the
creation of the University Textbook and Publications Board.

“The University shall create a Textbook Board composed of six (6) senior faculty
members representing major disciplines with the academic rank of at least Associate
Professor to be designated by the University President. The student body shall be
represented in this Board by the current editor of the University Gazette. The members of the
Board shall select a Chairman of the Textbook Board who shall preside over meetings of the
Board and an Executive Secretary who shall run the day to day affairs of the Board. The
members of the Board shall serve office for two years subject to reappointment for a second
term. No member of the Board shall serve office for three consecutive terms.”

07 October 2002 – Approved by the Administrative Council per Resolution No. 38,
s. 2002.

25 November 2002 – Approved by the Board of Regents per Resolution No. 47, s.
2002.

27 November 2002 – Revised by the Textbook Board headed by Dr. Bunan,

incorporating all the suggestions/ corrections of the BOR.

06 January 2003 – The Administrative Council approved to change the membership

to the Textbook Board to be composed of qualified members in their respective field of
specialization” regardless of academic rank.

14 October 2010 – Per OM No. 68, s. 2010, The University President designated the
following as members of the new Textbook and Publications Board: Dr. Lutgarda P. Ilagan,
Dr. Constancia G. Cueno, Dr. Leyma L. Cero, Dr, Roderick M. Rupido, Prof. Lenila A. de
Vera, and Prof. Fe N. Dimero.

28 October 2010 – Dr. Lorna L. Penales met the new designees at the HRM Office
where Dr. Ilagan was nominated Chairman of the Board and Prof. Fe Dimero was designated
Executive Secretary.

___________________________
*The present Textbook Board gratefully acknowledges the following from whom the original set of
policies emanated: Dr. Sotero L. Lasap Jr., former Vice President for Academic Affairs, the Chairman
and Members of the first Textbook Board: Dr. Andrew T. Bunan, Dr. Alice T. Valerio, Dr. Leyma
Cero, Dr. Nora A. Mojica, Dr. Lilibeth Novicio, Prof. Antonio Cinto, and Dr. Yolanda A. Ilagan.
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A. Functions of the Board

Likewise approved by the BOR are the functions of the Textbook and Publications
Board which are as follows:

a) Prepare and implement policies, regulations and guidelines, subject to the

approval of the Board of Regents, on the preparation, testing, publication, adoption and sale
of textbooks, laboratory manuals, modules, and other instructional materials prepared by the
members of the academic community;

b) Screen and review reference materials required by faculty members particularly

those that are to be purchased by students such as manuals, textbooks, modules, and
recommend final adoption or rejection of such instructional materials;

c) Establish linkage with the University Printing Office and outside publishers and
printers for possible publication of instructional materials, and

d) Perform other related functions as may be assigned by higher authorities.

The terms “University Textbook and Publications Board and the “University
Textbook Board” for purposes of this set of guidelines may be used interchangeably and
herein referred to as the “Board”. While the main concern of the Board is the print media
prepared by the University faculty and staff, it shall also include in its major responsibility
the screening of electronically aided instructional materials such as computer multimedia
outputs, process software and the like, that could easily be printed or reproduced and
distributed to the members of the academic community.

B. Board Organization and Management

The University Textbook Board shall be under the Office of the Vice President for
Academic Affairs. Membership to the Board shall be upon the recommendation of the Vice
President for Academic Affairs, subject to the approval of the University President. As stated
in the University Code, the Board shall be composed of members representing the major
disciplines in the university.

The six major disciplines or groups of discipline to be represented in this Board shall
include: a) Engineering and Information Technology; b) Agricultural, Forestry, and Natural
Sciences; c) Physical Sciences; d) Education including Physical Education; e) Social
Sciences including Economics, Political Sciences, Languages and Humanities; and f)
Medicine including Veterinary Medicine and Nursing. A Development Specialist shall be
designated as a non-voting member of the Board.

Each member of the Board shall assume office for a term of four (4) years and
renewable only once, at the discretion of the University President.
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The Board shall implement the provisions of these guidelines and may promulgate
new or additional policies that the members deem applicable and necessary. Two-thirds vote
among the members in a regular meeting is required for a new or additional policy to be
endorsed to the Academic Council or the Administrative Council depending on the nature of
the policy. The University President endorses the amendments to the University Board of
Regents.

The Board shall conduct at least two regular meetings in a quarter and conduct special
meetings as the need arises, and upon recommendation of at least two members of the Board.
However, the Board Chairman shall have the special power to call a meeting anytime he
deems necessary.

The Chairman of the Board shall preside over all regular and special meetings.

In case the chairmanship becomes vacant, the members shall select a new Chairman
who shall serve office for the remainder of the term of the previous Chairman.

The Chairman of the Board shall designate one of the members as Board Secretary
who shall take the minutes of the meetings, publish the same and prepare announcements for
regular and special meetings and perform other secretarial functions that the Board may
require. One special function of the Board Secretary is to establish linkages with book
publishers and with other state colleges and universities and particularly with the Philippine
Association of State Colleges and Universities (PASUC) regarding book publishing.

The Board shall be provided initially with at least one clerical staff and a computer
lay-out specialist.

C. Preparation of Materials

All members of the faculty and staff of the University shall be encouraged to prepare
materials for publication. These shall include textbooks, laboratory manuals, modules and the
like, and electronic aided instruction media output. The Board may commission an individual
or group to write the history of the school, and biographies of important school personages.
The Board may also commission philosophical treatise and the writing of an extensive
research that may be used as references for classroom purposes.

The Board shall also encourage the preparation of non-print instructional materials
such as scale models, preserved specimens and shall promulgate guidelines for the
recognition and in providing incentives to quality non-print instructional materials.

All writers should be careful about what they write. They should be thoroughly
familiar with intellectual property rights particularly those on plagiarism and laws on libel.
The Board shall not consider for review and publication compiled lecture notes if this does
not exhibit originality and/or not compiled with proper citations.

As incentive for the writers whose output are stamped ready and appropriate for
publication by the Board, they shall be awarded leaves with pay depending on the
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length/volume of the materials or any other benefits that the Board of Regents and other
government agencies may allow. The pro-rated award shall be as follows:

1) Textbook, single author - up to 5 months;

contributor - up to 3 months
2) Laboratory manual/module, single author - up to 4 months
contributor - up to 2 months

The Board may recommend to the University Administrative Council other

alternative incentives or remuneration to the members of the Board subject to approval by the
Board of Regents.

D. Review, Testing, and Editing

The member of the Board to review the manuscript of a writer shall be well qualified
and whose field of interest and specialization is the subject of the manuscript. In certain
cases, the Board member concerned may recommend an external reviewer who shall be paid
appropriate honorarium. The Board may commission a technical review team for manuscripts
containing highly technical procedures, higher level statistical tests and those that require
computer software testing.

In all cases, any publishable material from any college shall be endorsed to the Board
by the department chairman and the college dean.

The Editor-in-Chief may create an appropriate student task force to assist him in the
review.

It should be emphasized that the task for review shall only be on the content
appropriateness, comprehensiveness, and readability.

The Board Chairman, if he is qualified, may perform the editing of the manuscript or
he may commission a qualified reviewer and editor.

The Board shall establish readability level for textbooks, laboratory manuals, and
modules. For this purpose, the Board shall sponsor a seminar-workshop for determining
readability scores of manuscripts.

E. Publication

No instructional material in the University may be submitted for publication unless

endorsed by at least two-thirds of the members of the Board.

The University Printing Office shall be given priority for the printing of university
instructional materials. However, in order to perform this vital task, the expertise of the staff
should be upgraded and newer models of higher capacity printers should be acquired.
Initially, publishers outside the university may be contacted to publish university
instructional materials.
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Different publishers have different arrangements and incentives to authors. The Board
therefore, shall give preference to publishers that can offer the most advantageous
arrangement for the author(s)

Publishers establish their own rule of thumb for royalty to authors. If the material is
used only on a limited or just university-wide scale, publishers might establish very low
royalty or even charge the University for the materials.

In the long term, the University Printing Office is still the best option to facilitate
publication of University instructional materials.

University faculty and staff who have established themselves as authors may directly
contact their own publishers. However, materials to be published as instructional materials in
the University would have to pass through the Board for review and monitoring purposes.

All materials published by University faculty and staff should be registered with the
National Library in order to protect the author(s) from intellectual piracy. The publishers may
do this themselves or the material could be registered through the University designated
liaison officer with the National Library.

University authors may be given the prerogative to submit their manuscripts for
publication to the PASUC Textbook Writing Project if they believe this is more
advantageous to their welfare. In any case, the title and type of manuscripts should be
recorded with the Board for monitoring purposes.

F. Screening of Instructional Materials

Instructional materials that have been endorsed to the Board by the Department
Chairman and the College Deans concerned for publication are deemed to have been
screened for use by students and other end-users.

Reference materials such as adopted textbooks and laboratory manuals would have to
be screened by the Board. The Board Chairman may designate appropriate Board member to
screen the materials that are within their areas of expertise.

No locally and foreign prepared textbook, laboratory manual or any other

instructional material or other print materials prepared by non-CvSU faculty member shall be
adopted for classroom use by any member of the faculty in the University without the
approval for adoption by the Board. Along with this, the list of reference materials to be
purchased by the University should have the recommendation of the Chairman of the
Textbook Board.

G. Sale of Published Instructional Materials

Compilation of handouts of instructional materials that are prepared with the use of
the university facilities using university funds should not be sold to students but shall be
distributed free of charge. In the case of voluminous hand-outs or lecture notes
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compilations, the teacher concerned may provide the University Printing Office or private
photocopy shops with the original copies of theses hand-outs. Students may have
photocopies of these materials at their own expense and at their own risk.

No teacher shall be allowed to personally and independently produce/print/photocopy

any instructional material and sell these to students.

No teacher shall compel any student to purchase a required textbook, nor require a
student to submit a copy of the same book or any other book as a requirement of the course.

Required laboratory manuals written by members of the University faculty should be

purchased only from the Marketing Center and not from any other source.

The Board may determine the cost of instructional materials published in the
University Printing Office. Costing arrangements should be made with outside publishers
of university instructional materials. In all cases, the lowest affordable price to students
should be determined and shall prevail.

All materials published through the University Printing Office shall be sold through
the Marketing Center and should be marked with CvSU Office of Business Affairs. Any
university published material in the University Printing Office without this mark shall be
considered acquired surreptitiously and clandestinely and could not be counted for
purposes of determining royalty. Outside publishers may be allowed to follow their own
procedure for the sale of University materials that they publish.

As an incentive to the members of the Board, an equivalent amount of two percent of

the honoraria for the Board Chairman and the member of the Board concerned who
reviewed royalty due to the author(s) should be set aside as income of the Board to be
allocated as and finally endorsed the manuscript for publication.

H. Promotion and Marketing

The Board Secretary shall endeavor to promote the use of university published
materials with other higher education institutions. Promotion of this could be direct link or
through the University Website. The Board Secretary shall also coordinate the activities of
the University Textbook Board with the Philippine Association of Universities and
Colleges (PASUC) Textbook Writing Project.

The marketing aspect of the university produced instructional materials shall be left to
the responsibility of the Office of Business Affairs.

I. Budget Estimate and Physical Requirements

The modest budget required for the initial operation of the Board shall consist of the
following:

One table top latest model computer complete with latest PhP 63,500.00
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software including those required for lay-outing purposes

a) Colored printer latest model 25,000.00
b) Computer stand 7,000.00
c) Computer UPS and AVR 15,000.00
d) One set of executive desk and chair 15,000.00
e) Office supplies 54,090.00
TOTAL TO PhP 179,590.00

The Board shall temporarily hold office at the Reading Room of the College of Arts
and Sciences.
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BOOK WRITING POLICIES

1. A faculty member who wants to write a book shall submit a proposal using the
Textbook Writing Proposal Form. The proposed book shall be within his/her line of
specialization. The course outline of the subject, the book shall be used as text book
or reference material for, shall be submitted together with the proposal.

2. If the faculty member’s proposal is approved, book writing shall become part of
his/her normal workload for the semester/semesters needed to finish such book as
approved by the University Administration on the strength of the Board’s
recommendation

3. Book writing shall be equivalent to 12 teaching hours (if normal teaching load is 18
hours/semester) to provide the writer sample time to draft, check and rewrite every
chapter of his/her book. Hence, the faculty member shall only be given 6 teaching
hours for the semester/s he/she is writing the book. He/she shall not be given lateral
assignments throughout the length of time awarded to him/her to write the book. For
team writing efforts, the reduction in teaching load of each member shall depend
upon the volume of his/her contribution in the book. If a team member’s proposed
output for the semester satisfies the minimum required for individual writers, then
he/she shall be granted the full 12-hour book writing privilege.

For laboratory manuals, those for newly offered subjects, as certified by the dean of
the college, shall be given work credit equivalent of 3 teaching hours. Manuals for old
subjects shall be equivalent to 2 teaching hours. In any case, the manual should be
submitted within or at the end of semester during which writing privilege was
awarded.

For learning materials that can be written in less than one semester, the faculty
writer shall be given work credit equivalent to the estimated number of pages, as
follows:

Duration of Book Required Number Equivalent Teaching Load,

Writing, Months of Pages Hours

1 40 3

2 80 6

3 120 9

4-5 160-180 12

4. A faculty writer shall be required to finish two pages per working day. The output
shall be formatted as follows:
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Paper size 8.5” x 11”

Font type Times New Roman, double-spaced
Font size 12 characters per inch
Margins left - 1.5”
right - 1”
top - 1”
bottom - 1”

5. The book is to be written in school during workdays. Writing during weekends,

holidays, and semestral breaks shall be the faculty writer’s option but shall not be
encouraged by the Board. Doing such, though, shall considerably lighten a faculty
writer’s workload during the regular semester.

6. Out-of-town trips, if required, shall follow the usual protocol for requesting official
trips. Per diems shall be taken from the faculty writer’s Unit/College.

7. Expenses for photos, if needed, may be subsidized by the University, but the cost
shall be recovered from the sale of the book once it is published.

8. The faculty writer shall be held responsible for making sure that he/she does not
violate laws pertaining to intellectual property rights. Such responsibility includes
requesting for permission to produce tables, graphs, and the like. He/she shall make
sure that the original author is acknowledged in the book.

9. A finished draft shall not guarantee publication, especially if submitted to commercial

publishers. The draft shall have to pass the criteria set by the Board.

10. A pre-edited hardcopy of the chapters/book written shall be submitted to the Board at
the end of each month during book writing has been assigned. Computer files of the
material shall also be submitted in a 3 ½” diskette or rewritable compact disc.

11. The book shall be written using MS Word, with pictures in JPEG format inserted
where these are needed.

12. The Board shall certify the extent of accomplishment of the writer, which shall be
attached/supported to the Faculty Workload Form.

13. The Chairman of the Board shall evaluate the faculty writer’s output every semester
covered by the contract. The faculty writer’s rating for book writing shall be
equivalent to 30 percent of his final performance rating.

14. The faculty writer signs an agreement indicating his/her commitment to submit the
required output every end of the semester as well as the approximate length of time
the book is to be written.

15. In book writing contracts covering a period of more than one semester and in case
the faculty writer fails to submit the required outputs at the end of the first semester of
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the book writing contract, he/she will be given regular load in the succeeding
semester. He/she shall again be granted the reduced workload privilege for the
remaining semester as stipulated in the book writing contract only upon submission of
the required output for the first semester of book writing. A supplementary contract
shall be executed for this purpose.

16. The writer/s shall receive royalty pay equivalent to 15 percent of the gross price of
every copy of the book published and sold by the University.

17. The writer/s shall give the University 15 percent of the royalty due him/her/them if a
book written under the University reduced workload privilege for book writing is
published by a commercial publisher. Such shall be covered by a separate
memorandum of agreement among the writer/s, the University, and the commercial
publisher. It shall be the duty of the writer/s to inform the commercial publisher of the
University policies on book writing.
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READING AND REFERENCE MATERIAL

WRITING PROPOSAL FORM

Proponent: ___________________________________

Title of the reading/reference material: ______________________________________

______________________________________________________________________

Subject/subjects the reading/reference material is to be used:

______________________ , ________________________, ______________________

Type of reading/reference material:

( ) Textbook
( ) Reference book
( ) Workbook
( ) Laboratory Manual
( ) Module
( ) Pamphlet
( ) Others (please indicate) _______________________

Target readers: ( ) Pre-elementary

( ) Elementary
( ) Secondary
( ) Tertiary
( ) Post graduate
( ) Others (please indicate) _______________________

With Publisher ____ Without publisher ____

Timetable (months) _______________

Proponents’s signature: ______________________________

Date submitted: ___________________

Note: Please attach topical outline of the proposed reading/reference material.

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PROCESS FLOW FOR BOOK WRITING

1. The faculty writer submits proposal and course outline to the Textbook Board
Chairman.

2. The Textbook Board Chairman receives the proposal and schedules a board
meeting to deliberate on it. The Board comments and makes suggestions on the
proposal.

3. If the proposal passes its criteria, the Textbook Board recommends it to the Vice
President for Academic Affairs for approval. The recommendation includes the
approximate length of time the book is to be written.

4. If there are comments and suggestions or if rejected, the Textbook Board returns the
proposal to the proponent, informing him of the reasons for the Board decision.

5. The Faculty writer signs an agreement, drafts the book, and submits the required
output every end of the semester.

6. The Textbook Board decides on who shall review the output submitted and submits
the same for review and editing.

7. The Textbook Board edits the material after the comments, suggestions, and
corrections are acted upon by the author.

8. The Textbook Board submits the edited material to the Vice President for Academic
Affairs. The Textbook Board may recommend the publication of the book by the
University or contact publishers who may be interested in the material.
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Submits proposal Recommends

and course outline for approval
Textbook
Faculty Writer Board Vice-President
4 5 for Academic
Submits Affairs
proposal
1

Department
Chairman Endorses
3 proposal

College Dean

Figure 1. Process flow for book writing proposal and course outline
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6
4

1
Faculty Textbook Reviewer/
2
Writer Board Editor
3

7 5

Publisher VPAA

Figure 2. Process flow for book writing

Faculty Writer

1. Submits the required output every semester to the Textbook Board.

2. Textbook Board forwards the material for review/editing to the Reviewer/Editor
3. Reviewer/editor returns the corrected output for revision to the faculty writer through
the Textbook Board.
4. Faculty writer submits the reviewed output for editing to the Textbook Board.
5. Textbook Board submits the edited material and recommends for publication to the
VPAA.
6. VPAA returns the approved material to the Textbook Board.
7. Textbook Board submits book for publication to the publisher.
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BOOK WRITING CONTRACT

KNOW ALL MEN BY THESE PRESENTS:

This BOOK WRITING CONTRACT, made and executed by and between:

The CAVITE STATE UNIVERSITY, a government educational institution created

and existing pursuant to the provision of R.A. No. 8468, with principal office at its campus
located at the Municipality of Indang, Province of Cavite, duly represented by its President,
DR. DIVINIA C. CHAVEZ, herein referred to as the “UNIVERSITY”.

and

_____________________________, of legal age, _______________, and residing at

______________________________________________, and
___________________________________________________ of legal age, and residing at
________________________________ herein referred to as the “FACULTY WRITER(S)”

(Collectively referred to herein as the “PARTIES”)

WITNESSETH

WHEREAS, the FACULTY WRITER(S) is are currently employed as

___________ in the department of _____________________, College of
__________________________ and has/have signified his/her/their willingness to write a
book entitled _______________________________________________________ which will
commence on ________________________ until____________________;

WHEREAS, the FACULTY WRITER(S) has/have already submitted to the

Textbook Board his/her/their book writing proposal together with the course outline of the
subject the book shall be used as text or reference material;

WHEREAS, the Textbook Board and the Office of the Vice President for Academic
Affairs approved the proposal submitted by the FACULTY WRITER(S);

WHEREAS, the FACULTY WRITER(S) are committed to submit the output

equivalent to the number of official working days per month excluding holidays and working
days where the FACULTY WRITER(S) is/are involved in University wide activity;

WHEREAS, the FACULTY WRITER(S) will submit the final draft of the book to
the Textbook Board on or before______________________________;

NOW, THEREFORE, for and in consideration of the foregoing premises, the

PARTIES hereby agree that after a thorough reading of the provisions of the approved
BOOK WRITINGPOLICIES, a copy of which is incorporated herein as “ANNEX A”, the
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FACULTY WRITER(S) hereby bind himself/themselves to comply strictly with the terms
and conditions thereof;

IN WITNESS WHEREOF, the PARTIES have signed this Contract at the

Municipality of Indang, Province of Cavite, this ____ day of _______________ 2011.

CAVITE STATE UNIVERSITY _____________________________

Faculty Writer
By:

DIVINIA C. CHAVEZ ______________________________

President Faculty Writer

Signed in the presence of:

____________________________ __________________________
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CRITERIA FOR MODULE EVALUATION

What is a module?

A module is a set of learning opportunities organized around a well-defined topic

which contains the elements of instruction, specific objectives, teaching and learning

activities and evaluation using criteria-referenced measures (Bhagwani, 2003).

A module may be used as part of a course as a complete course, or as a

curriculum design.

Contents of a Module (Bhagwani, 2003)

1. Preliminaries

a. Title Page – title and author(s)

b. Preface – Quick view of the purpose, nature, and scope of the module

c. About the Author – author’s name, qualifications, and/or experiences

d. Acknowledgements/Dedication (optional) -- assistance from and/or special

contributions of various individuals, organizations, and agencies/institutions

e. Table of Contents – list of chapter titles and sub-titles and corresponding page

number

2. Objectives – formulated in terms of student’s specific and measurable performance

3. Instructions to the learner – worded following the qualities like clarity, brevity,

simplicity, and specificity

4. Pre-test – determines how much is already known by the learner about the topic

5. Pre-test feedback – key to correction

6. Learning activities – the heart of the module which includes various lessons, study

sheet assignments, tests and even suggested projects

7. Post-test – finds out how far the learner learned from the module
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8. Post-test feedback – key to correction

Rating System (Adapted from PASUC KNOWLEDGE-BASED PROJECT: Textbook

Evaluation Rating System)

Module Title: _________________________________________________

_________________________________________________

Author(s): __________________________________________
__________________________________________

Directions:

1. Below are the criteria for module evaluation. Rate each item according to the
scales:

5 – Excellent (4.20 – 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.30)
2 – Fair (1.80 – 2.59)
1 – Poor (1.00 – 1.79)

2. Determine first the partial score for each category.

3. Get the total of the partial scores to arrive at an overall score for each
consideration.
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Title of Module :

Author :

CRITERION RATING
1. Learning Objectives 1 2 3 4 5
1.1. Objectives are focused on describing where the student
who has completed this unit or module is expected to end
up.
1.2. Objectives are directly observed so that what you are
actually looking at to assess student performance is
articulated.
1.3. Objectives specify performance (what should student
expect to do?), conditions (in which context should
student be able to do this?), and criteria (how will the
acceptability of the student performance be judged?).
1.4. Objectives provide the student with a picture of how the
learnings he/she is doing in the course contributes to
his/her progress in the college or in his/her profession
1.5. Objectives provide the student with a tool for
understanding the organization of learning activities in
the course and how they contribute to the course or unit
outcomes.
1.6. Objectives include cognitive, affective and psychomotor
domains.
Partial Score

2. Content and Mechanics 1 2 3 4 5

2.1. Content meets the stated objectives of the course
2.2. Learning activities provide strong and worthwhile learning
experiences that added to understanding of the topic.
2.3. The suggested readings (if any) support, complement or
enhance the student’s understanding of the topic.
2.4. The follow-up exercises/assignments are appropriate to
the topic and are useful in the course.
2.5. All information are current and up-to-date.
2.6. The activity/assignment directions are clear and easy to
understand.
2.7. The vocabulary is written in a manner that allows non-
technical persons to understand what is being said.
2.8. Content covers the competencies required.
2.9. Content is within the comprehension and experience
level of the target group.
2.10. Content is sufficient within the time allotted.
2.11. Unit/topic titles and subheadings are concrete.
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2.12. Unit/topic titles and subheadings are meaningful.

2.13. Unit/topic titles and subheadings are interesting
2.14. Writing style is appealing to students.
2.15. Instructions to the student are worded following the
qualities like clarity, brevity, simplicity and specificity.
2.16. Activities are interesting and suitable for a wide range
of student abilities.
2.17. Activities are thought-provoking.
2.18. Activities are challenging.
2.19. Questions in the pre-test and post-test cover all the
topics and learning objectives under consideration.
2.20. Questions in the pre-test and post-test are consistent
with the learning objectives.
2.21. Answers to pre-test and post-test and how they are
scored are included at the end of each unit.
2.22. The module is developed in a logical manner.
2.23. The module is developed in an organized manner.
2.24. The module is developed in an understandable
manner.
2.25. The module is organized in accordance with the
principles of unity, coherence and emphasis.
2.26. The organization and the selection of topics or unit fit
the sequence of the course syllabus.
2.27. Organization id flexible, permitting variation in the
sequence.
2.28. Reading level of the module fits the year level of the
student.
2.29. The vocabulary level is suitable.
2.30. New concepts are explicitly linked to the student’s
prior knowledge or experience.
2.31. The module introduces abstract concepts by
accompanying them with practical examples/applications.
2.32. The module avoids irrelevant details.
Partial Score

3. Physical Features 1 2 3 4 5
3.1. Illustrations and drawings are up-to-date
3.2. Pictures are of good quality.
3.3. Illustrations are tied within the content of the text.
3.4. Captions for illustrations are well-written and
appropriate.
3.5. Illustrations are strategically placed within the text.
3.6. Module cover is attractive.
3.7. Printing is free of typographical errors.
3.8. Page layout is appealing.
Partial Score
TOTAL SCORE
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Summary Rating

Rating
1. Learning objectives
2. Content and mechanics
3. Physical features
Overall Score
Overall Adjectival Rating

Rated by:

________________________________
Signature over Printed Name

Rating Scale:

5 – Excellent (4.20 - 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.39)
2 – Fair (1.80 - 2.59)
1 – Poor (1.00 – 1.79)
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CRITERIA FOR REFERENCE BOOK EVALUATION

What is a Reference Book?

A reference book:

a. is an instructional material used to supplement the textbook;

b. provides and summarizes a great deal of pertinent information;

c. provides an outline that the teacher can use in planning courses, units

and lessons;

d. provides the teacher with ideas regarding the organization of

information and activities, and

e. includes pictures, graphs, maps, and other illustrative materials which

facilitates understanding.

Contents of a Reference Book

1. Preliminaries

a. Title Page – title and author(s)

b. Preface – quick view of the purpose, nature, and scope of the reference book

c. About the Author – author’s name, qualifications, and/or experiences

d. Acknowledgement/Dedication (optional) -- assistance from and/or

special contributions of various individuals, organizations, and

agencies/institutions

e. Table of Contents – list of chapter titles and sub-titles and corresponding page

numbers

2. List of Figures/Tables – list of tables, illustrations, charts, graphs, and maps

3. Body Chapters -- short introduction of the chapter, objectives, detailed discussion

 23

of the chapter, chapter summary, review questions, and references of the chapter

4. Appendix -- useful information related to the content of the book

5. Glossary -- words or terms whose exact definitions are necessary to understand

the contents of the book

6. Index -- list of the important terms of the book and corresponding page numbers

Rating System (Adapted from PASUC KNOWLEDGE- BASED PROJECT: Textbook

Evaluation Rating System

Reference Book Title : __________________________________________________

__________________________________________________

Author(s): ____________________________________________
____________________________________________

Directions:

1. Below are the criteria for evaluation of reference books. Rate each item
according to the following scales:

5 – Excellent (4.20 – 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.30)
2 – Fair (1.80 – 2.59)
1 – Poor (1.00 – 1.79)

2. Determine first the partial score for each category.

3. Get the total of the partial scores to arrive at an overall score for each
reference book under consideration.
 24

CRITERION RATING
1. Objectives 1 2 3 4 5
1.1 Objectives are clearly stated.
1.2 Objectives are achievable.
1.3 Objectives are measurable.
1.4 Objectives include cognitive, affective and psychomotor
domains.
Partial Score

2. Content and mechanics 1 2 3 4 5

2.1 Content is up-to-date.
2.2 Content is accurate.
2.3 Content includes adequate development of higher
order thinking skills and appropriate for the year level
2.4 Content is presented at a variety of cognitive levels.
2.5 Organization and selection of topics or units fit the
sequence of the course syllabus.
2.6 Organization of topics is flexible, permitting variation
in sequence.
2.7 Materials within the chapter are well-organized.
2.8 Approach is suitable for a wide range of student
abilities.
2.9 Text avoids irrelevant details.
2.10 Fundamental concepts and principles are clearly
explained and accurate.
2.11 Grammar is generally correct.
2.12 Content can be easily understood by the intended
learner
2.13 Sample problems, if applicable, are presented with
adequate explanations.
2.14 Sufficient examples are given to assist the learner in
mastering certain concepts and principles.
2.15 Text vocabulary level is suitable.
2.16 New concepts are explicitly linked to the student’s
prior knowledge or experience.
2.17 Text introduces abstract concepts by accompanying
them with concrete examples.
Partial Score

3. Physical Features 1 2 3 4 5
3.1 Illustrations and drawings are up-to-date
3.2 Photographs are of good quality.
3.3 Illustrations are tied within the content of the text.
3.4 Captions for illustrations are well-written and
appropriate.
 25

3.5 Illustrations are strategically placed within the text.

3.6 Cover is attractive.
3.7 Page layout is appealing.
Partial Score

4. Indexes and Glossaries 1 2 3 4 5

4.1 Glossary is accurate.
4.2 Glossary is complete
4.3 Index is accurate
4.4 Index is complete.
Partial Score
TOTAL SCORE
 26

Summary of Rating

Rating
1. Objectives
2. Content and mechanics
3. Physical features
4. Indexes and glossaries
Overall Score
Overall Adjectival Rating

Rated by:

________________________________
Signature over Printed Name

Rating Scale:

5 – Excellent (4.20 - 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.39)
2 – Fair (1.80 - 2.59)
1 – Poor (1.00 – 1.79)
 27

CRITERIA FOR TEXTBOOK EVALUATION

What is a Textbook?

A textbook: (Ravina, 2002)

1. provides and summarizes a great deal of pertinent information;

2. provides an outline that the teacher can use in planning courses, units, and

lessons;

3. enables the student to take home in convenient form most of the materials

he/she needs to learn;

4. provides a common resource for the student to follow;

5. provides the teacher with ideas regarding the organization of information and

activities;

6. includes pictures, graphs, maps, and other illustrative materials which

facilitate understanding;

7. includes other teaching aids such as summary and review questions, and

8. relieves the teacher of preparing materials for the course, thus allowing

allowing him to prepare the lesson.

Contents of a Textbook

1. Preliminaries

a. Title Page - title and author(s)

b. Preface - quick view of the purpose, nature, and scope of the textbook

c. About the Author - author’s name, qualifications and/or experiences

d. Acknowledgements/Dedication (optional) - assistance from and/or special

contributions of various individuals, organizations and agencies/institutions

e. Table of Contents - list of chapter titles and sub-titles and corresponding page
 28

numbers

2. List of Figures/Tables - list of tables, illustrations, charts, graphs, and maps

3. Body Chapters – short introduction of the chapter, objectives, detailed discussion of

the chapter, chapter summary, review questions and references of the Chapter

4. Appendix – useful information related to the content of the bok

5. Glossary – words or terms whose exact definitions are necessary to understand the

contents of the book

6. Index – list of the important terms of the book and corresponding page numbers.

Rating System (Adapted from PASUC KNOWLEDGE-BASED PROJECT: Text-

book Evaluation Rating System)

Textbook Title __________________________________________________

__________________________________________________

Author(s): __________________________________________________
__________________________________________________

1. Below are the criteria for evaluation for textbooks. Rate each item
according to the following scales:

5 – Excellent (4.20 – 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.30)
2 – Fair (1.80 – 2.59)
1 – Poor (1.00 – 1.79)

2. Determine first the partial score for each category.

3. Get the total of the partial scores to arrive at an overall score for each
textbook under consideration.
 29

CRITERION RATING
1. Objectives 1 2 3 4 5
1.1 Objectives are clearly stated.
1.2 Objectives are achievable.
1.3 Objectives are measurable.
1.4 Objectives include cognitive, affective and psychomotor
domains.
Partial Score

2. Content and mechanics 1 2 3 4 5

2.1 Content is up-to-date.
2.2 Content is accurate.
2.3 Content includes adequate development of higher
order thinking skills and appropriate for the year level
2.4 Content is presented at a variety of cognitive levels.
2.5 Organization and selection of topics or units fit the
sequence of the course syllabus.
2.6 Organization of topics is flexible, permitting variation
in sequence.
2.7 Materials within the chapter are well-organized.
2.8 Approach is suitable for a wide range of student
abilities.
2.9 Text avoids irrelevant details.
2.10 Fundamental concepts and principles are clearly
explained and accurate.
2.11 Content can be easily understood by the intended
learner
2.12 Sample problems, if applicable, are presented with
adequate explanations.
2.13 Sufficient examples are given to assist the learner in
mastering certain concepts and principles.
2.14 Text vocabulary level is suitable.
2.15 New concepts are explicitly linked to the student’s
prior knowledge or experience.
2.16 Text introduces abstract concepts by accompanying
them with concrete examples.
Partial Score

3 Physical Features 1 2 3 4 5
3.1 Illustrations are up-to-date.
3.2 Photographs are of good quality.
3.3 Line drawings are well done and clearly executed.
3.4 Illustrations are tied within the content of the text.
3.5 Captions for illustrations are well-written and
appropriate.
3.6 Illustrations are useful in classroom teaching.
3.7 Illustrations are strategically placed within the text.
 30

3.8 Cover is attractive.

3.9 Page layout is appealing.
Partial Score

4 Indexes and Glossaries 1 2 3 4 5

4.1 Glossary is accurate.
4.2 Glossary is complete
4.3 Index is accurate
4.4 Index is complete.
Partial Score
TOTAL SCORE
 31

Summary Rating

Rating
1. Objectives
2. Content and mechanics
3. Physical features
4. Indexes and glossaries
Overall Score
Overall Adjectival Rating

Rated by:

________________________________
Signature over Printed Name

Rating Scale:

5 – Excellent (4.20 - 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.39)
2 – Fair (1.80 - 2.59)
1 – Poor (1.00 – 1.79)
 32

CRITERIA FOR WORKBOOK EVALUATION

What is a Workbook?

A workbook is a manual of instructions or directions based on a course of study.

It contains problems and exercises that a student works out directly on the pages.

Contents of a Workbook

1. Preliminaries

a. Title Page -- title and author(s)

b. Preface – quick view of the purpose, nature, and scope of the workbook

c. About the Author -- author’s name, qualifications, and/or experiences

d. Acknowledgements/Dedication (optional) - assistance from and/or special

contributions of various individuals, organizations, and agencies/institutions

e. Table of Contents – list of chapter titles and sub-titles and corresponding page

number

2. Instruction/ Background Information – theoretical information regarding the concept to

be learned

3. Objectives – formulated in terms of student’s specific and measurable performance

4. Instructions to the learner – worded following the qualities like clarity, brevity,

simplicity and specificity

5. Learning Activities – include lessons, problems, and exercises

6. Answer sheets – pages to write answers/explanations to questions asked

 33

Rating System (Adapted from PASUC KNOWLEDGE-BASED PROJECT: Text-

book Evaluation Rating System)

Workbook Title __________________________________________________

__________________________________________________

Author(s): __________________________________________________
__________________________________________________

Directions:

1. Below are the criteria for workbook evaluation. Rate each item
according to the following scales:

5 – Excellent (4.20 – 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.30)
2 – Fair (1.80 – 2.59)
1 – Poor (1.00 – 1.79)

2. Determine first the partial score for each category.

3. Get the total of the partial scores to arrive at an overall score for each
workbook under consideration.
 34

CRITERION RATING
1. Objectives 1 2 3 4 5
1.1 Objectives specify what the student is supposed to do.
1.2 Objectives are clearly stated.
1.3 Objectives are achievable.
1.4 Objectives are measurable.
1.5 Objectives include cognitive, affective and psychomotor
domains.
Partial Score

2. Content and Mechanics 1 2 3 4 5

2.1 Subject matter meets the stated objectives of the course
2.2 Subject matter covers the competencies required.
2.3 Subject matter is sufficient for the time allotted.
2.4 Subject matter is organized in accordance with the course
syllabus.
2.5 Activities are interesting.
2.6 Activities are suitable for a wide range of student abilities.
2.7 Activities allow for the development of problem solving and
social skills.
2.8 Activities develop higher cognitive skills, critical thinking and
creativity
2.9 Activities utilize practical applications and real-life situations
whenever possible.
2.10Questions are well constructed.
2.11Questions are useful for review.
Partial Score

3 Physical Features 1 2 3 4 5
3.1 Illustrations are appropriate.
3.2 Sufficient space is provided for student activities.
3.3 Cover is attractive.
3.4 Page layout is appealing.
Partial Score

TOTAL SCORE
 35

Summary Rating

Rating
1. Learning objectives
2. Content and mechanics
3. Physical features
Overall Score
Overall Adjectival Rating

Rated by:

________________________________
Signature over Printed Name

Rating Scale:

5 – Excellent (4.20 - 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.39)
2 – Fair (1.80 - 2.59)
1 – Poor (1.00 – 1.79)
 36

CRITERIA FOR LABORATORY MANUAL EVALUATION

What is a Laboratory Manual?

A laboratory manual is a type of instructional material which contains a series of

activities or experiments to supplement the lecture portion of a particular course.

Contents of a Laboratory Manual

1. Preliminaries

a. Title Page – title and author(s)

b. Preface - quick view of the purpose, nature, and scope of the manual

c. About the Author - author’s name, qualifications and/or experiences

d. Acknowledgements/Dedication (optional) - assistance from and/or special

contributions of various individuals, organizations and agencies/institutions

e. Table of Contents - list of chapter titles and sub-titles and corresponding page

numbers
2. Introduction/Background Information - theoretical information regarding the

concept to be learned.

3..Objectives – clearly state what the student is expected to accomplish

4. Materials – listing of materials to be used in the experiment

5. Procedure – procedure in conducting the exercises/experiments

6. Questions/Critical Thinking – tests constructed at the end of each

exercise/experiment

7. Answer Sheets -- pages to write answers/ explanation to questions asked

 37

Rating System (Adapted from PASUC KNOWLEDGE-BASED PROJECT: Text-

book Evaluation Rating System)

Laboratory Manual Title: __________________________________________________

__________________________________________________
Author(s): __________________________________________________
__________________________________________________

Directions:

1. Below are the criteria for evaluation of laboratory manuals. Rate each item

according to the following scales:

5 – Excellent (4.20 – 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.30)
2 – Fair (1.80 – 2.59)
1 – Poor (1.00 – 1.79)

2. Determine first the partial score for each category.

3. Get the total of the partial scores to arrive at an overall score for each

manual under consideration.

 38

CRITERION RATING
1. Objectives 1 2 3 4 5
1.1 Objectives specify what the student is expected to do.
1.2 Objectives are clearly stated.
1.3 Objectives are attainable.
1.4 Objectives are set for each exercise/experiment.
Partial Score
2. Content and Mechanics 1 2 3 4 5
2.1Content meets the stated objectives.
2.2Exercises/experiments complement the outline of the course.
2.3Procedures are clear.
2.4Procedures are easy to execute.
2.5Materials needed for each exercise are explicitly listed down.
2.6Questions at the end of each exercise/experiment are
challenging to develop critical thinking.
2.7Each activity contains theoretical or background information
regarding the concepts to be learned.
2.8Writing style is appealing to the student.
2.9Procedures are complete.
2.10Procedures can be accomplished either inside or outside the
classroom.
2.11Questions are well constructed.
2.12References or supplementary reading materials are listed down
at the end of each activity.
Partial Score

3. Physical Features 1 2 3 4 5
3.1Figures and illustrations are provided for easier execution of
activities.
3.2Illustrations are clear.
3.3Captions are well written.
3.4Cover is attractive.
3.5Printing is free of typographical errors.
3.6Page layout is appealing.
Partial Score

TOTAL SCORE
 39

Summary Rating

Rating
1. Learning objectives
2. Content and mechanics
3. Physical features
Overall Score
Overall Adjectival Rating

Rated by:

________________________________
Signature over Printed Name

Rating Scale:

5 – Excellent (4.20 - 5.00)

4 – Very Good (3.40 – 4.19)
3 – Good (2.60 – 3.39)
2 – Fair (1.80 - 2.59)
1 – Poor (1.00 – 1.79)
 40

CRITERIA FOR NOVEL WRITING

What is a novel?

A novel is an imaginative prose narrative of some length, usually concerned human

Experience and social behavior, and normally cast in the form of a connected story.

A novel is considered as a book in which a faculty member may opt to write in lieu or

on top of other reference or reading materials. The novel may be written in standard English or

Filipino.

The criteria in writing a novel are as follows:

1) It should demonstrate an awareness of relationship s among the elements of a

story structure, including plot, setting, and characters..

2) It should be complete and clearly organized – elements present, labeled,

numbered and in the assigned order.

3) The character study should include accurate description of physical

characteristics and appropriate adjectives to describe personal qualities,

aptitudes, and interests.

4) The novel should have a book jacket design with the following features:

a) The images on the cover are clear and enticing, and should effectively
convey the theme and tone of the novel and include interesting and
relevant details.

b) The font inside flyleaf plot summary should be concise, easy to follow,
appealing and positive, and does not reveal too much.