INDIVIDUA

Name of Employee: Name______________

Position: TEACHER III
Bureau/Center/Service/Division: Division______________
Rating Period: June 2019- October 2019
TO BE F
Weight per
MFOs KRAs Objectives Timeline KRAs QET

June
2019- Quality
October
2019

1. Applied knowledge of
content within and across
curriculum teaching
areas. Efficiency

Timeliness

Quality

BASIC LEARNING Content Knowledge

SERVICES and Pedagogy 22.50%
2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
BASIC LEARNING Content Knowledge
SERVICES and Pedagogy 22.50%
2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.

Efficiency

Timeliness

Quality

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills. Efficiency

Timeliness

Quality

4. Managed classroom
structure to engage
learners, individually or in
Efficiency
groups, in meaningful
exploration, discovery
and hands-on activities
within a range of physical
Timeliness
learning environments.
 Quality

5. Managed learner
behavior constructively
Learning by applying positive and
BASIC LEARNING Environment non-violent discipline to
22.50%
SERVICES and Diversity of ensure learning-focused
Learners environments.

Efficiency

Timeliness

Quality

6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and Efficiency
experiences.

Timeliness

Quality

7. Planned, managed and

implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
 7. Planned, managed and
implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts. Efficiency

Timeliness

Quality

8. Participated in collegial
BASIC LEARNING Curriculum and discussions that use
SERVICES teacher and learner 22.50%
Planning
feedback to enrich
teaching practice.

Efficiency

Timeliness

Quality

9. Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
Efficiency
 appropriate teaching and
learning resources,
including ICT, to address
learning goals.

Timeliness

Quality

10. Designed, selected,

organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
Efficiency

Timeliness

Quality

11. Monitored and

evaluated learner
progress and
BASIC LEARNING Assessment achievement using learner Efficiency
22.50%
SERVICES and Reporting attainment data.

Timeliness
 Quality

12. Communicated
promptly and clearly the
learners’ needs, progress
and achievement to key
stakeholders, including
parents/guardians.
Efficiency

Timeliness

Quality

13. Performed various

related works/activities
BASIC LEARNING
Plus Factor that contribute to the 10%
SERVICES
teaching-learning
process.
Efficiency

Timeliness
___________________
Rater
DIVIDUAL PERFORMANCE COMMITMENT AND REVIEW
_________

___________
October 2019
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

Showed knowledge of content Showed knowledge of content and Showed knowledge of content
and its integration within and its integration within and across and its integration within and
across subject areas as shown in subject areas as shown in MOV 1 across subject areas as shown
MOV 1 with a rating of 7 with a rating of 6 in MOV 1 with a rating of 5

Submitted at least 4 lessons using Submitted 3 lessons using MOV 1 Submitted 2 lessons using MOV 1
MOV 1 and supported by any 1 of and supported by any 1 of the other and supported by any 1 of the given
the other given MOV given MOV MOV

Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed
across 4 quarters across 3 quarters across 2 quarters

Facilitated using different Facilitated using different

Facilitated using different teaching
teaching strategies promte teaching strategies that promote
strategies that promote reading,
reading, writing and/or numeracy reading, writing and/or numeracy
writing and/or numeracy skills as
skills as shown in MOV 1 with a skills as shown in MOV 1 with a
shown in MOV 1 with a rating of 6
rating of 7 rating of 5
Submitted at least 4
learnercentered lessons as
evidently shown in MOV 1 and
supported by any 1 of the other
MOV given
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV 1
with a rating of 7
Submitted at least 4 lessons
using MOV 1 and supported by
any 1 of the other given MOV
Used classroom management
strategies that engage learners
in activities/tasks as shown in
MOV 1 with a rating of 7
Submitted 3 lessons supported by
Submitted at least 4 lessons MOV 1 and any 1 of the other
supported by MOV 1 and any 1 acceptable
of the other acceptable MOV MOV
Submitted 3 learnercentered Submitted 2 learnercentered
lessons as evidently shown in lessons as evidently shown in
MOV 1 and supported by any 1 of MOV 1 and supported by any 1
the other MOV given of the other MOV given
Used different teaching
Used different teaching strategies
strategies that develop critical
that develop critical and creative
and creative thinking and/or
thinking and/or other HOTS as
other HOTS as shown in MOV 1
shown in MOV 1 with a rating of 6
with a rating of 5
Submitted 2 lessons as
Submitted 3 lessons using MOV 1
evidenced by MOV 1 and
and supported by any 1 of the
supported by any 1 of the other
other given MOV
given MOV MOV
Used classroom management
Used classroom management
strategies that engage
strategies that engage learners
learners in activities/tasks as
in activities/tasks as shown in
shown in MOV 1 with a rating of 6
MOV 1 with a rating of 5
Submitted 2 lessons supported
by MOV 1 and any 1 of the
other
acceptable
MOV
Applied teacher management
strategies of learner behavior that
promote positive and non-violent
discipline as
shown in MOV submitted with a rating
of 7
Submitted at least 4 of the given
strategies as observed in at least 4
lessons
Applied differentiated teaching
strategies to address learner diversity
as shown in MOV 1 with a rating of 7
Submitted at least 4 differentiated
teaching strategies in at least 2 lessons Submitted
as evidenced by MOV 1 and supported evidenced byatMOV
by any 1 of the
other acceptable
MOV
Planned and implemented
developmentally sequenced teaching
and learning process as shown in MOV
1 with a rating of 7
Applied teacher management Applied teacher management
strategies of learner behavior that strategies of learner behavior that
promote positive and non-violent promote positive and non-violent
discipline as discipline as
shown in MOV submitted with a rating of shown in MOV submitted with a rating
6 of 5
Submitted at least 4 of the given Submitted at least 4 of the given
strategies as observed in strategies as observed in
3 lessons 2 lessons
Applied differentiated teaching strategies Applied differentiated teaching
strategies to address learner diversity
to address learner diversity as as
shown in MOV shown in MOV
1 with a rating of 6 1 with a rating of 5
Submitted 2 differentiated teaching
3 differentiated teaching strategies in 2 lessons as evidenced by
strategies in least 2 lessons as MOV 1 and supported by any 1 of the
1 and supported by
other acceptable
any 1 of the other acceptable
MOV
MOV
Planned and implemented Planned and implemented
developmentally sequenced teaching developmentally sequenced teaching
and learning process as and learning process as
shown in MOV shown in MOV
1 with a rating of 6 1 with a rating of 5

Submitted at least 4 developmentally
sequenced teaching and learning
process as evidently shown in MOV 1
and supported by any 1 of the other
given MOV
Submitted 3 developmentally
sequenced teaching and learning
process as evidently shown in MOV
1 and supported by any 1 of the
other given
MOV
Submitted 2 developmentally
sequenced teaching and learning
process as evidently shown in MOV 1
and supported by any 1 of the
other given
MOV

Frequently participated in
Consistently participated in Occasionally participated in
LACs/FGDs/ meetings to discuss
LACs/FGDs/ meetings to discuss LACs/FGDs/ meetings to discuss
teacher/learner feedback to enrich
teacher/learner feedback to enrich teacher/learner feedback to enrich
instruction as shown in the
instruction as shown in the instruction as shown in the
MOV submitted
MOV submitted MOV submitted

Participated in 3 LACs/FGDs/ meetings as Participated in 2

Participated in at least 4 LACs/FGDs/ meetings as evidently
LACs/FGDs/ meetings as evidently evidently shown in any 1 shown
shown of the given in any 1 of the given MOV
in any 1 of the given MOV MOV

Developed and used varied teaching Developed and used varied teaching and Developed and used varied teaching
and learning resources, including ICT, to learning resources, including ICT, to and learning resources, including ICT,
address learning goals as shown in address learning goals as shown in MOV to address learning goals as shown in
MOV 1 with a rating of 7 1 with a rating of 6 MOV 1 with a rating of 5

Submitted 2 varied teaching and

Submitted at least 4 varied Submitted 3 varied teaching and learning learning resources, including ICT, as
teaching and learning resources, resources, including ICT, as evidently evidently shown in MOV 1 and
including ICT, as evidently shown shown in MOV
1 and supported by any 1 of the supported by any 1 of the
in MOV 1 and supported by acceptable
acceptable
any 1 of the acceptable MOV MOV
MOV

Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements as shown in
MOV 1 with a rating of 7
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements as shown in
MOV 1 with a rating of 6
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements as shown in
MOV
1 with a rating of 5

Submitted 3 varied assessment Submitted 2 varied assessment

Submitted at least 4 varied
tools as evidently shown in any 1 tools as evidently shown in any
assessment tools as evidently
of the acceptable 1 of the acceptable
shown in any 1 of the acceptable
MOV MOV
MOV

Consistently monitored and evaluated

learner progress and achievement Frequently monitored and evaluated Occasionally monitored and evaluated
using learner attainment data as shown learner progress and achievement using learner progress and achievement
in the learner attainment data as shown in the using learner attainment data as shown
MOV submitted MOV submitted in the MOV submitted

Submitted a combination of at least 4 Submitted a combination of

Submitted a combination of
of the 2 of the acceptable
3 of the acceptable
acceptable MOV MOV
MOV

Submitted MOV were

Submitted MOV were distributed Submitted MOV were distributed
distributed across 3 quarters
across 4 quarters across 2 quarters

Consistently showed prompt and clear
communication of the learners’ needs,
progress and achievement to key
stakeholders, including parents/
guardians as shown in the MOV
submitted
Frequently showed prompt
and clear
communication of the learners’ needs,
progress and achievement to key
stakeholders, including parents/
guardians as shown in the MOV
submitted
Occasionally showed prompt
and clear
communication of the learners’ needs,
progress and
achievement to key stakeholders,
including parents/ guardians as shown
in the MOV submitted

Submitted a combination of at least 4 Submitted a combination of Submitted a combination of 2 of the

of the 3 of the acceptable acceptable
acceptable MOV MOV MOV

Submitted MOV were

Submitted MOV were distributed Submitted MOV were distributed
distributed across 3 quarters
across 4 quarters across 2 quarters

Consistently performed various related Occasionally performed various related

work/activities that contribute to the Frequently performed various work/activities that contribute to the
teaching learning process as shown in related work/activities that teaching learning process as shown in
the MOV submitted contribute to the teaching learning the MOV submitted
process as shown in the MOV
submitted Submitted 2
different kinds
of acceptable
Submitted 3 different kinds MOV
Submitted at least 4 different kinds of of acceptable
acceptable MOV MOV
_____________________
Ratee
EVIEW FORM (IPCRF)
Name of Rater: _______________
Position: ___________________
Date of Review: October 25, 2019

TO BE FILLED DURING EVALUATION

Unsatisfactory (2) Poor (1) Actual Results Rating
Q E T
No acceptable
evidence was
shown. Showed knowledge of
Showed knowledge of content and
content and its integration
its integration within and across
within and across subject
subject areas as shown in MOV 1
areas as shown in MOV 1
with a rating of 4
with a rating of 7

No acceptable
evidence was shown. Submitted 2 lessons using
Submitted any 1 of the given MOV MOV 1 and supported by any 1 5 3 3
of the given MOV

No acceptable
evidence was shown.
Submitted MOV was completed in only Submitted MOV were
1 quarter distributed across 2 quarters

No acceptable
evidence was shown.
Facilitated using different
Facilitated using different teaching teaching strategies that
strategies that promote reading, promote reading, writing
writing and/or numeracy skills as and/or numeracy skills as
shown in MOV 1 with a rating of 4 shown in MOV 1 with a
rating of 6
 Submitted 2 learner
Submitted 1 learner-centered No acceptable centered lessons as
lesson as evidently shown in any of evidence was evidently shown in MOV 1 4 3
the given MOV shown and supported by any 1 of
the other MOV given

Used different teaching

Used different teaching strategies strategies that develop
No acceptable
that develop critical and creative critical and creative thinking
evidence was
thinking and/or other HOTS as and/or other HOTS as
shown
shown in MOV 1 with a rating of 4 shown in MOV 1 with a
rating of 7

Submitted 2 lessons as
No acceptable
Submitted 1 lesson as evidenced evidenced by MOV 1 and 5 3
evidence was
by any 1 of the given MOV supported by any 1 of the
shown
other given MOV MOV
No acceptable
evidence was
shown
Used classroom
Used classroom management
No acceptable management strategies that
strategies that engage learners in
evidence was engage learners in
activities/tasks as shown in MOV 1
shown activities/tasks as shown in
with a rating of 4
MOV 1 with a rating of 5

Submitted 2 lessons
supported by MOV 1 and
No acceptable
Submitted 1 lesson supported by any 1 of the other 3 3
evidence was
any of the acceptable MOV acceptable
shown
MOV
 Applied teacher management
Applied teacher management strategies of learner behavior that
strategies of learner behavior that No acceptable promote positive and non-violent
promote positive and non-violent
evidence was discipline as
discipline as shown in MOV submitted with a
shown in MOV submitted with a rating of 4 shown rating of 7

Submitted any 1 of the given strategies as No acceptable Submitted at least 4 of the given
observed in only strategies as observed in
evidence was 5 3
1 lesson 2 lessons
shown

Applied differentiated teaching

strategies to address learner
Applied differentiated teaching strategies No acceptable diversity as
to address learner diversity as shown in evidence was shown in MOV
MOV 1 with a rating of 4 shown 1 with a rating of 6

Submitted 2 differentiated
teaching strategies in 2 lessons as
No acceptable evidenced by MOV 1 and
Submitted any 1 differentiated teaching supported by any 1 of the other
strategy in only 1 lesson as evidently evidence was 4 3
acceptable
shown in any 1 of the acceptable MOV shown MOV

Planned and implemented

Planned and implemented No acceptable developmentally sequenced
developmentally sequenced teaching and teaching and learning process as
learning process as shown in MOV 1 with a evidence was shown in MOV
rating of 4 shown 1 with a rating of 6
 Submitted 2 developmentally
Submitted 1 developmentally sequenced sequenced teaching and learning
teaching and learning process as evidently No acceptable process as evidently shown in
shown in any 1 MOV 1 and supported by any 1 of
evidence was 4 3
of the given the
MOV shown other given
MOV

Rarely Consistently participated in

participated in LACs/FGDs/ meetings to discuss
LAC/FGD/ meeting to discuss No acceptable teacher/learner feedback to
teacher/learner feedback to enrich
evidence was enrich instruction as shown in the
instruction as shown in the MOV
shown MOV submitted
submitted

Participated in 1 Participated in at least 4

LAC/FGD/ meeting as evidently shown No acceptable LACs/FGDs/ meetings as evidently
in any 1 of the given MOV evidence was shown 5 5
shown in any 1 of the given MOV

Developed and used varied

Developed and used varied teaching and No acceptable
learning resources, including ICT, to
address learning goals as shown in MOV 1 evidence was
with a rating of 4 shown
teaching and learning resources,
including ICT, to address learning
goals as shown in MOV 1 with a
rating of 6

Submitted 2 varied teaching and

Submitted any teaching and learning learning resources, including ICT,
resource, including ICT, as evidently shown No acceptable as evidently shown in MOV 1 and
in any of the supported by any 1 of the
evidence was 4 3
acceptable MOV acceptable
shown MOV

Designed, selected, organized and used
No acceptable
diagnostic, formative and summative
assessment strategies consistent with evidence was
curriculum requirements as shown in MOV shown
1 with a rating of 4
Designed, selected, organized and
used diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements as shown in MOV 1
with a rating of 6

Submitted 2 varied
Submitted 1 assessment tool as evidently assessment tools as
shown in any of No acceptable
the acceptable evidently shown in any 1 of 4 3
evidence was
MOV the acceptable
shown
MOV

Consistently monitored and

evaluated learner progress and
Rarely monitored and evaluated learner No acceptable achievement using learner
progress and achievement using learner
evidence was attainment data as shown in the
attainment data as shown in the MOV
shown MOV submitted
submitted

Submitted a combination of
No acceptable 2 of the acceptable
Submitted 1 acceptable MOV evidence was MOV 5 3 3
shown

No acceptable
Submitted MOV was completed in only 1 Submitted MOV were distributed
quarter evidence was across 2 quarters
shown
 Occasionally showed prompt
Rarely showed prompt and clear and clear
communication of the learners’ needs,
No acceptable communication of the learners’
progress and needs, progress and
achievement to key stakeholders, including evidence was achievement to key stakeholders,
parents/ guardians as shown in the MOV shown including parents/ guardians as
submitted shown in the MOV submitted

Submitted a combination of 2 of
Submitted any 1 No acceptable the acceptable
of the given
evidence was MOV 3 3 3
MOV
shown

No acceptable
Submitted MOV was completed in Submitted MOV were distributed
evidence was across 2 quarters
only 1 quarter
shown

Rarely performed various related Frequently performed

No acceptable
work/activities that contribute to the various related
teaching learning process as shown in the evidence was work/activities that
MOV submitted shown
contribute to the teaching
learning process as shown
in the MOV submitted

Submitted any 1 of the No acceptable

Submitted at least 4 different
acceptable MOV evidence was 4 5
kinds of acceptable MOV
shown

OVERALL RATING FOR ACCOMPLISH-

MENTS Very Satisfactory
____________________________
Approving Authority
FILLED DURING EVALUATION
Rating Score
Ave.

4 0.275
4 0.263

4 0.300

3 0.225
4 0.300

4 0.263
4 0.263

5 0.375

4 0.263
4 0.263

4 0.275
 3 0.225

5 0.450

Very Satisfactory 3.738

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING

Weight per
MFOs KRAs Objectives KRAs QET

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality
Efficiency

Timeliness

Quality

Efficiency

Timeliness
 PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3)

TOR TO BE FILLED DURING EVALUATION
Unsatisfactory (2) Poor (1) Actual Results Rating
Q E
VALUATION
Rating
T Ave. Score