Online Orientation On The Development and Quality Assurance of The Alternative Instructional Resources Activity Sheets

Online Orientation
on the Development
and Quality Assurance of the
Alternative Instructional Resources
Activity Sheets
REGION 1
MAY 14 &15, 2020
Rationale
ARAL sa Bahay- Alternative Instructional Resources (AIRs) are

supplementary materials intended to provide relevant curricular
inputs for learners leading to mastery, enrichment, and
remediation on the pre-requisite skills and Most Essential
Learning Competencies (MELCs).
Rationale
The ARAL sa Bahay AIRs will be in print and non-print

types which could be accessed online and offline (digital
and non-digital formats) that can be used by learners
anytime and anywhere under any circumstance.
The Development of AIRs
Operational Definition
Activity Sheets
Learning resources containing practice exercises for learners to
work on specifically utilized as supplementary materials in the
identified most essential learning competencies.
Activities and Personnel Involved
Call for development CLMD/CID Chief

of AIRs
Preparation of AIRs Development Team

Development Plan (writers, editors, reviewers,
layout artists, illustrators)
Approval of the Plan Schools Division Superintendent

Development of CID Chief

AIRs Learning area EPSs and LRMS EPS
Development Team
Submission of the Development team

Developed AIRs for Program Management Team
quality assurance
General Elements of the Activity Sheets:
A. Cover Page
B. Title Page
C. Copyright Page
D. Table of Contents
E. Background Information
F. Contents
1. Name of Learner
Grade Level
Section
Date
2. Title of the Activity
3. Most Essential Learning Competency
4. Directions/Instructions
5. Activity
3 Simple Activities
3 Moderate Activities
3 Challenging Activities
6. Enrichment Activities – 3 Activities ( may be given to A1/Fast Learners)
7. Rubrics
G. References
H. Back Cover
Note: If the Activity Sheets are only for a p
1. Activities and instructions are
clear and focused.
Features of the 2. Questions and tasks are
Activity Sheets clearly labeled with numbers
or letters.
3. Straightforward and
appropriate for the target
objectives
Note: If the Activity Sheets are
only for a p
4. Age appropriate
5. Can be created and stored in

a computer and is easy to
Features of the edit and print
Activity Sheets
6. Presented logically (easy to
complex)
7. Fonts are easy to read and are of
the standard size.
Features of the 8. Uses images or illustrations for a

Activity Sheets specific purpose only (avoid
placing unnecessary images that
will clutter the ASs)
9. No borders
10. Have title at the top and a
space for the learners to write
their name, grade level and date
Features of the
Activity Sheets 11. Use bold or italics or underline to
emphasize (but not all three) a
concept/task.
12. Focus on one clear objective per activity
(except perhaps for advanced learners)
13. Standard icons (developed by the In-house

illustrators of RO1) shall be used.
Features of the
Activity Sheets 14. A Note to the Teacher shall be placed on the
footnote. These are reminders or instructions for
the teacher to do prior to introducing the tasks in
the activity sheets to the learners.
Make sure that the activity sheets
will only be given to the learners
Important after the concepts/skills to be
Reminder developed have been introduced.
General
Technical
Specification
PAGE SET UP
2. Art to text Ratio
Level Art-to-Text Ratio General

K to 1
2
65% : 35%
60% : 40%
Technical
3 50% : 50% Specification
4 40% : 60%
5-12 30% : 70%
Art to text ratio for SHS depends on the content being
developed ART TO TEXT
RATIO
3. Page Properties
Size Orientation Margins Gutter

General
8.27” x 11.69” (A4) Portrait Top: 1”
Bottom: N/A
Technical
1”
Inside : 1”
Specification
Outside:
1”
PAGE
PROPERTIES
Design Design should be simple .
It should be age appropriate.
Text Screen text should be minimal in
Interface and most instances. However, when texts
Information are required, consider the following
points:
Design for 1.Text instruction within the AIRs
Digital AIRs should be limited to single sentences,
dot points or short paragraphs.
2.Texts in the body of the AIRs should
be restricted to information required
for completing the activities.

 Sound and atmospheric effects
consistent with the context for
learning (an authentic voice and
literacy and language support)
 Consideration of the amount of
Interface and audio required to ensure engaged
Audio and effective learning needs to be
Information balanced. Where audio is required,
Design for it must be possible for the user to
Digital AIRs directly control the audio, that is,
they can turn it on or off and can
replay it.
 Complete synchronization of the
audio and visuals must be
observed.

Graphics  Navigation in digital LRs should use
and intuitive graphics rather than text
Animation whatever possible. Interface and
information design should focus on the
Interface and use of space and movement to enhance
visual learning.
Information  Graphics should be supported by texts (or
Design for numbers)
 Graphics should be age-appropriate.
Digital AIRs  Animations require user control – start,
stop, replay.
 Animations should be used to illustrate
processes rather than simply replace text.
 Clear color should be used in graphics.

1. Writer’s Sworn Certification
2. Artwork Assignment Agreement
Forms to 3. Model Release Form (if needed)
accomplish 4. Inventory of Third Party Contents
Quality Assurance of AIRs
(Activity Sheets)
Activities and Personnel Involved (1st Stage)
Receipt of developed Learning Resource Management Section receives,
Activity Sheets (AS) for checks completeness of forms, records and
quality assurance endorses the AS for quality assurance and forwards
to the CID Chief;
CID Chief gives the ASs to the Division Quality
Assurance Team (DQAT) for evaluation.
Forms to check:
1. Writer’s Sworn Certification
2. Artwork Assignment Agreement
3. Model Release Form (if needed)
4. Inventory of Third Party Contents
Conduct of Quality DQAT evaluates the endorsed ASs using the

Assurance of ASs prescribed evaluation tools (since the ASs
supplement the ADM LRs, the evaluation tools
from the DepEd Central Office will be used.)
Evaluation Tools:
1. Evaluation Tool for Content
2. Evaluation Tool for Language
3. Evaluation Tool for Layout and Design
Communication of DQAT members prepare and communicate the

Findings and findings and recommendations to the development
Recommendations team. They will also return the quality assured
ASs for incorporation of the recommendations.
Form to use:
Summary of Findings and Recommendations
Activities and Personnel Involved (2nd Stage)
Revision The writers revise the AIRs (Activity Sheets)

The illustrators and layout artists or digital formatters
assist.
Summary reports on the evaluation must be forwarded to
the CID Chief through the LR supervisor who will transmit
to the concerned development teams for revision /
finalization.
Validation The CID Chief and EPSs together with the LRMS team assign at
least two schools to conduct online validation, summarize the
result and forward to the development team.
Forms needed:
Validation Instrument
Summary of the Results of the Validation
Certificate of Participation for the Validators
Activities and Personnel Involved (4th Stage)
Finalization Development team incorporates the validation results and
submits to the DQAT for issuance of Conformance
Certificate.
Forms needed:
Validation Results to be incorporated
Conformance Certificate
Reminder:
Review of revised/final Activity Sheets shall be done by
learning area supervisors to ensure that the recommendations
in the previous evaluation were sufficiently and correctly
implemented.
Issuance of QA LRMS prepares the LR QA Conformance

Conformance Certificate;
Certification DQAT signs the certificate and CID Chief
endorses the ASs to the Schools Division
Superintendent (SDS) for approval.
Endorsement of the ASs The SDS endorses the ASs to the RQAT
to the Regional Quality for final review or quality assurance,
Assurance Team uploading and publishing.
Guide in the Content Evaluation of AIRs
Evaluate the assigned Activity Sheets (AS) one at a time. Read it

page by page to identify possible errors using the following
criterion items found in the Content Evaluation tool (Annex 1)
as your guide and in writing your marginal comments:
A. Intellectual Property Compliance
Check the AS for:
Copyright violations
Proper and accurate citations for copyrighted texts and visuals
B. Learning Competencies
Check the alignment of the content of the AIRs with the targeted Most
Essential Learning Competencies intended for the learning area and
grade level.
C. Instructional Design and Organization
Content of the AIRs should:
Contribute to the achievement of specific learning objectives

Be arranged and organized logically to facilitate achievement of learning objectives
Be suitable to the target learner’s level of development, needs, and experience
Reinforce, enrich, and /or lead to the mastery of the targeted learning competencies
C. Instructional Design and Organization

• Use devices that facilitate progressions from lesson to lesson
• Allow for review, comparison, and /or integration with previous lessons
• Provide motivational strategies/activities
• Use various teaching and learning strategies to meet individual differences/ learning styles
• Promote the development of higher cognitive thinking skills and 21st century learning skills
• Enhance the development of desirable values and traits
D. Instructional Quality
Check the AIRs for:
Conceptual errors
Factual errors
Procedural errors
Pedagogical errors
D. Instructional Quality
Computational errors
Grammatical errors
Violations on Social Content Guidelines
Other types of errors (Typographical error, Obsolete information, wrong
pagination etc)
E. Assessment
Check AIRs for assessment that:
Helps teacher evaluates learner’s progress
Is aligned with the specific learning objectives
Facilitates self-checks
Is varied
F. Readability
AIRs should have:
Words and sentences that are within the level of the target learners
Paragraphs and sentences that are structured to the level of the target learners
Smooth flow of ideas within a lesson and from one lesson to lesson
Good use of transition devices
Lessons, Instructions, exercises, questions, and activities that are clear to the
learners
2. Write comments on salient points based on the criteria while examining

the ASs. Highlight the part of the page that needs to be improved/revised or
where the error is found. Specify comments, findings, and recommendations
beside the highlighted portion to guide the development team in revising the
modules.
3. Use the Summary of Findings template to identify the specific parts that
need to be corrected/revised by indicating specific pages and line numbers.
4. Avoid using vague words and non-specific/generalized comments in your

marginal comments (e.g., some words are not appropriate; many of the
examples are not aligned with the content; the sentence is not clear; the verb
is grammatically incorrect)
5. After evaluating the material, go over your marginal comments to

validate/confirm that the findings and recommendations are consistent
and thorough and to check that none is missed out.
6. Ensure that all comments and recommendations

indicated in the ASs are included in the Summary of
Findings report. Notes on the specific pages of the ASs
must adequately support comments written in the
Summary of Findings report.
7. Provide an overall assessment on the content quality based on the

comments and findings noted in the ASs. Encode the Summary of
Findings report of the overall findings and recommend if the ASs
require minor or major revisions.
8. After individual evaluation of each material, immediately submit

each page with marginal comments and the duly accomplished
summary report on a staggered basis until all assigned ASs have been
evaluated.
9. If deemed necessary, discuss your report with the development

team/s or focal persons to clarify findings and agree on the revisions
and improvements to be made in the evaluated ASs.
Evaluation Tool for Content (AIRs)
Instructions:
Carefully read ASs page by page to evaluate its compliance to
standards indicated in the criterion items under the six (6)
factors indicated.
Put a check mark (a) in the appropriate column beside each
criterion item. If your answer is NO, cite specific pages,
briefly indicate the errors found, and give your
recommendations in the attached Summary of Findings form.
Evaluation Tool for Content (AIRs)
Write Not Applicable (NA) for criterion items that do not

apply in the evaluated material.
Based on the number of criterion items marked “YES” under
each factor, mark the appropriate column to indicate if the
material complied or not to the standards.
For factors with items marked Not Applicable, count the total
applicable criterion items and multiply this with 75% to
determine the cutoff for compliance.
Evaluation Tool for Content
Standards / Criterion Items Yes No

Factor I. Intellectual Property Rights Compliance
1. The activity sheets (AS) have no copyright violations.
2. The copyrighted texts and visuals used in the ASs are cited.
3. The copyrighted materials used in the ASs are accurately cited.
4. The references are properly cited in the Bibliography.
Complied Not
Note: At least 3 criterion items must be marked YES to indicate Complied
compliance to this factor.

Factor II. Learning Competencies
Content is consistent with the targeted Most
Essential Learning Competencies (MELCs) intended
for the learning area and grade level.
Complied Not
Note: The item must be marked YES to indicate Complied
compliance to this factor.


Factor III. Instructional Design and Organization
1. The ASs contribute to the achievement of specific objectives of the
learning area and grade level for which it is intended.
2. Sequencing of activities within each lesson facilitates
achievement of objectives.
3. Content is suitable to the target learner’s level of development,

needs, and experience.
4. Content reinforces, enriches, and / or leads to the mastery of the
targeted learning competencies intended for the learning area and
grade level.
5. Content is logically developed and organized throughout the
material. (activities are arranged from simple to complex, from
observable to abstract).

6. The ASs contain useful introductions, reviews, summaries, and
other devices that facilitate smooth progression from one lesson to
another.
7. Development of lessons allows for review, comparison, and
integration with previous lessons.
8. Motivational strategies (e.g., overviews, advance organizers,

puzzles, games, etc.) are provided.
9.The ASs use various teaching and learning strategies to meet
individual differences/ learning styles. (if applicable)
10. The ASs develop higher cognitive skills (e.g., critical thinking
skills, creativity, learning by doing, problem solving) and 21st century
skills.
Standards /
Yes No
Criterion Items
1. The LR enhances the
development of desirable
values and traits such as: (Mark
the appropriate box with an “X”
applicable for values and traits
only)
11.1 Pride in being a 11.2 Scientific attitude and reasoning
Filipino
11.3 Striving for excellence 11.4 Love for country
11.5 Helpfulness, 11.6 Unity
teamwork,
cooperation
11.5 Helpfulness, 11.6 Unity
teamwork,
cooperation
11.7 Desire to learn new 11.8 Honesty & trustworthiness
things
11.9 Ability to know right 11.10 Respect
from wrong
11.11 Critical and creative 11.12 Productive work
thinking

11.13 Others (Please specify) ____________________________
Note: At least 8 Complied Not Complied
criterion items must
be marked YES to
indicate compliance
to this factor.
Factor IV. Instructional Quality

1. Content and information in the ASs are accurate.
2. Content and information are up-to-date.
3. The ASs are free from any social content violations.
4. ASs are free from factual errors.
5. ASs are free from computational errors (if applicable)
6. ASs are free from grammatical errors.
Complied Not
Note: At least 5 criterion items must be marked YES to Compli
indicate compliance to this factor. ed

Factor VI. Readability
1. Vocabulary level is adapted to target users’ experience and
understanding.
2. Length of sentences is suited to the comprehension level of the
target user.
3. Sentences and paragraph structures are varied and appropriate
to the target user.
4. There is logical and smooth flow of ideas within a lesson and
from lesson to lesson.
5. Instructions, exercises, questions, and activities are clear to
the target user.
Note: At least 4 criterion items must be marked YES to indicate compliance to this Complied Not
factor. Complied
Recommendation: (Please put a check mark ( ) in the appropriate box.)
 Minor revision. This material is found compliant to the minimum requirements in all six factors.
Revision based on the recommendations included in the Summary of Content Findings form and LR
with marginal notes must be implemented.
 Major revision. This material is non-compliant to the requirements in one or more factors. Revision
based on the recommendations included in the Summary of Content Findings form and LR with
marginal notes must be implemented.
 For field validation. This material is found compliant to all factors with NO corrections.
I certify that this evaluation report and the recommendation(s) in the summary report
are my own and have been made without any undue influence from others.
Evaluator: _______________________________
Signature: ______________________________
Date accomplished: ___________________________

Guide for the Language Review
Evaluate the assigned AS one at a time. Carefully read the AS page by page to
identify language errors using the following guidelines in making your marginal
notes:
 Coherence and Clarity of Thought
Do the statements / phrases in the AS make sense?
Do the sentences in the paragraph contribute to one idea?
Are the thoughts / ideas logically sequenced?
Are conjunctions and transitional phrases used to link sentences or paragraphs?
Is the choice of words / expressions appropriate?
Are the sentences too long or complex?
Is the language appropriate for the target readers?
Grammar and Syntax

1. Agreement between subject and verb
2. Correct use of verb tenses
3. Misplaced/Dangling modifiers
4. Unclear antecedents and agreement between pronouns and their antecedent
5. Faulty parallel construction
6. Split infinitives
7. Overuse of certain words
8. Redundancies
Spelling and Punctuation
Are the words, whether local or foreign, correctly spelled?

Are the right punctuations in the right places?
Is the use of the serial comma (comma before and and or) observed?

Consistency in Style
Where alternative spellings are permitted, was a choice made and used
consistently throughout the material?
Is the need for the same tense or person observed?
Are the rules on capitalization, hyphenation, setting off in italics or boldface

followed?

Write your comments and findings on the margins of the AS while examining
them. Highlight the portion that needs to be improved / revised or where the
error is found. Specify comments, findings, and recommendations beside the
highlighted portion to guide the development team in revising the AS.
Re-read your written marginal notes and validate / confirm your comments /
findings. Make changes, if needed, to make your review as consistent and
thorough as possible.
Based on your marginal notes, prepare a summary of findings report to indicate the
errors found in the module/s and the recommended revisions. Use the Summary of
Findings template.
After individual evaluation of each AS, immediately submit with marginal comments
and the duly accomplished summary report on a staggered basis until all assigned ASs
have been evaluated.
If deemed necessary, discuss your report with the development team or focal persons to
clarify findings and agree on the revisions and improvements to be made in the AS
evaluated.
Guide for the Layout and Design Evaluation
Instructions:
1. Carefully read the AS page by page to evaluate the AS for compliance to standards
indicated in the criterion items under the four (4) factors below.
2. Put a check mark () in the appropriate column beside each criterion item. If your
answer is NO, cite specific pages, briefly indicate the errors found, and give your
recommendations in the attached Summary of Findings Form.
3. Write Not Applicable (NA) for criterion items that do not apply in the AS
evaluated.
4. Based on the number of criterion items marked “YES” under each factor, mark the
appropriate column to indicate if the LR complied or not to the standards.
5. For factors with items marked Not Applicable, count the total applicable criterion
items and multiply this with 70% to determine the cut off for compliance.
Standards / Criterion Items

Factor I. Physical Attributes
A. Cover Page
1. Cover art is appropriate, relevant, and interesting.

2. Cover elements are correct and complete. (i.e., w/ grade indicator & learning
area, book title & type (LM, TG), cover art, DepEd text entries, spine entries, back
cover entries)


B. Front Matter Pages
1. All necessary elements are complete (e.g., title page, copyright page, table of
contents, and introduction / preface (optional)).
2. Page numbers are set in lowercase roman numerals; centered at the bottom
of the page; no page numbers on the title and copyright pages.


C. Inside Pages
1. Beginning page of the LR consistently falls on the right-hand page.

2. Pagination is set in Arabic numerals and centered at the bottom of the page.

3. Spaces between letters, words, and paragraphs facilitate reading.


C. Inside Pages
4. Page endings do not end with a hyphenated word or an awkward page turn. (i.e., there

are at least two lines of text below a text head at the foot of a page.)
5. There is a maximum of only three consecutive hyphenated words in a paragraph.
6. Pages have no bad breaks which affect readability.


D. Back Matter Pages
1. Has useful back matter pages (e.g., glossary, bibliography, index, appendix,
etc.)
Com Not
plie Com
Note: At least 8 criterion items must be marked YES to indicate compliance to d plie
d
this factor.


D. Back Matter Pages
1. Has useful back matter pages (e.g., glossary, bibliography, index, appendix,
etc.)
Com Not
plie Com
Note: At least 8 criterion items must be marked YES to indicate compliance to d plie
d
this factor.

Factor II. Design and Layout

1. Consistency of elements (i.e., main heads, subheads, sections, and
subsections are consistently classified)
2. Simple (i.e., does not distract the attention of the reader)
3. Attractive and pleasing to look at
4. Adequate illustrations in relation to text
5. Harmonious blending of elements (e.g. Illustrations & text)
6. Suitable to the target users
Note: At least 4 criterion items must be marked YES to indicate compliance Complie Not
to this factor. d Compli
ed
Factor III. Typographical Organization (e.g., size of letters, choice of font, use of
boldface and italics, etc.)
1. Size of letters is appropriate for the target user.
2. Font styles used are appropriate for the target user and easy to read.
2. Size of letters and choice of font enable the target users to easily identify
themes / ideas and rank them in order of importance.
3. The use of boldface and italics are relevant and appropriate to the text.
Note: At least 3 criterion items must be marked YES to indicate compliance to Complie Not
this factor. d Compli
ed
Factor IV. Visuals (e.g., illustrations, photographs, maps, tables,

graphs, etc.)
1. Supplement the text
2. Clarify the concept / topic and facilitate comprehension
3. Consistently clear in content and detail
4. Relevant to the learner’s age, culture, and life situation
5. Sustain interest and do not distract the learner’s attention
6. Appropriately placed in the page and proportionately drawn in
size
Factor IV. Visuals (e.g., illustrations, photographs, maps, tables,

graphs, etc.)
7. Properly labelled / captioned (if needed)
8. Artistically appealing, simple, and easily recognizable
9. Realistic and use appropriate color (optional) where needed
10. Colored visuals are set in greyscale for black-and-white
reproduction
11. Line drawings are not shaded to avoid poorly and blotchy
printed pages
12. Illustrations of animals and people are facing inside the page
13. Illustrations of a process involving separate steps or actions
have individual pictures or frames
Note: At least 9 criterion items must be marked

YES to indicate compliance to this factor.
Recommendation: (Please put a check mark ( ) in the appropriate box.)
Minor revision. This material is found compliant to the minimum requirements of all four factors. Revision based on
the recommendations included in the Summary of Findings, Corrections, and Review form and LR with marginal notes
must be implemented.
Major revision. This material is non-compliant to the requirements in one or more factors. Revision based on the
recommendations included in the Summary of Findings, Corrections, and Review form and LR with marginal notes must be
implemented.
For field validation. This material is found compliant to all factors with NO corrections.
I / We certify that this evaluation report and the recommendation(s) in the summary
report are my / our own and have been made without any undue influence from
others.
Evaluator: _______________________________
Signature: ______________________________
Date accomplished: ___________________________
Summary of Content Findings
Title of LR: _______________________________________ Grade Level: ____________________

Paragraph / Line / Page Brief description of Errors/ Findings/ Specific recommendations for
number (in chronological Observations improving the identified
order) criterion

Summary of Language Findings
Title of Activity Sheet: ____________________ Grade Level:________ Learning Area:________

Writer: ___________________________________ Illustrator:___________________________________
number (in Observations improvement
chronological order)

Summary of Layout and Design Findings
Title of Activity Sheet: ____________________ Grade Level:________ Learning Area:________

Writer: ___________________________________ Illustrator:___________________________________
number (in Observations improvement
chronological order)

Composition of the
Quality Assurance Team
Designation Personnel Involved Roles and Responsibilities
Chairperson Division: Chief of the CID Oversee the conduct of

Region: Chief of the quality assurance
CLMD
Co-Chairperson Division: EPS of the Coordinate the conduct of
LRMS the quality assurance;
Region: EPS of the LRMS Review the technical specs
and conformance to social
content guidelines
Composition of the
Team Leader in Division: EPSs in-charge * Lead the team in the

the learning area of the learning areas, subject area
ALS and Kindergarten  review the accuracy of the
(content specialists) as contents of the AIRs,
members plagiarized content and
Region: EPSs in-charge of illustrations;
the learning areas, ALS  Check compliance to the
and Kindergarten curriculum standards;
Composition of the
Team Division: EPSs in-charge of • Give comments and

Leader in the learning areas, ALS recommendations;
the learning and Kindergarten (content • Ensure that given comments and
area specialists) as members suggestions are incorporated in
Region: EPSs in-charge of the AIRs
the learning areas, ALS • Prepare and submit the AIRs with
and Kindergarten marginal notes; and
• Attend orientation and meetings
related to the QA
Composition of the
Team Leader Division: EPSs in-charge of the • Give recommendation on the

in the learning learning areas, ALS and sufficiency, accuracy, appropriateness,
area Kindergarten (content and suitability of contents that will
specialists) as members determine whether the ASs require
Region: EPSs in-charge of the minor revisions, major revisions, or
learning areas, ALS and ready for pilot testing/field validation.
Kindergarten
Composition of the
Team Leader Division: EPSs in-charge of the • Fill out forms

in the learning learning areas, ALS and
area Kindergarten (content
specialists) as members
Region: EPSs in-charge of the
learning areas, ALS and
Kindergarten
Composition of the
Members Division : Division LREs Review the accuracy of the

Region: EPS from other contents of the AIRs, plagiarized
Functional Divisions and content and illustrations;
the Regional Pool of LREs Check the compliance to the
curriculum standards;
Ensure that given comments and
suggestions are incorporated in
the AIRs;
Prepare and submit the AIRs
with marginal notes;

Composition of the
Designatio Personnel Involved Roles and Responsibilities
n
Member Division : Division Attend orientation and meetings
s LREs related to the QA;
Region: EPS from Give recommendation on the
other Functional sufficiency, accuracy,
Divisions and the appropriateness, and suitability of
Regional Pool of LREs contents that will determine whether
the ASs requires minor revisions,
major revisions, or is ready for pilot
testing/field validation.
Fill out the evaluation tools
Composition of the
Language Division: Language EPSs Review the following:

Reviewer Teacher-language • language
reviewers • coherence and clarity of
thought
Region : Language EPSs • grammar and syntax
• verbosity
In-house language • spelling and punctuation
reviewers consistency in style
Composition of the
Format Division: Project Evaluate the layout design of the

Evaluator/ Development Officer developed, revised and finalized
AIRs Trained book designer/ AIRs using the guidelines and
Designer illustrator standards on graphic designing.
Write specific comments and
Region: In-house graphic recommendations on the
designers, IT experts, TAS margins of the AIRs that shall
guide the book designers and
illustrators in revising and
finalizing prior to production,
publication, and utilization;
Composition of the
Format Division: Project Recommend suggestions for

Evaluator/ Development Officer improvement/enhancement of
AIRs Trained book designer/ illustrations and layout; and/or
Designer illustrator improve the illustrations and
other art works;
Region: In-house graphic Ensure that the material is free
designers, IT experts, TAS from errors in terms of grammar,
spelling,
punctuation marks, format; and
Attend orientation and editorial
meetings
Thank You!

Online Orientation On The Development and Quality Assurance of The Alternative Instructional Resources Activity Sheets

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Online Orientation On The Development and Quality Assurance of The Alternative Instructional Resources Activity Sheets

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Drepturi de autor:

Formate disponibile

Online Orientation

ARAL sa Bahay- Alternative Instructional Resources (AIRs) are

The ARAL sa Bahay AIRs will be in print and non-print

Call for development CLMD/CID Chief

Preparation of AIRs Development Team

Approval of the Plan Schools Division Superintendent

Development of CID Chief

Submission of the Development team

5. Can be created and stored in

Features of the 8. Uses images or illustrations for a

13. Standard icons (developed by the In-house

Level Art-to-Text Ratio General

Size Orientation Margins Gutter

Conduct of Quality DQAT evaluates the endorsed ASs using the

Communication of DQAT members prepare and communicate the

Revision The writers revise the AIRs (Activity Sheets)

Issuance of QA LRMS prepares the LR QA Conformance

Evaluate the assigned Activity Sheets (AS) one at a time. Read it

A. Intellectual Property Compliance

Check the AS for:

C. Instructional Design and Organization

Content of the AIRs should:

Contribute to the achievement of specific learning objectives

C. Instructional Design and Organization

2. Write comments on salient points based on the criteria while examining

4. Avoid using vague words and non-specific/generalized comments in your

5. After evaluating the material, go over your marginal comments to

6. Ensure that all comments and recommendations

7. Provide an overall assessment on the content quality based on the

8. After individual evaluation of each material, immediately submit

9. If deemed necessary, discuss your report with the development

Write Not Applicable (NA) for criterion items that do not

Standards / Criterion Items Yes No

Standards / Criterion Items Yes No

Standards / Criterion Items Yes No

Standards / Criterion Items Yes No

Factor IV. Instructional Quality

Grammar and Syntax

Spelling and Punctuation

Are the words, whether local or foreign, correctly spelled?

Is the need for the same tense or person observed?

Are the rules on capitalization, hyphenation, setting off in italics or boldface

Standards / Criterion Items

Factor I. Physical Attributes

1. Cover art is appropriate, relevant, and interesting.

Standards / Criterion Items

Standards / Criterion Items

1. Beginning page of the LR consistently falls on the right-hand page.

3. Spaces between letters, words, and paragraphs facilitate reading.

Standards / Criterion Items

6. Pages have no bad breaks which affect readability.

Standards / Criterion Items

Standards / Criterion Items

Factor II. Design and Layout

Factor IV. Visuals (e.g., illustrations, photographs, maps, tables,

Factor IV. Visuals (e.g., illustrations, photographs, maps, tables,

Note: At least 9 criterion items must be marked

Recommendation: (Please put a check mark ( ) in the appropriate box.)

Title of LR: _______________________________________ Grade Level: ____________________

Title of Activity Sheet: ____________________ Grade Level:________ Learning Area:________

Title of Activity Sheet: ____________________ Grade Level:________ Learning Area:________

Chairperson Division: Chief of the CID Oversee the conduct of

Team Leader in Division: EPSs in-charge * Lead the team in the

Title of LR: ___________________ Grade Level:

Title of Activity Sheet: ____________ Grade Level: Learning Area:

Title of Activity Sheet: ____________ Grade Level: Learning Area: