Indicator 1 1 2 3 4 5

Apply knowledge of The teacher demonstrates The teacher demonstrates The teacher demonstrates minor content The teacher demonstrates accurate The teacher demonstrates accurate and in
substantial content errors moderate content errors related to errors either in presenting the lesson or in knowledge of key concepts both in depth knowledge of most concepts in
content within and either in presenting the lesson
lesson concepts either in responding to learners’ questions or presenting the lesson and in responding to presenting the lesson and in responding to
presenting the lesson or in comments. learners’ questions or comments. learners’ questions in a manner that
across curriculum or in responding to learners’ responding to learners’ questions attempts to be responsive to student
or comments. The lesson content displays simple The lesson content displays coherence. developmental learning needs.
teaching areas questions or comments.
coherence.
The lesson content does not The teacher attempts to make connections The teacher makes connections across
Features of Practice:
display coherence. Features of Practice: across curriculum teaching areas, if curriculum teaching areas, if appropriate.
a. The teacher commits appropriate.
extensive errors in Features of Practice: a. The teacher indicates some Features of Practice:
presenting key concepts awareness of other ideas in the same Features of Practice:
like definitions, a. The teacher makes a few teaching area that are connected to a. The teacher displays
formula, processes, etc. the lesson, but does not make solid a. The teacher clearly comprehensive understanding of
content errors on
Errors committed by connections. explains concepts and makes no the concepts and structure of the
learners are left fundamental concepts or b. The teacher makes few content errors teaching area.
content errors.
uncorrected. addresses content b. The content appears to b. The teacher presents
in presenting the lesson but does not
b. The teacher displays inaccurately with limited be accurate and its focus shows conceptual knowledge of the
little knowledge of or affect entirely the learning process. subject and makes connections
information of the teaching awareness of the ideas and
makes multiple content structure of the teaching areas. within the teaching area.
area.
errors related to the c. The teacher
central concepts and demonstrates factual knowledge of
structure of the teaching subject matter and attempts to
area.
connect content across teaching
areas.

Clarifications

SUBSTANTIAL CONTENT ERRORS ACCURATE KNOWLEDGE CURRICULUM TEACHING AREAS different learning/subject areas taught
extensive or significant degree of errors in the content of the lesson error-free content and learned in the K to 12 curriculum which includes areas for Kindergarten
Education, Special Education, Alternative Learning System, Indigenous Peoples
MODERATE CONTENT ERRORS IN-DEPTH KNOWLEDGE Education
reasonable degree of errors in the content of the lesson foundational knowledge and finer details within the curriculum teaching area For IPEd, learning/subject areas are contextualized by interfacing the national curriculum
competencies with the community competencies identified in their Indigenous Knowledge
MINOR CONTENT ERRORS BROAD KNOWLEDGE Systems and Practices (IKSPs) (DO 32, s. 2015).
insignificant degree of errors in the content of the lesson knowledge across curriculum teaching areas
KNOWLEDGE OF CONTENT AND PEDAGOGY integration of expertise and teaching
HIGH-LEVEL KNOWLEDGE skill for a particular area; appropriateness of the pedagogy to teaching area
accurate, in-depth, and broad knowledge within and across curriculum teaching
areas

KEY CONCEPTS
central ideas of the topic or lesson WITHIN CURRICULUM TEACHING AREA
EXCEPTIONAL KNOWLEDGE
knowledge grounded in global best practices inclusion of appropriately chosen intra-disciplinary topics and
COHERENCE enabling learning competencies within the curriculum guide of a specific learning/subject area
logical and/or developmental sequence in presenting the lesson and grade level
ACROSS CURRICULUM TEACHING AREA
SIMPLE COHERENCE making meaningful connections and including appropriate interdisciplinary topics and
basic logic in the sequence of the lesson with one part linked to the next learning competencies cited in the curriculum guide of other learning/subject areas in any
grade
PEDAGOGY level
method and practice of teaching

In the context of Indigenous Peoples Education (IPEd), pedagogy is

articulated in the IP's Indigenous Learning System (ILS) ( DO 32, s.
2015).

Indicator 2 1 2 3 4 5

Ensure the positive use of The teacher utilizes ICT but The teacher utilizes ICT but rarely The teacher utilizes ICT but occasionally The teacher utilizes ICT and frequently The teacher utilizes ICT and generally
ICT to facilitate the teaching never shows evidence of the shows evidences of the positive shows evidences of the positive use of ICT shows evidences of the positive use of ICT shows evidences of the positive use of ICT
positive use of ICT to facilitate use of ICT to facilitate the to facilitate the teaching and learning to facilitate the teaching and learning to facilitate the teaching and learning
and learning process the teaching and learning teaching and learning process. process. process. process.
process.
Features of Practice: Features of Practice: Features of Practice: Features of Practice:
Features of Practice:
a. The teacher seldom gives a. The teacher sometimes gives credit to a. The teacher gives credit to most of the a. The teacher normally gives credit to
a. The teacher disseminates or credit to the sources of the sources of digital information that digital information used but some of all the sources of digital information
presents digital information information or cites only he/she presented or disseminated. For these do not follow the conventions but some are inappropriately labeled
without giving credits to the search engines such as example, some pictures presented for citing sources, e.g. APA, Chicago based on the applied standards in
source. Google and Yahoo instead of have citations and some do not. Style, etc. citing sources.
the website where the
information came from.

Clarifications

POSITIVE USE OF ICT responsible, ethical, and appropriate use of ICT to ensure and achieve learning (PPST, 2017);
ICT includes, but is not limited to, computer hardware and software, digital resources (e.g., books, journals, research reports, databases, scripts, etc. in digital form), and digital information/media (e.g., digital images, video,
audio, websites, web pages, social media, etc.) that can be used for instruction.

STANDARDS IN THE POSITIVE USE OF ICT IN EDUCATION

facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age work and learning; promote and model digital citizenship and responsibility;
and engage in professional growth and leadership (ISTE, 2008)

RARELY
seldom occurs

OCCASIONALLY
irregularly occurs

FREQUENTLY
often occurs

GENERALLY
normally occurs

CONSISTENTLY
constantly occurs
Indicator 3 1 2 3 4 5

Use a range of teaching The teacher does not use The teacher uses disconnected The teacher uses loosely-connected The teacher occasionally applies teaching The teacher frequently applies relevant
teaching strategies that address teaching strategies to address teaching strategies to address learners’ strategies that address learners’ literacy strategies that enhance learners’ literacy
strategies that enhance and/or numeracy needs.
learners’ literacy and/or literacy and/or numeracy needs. literacy and/or numeracy needs. and/or numeracy skills.
learner achievement in numeracy needs. Features of Practice:
literacy and numeracy skills Features of Practice: Features of Practice: Features of Practice:
Features of Practice: a. In some parts of the lesson, the teacher
a. The teacher uses unrelated a. The teacher defines general terms in provides activities which address learners’ a. The teacher uses activities that enhance
a. The teacher makes no activities which do not the lesson but fails to define specific literacy and/or numeracy needs but fails to do literacy and/or numeracy in almost all
terms needed to develop learners’ full so in some critical parts of the lesson where
reference to the use of develop learners' understanding of literacy and/ or aspects of the lesson.
either or both skills are necessary.
numerical concepts and understanding of literacy numeracy concepts.
literacy skills to concepts and/or numeracy
understand the lesson. needs.

Clarifications

LITERACY SKILLS DISCONNECTED TEACHING STRATEGIES

skills needed for reading and writing. These may include awareness of sounds of language, awareness of print, teaching approaches which are inappropriate in addressing literacy and/or numeracy needs
and the relationship between letters and sounds. Other skills such as creating knowledge through writing as
well as developing media and technology are part of literacy skills. LOOSELY CONNECTED TEACHING STRATEGIES teaching approaches which are mismatched in
addressing literacy and/or numeracy needs
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, symbols of leaves, formation
of clouds, wind direction and temperature; identifying the meaning of dreams OCCASIONALLY irregularly occurs

NUMERACY SKILLS FREQUENTLY often occurs

skills which consist of comprehending and applying fundamental arithmetic operations like addition,
subtraction, multiplication, and division. Numeracy skills may also include the ability to reason with CONSISTENTLY constantly occurs
mathematical concepts like interpreting data, charts, and diagrams; to process information; to solve problems;
and to make decisions based on logical thinking and reasoning. RELEVANT STRATEGIES
teaching approaches which are moderately associated with the learners’ developmental needs to enhance literacy and/or numeracy skills
Examples of numeracy skills in SPED classrooms: up-down movement in brushing of teeth; counting the
number of boys and girls; folding of clothes using numbered pattern

Examples of numeracy skills in IPEd classrooms: indigenous measurement (handspan, pacing, etc.);
indigenous calendar; synchronized planting; weaving patterns
CRITICAL LITERACY
ability to critically analyze and evaluate the meaning of text as it relates to community and global issues to
inform a critical stance, response, and/or action

CRITICAL NUMERACY
ability to effectively use mathematical concepts in applying, analyzing, evaluating, and creating
ideas

Indicator 4 1 2 3 4 5

Apply a range of teaching The teacher does not use The teacher asks mostly low-order The teacher provides straightforward The teacher uses questions and activities that The teacher employs a range of targeted
teaching strategies to develop questions that require simple questions and activities which lead learners mostly require the learners to interpret, follow-up questions and activities that
strategies to develop critical and creative thinking or factual responses and/ or provides through a single path of inquiry. explain, or describe ideas learned. encourage learners to explain, demonstrate,
critical and creative other higher-order thinking activities that are routine. and use ideas learned.
Features of Practice: Features of Practice:
thinking, as well as other skills.
Features of Practice: Features of Practice:
higher-order thinking Features of Practice: a. The teacher asks questions that a. The teacher makes some attempt to
a. The teacher asks simple require rote-type responses such engage learners in genuine a. The teacher employs a range of
as Who, What, Where, and discussion rather than simple, strategies to ensure that most
a. The teacher does yes/no questions. When. factual, or rotetype discussion.
not ask relevant questions learners are given opportunities to
about the lesson. b. The teacher asks, “Can you please give opinions about the lesson and to
Examples of rotetype questions vs.
b. The teacher asks high-order questions: explain this idea?” react to the opinions of others.
questions but fails to give b. The teacher creates a genuine
opportunities for learners 1. “Who is the author?” vs. “Who is discussion among learners, providing
to process them. the persona?” adequate time for them to respond,
c. The teacher answers 2. “What is the solution to the as well as to step aside when
problem?” vs. “How will you address the appropriate.
his/ her own questions. issue?”
3. “Saang kontinente matatagpuan ang
bansang
Indonesia?” vs.

“Saang kaugnay na lokasyon

matatagpuan ang Indonesia?”

b. The teacher accepts all

contributions without processing
the learners’ answers.

Clarifications

CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought
to form an argument, solve a problem, or reach a conclusion

CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking for multiple right answers rather than just one

HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity
Indicator 5 1 2 3 4 5

Display proficient use of The teacher displays Novice The teacher displays Intermediate The teacher displays Intermediate Mid The teacher displays Intermediate High The teacher displays Advanced Low sublevel
proficiency in the use of Low sublevel proficiency in the sublevel proficiency in the use of Mother sublevel proficiency in the use of Mother proficiency in the use of Mother Tongue,
Mother Tongue, Filipino Mother Tongue, and/ or
use of Mother Tongue, and/or Tongue, and/or Filipino, and/or English Tongue, and/or Filipino, and/or English that and/or Filipino, and/or English that regularly
Filipino and/ or English that that loosely facilitates teaching and fairly facilitates teaching and learning. facilitates teaching and learning.
and English to facilitate Filipino, and/ or English that somewhat hinders teaching and learning.
learning. Features of Practice: Features of Practice:
teaching and learning hinders teaching and
learning. Features of Practice:
Features of Practice: a. Teacher’s use of Mother Tongue, a. Teacher’s use of Mother Tongue,
Features of Practice: a. Teacher’s use of Mother Tongue, and/or Filipino, and/or English is and/or Filipino, and/or English is
a. Teacher’s use of Mother and/or Filipino, and/or English is primarily framed using connected mostly sufficient, accurate, clear, and
Tongue, and/or Filipino, characterized by occasional pauses ideas. precise in conveying ideas to learners
a. Teacher’s use of Mother and/or English is with and selfcorrections as he/she b. Teacher’s use of Mother Tongue, without misrepresentation or
Tongue, and/or Filipino, frequent pauses and self- searches for adequate vocabulary and confusion.
and/or English is and/or Filipino, and/or English
corrections as he/she searches appropriate language forms in b. Teacher’s use of Mother Tongue, and/or
primarily limited to short for appropriate linguistic delivering the lesson. manifests minimal linguistic Filipino, and/or English is generally
and sometimes forms and vocabulary. b. The teacher rarely has difficulty challenges. understood by the learners.
incomplete sentences linking ideas and using
and may be hesitant or communication strategies, such as
inaccurate. code switching and translation.

Clarifications
MOTHER TONGUE ADVANCED LOW SUBLEVEL PROFICIENCY
the native language or the first language the learner learns as a child (PPST, 2017) able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/ Filipino/English) in a variety of
communicative tasks in learning situations
PROFICIENCY
ADVANCED MID SUBLEVEL PROFICIENCY
the use of language (medium of instruction) to communicate effectively in speech and in writing,
able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/ Filipino/English) with ease and
including code switching (alternating between 2 or more languages in a single discourse) and translation confidence in a large number of communicative tasks
(communicating meaning from one langauge to another)
ADVANCED HIGH SUBLEVEL PROFICIENCY
Proficiency for SPED teachers handling learners with hearing impairment:
able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
use of Total Communication (TC), that is incorporating various modes of communication such as
Filipino/English) with linguistic ease, confidence, and competence in complex communicative tasks
speech, gestures, body language, lipreading, and formal signs (e.g., American Sign Language
(ASL), Filipino Sign Language (FSL), Signed Exact English (SEE))
SUPERIOR PROFICIENCY
able to communicate in any of the mediums of instruction (Mother Tongue/Filipino/English) with
accuracy and fluency in order to engage learners fully and effectively in a variety of learning situations from both concrete and abstract
perspectives
NOVICE PROFICIENCY
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) DISTINGUISHED PROFICIENCY
but unable to sustain performance at proficient level able to use any of the mediums of instruction (Mother Tongue/Filipino/English) skillfully, and with accuracy, efficiency, effectiveness, and
cultural appropriateness
INTERMEDIATE LOW SUBLEVEL PROFICIENCY
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) but in a ( Adapted from ACTFL Proficiency Guidelines, 2012)
limited number of simple communicative tasks in learning situations

INTERMEDIATE MID SUBLEVEL PROFICIENCY

able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) in a
variety of simple communicative tasks in learning situations

INTERMEDIATE HIGH SUBLEVEL PROFICIENCY

able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
with ease and confidence when dealing with routine tasks and learning situations

Indicator 6 1 2 3 4 5

Use effective verbal and The teacher lacks verbal and The teacher uses limited and The teacher uses limited verbal and The teacher uses sufficient verbal and non- The teacher uses a variety of verbal and non-
non-verbal communication disconnected verbal and non- nonverbal communication strategies, which verbal communication strategies, which are verbal communication strategies, which are
non-verbal classroom strategies and does not support
verbal communication strategies are loosely associated and support only somewhat aligned with each other and generally aligned with each other and
learners’ understanding,
communication strategies participation, engagement, and to support learners’ some of the learners. support the majority of learners. support most of the learners.
achievement.
to support learner understanding, participation,
engagement, and achievement. Features of Practice: Features of Practice: Features of Practice:
understanding, Features of Practice:
participation, engagement a. The teacher is not
Features of Practice: a. The teacher rarely uses non-verbal a. The teacher speaks clearly and at an a. Teacher uses clear verbal
communication strategies, such as appropriate pace, but occasionally communication employing wide
and achievement able to communicate
a. The teacher does not speak hand gestures, facial expressions, etc., monopolizes the discussions. vocabulary along with appropriate non-
written and oral
content, expectations, clearly or at an appropriate to reinforce appropriate learner verbal communication to ensure
explanations, pace and dominates the
discussion when facilitating understanding. learning expectations are
directions, and
procedures in a clear learner interaction. comprehensible to most learners.
and organized b. There is limited
manner. communication between the
b. There is no open teacher and learners, but not
communication between among the learners and
the teacher and learners their peers.
nor between the learners
and their peers.

Clarifications

VERBAL COMMUNICATION STRATEGIES LIMITED

use of spoken words and written information that includes short phrases, instructions, etc. insufficient strategies employed when more are required by the learning situation

NON-VERBAL COMMUNICATION STRATEGIES SUFFICIENT

use of non-spoken messages that include facial expressions, gestures, Picture Exchange Communication minimum strategies employed as required by the learning situation
System (PECS), etc.
VARIETY
DISCONNECTED a range of different strategies employed as required by the learning situation
no association with other strategies
SOME
LOOSELY ASSOCIATED LOOSELY ASSOCIATED less than half
association substantially mismatched with other strategies
MAJORITY
SOMEWHAT ALIGNED more than half
minimal degree of association with other strategies
MOST
GENERALLY ALIGNED almost all, approaching 100%
usually matched with other strategies

WELL ALIGNED
perfectly matched with other strategies

Indicator 7 1 2 3 4 5

Establish safe and secure The teacher does not The teacher attempts to implement The teacher rarely implements safety The teacher occasionally implements safety The teacher frequently implements safety
implement any safety policies, safety policies, guidelines, and policies, guidelines, and procedures to policies, guidelines, and procedures to policies, guidelines, and procedures to
learning environments to guidelines, and procedures to procedures but fails to establish a establish a safe and secure learning establish a safe and secure learning establish a safe and secure learning
enhance learning through establish a safe and secure safe and secure learning environment and only some learners environment and majority of the learners environment and most of the learners follow
the consistent learning environment. environment. follow such rules. follow such rules. such rules.

implementation of policies, Features of Practice: Features of Practice: Features of Practice: Features of Practice: Features of Practice:
guidelines and procedures
a. The teacher is oblivious a. The teacher makes the a. The teacher implements safety a. The teacher implements safety a. The teacher implements safety
to or disregards the risks learners aware of safety guidelines and practices to very few guidelines and practices to several guidelines and practices to most of the
associated with the guidelines and practices but selected tasks. learning tasks. learning tasks.
activities that the learners does not clarify such rules for
undertake. the learners.

Clarifications

SAFE LEARNING ENVIRONMENT RARELY

every aspect of creating a positive experience for students which includes seldom occurs
the physical space and the relationships between students, teachers, and the learning community as a whole
(UNHCR, 2007) OCCASIONALLY irregularly occurs

SECURE LEARNING ENVIRONMENT FREQUENTLY often occurs

school spaces and activities that free learners from physical harm or risks to promote their wellbeing and
support their learning (NCSSLE, 2019) GENERALLY
normally occurs
SAFETY POLICIES, GUIDELINES, AND PROCEDURES
involve proper conduct in relating to adults and peers; arrangement of chairs, tables, and equipment; general CONSISTENTLY constantly occurs
cleanliness; precautions in handling, storage, and disposal of hazardous chemicals in laboratories; proper use of
tools; etc. SOME
less than half

MAJORITY
more than half

MOST
almost all, approaching 100%

Indicator 8 1 2 3 4 5

Maintain learning The teacher learner interactions The teacher-learner interactions The teacher learner interactions The teacher-learner interactions are generally The teacher learner interactions are
rarely support fairness, respect, occasionally support fairness, respect, and fair, respectful, and caring, and the majority consistently fair, respectful, and caring, and
environments that are negative or disrespectful. and care, which results in poor care, which results in some learners feeling of learners feel accepted and encouraged to most learners feel accepted and encouraged
overall classroom climate. accepted and encouraged to learn. learn. to learn.
promote fairness, respect Features of Practice:
and care to encourage Features of Practice: Features of Practice: Features of Practice: Features of Practice:
a. The teacher does not
learning promote positive social a. The teacher inconsistently a. The teacher encourages social a. The teacher promotes generally positive a. The teacher maintains polite and
interactions among
learners. makes attempts to promote positive interactions with learners and interactions with learners and among learners respectful interactions with learners and
b. The interactions positive social interactions among learners but occasional but some conflict and/or occasional among learners.
between teacher and among learners. inconsistencies like favoritism, or insensitivity are displayed.
learners, and among disregard for learners’ differences are
learners, are
inappropriate or evident.
insensitive.

Clarifications

FAIRNESS RARELY
impartial and just treatment or behavior learner-teacher interactions are minimally acceptable
RESPECT
due regard for the feelings, rights, and culture of others OCCASIONALLY
learner-teacher interactions are moderately acceptable
CARE
attention or consideration to others GENERALLY
learner-teacher interactions are mostly acceptable
SOME
less than half CONSISTENTLY
learner-teacher interactions are highly acceptable
MAJORITY
more than half

MOST
almost all, approaching 100%

Indicator 9 1 2 3 4 5

Manage classroom The teacher does not manage The teacher manages classroom The teacher manages classroom structure The teacher manages classroom structure The teacher manages classroom structure and
classroom structure. structure but fails to engage and engages some learners in discovery or and engages the majority of learners in engages most learners in meaningful
structure to engage learners in various learning hands-on learning activities within a range discovery and hands-on learning activities exploration, discovery, and hands-on learning
activities. of physical learning environments. within a range of physical learning activities within a range of physical learning
learners, individually Features of Practice: environments.
environments.
or in groups, in Features of Practice: Features of Practice:
1. The teacher fails to structure the Features of Practice:
Features of Practice:
meaningful classroom to address the learners’ a. The teacher does not a. The teacher involves some learners
exploration, needs. structure the classroom to in productive work using the a. The teacher structures a simple
facilitate learning and resources within the allotted time classroom layout and uses available a. The teacher structures the classroom
discovery and hands- movement of learners. and physical space. resources that are somewhat suitable layout and uses available resources that
b. The teacher arranges the for different learning activities to are generally suitable for different
on activities within a classroom poorly for the involve the majority of learners in learning activities which involve most
productive work.
range of physical learning activities. of the learners.
learning
environments

Clarifications

PHYSICAL LEARNING ENVIRONMENT area/space MEANINGFUL EXPLORATION

where learning takes place activities that lead to learners’ full understanding of concepts and how they SOME
relate to other concepts less than half
CLASSROOM STRUCTURE
physical set-up of the learning environment, which generally DISCOVERY LEARNING ACTIVITIES MAJORITY
includes the arrangement of chairs, tables, and other equipment activities that require learners to draw on their experiences and more than half
in the classroom, designed to maximize learning existing knowledge to discover facts, relationships, and new knowledge to be
learned MOST
almost all, approaching 100%
HANDS-ON LEARNING ACTIVITIES
activities that require physical participation of learners to
construct, consolidate, or explain concepts

CLASSROOM OBSERVATION TOOLS (PPST INDICATORS)

Indicator Set 1. Application of Content Knowledge and Pedagogy in the Teaching-Learning Process

Indicator Set 2. Student Diversity and Classroom Management

Indicator 10 1 2 3 4 5

Maintain supportive The teacher does not provide The teacher provides limited The teacher provides limited learning The teacher provides sufficient learning The teacher provides sufficient learning
any learning opportunities for learning opportunities and fails to opportunities, which are loosely associated opportunities, which are somewhat aligned opportunities, which are usually aligned with
learning environments learners to participate, engage learners to participate, with the learning goals, and engages only with the learning goals, and engages majority the learning goals, and engages most learners
that nurture and inspire cooperate, and collaborate in cooperate, and collaborate in some learners to participate, cooperate, and of the learners to participate, to cooperate, to participate, cooperate, and collaborate in
continued learning. continued learning. collaborate in continued learning. and to collaborate in continued learning. continued learning.
learners to participate,
cooperate and collaborate Features of Practice: Features of Practice: Features of Practice: Features of Practice: Features of Practice:
in continued learning a. The teacher provides no a. The teacher puts learners a. The teacher puts learners in a. The teacher conducts collaborative a. The teacher engages learners in a
activity designed for in small groups, but small groups to complete a work which is structured. structured task that features some
activity is unstructured. certain task. However, group b. The majority of learners are engaged in
collaborative learning. b. Learners are passively constitution and tasks are poorly elements of cooperative learning:
the tasks.
involved in group learning structured. Only some learners positive interdependence, individual
are actively engaged in group accountability, and face-to-face
activities. learning activities. interaction.

Clarifications

PRINCIPLES OF COLLABORATIVE LEARNING LOOSELY ASSOCIATED LIMITED

• heterogeneous grouping association substantially mismatched with the other learning goals insufficient strategies employed when more are required by the learning situation
• mixed abilities
• mixed gender SOMEWHAT ALIGNED SUFFICIENT
• interdependence minimal degree of association with the other learning goals minimum strategies employed as required by the learning
situation
STRUCTURED TASKS USUALLY ALIGNED
specific tasks given to learners in group activities generally matched with the other learning goals VARIETY
a range of different strategies employed as required by the learning situation
For SPED classrooms: A healthy balance of structured and unstructured WELL ALIGNED
processes is important to maintain an organized classroom and limit perfectly matched with the other learning goals SOME
distractions. less than half

SUPPORTIVE LEARNING ENVIRONMENT child-friendly and MAJORITY

conducive to learning more than half

MOST
almost all, approaching 100%

Indicator 11 1 2 3 4 5

Apply a range of The teacher does not apply The teacher applies limited The teacher applies limited strategies, The teacher applies sufficient strategies, The teacher applies sufficient strategies,
any strategy to motivate strategies and fails to motivate which are loosely associated with the which are somewhat aligned with the which are usually aligned with the learning
successful strategies that learners to work productively learners to work productively and learning goals, and motivates only some of learning goals, and motivates the majority of goals, and motivates most learners to work
maintain learning and be responsible for their be responsible for their own the learners to work productively and be the learners to work productively and be productively and be responsible for their own
environments that own learning. learning. responsible for their own learning. responsible for their own learning. learning.

motivate learners to work Features of Practice: Features of Practice: Features of Practice: Features of Practice: Features of Practice:
productively by assuming
a. The teacher displays no a. The teacher uses poorly a. The teacher displays little knowledge a. The teacher uses strategies that are a. The teacher displays
responsibility for their knowledge on how to throughout strategies that on how to motivate learners and likely to motivate and engage majority comprehensive knowledge to
leave learners uninvolved of the learners during the lesson. engage almost all learners.
own learning motivate learners. and/or passive.
engages only some of the learners
b. The teacher engages the learners to b. The teacher succeeds in
during the lesson.
b. The teacher attempts to motivating almost
motivate learners to
complete a task. b. The teacher motivates the learners to exhibit commitment to complete the all learners to understand their role and to
accept the learning tasks but fails to work on their own but a few do not consistently expend effort to learn.
engage them to work productively. work productively.

Clarifications

LEARNING ENVIRONMENT SOME

diverse physical locations, contexts, cultures in which students learn less than half
(The Glossary of Education Reform, 2013)
MAJORITY
In the context of IPEd classroom, the ancestral domain is the primary learning environment and space for more than half
indigenous learners. It includes not only the physical environment but the total environment including the
spiritual and cultural bonds to the areas (DO 32, s. 2015). MOST
almost all, approaching 100%
LIMITED
insufficient strategies employed when more are required by the learning situation LOOSELY ASSOCIATED
association substantially mismatched with the other learning goals
SUFFICIENT
minimum strategies employed as required by the learning situation SOMEWHAT ALIGNED
minimal degree of association with the other learning goals
VARIETY
a range of different strategies employed as required by the learning situation USUALLY ALIGNED
generally matched with the other learning goals

WELL ALIGNED
perfectly matched with the other learning goals

Indicator 12 1 2 3 4 5

Manage learner There appears to be no The teacher attempts to manage The teacher rarely manages misbehavior The teacher occasionally manages The teacher frequently manages misbehavior
established rule on learner misbehavior without setting any against established rules of conduct. misbehavior against established rules of against established rules of conduct and most
behavior constructively by behavior. or rules on learners’ conduct. conduct and the majority of learners follow learners follow such rules.
applying positive and non- Features of Practice: such rules.
The teacher does not manage Features of Practice:
violent discipline to ensure learners’ misbehavior. a. The teacher seems to have set Features of Practice:
learning-focused Features of Practice:
rules of conduct, but they are not clear a. The teacher often implements an
Features of Practice: to all students. appropriate classroom management
environments. a. The teacher’s standards of
conduct are inconsistently enforced system which is responsive to the
a. The teacher tries to keep b. The teacher communicates a prescribed classroom and individual needs of
a. The teacher ignores process to address learner misconduct resulting in some interference in student
track of learner behavior, but learning and some loss of instructional learners.
noises produced by the but is not clear and requires repeated b. The teacher’s standards of behavior are
with no apparent system and prompting, which delays or disrupts the time.
learners which interfere consistently reinforced and are clear to
with much instructional time quality of student learning. most learners. The learners require
with the lesson. b. The teacher sets clear standards of
lost. conduct but learners need to be prompted little prompting, resulting in little or no
c. The teacher’s responses to disruption to their learning.
repeatedly.
learner misbehavior are inconsistent: c. The teacher moves to a misbehaving
sometimes harsh, sometimes lenient. c. The teacher establishes learner and gives a verbal or non-verbal
appropriate expectations for behavior but signal to stop the misbehavior.
some of these are unclear or do not
address the needs of most learners.

Clarifications
Positive and Non-Violent Discipline of Children is "a way of thinking and a holistic, constructive, and pro- SOME
active approach to teaching that helps children develop appropriate thinking and behavior in the short and less than half
long-term and fosters self-discipline (DO 40, s. 2012, Enclosure p.9)."
MAJORITY
POSITIVE DISCIPLINE more than half
non-violent, respectful, and diplomatic means of managing learner behavior without the use of punishment
(PPST, 2017) MOST
almost all, approaching 100%
NON-VIOLENT DISCIPLINE
a form of discipline that avoids the use of punishment such as spanking, verbal abuse, and RARELY
humiliation (PPST, 2017) seldom occurs
ESTABLISHED RULE OCCASIONALLY
an existing set rules of conduct imposed in the learning environment irregularly occurs

CONSTRUCTIVE FREQUENTLY
positive and helpful often occurs

BEHAVIOR CONSISTENTLY
positive or negative action/manner
constantly occurs

Indicator 13 1 2 3 4 5

Use differentiated, The teacher does not provide The teacher provides learning The teacher provides a limited range of The teacher provides differentiated or The teacher provides differentiated and
learning experiences that experiences but fails to address the differentiated learning experiences to developmentally appropriate learning developmentally appropriate learning
developmentally address the learning needs of learning needs of learners. address the learning needs of some experiences to address the learning needs of experiences to address the learning needs of
appropriate learning the learners. learners. learners. learners.
experiences to address
Features of Practice: Features of Practice: Features of Practice: Features of Practice:
learners' gender, needs, Features of Practice:
strengths, interest and a. The teacher does not use .a. The teacher relies on a single strategy a. The teacher addresses the a. The teacher addresses the
any strategy to meet the a. The teacher uses or some strategies to accommodate developmental levels of learners by developmental levels of learners in
experiences diverse learning needs of learners’ differences and developmental
providing learning experiences that
the classroom and makes use of the
strategies that are not enable most learners to progress
learners. appropriate to needs but fails to meet intended outcomes toward meeting intended outcomes different ways they learn by
accommodate either the for most learners. b. The teacher makes use of providing differentiated learning
differentiated learning experiences
learners’ differences or experiences that enable most
to enable most learners to progress
developmental levels. toward meeting intended outcomes learners to progress toward meeting
intended outcomes.

Clarifications
DIFFERENTIATED LEARNING EXPERIENCES LEARNERS’ GENDER
teaching and learning activities that are suited to the various learning needs, abilities, and skills of diverse social attributes and opportunities associated with being male and female and the relationships
between women and men and girls and boys, as well as the relationships between women and
learners those between men

DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES LEARNERS’ NEEDS

teaching and learning activities that are suited to the developmental level of learners gaps between a learner’s present knowledge or competence and the curriculum standards identified as necessary for the grade level

LEARNING NEEDS LEARNERS’ STRENGTHS

comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving) pre-existing knowledge or competence that helps a learner meet required standards
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings to be able to
survive, to develop their full capacities, to live and work in dignity, to participate fully LEARNERS’ INTERESTS
in development, to improve the quality of their lives, to make informed decisions, and to continue learners’ personal preferences, likes or dislikes, which must be considered in the teaching-learning process
learning (UNESCO, 1992)
LEARNERS’ EXPERIENCES
skill or knowledge that a learner gets from doing something

Indicator 14 1 2 3 4 5

Establish a learner- The teacher does not employ The teacher employs limited The teacher employs strategies which are The teacher employs strategies which are The teacher employs strategies which are
strategies to address strategies but fails to address somewhat appropriate to address learners’ partially appropriate to address learners’ appropriate to address learners’ linguistic,
centered culture by using learners’ linguistic, and/or learners’ linguistic, and/or linguistic, and/or cultural, and/or socio- linguistic, and/or cultural, and/or socio- and/or cultural, and/or socio-economic,
teaching strategies that cultural, and/or socio- cultural, and/or socioeconomic, economic, and/or religious backgrounds. economic, and/or religious backgrounds. and/or religious backgrounds.
respond to learners' economic, and/or religious and/ or religious backgrounds.
backgrounds. Features of Practice: Features of Practice: Features of Practice:
linguistic, cultural, socio- Features of Practice:
economic and religious Features of Practice: a. The teacher demonstrates a limited a. The teacher displays familiarity of a. The teacher demonstrates an
a. The teacher lacks understanding of the educability of learners’ background but sometimes understanding of the purpose and value
background a. The teacher does not familiarity with individual learners.
lacks responsiveness in addressing of learning about learners’ background
demonstrate an accurate learners’ backgrounds b. The teacher gives opportunities to
and has made no only few learners to actively engage them. to inform instructions.
understanding of the
educability of individual attempts to modify in the learning activities.
learners. instructions.
b. The teacher provides no b. Teacher’s instructional
strategies do not
instructional adaptation respond to learners’
for individual learner background.
needs.

Clarifications
LEARNER-CENTERED CULTURE EDUCABILITY
a set of attitudes, conventions, and practices that place learners at the center of the learning process by using observed variations in the learners’ capacity to perform tasks
varied teaching modalities responsive to learners’ diverse backgrounds and relevant to meaningful learning
experience VARIETY
LINGUISTIC BACKGROUND
learners' understanding of the principles of language and their application to the language being taught a range of different strategies employed as required by the learning situation

CULTURAL BACKGROUND EXTENSIVE REPERTOIRE

ethnic and racial factors and values that shape the learners' upbringing at the family or societal level wide and comprehensive range of strategies

SOCIO-ECONOMIC BACKGROUND SOMEWHAT APPROPRIATE

factors that affect the social standing or class of the learners as determined by their education and minimal degree of appropriateness
family's income and occupation
PARTIALLY APPROPRIATE
RELIGIOUS BACKGROUND moderate degree of appropriateness
learners' belief system and/or spirituality that is reflected in a worldview and in expected actions

Indicator 15 1 2 3 4 5

Design, adapt and The teacher does not employ The teacher employs strategies but The teacher employs strategies which are The teacher employs strategies which are The teacher employs strategies which are
strategies to address the fails to address the learning needs somewhat appropriate in addressing the partially appropriate in addressing the appropriate in addressing the learning needs
implement teaching learning needs of learners with of learners with special learning needs of learners with special learning needs of learners with special of learners with special educational needs.
strategies that are special educational needs. educational needs. educational needs. educational needs.
Features of Practice:
responsive to learners with
Features of Practice: Features of Practice: Features of Practice: Features of Practice:
disabilities, giftedness and a. The teacher demonstrates an
talents a. The teacher does not a. The teacher lacks a. The teacher demonstrates a limited a. The teacher displays familiarity of understanding of the purpose and value
demonstrate an accurate familiarity with understanding of the educability of learners’ background but occasionally of learning about learners’ background
understanding of the learners’ backgrounds individual learners.
educability of individual and has made no b. The teacher gives opportunities to lacks responsiveness in addressing to inform instructions.
learners. attempts to modify only few learners to actively engage them.
b. The teacher provides no instructions. in the learning activities.
instructional adaptation for b. Teacher’s instructional
individual learner needs. strategies do not respond to
learners’ background.

Clarifications
LEARNERS WITH DISABILITY, GIFTEDNESS AND TALENTS SPECIAL EDUCATIONAL NEEDS
persons 1) who are gifted or talented and those 2) who have physical, mental, social or sensory impairment and a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
cultural differences; these persons may be: learning disability, or other conditions
• gifted/talented
• fast learner EDUCABILITY
• mentally retarded observed variations in the learners’ capacity to perform tasks
• visually impaired
• hearing impaired VARIETY
• with behavior problems a range of different strategies employed as required by the learning situation
• orthopedically handicapped
• with special health problems EXTENSIVE REPERTOIRE
• learning disabled wide and comprehensive range of strategies
• speech impaired
• multiple handicapped (DO 117, s. 1987) SOMEWHAT APPROPRIATE
minimal degree of appropriateness

PARTIALLY APPROPRIATE
moderate degree of appropriateness

Indicators Set 3. The Responsive Learning Environment

Indicator 16 1 2 3 4 5

Plan and deliver teaching The teacher does not employ The teacher employs strategies The teacher employs strategies which are The teacher employs strategies which are The teacher employs strategies which are
strategies to address the special but fails to address the special somewhat appropriate in addressing the partially appropriate in addressing the appropriate in addressing the special
strategies that are responsive educational needs of learners in educational needs of learners in special educational needs of learners in special educational needs of learners in educational needs of learners in difficult
difficult circumstances. difficult circumstances. difficult circumstances. difficult circumstances. circumstances.
to the special educational
needs of learners in difficult Features of Practice: Features of Practice: Features of Practice: Features of Practice: Features of Practice:

circumstances, including: a. The teacher does not a. The teacher lacks a. The teacher demonstrates a limited a. The teacher displays familiarity of a. The teacher demonstrates an
demonstrate an accurate familiarity with understanding of the educability of learners’ background but sometimes understanding of the purpose and value
geographic isolation; chronic understanding of the learners’ backgrounds individual learners. lacks responsiveness in addressing of learning about learners’ background
illness; displacement due to educability of individual and has made no b. The teacher gives opportunities to them. to inform instructions.
learners. attempts to modify only few learners to actively engage
armed conflict, urban b. The teacher provides no instructions. in the learning activities.
instructional adaptation b. Teacher’s instructional
resettlement or disasters; for individual learner strategies do not respond to
child abuse and child labor needs. learners’ background.

practices

Clarifications
SPECIAL EDUCATIONAL NEEDS VARIETY
a restriction that makes learning challenging to a person with physical, sensory, mental, social, or learning a range of different strategies employed as required by the learning situation
disability, or other conditions
EXTENSIVE REPERTOIRE
LEARNERS IN DIFFICULT CIRCUMSTANCES wide and comprehensive range of strategies
persons who suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse, diseases, exclusion,
harassment, problems with the law, imprisonment, destructive drugs, domestic slavery, violence, among others SOMEWHAT APPROPRIATE
(UNESCO, 1999) minimal degree of appropriateness
EDUCABILITY PARTIALLY APPROPRIATE
observed variations in the learners’ capacity to perform tasks moderate degree of appropriateness

Indicator 17 1 2 3 4 5

Adapt and use culturally The teacher does not employ The teacher employs strategies but The teacher employs strategies which are The teacher employs strategies which are The teacher employs strategies which are
strategies to address the fails to address the learning needs somewhat culturally appropriate in partially culturally appropriate in addressing culturally appropriate in addressing the
appropriate teaching learning needs of learners of learners from indigenous addressing the learning needs of learners the learning needs of learners from learning needs of learners from indigenous
strategies to address the from indigenous groups. groups. from indigenous groups. indigenous groups. groups.
needs of learners from
Features of Practice: Features of Practice: Features of Practice: Features of Practice: Features of Practice:
indigenous groups
a. The teacher does not a. The teacher lacks a. The teacher demonstrates a limited a. The teacher displays familiarity of a. The teacher demonstrates an
demonstrate an familiarity with learners’ understanding of a culture-based learners’ cultural background but understanding of the purpose and value
accurate understanding cultural backgrounds and education.
of a culture-based has made no attempts to b. The teacher gives opportunities to sometimes lacks responsiveness in of learning in the learners' context.
education. contextualize instructions. only few learners to actively engage addressing them.
b. The teacher provides no b. Teacher’s instructional
strategies do not respond to in the learning activities.
instructional adaptation
learners’ cultural
for learners' needs. background.

Clarifications

LEARNERS FROM INDIGENOUS GROUPS CULTURE-BASED EDUCATION

people who have, under claims of ownership since time immemorial, occupied, possessed, and an education that is grounded in the context of the indigenous communities' life, recognizes their
utilized ancestral territories, shared common bonds of language, customs, traditions, and other unique cultural Indigenous Knowledge Systems and Practices (IKSPs), and is inclusive of their cultural perspectives
traits (RA 8371, IPRA) ( DO 32, s. 2015, Enclosure p. 4)

TEACHING STRATEGIES CONTEXTUALIZATION

In the context of IPEd, teaching strategies are embedded in an indigenous cultural community's the educational process of relating the curriculum to a particular setting, situation or area of application to make the competencies
(ICC) Indigenous Learning System (ILS), which is an ICC's system of educating succeeding generations of youth relevant, meaningful, and useful to all learners; distinguished into two: localization and indigenization (DO 32, s. 2015, Enclosure p.6)
into the community's cultural system (DO 32, s. 2015).
VARIETY
LEARNING NEEDS a range of different strategies employed as required by the learning situation
comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving)
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings to be able to EXTENSIVE REPERTOIRE
survive, to develop their full capacities, to live and work in dignity, to participate fully wide and comprehensive range of strategies
in development, to improve the quality of their lives, to make informed decisions, and to continue
learning (UNESCO, 1992) SOMEWHAT APPROPRIATE
minimal degree of appropriateness

PARTIALLY APPROPRIATE
moderate degree of appropriateness

Indicator 18 1 2 3 4 5

Plan, manage and implement The teacher does not The teacher implements a poorly The teacher implements the lesson but The teacher implements the lesson but with The teacher implements the lesson with
implement a developmentally sequenced teaching and learning only with some elements of a inappropriate elements of a developmentally appropriate elements of a developmentally
developmentally sequenced sequenced teaching and processes to meet curriculum
developmentally sequenced teaching and sequenced teaching and learning processes sequenced teaching and learning processes
learning processes to meet curriculum to meet curriculum requirements and varied to meet curriculum requirements and varied
teaching and learning learning processes to meet requirements and varied teaching requirements and varied teaching teaching contexts. teaching contexts.
contexts.
processes to meet curriculum curriculum requirements and contexts.
varied teaching contexts. Features of Practice: Features of Practice:
requirements and varied Features of Practice: Features of Practice:
a. The teacher demonstrates inaccurate or a. The teacher connects outcomes from
teaching contexts Features of Practice:
a. The teacher does not demonstrate incomplete knowledge of prerequisite previous and future learning, and
a. The teacher’s lesson
procedures are haphazard understanding of the prerequisite relationships, and transitions between transitions between activities are
a. There was no structured relationships when planning, and activities are present but may disrupt smooth.
plan. and ill-planned, which
interferes in learners’ transitions between activities are the flow of the sequence. b. The teacher’s sequence of learning
b. Transitions between too abrupt. b. The teacher presents minor activities generally keeps learners
progress toward achieving
activities are missing. the lesson’s objectives. b. The teacher’s sequence of learning organizational issues and missed engaged and moving from one portion
activities demonstrates some opportunities during the lesson that to the next in a reasonable manner.
b. There was a major problem
structure but there are some affect learning time. Learners understand the purpose of the
with the organization or problems with organization that lesson and what they are to do to
framing of the lesson that negatively impact learning. accomplish the purpose.
significantly and negatively
impacted student learning.

Clarifications
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES
the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives by maximizing allotted class time. These include:

• Lesson objectives expectations for learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities

POORLY SEQUENCED TEACHING AND LEARNING PROCESS

illogical order of classroom activities

MULTIPLE PATHWAYS FOR LEARNING

different ways of presenting the lesson and activities suited to various learner needs

Indicator 19 1 2 3 4 5

Select, develop, organize and The teacher does not use any The teacher utilizes learning The teacher utilizes learning resources, The teacher utilizes learning resources, The teacher utilizes learning resources,
available teaching and resources, including ICT, which including ICT, which are loosely-aligned including ICT, which are occasionally including ICT, which are generally aligned
use appropriate teaching learning resources to address are inappropriate and fail to with the learning goals. aligned with the learning goals. with the learning goals.
and learning resources, learning goals. address the learning goals.
Features of Practice: Features of Practice: Features of Practice:
including ICT, to address
Features of Practice: Features of Practice: a. The teacher utilizes a variety of a. The teacher utilizes a variety of a. The teacher utilizes a variety of
learning goals a. The teacher does not a. The teacher uses poorly materials and resources that do not instructional materials and resources instructional materials and resources
utilize or adapt materials throughout instructional support the learning goals. but is not able to maximize their that are aligned with the instructional
and resources to support resources which are not purpose to support the learning goals. purposes which usually support the
new learning. suitable to the instructional learning goals.
purposes.

Clarifications

TEACHING AND LEARNING RESOURCES LOOSELY ALIGNED

instructional materials and resources used in the teaching and learning processes, which include: substantially mismatched with the learning goals

• Curriculum guides, teacher’s manual OCCASIONALLY ALIGNED

• Chalkboard, whiteboard, Manila paper, cartolina, charts, manipulatives, models, flashcards, meta- sometimes matched with the learning goals
cards, graphic organizers
• Printed materials such as books, periodicals, worksheets, activity sheets GENERALLY ALIGNED
• ICT resources such as calculators, computers, audio visual equipment, slide presentation, multimedia usually matched with the learning goals
products, social media, web-based applications, instructional software, email, distance learning
softwares, e-books and other digital resources CONSISTENTLY ALIGNED
• Tools and equipment (in cookery, dressmaking, beauty and care, agriculture, carpentry, among always matched with the learning goals
others)
• Assistive devices such as Braille systems, large print books, audio devices, screen readers for EXTENSIVE LEARNING RESOURCES wide range of learning resources
computers, hearing aids, electronic speech output devices
• Localized instructional materials MULTIDISCIPLINARY LEARNING RESOURCES
• Indigenized instructional materials (may require Free and Prior Informed Consent, or learning resources which can be used in various subject areas
permission from the indigenous cultural community, before use for instruction purposes)
INTERACTIVE LEARNING RESOURCES
learning resources aided with technology that influence learners to work individually or in groups

Indicator 20 1 2 3 4 5

Design, select, organize and The teacher does not provide The teacher attempts to The teacher provides a limited range of The teacher provides a range of The teacher provides a range of assessment
any form of assessment during incorporate assessment in the assessment strategies but fails to address assessment strategies but only some are strategies that address most of the learning
use diagnostic, formative the lesson. lesson without set criteria.
the learning goals.
aligned with the learning goals. goals.
and summative assessment Features of Practice:
Features of Practice: Features of Practice: Features of Practice: Features of Practice:
strategies consistent with a. The teacher uses assessment
curriculum requirements a. There is no assessment or a. The teacher does not procedures focused on task a. The teacher uses a variety of a. The teacher uses a repertoire of
monitoring of students’ provide a set of criteria to completion and/or compliance rather assessment strategies, but some do not assessment strategies which are
learning. assess the learners’ work. than learner achievement of lesson measure the intended learning aligned with the intended learning
b. The teacher does not purpose/ objective. outcomes. goals.
b. The teacher does not provide
demonstrate the ability to
a set of standards, e.g. rubric b. The teacher uses procedures that b. The teacher uses assessment
use assessment to measure
learner progress. or checklist, to assess the yield only some evidence of procedures that draw out evidence of
learners’ work and output. learning. whether learners have learned the
intended learning outcomes.

Clarifications
ASSESSMENT STRATEGIES:

DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge, and skills prior to instruction,
e.g., pretest, drills, review, anticipation guide, content knowledge boxes

FORMATIVE assessment used to identify knowledge and/or skills that learners can hone/build on or need to improve,
e.g., recitation (show of hands, response cards, happy/sad face), activities (games, tableau, exit cards), and seat works (reflection journal, exercises, practice)

SUMMATIVE
assessment used to identify learner achievement of the objectives of the lesson,
e.g., written works (quizzes, essays), performance tasks (skills demonstration, group presentations, oral work)

Indicator 21 1 2 3 4 5

Use strategies for providing The teacher does not provide The teacher attempts to provide The teacher rarely provides feedback that The teacher occasionally provides feedback The teacher frequently provides feedback
any feedback to help learners feedback but does not result in results in limited opportunities for learners that results in opportunities for majority of that results in opportunities for most of the
timely, accurate and improve their learning. improving students’ learning. to improve their learning. the learners to improve their learning. learners to improve their learning.
constructive feedback to
Features of Practice: Features of Practice: Features of Practice: Features of Practice: Features of Practice:
improve learner
performance a. Learners receive no a. Teacher’s feedback is of a. Teacher’s feedback a. The teacher provides accurate feedback a. The teacher provides accurate, timely,
feedback. They have no poor quality and not is superficial, not informative, but sometimes absent when it is and constructive feedback, i.e.
oriented toward future and not constructive. necessary.
idea if they are on the right improvement of learning. It b. Feedback is directed b. Feedback is selective to some groups of suggestions/ tasks/ activities/
track in achieving the lacks specificity or is to only some of the learners. learners. clarifications that fully guides most of
intended learning untimely and inaccurate. c. Teacher’s feedback partially c. The teacher falls short of the learners toward the intended
b. Feedback is dismissive, guides learners toward the intended addressing the learners’ common need/
learning outcomes.
outcomes. does not explain what went learning outcomes and does not target weakness.
“wrong,” and does not students’ strengths and weaknesses.
suggest a specific course of
action for the learner to
follow.
Clarifications
FEEDBACK RARELY
essential and culturally-appropriate written and/or oral information seldom occurs
about learners’ behavior/ performance/ output that can be used to raise awareness on their
strengths and weaknesses as bases for improvement OCCASIONALLY
irregularly occurs

FREQUENTLY
MAJORITY often occurs
more than half
CONSISTENTLY
MOST constantly occurs
almost all, approaching 100%