Republic of the Philippines

Department of Education
BUREAU OF LEARNING DELIVERY

LESSON EXEMPLAR EVALUATION TOOL

Subject Area
Grade level
Original Author/s
Reviewer
Position/Designation
Office/Station
(School/Division)
Region
Email Address
Mobile Number
Date submitted
Directions:
1. Review the lesson exemplar for compliance with each criterion of each evaluation standard.
2. Put a check mark (✓) in the appropriate column that indicates your evaluation. Refer to the following legend
for the indicators.
3 – evident to a great extent
2 – evident to a very limited extent
1 – not evident at all
3. In the Explanation column write your justification for your rating (what went well/what did not work). You can
cite specific evidence to support your rating.
4. In the Suggestions column write your comments for improvement.
5. Indicate your Summary of the recommendation at the end portion of this form.

Evaluation Standards

A. Instructional Design (ID) and Lesson Development

Criteria 3 2 1
Eviden Limite Not Explanation Suggestions for
t d Improvement
eviden
t
1. The lesson exemplar
reflects the general
instructional planning
process of DepEd Order
42, s. 2016

2. The lesson is logically

developed and
organized (i.e., each
part/instruction/task is
connected to each
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Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards

other)
3. A specific instructional
model is evident in the
overall content (i.e.,
behaviorism,
cognitivism,
constructivism, social
interactionism, and
others)
4. A specific or
combination of
instructional strategies
is/are applied in the
lesson development.
a. Direct Instruction
b. Indirect
Instruction
c. Interactive
Instruction
d. Experiential
Instruction
e. Independent
Study
5. Content of each
element reflects the
element’s intent in
accordance with the
prescribed Instructional
design.
(e.g., the
intention/purpose of the
element that is “making
generalization and
abstraction” has been
achieved)
6. The development of
lesson in the Procedures
(elements A to J)
proceed from simple or
basic to complex or
advanced.
7. There is a smooth
transition from each and
every element in the
lesson. (e.g.., this could
be in a form of what the
teacher will specifically
say to learners)

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Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards
8. There is/are activities
that promote the
development of higher
cognitive skills such as
critical thinking, creative
thinking, decision-
making and
communication skills.
9. The lesson is
intellectually stimulating
that arouses learner’s
curiosity.
10. The lesson contains
more questions in the
higher-order thinking
skills than lower-order
thinking skills and
suggested answers are
provided.
AVERAGE
B. Curriculum Compliance and Pedagogy
Criteria 3 2 1
Suggestions for
Eviden Limite Not Explanation
Improvement
t d
eviden
t
1. Lesson translates the
core elements of the
Kto12 curriculum, i.e.,
the content standards,
performance standards,
and learning
competencies.
2. The lesson leads to the
attainment of the
content standards.
3. The lesson prepares
learners to achieve the
performance standard.
4. The Lesson considers
spiral progression (i.e.,
degree of complexity is
distinct, unique, and
varies compared to
previous grade
level/previous
semester).

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Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards
5. The lesson reflects
characteristics of
constructivist classroom,
where there are
opportunities for “active
learning”, encouraging
learners to be
autonomous and
responsible.
6. The lesson uses any of
the pedagogical
approaches that are
constructivist, inquiry-
based, reflective,
collaborative, and/or
integrative.
7. The lesson is learner-
centered, inclusive, and
developmentally
appropriate.
8. The lesson provides
flexibility/opportunities
for teachers to do
contextualization (i.e.,
to localize, indigenize,
and enhance based on
their respective
educational and social
contexts.)
9. The lesson considers the
Filipino learners’
background and
context.
10. The lesson has provision
for differentiated
instruction (i.e., a part in
the exemplar is
differentiated based on
content, process,
product, or learning
environment based on
readiness, interest, or
learning profile)
AVERAGE

Criteria 3 2 1 Suggestions for

Improvement
Eviden Limite Not Explanation

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Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards
t d eviden
t
1. Instructions for teacher
and students are clear.
2. Language used is non-
discriminatory and child
friendly.
3. Vocabulary used is
appropriate for the
learners’ language
ability at their particular
grade level.
4. Key
vocabulary/technical
words that must be
remembered by learners
are mentioned and/or
explained in the lesson.
5. The length and
structures of the
sentences both in the
examples and
assessment tasks are
appropriate for the
grade level.
AVERAGE
D. Accuracy on Learning Area and Social Content
Criteria 3 2 1
Suggestions for
Eviden Limite Not Explanation
Improvement
t d
eviden
t
1. Learning area content is
accurate. All discussions,
explanations, examples,
and answer key are
correct.
2. Discussion of new
concept is supported
through:
- definitions,
- explanations,
- supporting
examples,
- And/or illustrations.
3. The lesson uses up-to-
date, relevant examples.
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Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards
4. Answer key
(sample/suggested key)
are provided in all the
questions and formative
assessment.
5. There must be a variety
of examples/models
for each new concept
discussed
6. Lesson reflects the .
social content guidelines
prescribed by the
DepEd.
7. The lesson cultivates the
development of positive
values and attitudes in
the learners.
8. The lesson does not
show biases or any form
of discrimination in
relation to age, culture,
disability, gender, race,
religion, and instead
promotes inclusion of
different types and
groups of people.
9. The lesson provides
alerts, warnings, or
reminders on cautionary
measures for such
activities as science
experiments, to ensure
safety of learners.
10. The lesson uses up-to-
date and reliable
references.
AVERAGE
E. Appropriateness of Developmental Activities and Assessment Materials
Criteria 3 2 1
Suggestions
Eviden Limite Not Explanation
for Improvement
t d
eviden
t
1. The formative assessment
directly mirrors the “learning
competency”. (e.g., if LC
says “compose” – then the
task must be performance in
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 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards
nature – requiring them to
compose/construct). Hence,
constructive alignment must
be evident from LC to FA
tasks.
2. Assessment
tasks/activities are
appropriate for the learners’
grade level to enable
learners to effectively to
practice, and apply the
lesson taught.
3. Formative Assessment
Tasks are given with
complete and easy-to-
understand directions to
facilitate guided and/or
independent learning.
4. There is/are an
activity/assessment that
mirrors real-life application.
5. There is an activity that
allows learners to evaluate
their own learning and
reflect on what and how
they have learned.
6. Activities are realistic
and doable within the
learners’ context,
experience, and
resources.
7. Types of interaction vary
in the assessment (e.g.,
reflection, self-, peer-
and group assessments).
8. Assessment tasks are a .
combination of written
and performance tasks.
9. Formative assessments
prepare learners for the
“evaluation of learning”.
10. Although the
content/level of
difficulties in the
evaluation of learning is
different from the
formative assessments,
they are parallel to each
other.
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 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Evaluation Standards
AVERAGE

SUMMARY OF EVALUATION

Average
Evaluation Standard
Score
Instructional Design and Lesson Development

Curriculum Compliance and Pedagogy

Appropriateness of Language and Vocabulary
Accuracy on Learning Area and Social Content
Appropriateness of Developmental Activities and
Assessment Materials

AVERAGE/FINAL RATING

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

Based on the above evaluation, the lesson exemplar requires:

❒ Minor revision

❒ Major revision

❒ No revision and can proceed to substantive editing work

IMPORTANT: 3.0 = No revision 2.5 – 2.9 = Minor revision 2.4 below = Major revision

GENERAL RECOMMENDATIONS

●
I certify that this evaluation report and recommendation are my own and have been made without any undue
influence from others.

Evaluator’s Signature: Date:

Evaluator’s Name: