Understanding the LRMDS QA Process

DEPARTMENT OF EDUCATION
UNDERSTANDING THE
LRMS QA PROCESS
Teachers as Writers/Developers

Overview of the LRMDS
3
• Phase I- Video Lesson Development
(Teacher-broadcasters, videographers,
concerned EPSs/ Division Coordinators)
• Phase II- Video Editing, QA and
Submission of Outputs (Video editors and
staff)
Development of Contextualized Learning Resources and
Video Lessons for Quarter 2
Division Memorandum No. 298, s. 2022
3

Definition of Terms
Learning Resources (LRs)
are any of
text-based or nontext-based
print or nonprint,
materials, devices, tools, equipment,
and other media aligned with the K to 12
curriculum used as primary bases or as
supplement to teaching and learning
processes.

Definition of Terms
The following are the different types of text-based LRs, but not limited to:
1. Activity Sheets (AS) are consumable practice exercises developed to
enhance understanding of concepts.
2. Braille learning resources are transcribed manuscripts for visually-
impaired learners.
3. Learner’s Material (LM) is a prototype DepEd-developed K to 12
learning resource used by the learners in public schools.
4. Manual contains step-by-step instructional procedures in the
development of a particular skill.
5. Reader (Rdr) is a compilation of existing materials on specific topic
collated per field/ area.
6. Textbook (TX) is a learning resource that completely and sufficiently
develops the prescribed learning competencies and curriculum
standards for a specific grade level in a target learning area. It is written
for use by learners.

Definition of Terms
Quality Assurance (QA) is a sub-process in the
LRMS where the LRs are evaluated by selected
content experts or specialists who are not part
of the development team to ensure compliance
of LRs to DepEd standards and requirements.
Manuscripts refer to any developed print
educational material subjected to quality
assurance processes.

Content Evaluation refers to the offline or non
web-based evaluation of print and non-print
LRs.
Learning Resource Evaluators (LREs) refer to
qualified teachers, school heads, supervisors,
retirees or professionals, from both
government and private institutions who are
formed to QA teams to serve as evaluators
and reviewers of DDLRs.
9

Guide in
Assuring Content Quality
of
DepEd-developed Learning Resources

What to look for (Standards)
 Compliance with learning competencies
and accuracy of content
 Freshness of information
 Format presentation and organization
 Language
 Social Content
 IPR / copyright concerns

8 Guideposts in Assuring Content Quality
• Integrity and Consistency
• Organization
• Accuracy and Recency
• Appropriateness
• Sensitivity (Social Content)
• Comprehensiveness
• Balance
• Readability and Presentation

Integrity and Consistency
Does the material reflect the
philosophy of the K to 12
curriculum and the goals of the
subject area in the curriculum?

Organization
1. Is there smooth flow of ideas in the
material?
2. Are the topics logically organized?
 Simple to complex
 Concrete to abstract
 Easy to difficult
 Known to unknown
 Chronology
 Pre-requisite learning
 Whole-to-part; part-to-whole

Cont. Organization
3. Does the material contain advance
organizers, summaries, evaluation, and
other features that facilitate synthesis of
learning?
4. Do the features of the material show
agreement and harmony?

Accuracy and Recency
1. Are contents (text, illustrations, exercises)
in the material accurate?
Be mindful of:
 Conceptual errors
 Factual errors
 Grammatical errors, typographical errors
 Conflicting statements
 Errors in visuals (i.e., illustrations, photos,
graphs, charts, etc.)

Cont. Accuracy and Recency
2. Are the examples provided realistic?
3. Are the content up-to-date (e.g.,
statistics should not be more than 5
years old)?

Appropriateness
1. Is content of the material
appropriate to:
 local situations?
 ability of the learners at the
particular grade level?
2. Are activities and exercises
engaging and interesting to the
learners?

Cont. Appropriateness
3. Is there variety of activities and
exercises to suit the different
intelligences and learning styles of
learners?
4. Are the objectives attainable?
5. Are the suggested materials easily
available?

Cont. Appropriateness
6. Are suggested strategies practical,
challenging, and stimulating?
7. Are the tests:
 properly constructed?
 useful in evaluating learning outcomes?
 congruent with the objectives?

Sensitivity
1. Are all aspects of the material
acceptable to significant groups
(i.e., parents, teachers, students, or
other stakeholders)?

Comprehensiveness
1. Are relevant learning competencies
adequately covered?
2. Are concepts adequately explained to
avoid misconceptions?
3. Is content sufficient to attain the
objectives of instruction and the
articulated learning competencies?

Balance
Is there balance and fair treatment of
other aspects such as:
 gender (male and female)?
 the domains of learning (cognitive,
affective, psychomotor)?
 the locale (rural, urban, upland,
lowland)?

Readability and Presentation
1. Are concepts presented in a clear and
concise manner?
2. Are the procedural texts easy to
follow?
3. Is the language appropriate for the
grade level?
4. Is the format of the material helpful in
understanding the content?

Cont. Readability and Presentation
5. Is the design attractive?
6. Is the print size and font type used
appropriate and legible?
7. Is the material handy for daily use?

The QUALITY
ASSURANCE (QA)
PROCESS

DEPARTMENT OF EDUCATION 28
QUALITY ASSURANCE (QA)
PROCESS
FIELD VALIDATION
CONTENT EVALUATION OF LRs
(Beta Version/Manuscripts)
FINAL REVIEW/CONFORMANCE REVIEW/SIGN OFF
Meet Standards?
Organization of QA Teams
OUTPUT: Q.ASSURED & SIGNED OFF LRs
& Specialty Clearance, Certifications
YES
REVIEW OF REVISED
Meet Standards?
Meet Standards?
D
E
S
I
G
N
&
D
E
V
E
L
O
P
M
E
N
T
P
R
O
C
E
S
S
NO YES
Revi
sion
Revi
sion
Finaliz
ation
NO YES
NO

Guidelines on Screening and Selection of
Learning Resource Evaluators (LREs)
LREs are trained to capacitate them in
performing QA tasks
LREs quality assure developed LRs in the
school, district, division, regional, and
national levels
30
QUALITY ASSURANCE (QA) PROCESS

DEPARTMENT OF EDUCATION 31
Guidelines in the Organization of QA Teams:
 Create teams of LREs by learning area and key
stage. LREs may come from the DepEd, academe,
professional organizations, other government
agencies, and the private sector.
 Each QA team must include at least two (2) LREs
who are specialists or experts either in content,
language, pedagogy, or book design.

 Evaluation is performed to check compliance to the
standards and specifications set
 Prescribed evaluation tools are used depending on
the type of LR.
 Determines whether a LR requires major or minor
revisions or can already be subjected to field
validation.
32
CONTENT EVALUATION OF
LRs

Procedure:
The evaluation is done in two stages,
individual and team evaluation. The results
of evaluation will determine the next action
action to be done with the evaluated LR.
33
LRs

1. Guided by the Terms of Reference and the
prescribed evaluation tools, the QA team
shall perform individual and team
evaluation by thoroughly examining the
LRs.
34
LRs

2. Team evaluation commences after the QA team members
finish individual evaluation on the assigned LRs.
Members discuss, compare, and validate findings and arrive at
a consensus on the content of the evaluation report, which is
the team’s overall recommendations, or corrections.
In cases where QA team members disagree about their
findings, another expert/ specialist in the learning area
shall be consulted to arrive at a decision.
35
LRs

3. After the team evaluation, the evaluated LRs
shall be returned to the development team
for revision if found not compliant to set
standards.
If the LR met the standards, it is subjected to
field validation.
36
LRs

Review of revised LR is conducted to ensure that
the recommendations and findings are
completely, accurately, and appropriately
implemented in the revised LRs.
Recommendations and findings are found in the
team evaluation report and in the 1st draft of the
LR with marginal notes from the QA teams.
37
REVIEW OF REVISED LRs

 The same QA teams shall perform the review of
revised LRs by comparing the first draft with the
revised LRs and by referring to the summary of
corrections prepared by the development team.
 If revised LR is compliant, the material shall undergo
field validation. If not, the reviewed LR is returned to
development team for further revision until it
satisfies the required standards.
38
REVIEW OF REVISED LRs

LRs that passed the evaluation criteria must undergo field
validation. The activity shall be managed by the LR
regional / division team and target users (learners or
teachers) of the LRs shall be tapped in the field testing.
Validation activities shall include:
1. Identifying sites
2. Finalizing the schedule for validation
3. Preparing the validation tool
4. Reproducing the materials to be validated
5. Actual conduct of field validation
39
FIELD VALIDATION

Feedback gathered from the field
validation shall be consolidated by the LR
regional / division team and submitted to
the development team to serve as inputs
in revising and finalizing the LR.
40
FIELD VALIDATION

Final review is conducted when the
development team has finalized the LR
incorporating all feedback gathered during
the field validation.
The development team shall issue a
certification stating that all recommended
revisions are implemented and the LR is in its
final form.
41
FINAL REVIEW

The assigned QA teams shall perform
the last review of the finalized LRs to
ensure that all feedback are completely,
accurately, and appropriately
implemented.
42
FINAL REVIEW

The assigned QA teams shall recommend
if the finalized LR is found compliant. If
not, the reviewed LR is returned to the
development team for further revision
until all recommended revisions have been
implemented.
43
FINAL REVIEW

 If all recommended revisions have been
implemented, the QA team shall issue a report
recommending the issuance of a Specialty
Clearance for the LR.
 The LRs regional / division team shall issue a
Specialty Clearance to indicate that the LR can now
be reproduced and/or published in the LR Portal.
44
Issuance of Specialty Clearance

Questions please?
45

Reminders
• This is a live-in activity. Refrain from going
somewhere while the activity is on-going.
• Participate and be respectful at all times.
• Assume positive intentions.
• This is a group activity. Teamwork is
necessary.
• Be professional.
• Have fun, learn and enjoy our time
together.
46

Quality is never an
accident; it is always
the result of high
intention, sincere effort,
intelligent direction, and
skillful execution; it
represents the wise
choice of many
alternatives.
-
William A. Foster
47

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