Page 14 - IRR Instructional Materials

2.6. The activity/assignment directions are clear
and easy to understand.
2.7. The vocabulary is written in a manner that
allows non-technical persons to understand
what is being be said
2.8. Content covers the competencies required
2.9. Content is within the comprehension and
experience level of the target group.
2.10. Content is sufficient within the time allotted.
2.11. Unit/topic titles and subheadings are concrete.
2.12. Unit/topic titles and subheadings are
meaningful.
2.13. Unit/topic titles and subheadings are
interesting.
2.14. Writing style is appealing to students.
2.15. Instructions to the student are worked
following the qualities like clarity, brevity,
simplicity and specificity.
2.16. Activities are interesting and suitable for a wide
range of student abilities.
2.17. Activities are thought-provoking.
2.18. Activities are challenging.
2.19. Questions in the pre-set and post –test cover
all the topics learning objectives under
consideration.
2.20. Questions in the pre-test and post-test are
consistent with the learning objectives.
2.21. Answers to pre-set and post-test and how they
are scored are included at the end of each unit.
2.22. The module is developed in a local manner.
2.23. The module is developed in an organized
manner
2.24. The module is developed in an
understandable manner
2.25. The module is organized in accordance with
the principles of unity, coherence and
emphasis.
2.26. The organization and the selection of topics or
unit fit the sequence of the course syllabus.
2.27. Organization id flexible, permitting variation in
the sequence.
2.28. Reading level of the module fits the year level
of the student.
2.29. The vocabulary level is suitable.
2.30. New concepts are explicitly linked to the
student’s prior knowledge or experience.
2.31. The module introduces abstract concepts by
accompanying them with practical
examples/applications
2.32. The module avoids irrelevant details.
Partial Score