ILAGAN NORTH DISTRICT
MONITORING AND EVALUATION FOR THE MUTIFACTORED ASSESSMENT TOOL
Directions:
Using a scale of 1 to 4, with 4 being the highest and 1 being the lowest, rate the
effectiveness and efficiency of each indicator for the Multifactored Assessment Tool by
placing a check mark (✓) in the appropriate column.
4- Very effective and efficient
3- Moderately effective and efficient
2- Slightly effective and efficient
1- Not effective nor efficient at all
Indicators 4 3 2 1 Total
A. Objectives
1. The objectives of the Multifactored Assessment Tool
are aligned with the country's national philosophy and
educational goals.
2. Objectives are relevant to the needs of the
community
3. Objectives are responsive to the needs of the:
3.1.1.1.1. Developmental advanced learners
3.1.1.1.2. developmental delay learners
4. Objectives cover cognitive, affective, and
psychomotor domains.
B. Identification Procedures:
5. MFAT can identify the:
5.1.1.1.1. developmental advanced learners
5.1.1.1.2. developmental delay learners
6. Appropriate intervention is observed for the
identified learners who may exhibit either
developmental advancement or delay
7. Appropriate assessment tool and procedure to
identify:
7.1.1.1.1. multiple qualities of developmentally
advanced learners, in line with the principle of
universal participation to minimize
underrepresentation
7.1.1.1.2. Multiple qualities of learners with
developmental delays, also adhering to the principle
of universal participation to minimize
underrepresentation
8. Identification tools and procedures are fair and
inclusive.
9. Identification tools and procedures are valid and
reliable.
10. Identification tools are administered by qualified
personnel.
C. Assessment of Learning
11. Conducts assessment of Learners with Special
Educational Needs (LSENs) based on their individual
needs
12. Ensures that Learners with Special Educational
Needs (LSENs) receive sufficient support to meet their
individual needs
13. Grade I teachers have the necessary qualifications
to administer the assessment tool.
14. Sufficient number of teaching and non-teaching
personnel is provided.
D. Curriculum
15. Provides opportunities for teachers to collaborate in
aligning curriculum with prescribed standards and
with appropriate progressions across levels
16. Curriculum implementations is:
16.1. academically rigorous
16.2. thematic
16.3. interdisciplinary
16.4. responsive to learning
16.5. preference
16.6. research-oriented
16.7. providing differentiated
16.8. instruction
17. Learners with Special Educational Needs (LSENs)
classes utilize the following teaching strategies:
17.1. Problem-based learning
17.2. Inquiry-based learning
17.3. Project-based learning
17.4. Technology enhance learning
18. Teaching-learning strategies are appropriate for the
different needs, interests, readiness, and learning
profile of the learners.
19. The pedagogical approaches
provide opportunities for the development of Learners
with Special Educational Needs (LSENs)
20. Learners were provided with quality enrichment
activities and interventions
21. Human and materials resources in the community
are tapped to support the conduct of relevant
programs, activities, and projects for Learners with
Special Education Needs (LSENs)
E. Instruction
22. Conducts a continual review and analysis of
assessment data to review and revise instructional
decisions, pacing guides, sequences, and materials so
that Learners with Special Educational Needs (LSENs)
can access the curriculum
23. Establishes an expectation that all learners take
responsibility for their own learning by establishing and
monitoring learning targets through learning facilitators
(parents/guardians) at home
24. Supports the development and implementation of
flexible grouping, co-teaching, or building-specific
models to ensure maximized learning outcomes
F. Facilities
25. Adequate facilities, including a room or space for
conducting the assessment activity, are available.
26. Necessary materials for each activity are complete,
properly labeled, and organized
27. Quality-assured MFAT forms are provided
G. School Administrators
28. Facilitate the process on provision of interventions
based on the developmental advancement or delays
29. Uses the assessment results to design appropriate
programs and projects for the inclusion of learners with
developmental advancements or delays in the general
education classroom.
30. Include in the SIP/AIP activities and programs to
address the need of learners based on the MFAT
results.
31. Refers specific learners for further developmental
assessment based on the result of MFAT and initial
interventions.
I. Other Comments/ Recommendations:
32.
TOTAL
