Preboardsecondaryprofessional Education

miracl miracle/ e/ i.e./ i.e./ to %ass %ass the e'ami e'amiati atio. o. Which attitude to5ards reli!io or =od is dis%layed# +. >eli!io as "ake C. >eli!io as authetic (. >eli! eli!io io  as ma!ic !ic ). >eli! eli!io io  as real

PROFESSIONAL EDUCATION (Secondary) MULTIPLE MULTIPLE CHOICE 1. Which Which does does Naom Naom Choms Chomsky ky asse assert rt about about la!ua!e leari! "or childre# I. $ou! ch childre le lear a ad a% a%%ly !rammatical rules ad &ocabulary as they are e'%osed to them. I I. (e!i "ormal teachi! o"   !rammatical rules to childre as early as %ossible. III. )o ot re*uire iitial "ormal la!ua!e teachi! "or childre. +. I ad III (. II oly

C. I oly ). I ad II

?.

Teacher ( e!a!es her studets 5ith ith i"ormatio "or thorou!h uderstadi!/ "or meai! ad "or com%etet a%%l a%%lic icat atio io. . Whic Which h %ri %rici ci%l %le e !o&e !o&er rs s  Teacher  Teacher (s %ractice# +. Costructi&ist C. (e (eha&iorist (. =estalt ). Co!iti&ist

@.

2tudet ( claimsA BI caot see %er"ectio but I lo! "or it. 2o it must must be real. eal. Bud Buder er 5hic 5hich h !rou !rou% % ca ca he be classied# +. Id Idealist C. >ealist

,. Which is-are the sources o" mas itellectual dri&es/ accordi! to 0reud +. Id C. Id e!o (. 2u%er e!o ). E!o 3. The"t o" school e*ui%met like T4/ com% com%ut uter er// etc. etc. by tee eea a!e !ers rs i the the commuity itsel" is becomi! a commo %heom %heomeo eo. . What What does does this this icide icidet t si!i"y# +. Pre&alece o" %o&erty i the commuity. (. Iab Iabili ility ty o" schoo schooll to hire hire secu securi rity ty !uards. C. )e%ri&atio )e%ri&atio  o" o" 0ili%io ili%io schools. schools. ). Co Comm mmu uit ity ys s lack lack o" ses sese e o" co o5ershi%. 6.

7.

;.

+s a teac teache her/ r/ you you are are reco ecost stru ruct ctio ioi ist st// Which amo! these 5ill be your !uidi! %rici%le# +. I must teach the child e&ery ko5led!e/ skills ad &alue that he eeds "or a better "uture. (. I must must teac teach h the the chil child d to de&e de&elo lo% % his metal %o5ers to the "ull. C. I must teach the child so he is assured o" hea&e. ). I must must teach teach the the child child that that 5e ca ca e& e&er ha&e ha&e rea eall ko ko5led 5led!e !e o"  aythi!. The coce%ts o" Trust &s. mistrust/ autoomy autoomy &s. shame shame 8 sel"dou sel"doubt/ bt/ ad iit iitia iati ti&e &e &s. &s. !uil !uiltt are are most most clos closel ely y related 5ith 5orks o" 99999. +. Erickso C. 0r 0reud (. Pia!et ). :u! 2tud 2tude ett < doe does s ot ot stud study y at at all all but but 5he 5he  the Licesure E'amiatio "or Teachers Teachers come comes/ s/ be"o be"orre he tak takes the the LET LET/ he s%eds oe hour or more %rayi! "or a

(. Em%iricist Pra!matist

).

D.

Wha What doe oes s e'trem treme e autho uthori rita tari ria ais ism m i the home rei"orce i learers +. )oi )oi! ! thi thi!s !s o thei theirr o5 o5 iitiati&e (. +bility to direct themsel&es C. )e%e )e%ede dece ce o others others "or directios. ). Creati&ity i 5ork. 1.

$ou arri& arri&e e at ko5l ko5led! ed!e e by ret rethi hiki ki! ! o"  late latet t idea ideas. s. 0rom rom 5hom 5hom does does this this thou!ht come# +. E' E'%erimetalist C. Id Idealist (. >eali ealist st ). E'istetialist

11.

(eha&ior "ollo5ed by %leasat cose*ueces 5ill be stre!theed ad 5ill be more likely to occur i the "uture. (eha&ior "ollo5ed by u%leasat cose*ueces 5ill be 5eakeed ad 5ill be more more lik likely to be re%e re%eat ated ed i the the "uture. Which oe is e'%laied +. 0reuds reuds %sychoaal %sychoaalytic ytic theory (. Thordik Thordikes es la5 eFect eFect C. (.0. (.0. 2kiers 2kiers O%erat coditio coditioi! i! theory ). ). (aduras (aduras social social lear leari! i! theory theory

1,.

Prici%al ( tells her teachers that tra traii ii! ! i the hum humait aitie ies s is most ost im%ortat. To 5hich educatioal %hiloso%hy does he adhere# +. E'istetialism C. Pro!ressi&ism (. Pereialism ). Essetialism

1

(. Hedoism 13. +ll subGect i Phili%%ie elemetary ad secodary schools are e'%ected to be tau!ht usi! the ite!rated a%%roach.  This came about as a result o"  im%lemetatio o" 99999999999. +. Pro!ram "or )ecetralied Educatio (. 2chool(ased Maa!emet

). Em%iricism

,. 2tudies i the areas o" euroscieces discloses that the huma brai has limitless ca%acity. What does this im%ly +. 2ome %u%ils are admittedly ot ca%able o" leari!. (. E&ery %u%il has his o5 ati&e ability ad his leari! is limited to this ati&e

(. Hedoism 13. +ll subGect i Phili%%ie elemetary ad secodary schools are e'%ected to be tau!ht usi! the ite!rated a%%roach.  This came about as a result o"  im%lemetatio o" 99999999999. +. Pro!ram "or )ecetralied Educatio

,. 2tudies i the areas o" euroscieces discloses that the huma brai has limitless ca%acity. What does this im%ly +. 2ome %u%ils are admittedly ot ca%able o" leari!. (. E&ery %u%il has his o5 ati&e ability ad his leari! is limited to this ati&e ability. C. E&ery child is a %otetial !eius. ). Pu%il ca %ossibly reach a %oit 5here they ha&e leared e&erythi!.

(. 2chool(ased Maa!emet C. (asic Educatio Curriculum ). ). 2chools 0irst Iitiati&e 16. Prici%al C shares this thou!ht 5ith the teachersA 2ubGect matter should hel% studets uderstad ad a%%reciate themsel&es as ui*ue idi&idual 5ho acce%t com%lete res%osibility "or their thou!hts/ "eeli!s ad actios. B 0rom 5hich %hiloso%hy is this thou!ht based# +. Pereialism C. E'istetialism (. Essetialism ). Pro!ressi&ism

,1. +&ailmet o" the Phili%%ie Educatio Placemet Test "or adults ad outo" school youths is i su%%ort o" the !o&ermets educatioal %ro!ram to5ards 99999. +. e*uitable access C. *uality ad rele&ace (. *uality ). rele&ace

17. (ased o Pia!ets theory/ 5hat should a teacher %ro&ide "or childre i the cocrete o%eratioal sta!e# +. +cti&ities "or hy%othesis "ormulatio. (. Leari! acti&ities that i&ol&e %roblems o" classicatio ad orderi!. C. =ames ad other %hysical acti&ities to de&elo% motor skills. ). 2timulati! e&iromet 5ith am%le obGecti&es to %lay 5ith.

,,. + mother !i&es his boy his "a&orite sack e&ery time the boy cleas u% his room. +"ter5ards/ the boy cleaed his room e&eryday i atici%atio o" the sack. Which theory is illustrated# +. +ssociati&e leari! (. Classical coditioi! C. O%erat coditioi! ). Pa&loia coditioi! ,3. Which !rou% o" %hiloso%hers maitai the Btruth e'ists i a obGecti&e order that is ide%edet o" the ko5er# +. Idealists C. E'istetialists (. Pra!matists ). >ealists

  1;. To come closer to the truth 5e eed to B!o back to the thi!s themsel&es. This is the ad&ice o" the 999999. +. (eha&ioris C. idealist (. %heomeolo!ists ). %ra!matists

,6. Uder 5hich %ro!ram 5ere studets 5ho 5ere ot accommodated i %ublic elemetary ad secodary schools because o" lack o" classroom/ teachers/ ad istructioal materials/ 5ere erolled i %ri&ate schools i their res%ecti&e commuities at the !o&ermets e'%ese# +. =o&ermet +ssistace Pro!ram (. 2tudy No5Pay later C. Educatioal 2er&ice Cotract 2ystem ). Natioal 2cholarshi% Pro!ram

1?.

>esearches coducted sho5 that teachers e'%ectatios o" studets become sel""ullli! %ro%hecies. What is this %heomeo called# +. Halo eFect C. >i%%le eFect (. Py!malio eFect ). Ha5thore eFect 1@.

). Em%iricism

Teacher 0 is co&iced that 5hate&er a studet %er"orms a desired beha&ior/ %ro&ided rei"orcemet ad soo the studet 5ill lear to %er"orm the beha&ior o his o5. O 5hich %rici%le is Teacher 0s co&ictio based# +. Co!iti&ism C. (eha&iorism (. E&irometalism ). Costructi&ism

 ,7. Which o" the "ollo5i! %re%ositios is attributed to Plato# +. Truth is relati&e to a %articular time ad %lace. (. Huma bei!s create their o5 truths. C. Leari! is the disco&ery o" truth as latet ideas are brou!ht to cosciousess

1D. Teacher U teaches to his %u%ils that %leasure is ot the hi!hest !ood.  Teachers teachi! is a!aist 5hat %hiloso%hy# +. >ealism C. E%icureaism

2

). 2ese %erce%tio is the most accurate !uide to ko5led!e. ,;. I a treatmet "or alcoholism/ >amil 5as made to drik a alcoholic be&era!e ad the made to i!est a dru! that %roduces ausea. E&etually/ h auseated at he si!ht ad smell o" alcohol ad sto%%ed driki! alcohol. Which theory e'%lais

33. I" teacher 5ats to test studets ability to or!aie ideas/ 5hich ty%e o" test should she "ormulate# +. 2hort as5er C. Essay (. Techical %roblem ty%e ). Multi%le choice ty%e 36. Who amo! the "ollo5i! eeds less &erbal couseli! but eeds more

). 2ese %erce%tio is the most accurate !uide to ko5led!e.

33. I" teacher 5ats to test studets ability to or!aie ideas/ 5hich ty%e o" test should she "ormulate# +. 2hort as5er C. Essay (. Techical %roblem ty%e ). Multi%le choice ty%e

,;. I a treatmet "or alcoholism/ >amil 5as made to drik a alcoholic be&era!e ad the made to i!est a dru! that %roduces ausea. E&etually/ h auseated at he si!ht ad smell o" alcohol ad sto%%ed driki! alcohol. Which theory e'%lais this# +. O%erat coditioi! C. +ssociati&e leari! (. 2ocial leari! theory ). +ttributio theory

36. Who amo! the "ollo5i! eeds less &erbal couseli! but eeds more cocrete o%eratioal "orms o" assistace#  The child 5ho 99999999. +. has metal retardatio (. has attetiodecit disorder C. has leari! disability ). has coduct disorder

,?. I a social studies class/ Teacher I %reset a morally ambi!uous situatio ad asks his studets 5hat they 5ould do. O 5hose theory is Teacher Is techi*ue based +. Johlber! C. Pia!et (. (adura ). (ruer

37. Which a%%lies 5he ske5ess is ero# +. Mea is !reater tha media. (. Media is !reater tha the mea. C. 2cores ha&e three modes. ). 2cores are ormally distributed

,@. Kui to "ormati&e test 5hile %eriodic is to  999999999. +. criteriore"erece test C. orm re"erece test (. summati&e test ). dia!ostic test

3;. Which does NOT belo! to the !rou% o"  alterati&e leari! systems +. Multi!rade !rou%i! C. =raded educatio (. Multia!e !rou%i! ). No!raded !rou%i!

,D. $our teacher is o" the o%iio that the 5orld ad e&erythi! i it are e&er cha!i! ad so you the skill to co%e 5ith cha!e. What is his !o&eri! %hiloso%hy# +. Idealism C. E'%erimetalism (. E'istetialism ). >ealism

3?. The rst thi! to do i costructi! a %eriodic test is "or a teacher to 999999. +. decide o the umber o" items "or the test (. !o back to her istructioal obGecti&es C. study the cotet ). decide o the ty%e o" test to costruct 3@. Which oe ca ehace the com%arability o" !rades# +. Usi! commo co&ersatio table "or traslati! test scores i to rati!s. (. 0ormulati! tests that &ary "rom oe teacher to aother. C. +llo5i! idi&idual teachers to determie "actors "or rati! ). Idi&idual teachers !i&i! 5ei!hts to "actors cosidered "or rati!.

3. The search "or related literature by accessi! se&eral data bases by the use o" a tele%hoe lie to coect a com%uter that ha&e database is termed 999999. +. com%act disc search C. olie search (. maual search ). com%uter search 31. I 5hich com%etecy do my studets d the !reater diculty# I item 5ith a diculty ide' o"  +. . 1 C. .7 (. . D ). 1.

3D. The culti&atio o" reecti&e ad meditati&e skills i teachi! is a iuece o"   99999. +. 2hitoism C. Co"uciaism

3,. We ecouter %eo%le 5hose %rayer !oes like thisA O =od/ i" there is a =od sa&e my soul i" I ha&e a soul/ "rom 5hom is this %rayer# +. 2toic C. +!ostic (. Em%iricist ). 2ke%tic

39

6.

(.
). Taoism

Teacher $ does ormre"ereced iter%retatio o" scores. Which o" the "ollo5i! does she do# +. 2he describes !rou% %er"ormace i relatio to a le&el o" mastery set. (. 2he uses a s%ecied cotet as its "rame o" re"erece.

3

C. 2he com%ares e&ery idi&idual studets scores 5ith others scores. ). 2he describes 5hat should be their %er"ormace. 61. The best 5ay "or a !uidace couselor to be!i to de&elo% study skills ad habits i uderachie&i! studet 5ould be to

(. IIIIII4I4

). I4IIIIII4

6?. Which !uidelie must be obser&ed i the use o" %rom%ti! to sha%e the correct %er"ormace o" your studets# +. Use the list itrusi&e %rom%t rst. (. Use all %rom%ts a&ailable. C. Use the most itrusi&e %rom%t rst. ). >e"rai "orm usi! %rom%ts.

C. 2he com%ares e&ery idi&idual studets scores 5ith others scores. ). 2he describes 5hat should be their %er"ormace.

(. IIIIII4I4

6?. Which !uidelie must be obser&ed i the use o" %rom%ti! to sha%e the correct %er"ormace o" your studets# +. Use the list itrusi&e %rom%t rst. (. Use all %rom%ts a&ailable. C. Use the most itrusi&e %rom%t rst. ). >e"rai "orm usi! %rom%ts.

61. The best 5ay "or a !uidace couselor to be!i to de&elo% study skills ad habits i uderachie&i! studet 5ould be to  999999. +. ha&e these uderachie&i! studets obser&e the study habits o" e'celli! studets. (. ecoura!e studets to talk study habits "rom their o5 e'%erieces C. ha&e them &ie5 lmstri%s about &arious study a%%roaches ). !i&e out list o" eFecti&e study a%%roaches

6@. What measure-s o" cetral tedecy do-es the umber 1; re%reset i the "ollo5i! dataA 16/17/1?/1;/1D/,/1;/16/1;# +. Mode C. Media (. Mode ad media ). Mea  6D. Which holds true to stadardied tests# +. They are used "or com%arati&e %ur%oses. (. They are admiistered diFeretly. C. They are scored accordi! to diFeret stadards. ). They are used "or assi!ed !rades.

6,. Teacher 0 5ated to teach the %u%ils the skills to do cross stitchi!. He check u% *ui 5as a 5ritte test o the ste%s o"  cross stitchi!. What characteristic o" a !ood test does it lack# +. 2corability C. ObGecti&ity (. >eliability ). 4alidity 63.

7. 2tudy this !rou% o" tests 5hich 5as admiistered 5ith the "ollo5i! results/ the as5er the *uestio. 2ubGect Mea 2) >oels scrore Math 7; 1 63 Physics 61 D 31 E!lish @ 1; 1D

0or 5hich may you use the direct istructio method# +. (ecome a5are o" the %ollutats aroud us. (. +%%reciate Miltos Paradise Lost. C. Use a microsco%e %ro%erly. ). )isti!uish 5ar "rom a!!ressio.

66. I the cote't o the theory o multi%le itelli!eces/ 5hat is oe 5eakess o" the %a%er%ecil test# +. It is ot easy to admiister. (. It %uts the oli!uistically itelli!et at a disad&ata!e C. It utilies so much time. ). It lacks reliability.

I 5hich subGects 5ere the scores most homo!eous# +. Math C. Physics (. E!lish ). Physics ad Math 71. I the %arlace o" test costructio 5hat does TO2 mea# +. Table o" 2%ecics C. Table o" 2%ecic  Test Items (. Term o" 2%ecicatios ). Table o"   2%ecicatios

67. N2+T ad NE+T results are iter%reted a!aist set mastery le&el. This meas that N2+T ad NE+T "all uder 999999999. +. itelli!ece test C. criterio re"ereced test (. a%titude test ). ormre"ereced test

7,.

6;. Teacher ( uses the direct istructio strate!y. Which se*uece o" ste%s 5ill she "ollo5# I. Ide%edet %ractice II. 0eedback ad correcti&eess III. =uided studet %ractice I4. Preseti! ad structuri! 4. >e&ie5i! the %re&ious days 5ork +. 4I4IIIIII

). I4IIIIII4

Which is a maGor ad&ata!e o" a curriculumbased assessmet# +. It is i"ormal ature. (. It coects testi! 5ith teachi!. C. It teds to "ocus o aecdotal i"ormatio o studet %ro!ress. ). It is based o a ormre"ereced measuremet model.

73. Teacher H !a&e rst!rade class a %a!e 5ith a story i 5hich %icture take the %lace o" some 5ords. Which method did she use# +. The 5hole la!ua!e a%%roach

C. 4III4IIII

4

(. The 2%auldi! method C. The rebus method ). The la!ua!e e'%eriece a%%roach  76. Out o" 3 distracters i a multi%le choice test items/ amely (/ C/ ad )/ o %u%il choice ) as as5er. This im%lies that ) is  99999999. +. a ieFecti&e distracter

(. 2he sho5ed the correct as5ers o the o&erhead a"ter the studets ha&e 5ritte their res%oses. C. 2he had the studets 5rite their res%oses %ri&ately the called each o"  them. ). 2he re"raied "rom Gud!i! o the studets res%oses.

(. The 2%auldi! method C. The rebus method ). The la!ua!e e'%eriece a%%roach

(. 2he sho5ed the correct as5ers o the o&erhead a"ter the studets ha&e 5ritte their res%oses. C. 2he had the studets 5rite their res%oses %ri&ately the called each o"  them. ). 2he re"raied "rom Gud!i! o the studets res%oses.

 76. Out o" 3 distracters i a multi%le choice test items/ amely (/ C/ ad )/ o %u%il choice ) as as5er. This im%lies that ) is  99999999. +. a ieFecti&e distracter (. a &a!ue distracter C. a eFecti&e distracter ). a %lausible distracter

;1. )irect istructio id a "acts/ rules/ ad actios as idirect istructio is "or  99999 /9999/ 99999. +. hy%otheses/ &eried data ad coclusios (. coce%ts/ %atters ad abstractios C. coce%ts/ %rocesses ad !eeraliatios ). !uesses/ data ad coclusios

77. The burout malady !ets 5orse i" a teacher doest iter&ee to cha!e 5hate&er areas he or she i cotrol. Which oe ca ree5 a teachers ethusiasm# +. 2tick to Gob C. :ud!e someoe else as 5ro! (. Iitiate cha!es i Gobs ). E!a!e i sel"%ity

;,. Which test has broad sam%li! o" to%ics as stre!th# +. ObGecti&e test C. Essay test (. 2hort as5er test ). Problem test . ;3. Teacher T tau!ht a lesso deoti! o5ershi% by meas o" %ossessi&es. He rst itroduced the rule/ the !a&e e'am%les/ "ollo5ed by class e'ercises/ the back to the rule be"ore he mo&ed ito secod rule. Which %reseti! techi*ue did he use +. Combiatorial C. Part5hole (. Com%arati&e ). 2e*uetial

7;. I" teacher has to ask more hi!herorder *uestios/ he has to ask more 9999  *uestios. +. closed C. coce%t (. 0act ). co&er!et 7?. What ca be said o" Peter 5ho obtaied a score o" P?7 i a =rammar obGecti&e test# +. His rati! is ?7 items i the test correctly. (. He as5ered ?7 Q o" the test items correctly. C. He as5ered ?7. ). He %er"ormed better that 7Q o" his classmate.

;6. I his secod item aalysis/ Teacher H "oud out that more "rom the lo5er !rou% !ot the test item R ; correctly. This meas that the test item 99999. +. has a e!ati&e discrimiati! %o5er. (. has a lo5er &alidity. C. has a %ositi&e discrimiati! %o5er. ). has a hi!h reability.

7@. I dre5 learers ito se&eral cotet areas ad ecoura!ed them to sol&e a com%le' *uestio "or iterdisci%liary teachi!. Which strate!y did I use# +. Problemcetered leari! (. Uit method C. >eadi!5riti! acti&ity ). ). Thematic istructio

 ;7. Teacher E discussed ho5 electricity o5s throu!h 5ires ad 5hat !eerates the electric char!e. The she !a&e the studets 5ires/ bulbs/ s5itches/ ad dry cells ad told the class to create a circuit that 5ill icrease the bri!htess o" each bulb. Which oe best describes the a%%roach used# +. It used a ta'oomy o" basic thiki! skills. (. It 5as costructi&ist. C. It hel%ed studets uderstad scietic methodolo!y. ). Noe o" the abo&e

7D. Which !uidace i test costructio is NOT obser&ed i this test item B :ose >ial 5rote 9999. +. The cetral %roblem should be %acked i the stem. (. There must be oly oe correct as5er. C. +lterati&es must !rammatical %arallelism. ). The alterati&e must be %lausible. ;. To elicit more studets res%ose/ Teacher =. made use o" co&ert res%oses. Which oe did she NOT do# +. 2he had the studets 5rite their res%ose %ri&ately.

;;. Teacher W 5ats to re&ie5 ad check o the lesso o" the %re&ious day. Which oe 5ill be most reliable#

5

+. Ha&i! studets ideti"y dicult home5ork %roblems. (. Ha&i! studets correct each others 5ork. C. 2am%li! the uderstadi! o" a "e5 studets. ). E'%licitly re&ie5i! the taskrele&at i"ormatio ecessary "or the days lesso.

(. sythesii!

). %redicti!

?,. Which method has bee %ro&e to be eFecti&e i courses that stress ac*uisitio o" ko5led!e# +. 2ocratic method C. Idirect istructio (. Coo%erati&e leari! ). Mastery leari!

+. Ha&i! studets ideti"y dicult home5ork %roblems. (. Ha&i! studets correct each others 5ork. C. 2am%li! the uderstadi! o" a "e5 studets. ). E'%licitly re&ie5i! the taskrele&at i"ormatio ecessary "or the days lesso.

(. sythesii!

?,. Which method has bee %ro&e to be eFecti&e i courses that stress ac*uisitio o" ko5led!e# +. 2ocratic method C. Idirect istructio (. Coo%erati&e leari! ). Mastery leari!

;?. 2ho5 a %icture o" childre i s5eaters iside the classrooms/ the studets 5ere asked this *uestioA I 5hat kid o"  climate do these childre li&e# This is a thou!ht *uestios o 999999. +. i"erri! C. a%%lyi! (. creati! ). %redicti!

?3. Which is the rst ste% i %lai! a achie&emet test# +. )ee the istructioal obGecti&e. (. )ecide o the le!th o" the test. C. 2elect the ty%e o" test items to use. ). (uild a table o" s%ecicatio. ?6. Which acti&ity should a teacher ha&e more "or his studets i" he 5ats to de&elo% lo!icalmathematical thiki!# +. )rama C. Problem sol&i! (. Choral readi! ). 2torytelli!

;@. 2tudy this !rou% o" tests 5hich 5as admiistered 5ith the "ollo5i! results/ the as5er the *uestio. 2ubGect Mea 2) >oels scrore Math 7; 1 63 Physics 61 D 31 E!lish @ 1; 1D

?7. Why should a teacher NOT use direct istructio all the time +. It re*uires much time. (. It re*uires use o" may su%%lemetal materials. C. It is !eerally eFecti&e oly i the teachi! o" coce%ts ad abstractios. ). It reduces studets e!a!emet i leari!.

I 5hich subGects did >oel %er"orm best i relatio to the !rou%s %er"ormace# +. (. Math

Physics ad Math E!lish

). %redicti!

C. Physics ).

?;. Which are direct measures o"   com%etece# +. Persoality tests C. Pa%erad %ecil test (. (. Per"ormace tests). 2tadardied tests

;D. Which criterio should !uide a teacher i the choice o" istructioal de&ices# +. +ttracti&eess C. No&elty (. Cost ). +%%ro%riateess ?. 2tudy this !rou% o" tests 5hich 5as admiistered 5ith the "ollo5i! results/ the as5er the *uestio. 2ubGect Mea 2) >oels scrore Math 7; 1 63 Physics 61 D 31 E!lish @ 1; 1D

 ??. Which is oe role %lay i the %reschool ad early childhood years# +. )e&elo%s com%etiti&e s%irit. (. 2e%arates reality "rom "atasy. C. Icrease ima!iatio due to e'%adi! ko5led!e ad emotioal ra!e. ). )e&elo%s the u%%er ad lo5er limbs.

I 5hich subGects did >oel %er"orm %oorly i relatio to the !rou%s %er"ormace# +. E!lish C. Math (. E!lish ad Math ). Physics

?@. Teacher + disco&ered that his %u%ils are &ery !ood i dramatii!. Which tool must ha&e hel%ed him disco&er his %u%ils stre!th# +. Port"olio assessmet C. :oural etry (. Per"ormace test ). Pa%er ad%ecil test

?1. BWhat is most likely to ha%%e to our ecoomy 5he e'%ort cotiuously sur%asses im%ort is a thou!ht *uestio o 999999. +. creati! C. relati! cause adeFect

?D. Teacher Ms %u%ils are *uite 5eak academically ad his lesso is already "ar behid time table. Ho5 should Teacher M %roceed 5ith his lesso# +. E'%erietially C. Lo!ically (. (. Iducti&ely ). )educti&ely

6

@1. I 5at to teach coce%ts/ %atters ad abstractios. Which method is most a%%ro%riate# +. Idirect istructio C. )irect istructio (. )isco&ery ). Problem sol&i!

(. !eeralii!  Gusti"yi!

).

@;. The teachers rst task i the selectio o"  media i teachi! is to determie the +. choice o" the studets (. a&ailability o" the media C. obGecti&es o" the lesso ). techi*ue to be used

(. !eeralii!  Gusti"yi!

@1. I 5at to teach coce%ts/ %atters ad abstractios. Which method is most a%%ro%riate# +. Idirect istructio C. )irect istructio (. )isco&ery ). Problem sol&i!

@;. The teachers rst task i the selectio o"  media i teachi! is to determie the +. choice o" the studets (. a&ailability o" the media C. obGecti&es o" the lesso ). techi*ue to be used

@,. I" your Licesure E'amiatio "or Teacher LET items sam%le ade*uately the com%etecies listed i the syllabi/ it ca be said that LET %ossesses 999999 &alidity. +. cocurret C. cotet (. costruct ). %redicti&e

@?. I sel"directed leari!/ to 5hat e'tet should a teachers BscaFoldi! be# +. To a de!ree the studet eeds it. (. Noe/ to "orce the studet to lear by himsel" C. To the ma'imum/ i order to e'ted to the studet all the hel% he eeds. ). To the miimum/ to s%ed u% de&elo%met o" studets sese o"  ide%edece.

@3. >ead the "ollo5i! the as5er the *uestiosA  TE+CHE>A

(O(($A

(ETT$A

>ICJ$A  TE+CHE>A

).

IN WH+T W+$2 OTHE> TH+N  THE PE>IO)IC T+(LE MI=HT WE P>E)ICT THE UN)I2CO4E>E) ELEMENT2# WE COUL) =O TO THE MOON +N) 2EE I0 THE>E +>E 2OME ELEMENT2  THE>E WE )ONT H+4E. WE COUL) )I= )OWN TO  THE CENTE> O0 THE E+>TH +N) 2EE I0 WE 0IN) +N$ O0  THE MI22IN= ELEMENT2. WE COUL) 2TU)$ )E(>I2 0>OM THE METEO>ITE2I0 WE C+N 0IN) +N$. THO2E +>E +LL =OO) +N2WE>2. (UT WH+T I0  THO2E ESCU>2ION2 TO THE MOON/ TO THE CENTE> O0  THE E+>TH O> TO 0IN) METEO>ITE2 WE>E TOO CO2TL$ +N) TIME CON2UMIN=# HOW MI=HT WE U2E THE ELEMENT2 WE +L>E+)$ H+4E HE>E ON E+>TH TO 0IN) 2OME NEW ONE2#

@@. Which is a "orm o" direct istructio# +. )isco&ery %rocess C. Pro!rammed istructio (. (. Problem sol&i! ). Iducti&e reasoi! @D. With sythesii! skills i mid/ 5hich has the hi!hest dia!ostic &alue# +. Essay test C. Com%letio tes (. Per"ormace test ). Multi%le choice test D. Ho5 ca you e'hibit le!itimate %o5er o the rst day o" school# +. (y maki! your studets "eel they are acce%ted "or 5ho they are. (. (y i"ormi! them you are allo5ed to act i loco %arets. C. (y maki! them realie the im%ortace o" !ood !rades. ). (y maki! them "eel you ha&e mastery o" subGect matter. D1.

(ased o Ed!ar )ales Coe o"   E'%eriece/ 5hich acti&ity is "arthest "rom the real thi!# +. 4ie5 ima!es C. Watch a demo (. +tted e'hibit ). Hear

KuestioA The Teacher *uestios i the abo&e e'cha!e are e'am%les o" 9999  *uestios. +. 0act C. )irect (. Coce%t ). Closed

D,. Which ca eFecti&ely measure studets a5areess o" &alues# +. ProGecti&e techi*uesC. Likert scales (. Moral dilemma ). +ecdotal record

@6. I Jrath5ohs ta'oomy o" obGecti&es i the aFecti&e/ 5hich is most authetic# +. Characteriatio C. >es%odi! (. 4alui! ). Or!aiatio

 D3. I combied se&eral subGect areas i order to "ocus o a si!le coce%t "or iterdisci%liary teachi!. Which strate!y-method did I use# +. Problemetered leari! (. Thematic istructio

@7. BI the li!ht o" the "acts %reseted/ 5hat is most likely to ha%%e 5he# is a sim%le thou!ht *uestio o 99999. +. i"erri! C. sythesii!

7

C. >eadi!5riti! acti&ity ). Uit method D6. The test item =rou% the "ollo5i! items accordi! to sha%e is a thou!ht test item o 9999999. +. creati! C. classi"yi! (. !eerati! ). com%ari!

11.

O 5hose %hiloso%hy 5as +.2.Neil 2ummerhill/ oe o" the most e'%erimetal schools based# +. +. >ousseau C. Motessori (. (. Pestaloi ). :oh Locke

1,. Which 0ili%io trait 5orks a!aist the shi"t i teachers role "rom teacher as a

C. >eadi!5riti! acti&ity ). Uit method

11.

O 5hose %hiloso%hy 5as +.2.Neil 2ummerhill/ oe o" the most e'%erimetal schools based# +. +. >ousseau C. Motessori (. (. Pestaloi ). :oh Locke

D6. The test item =rou% the "ollo5i! items accordi! to sha%e is a thou!ht test item o 9999999. +. creati! C. classi"yi! (. !eerati! ). com%ari!

1,. Which 0ili%io trait 5orks a!aist the shi"t i teachers role "rom teacher as a "outai o" i"ormatio to teacher as "acilitator# +. +uthoritati&eess C. Hiya (. +uthoritariaism ). Pakikisama

D7. 0or ma'imum iteractio/ a teacher ou!ht to a&oid 99999 *uestios. +. i"ormatioal C. leadi! (. rhetorical ). di&er!et D;. (y 5hat ame is 2ocratic method also ko5 # +. Mastery leari! C. Morriso method (. Idirect istructio ). Kuestioi! Method

13. Teacher + is a teacher o" E!lish as 2ecod La!ua!eA she uses &ocabulary cards/ llithe blak seteces/ dictatio ad 5riti! e'ercises i teachi! a lesso about !rocery sho%%i!. (ased o this i"ormatio/ 5hich o" the "ollo5i! is a &alid coclusio# +. The teacher is a%%lyi! (looms hierarchy o" co!iti&e leari!. (. The teacher is teachi! &ariety o"  5ays because ot all studets lear i the same maer. C. The teacher 5ats to make her teachi! easier by ha&i! less talk. ). The teacher is em%hasii! readi! ad 5riti! skills.

D?. Which is a a%%ro%riate 5ay to make maa!e oFtask beha&ior# +. Make eye cotact. (. 2to% your class acti&ity to correct a child 5ho is o lo!er o task. C. Mo&e closer to the child. ). >edirect a childs attetio to task ad check his %ro!ress to make sure he is cotiui! to 5ork D@. Which oe ca best e&aluate studets attitudial de&elo%met# +. Essay test C. Obser&atio (. Port"olio

16. With s%ecic details i mid/ 5hich oe has ha&e a stro!er dia!ostic &alue# +. Multi%le choice test (. Norestricted essay test C. >estricted essay test ). >estricted ad orestricted essay tests

). 2hort as5er

test DD. What should a teacher do "or studets i his class 5ho are o !rade le&el +. =i&e them materials o their le&el ad let them 5ork at a %ace that is reasoable "or them/ tryi! to bri! them u% to a !rade le&el. (. =i&e them the same 5ork as the other studets/ because they 5ill absorb as much as they are ca%able o". C. =i&e them the same 5ork as the other studets/ ot much/ so that they 5ot "eel embarrassed. ). =i&e them 5ork o the le&el o" the other studets ad 5ork a little abo&e the classmates le&el to challe!e them.

17. Teacher ( is a teacher o" E!lish as 2ecod La!ua!eA she uses &ocabulary cards/ llithe blak seteces/ dictatio ad 5riti! e'ercises i teachi! a lesso about !rocery sho%%i!. (ased o this i"ormatio/ 5hich o" the "ollo5i! is a &alid coclusio# +. The teacher is rei"orci! leari! by !i&i! the same i"ormatio i a &ariety o" methods. (. The teacher a%%lyi! (looms hierarchy o" co!iti&e leari!. C. The teacher is 5ats to do less talk. ). The teacher is em%hasii! listei! ad s%eaki! skills.

1. Withitess/ accordi! to Jouri/ is oe o" the characteristics o" a eFecti&e classroom maa!er. Which %hrase !oes 5ith it# +. Ha&e hads that 5rite "ast. (. Ha&e eyes o the back o" your hads. C. Ha&e a mouth ready to s%eak. ). Ha&e mids %acked 5ith ko5led!e.

1;. I a criteriore"ereced testi!/ 5hat must you do to esure that your test is "air +. Make all o" the *uestios true or "alse. (. +sk each studet to cotribute oe *uestio.

8

C. Make t5ety *uestios but ask the studets to as5er oly te o" their choice. ). Use obGecti&es "or the uit as !uide i your test costructio. 1?. >ead this *uestioA BHo5 5ill you %reset the layers o" the earth to your class#  This is a *uestio that 999999999

+. a%%licatio (. aalysis

C. e&aluatio ). sythesis

117. Which is oe characteristic o" a eFecti&e classroom maa!emet# +. It *uickly ad uobtrusi&ely redirects misbeha&ior oce it occurs. (. It teaches de%edece o other "or sel"cotrol.

C. Make t5ety *uestios but ask the studets to as5er oly te o" their choice. ). Use obGecti&es "or the uit as !uide i your test costructio.

+. a%%licatio (. aalysis

117. Which is oe characteristic o" a eFecti&e classroom maa!emet# +. It *uickly ad uobtrusi&ely redirects misbeha&ior oce it occurs. (. It teaches de%edece o other "or sel"cotrol. C. It res%ects cultural orms o" a limited !rou% studets. ). 2trate!ies are sim%le eou!h to be used cosistetly

1?. >ead this *uestioA BHo5 5ill you %reset the layers o" the earth to your class#  This is a *uestio that 999999999. +. directs (. leads the studets to e&aluate C. assesses co!itio ). %robes creati&e thiki! 1@.

I Jrath5ohs aFecti&e domai o"  obGecti&es/ 5hich o" the "ollo5i! is the lo5est le&el o" eFecti&e beha&ior# +. 4alui! C. >es%odi! (. Characteriatio ). Or!aiatio

11;. >ead the "ollo5i! the as5er the *uestiosA  TE+CHE>A IN WH+T W+$2 OTHE> TH+N  THE PE>IO)IC T+(LE MI=HT WE P>E)ICT THE UN)I2CO4E>E) ELEMENT2# (O(($A WE COUL) =O TO THE MOON +N) 2EE I0 THE>E +>E 2OME ELEMENT2 THE>E WE )ONT H+4E. (ETT$A WE COUL) )I= )OWN TO THE CENTE> O0 THE E+>TH +N) 2EE I0 WE 0IN) +N$ O0 THE MI22IN= ELEMENT2. >ICJ$A WE COUL) 2TU)$ )E(>I2 0>OM THE METEO>ITE2 I0 WE C+N 0IN) +N$.  TE+CHE>A THO2E +>E +LL =OO) +N2WE>2 (UT WH+T I0 THO2E ESCU>2ION2 TO THE MOON/ TO  THE CENTE> O0 THE E+>TH O>  TO 0IN) METEO>ITE2 WE>E  TOO CO2TL$ +N) TIME CON2UMIN=# HOW MI=HT WE U2E THE ELEMENT2 WE +L>E+)$ H+4E HE>E ON E+>TH  TO 0IN) 2OME NEW ONE2#

1D. Which is NOT a soud %ur%ose "or aski! *uestios# +. To %robe dee%er a"ter a as5er is !i&e (. To disci%lie a bully i class C. To remid studets o" a %rocedure ). To ecoura!e sel"reectio 11. It is ot 5ise to lau!h at a t5oyear old child 5he he utters bad 5ord because i his sta!e he is leari! to 9999999999. +. cosidered others &ie5s (. disti!uish ri!ht "rom 5ro! C. socialie ). disti!uish se' diFereces 111. >esearch tells that teachers ask mostly cotet *uestios. Which o" the "ollo5i! terms does NOT re"er to cotet *uestios# +. Closed C. Coce%t (. )irect ). Co&er!et

KuestioA 5hich *uestioi! strate!y-ies does-do the e'cha!e o"  thou!hts abo&e illustrate# +. 0ueli! (. 2o5i! ad rea%i! C. Nosedi&e ). E'tedi! ad li"ti!

11,.

I mastery leari!/ the deitio o"  a acce%table stadard o" %er"ormace is called a +. beha&ior C. 2M+>T (. coditio ). criterio measure

11?. Ho5 ca you e'hibit re"eret %o5er o the rst day o" school# +. (y maki! them "eel you ko5 5hat you are talki! about. (. (y telli! them the im%ortace o" !ood !rades. C. (y remidi! your studets your authority o&er them a!ai ad a!ai.

113.

(ased o Ed!ar )ales Coe o"  E'%eriece/ 5hich acti&ity is "arthest "rom the real thi!# +. >ead C. 4ie5 ima!es (. Hear ). +tted e'hibit

116.

C. e&aluatio ). sythesis

+"ter !i&i! a i%ut o a !ood %ara!ra%h/ Teacher W asks her studets to rate a !i&e %ara!ra%h alo! the elemets o" a !ood %ara!ra%h. The studets task is i le&el o" 999999999.

). (y !i&i! your studets a sese o"  belo!i! ad acce%tace.

9

11@. + si'th !rade t5el&eyear old boy comes "rom a dys"uctioal "amily ad has bee abused ad e!lected. He has bee to t5o or%haa!es ad three diFeret elemetary schools. The studet ca decode o the secod !rade le&el/ but he ca com%rehed orally material at the "ourth or "th !rade le&el. The most %robable cause-s o" this studets readi!

ca talk to. Which %o5er or leadershi% does  Teacher 2 ha&e# +. >e"eret %o5er C. >e5ard %o5er (. Le!itimate %o5er ). E'%ert %o5er 1,7. )uri! the 2%aish %eriod/ 5hat 5as-5ere the medium-media o" istructio i

11@. + si'th !rade t5el&eyear old boy comes "rom a dys"uctioal "amily ad has bee abused ad e!lected. He has bee to t5o or%haa!es ad three diFeret elemetary schools. The studet ca decode o the secod !rade le&el/ but he ca com%rehed orally material at the "ourth or "th !rade le&el. The most %robable cause-s o" this studets readi! %roblem is-are 999999. +. emotioal "actors

ca talk to. Which %o5er or leadershi% does  Teacher 2 ha&e# +. >e"eret %o5er C. >e5ard %o5er (. Le!itimate %o5er ). E'%ert %o5er 1,7. )uri! the 2%aish %eriod/ 5hat 5as-5ere the medium-media o" istructio i schools# +. The 4eracular C. 2%aish (. E!lish the 4eracular

(. %oor teachi! C. eurolo!ical "actors ). immaturity

).

2%aish

ad

1,;. >odel is &ery aloo" ad cold i his relatioshi% 5ith classmates. Which basic !oals must ha&e ot bee attaied by >odel duri! his de&elo%metal years/ accordi! to Ericksos theory o"  %sycholo!ical de&elo%met# +. +utoomy C. Iitiati&e (. Trust ). =eerati&ity

11D. Which *uestioi! %ractice %romotes more class iteractio# +. +ski! the *uestio be"ore calli! a studet (. 0ocusi! o di&er!et *uestios. C. 0ocusi! o co&er!et *uestios. ). +ski! rhetorical *uestios

1,?. Ho5 ca you e'hibit e'%ert %o5er o the rst day o" school# +. (y maki! them "eel you ko5 5hat you are talki! about. (. (y telli! them the im%ortace o" !ood !rades. C. (y remidi! the your studets your authority o&er them a!ai ad a!ai. ). (y !i&i! your studets a sese o"  belo!i! ad acce%tace.

1,. The "ollo5i! are soud s%ecic %ur%ose o" *uestios ESCEPT2 +. To call the attetio o" a iatteti&e studet (. To teach &ia studet as5ers C. To stimulate learers to ask *uestios ). To arouse iterest ad curiosity 1,1. Which techi*ue should a teacher use to ecoura!e res%ose i" his studets do ot res%od to his *uestio# +. +sk a s%ecic studet to res%od/ state the *uestio/ ad 5ait a res%ose. (. Tell the class that it 5ill ha&e detetio uless as5ers are "orthcomi!. C. +sk aother *uestio/ a easier oe. ). Wait "or a res%ose.

1,@. Teacher P 5ats to de&elo% the skill o"  sythesii! i her %u%il. Which oe 5ill she do# +. +sk her studets to "ormulate a !eeraliatio "rom the data sho5 i !ra%hs. (. +sk her studets to as5er *uestios be!ii! 5ith BWhat i"  C. Tell her %u%ils to state data %reseted i !ra%hs. ). )irects her studets to ask *uestios o the %arts o" the lesso ot uderstood.

1,,. Which ty%es o" %lay is most characteristic o" a "our to si'year old child# +. 2olidarity %lays ad olookers %lays (. +ssociati&e ad coo%erati&e %lays C. +ssociati&e ad olookers %lays ). Coo%erati&e ad solidarity %lays

1,D. :oh Watso said BMe are built ot bor.  What does this statemet %oit to# +. The ieFecti&eess o" traii! o a %ersos de&elo%met. (. The eFect o" e&irometal stimulatio o a %ersos de&elo%met. C. The absece o" !eetic iuece o a %ersos de&elo%met. ). The eFect o" heredity.

1,3. The %rici%le o" the idi&idual diFerece re*uires teachers to 99999999999. +. !i&e !reater attetio to !i"ted learers (. %ro&ide "or a &ariety o" leari! acti&ities C. treat all learers alike 5hile i the classroom ). %re%are modules "or slo5 learers i class 1,6. >e"erri! to Teacher 2/ Nicolle describes her teacher as B"air/ cari! ad someoe you

13. Teacher H stri&es to dra5 %artici%atio o"  e&ery studet ito classroom discussio. Which studets eed is she tryi! to address# The eed

10

+. to sho5 their oral abilities to the rest o"  the class (. to be creati&e C. to "eel si!icat ad be %art o" a !rou% ). to !et e&erythi! out i the o%e 131. Teacher =s lessos obGecti&e has somethi! to do 5ith the skill o" 

13?. Teacher ( clears his throat to commuicate disa%%ro&al o" a studets beha&ior. Which s%ecic iuece techi*ue is this# +. 2i!al iter"erece C. Iterest boosti! (. )irect a%%eal ). Pro'imity cotrol

+. to sho5 their oral abilities to the rest o"  the class (. to be creati&e C. to "eel si!icat ad be %art o" a !rou% ). to !et e&erythi! out i the o%e 131. Teacher =s lessos obGecti&e has somethi! to do 5ith the skill o"  sythesii!# Which beha&ioral term is most a%%ro%riate# +. Test C. +%%raisal (. +ssess ). Theorie 13,. Which is a soud classroom maa!emet %ractice# +. +&oid establishi! routies routies make your studet robots. (. Establish routies "or all daily eeds ad tasks. C. +%%ly rules ad %olicies o a case to case basis. ). +%%ly reacti&e a%%roach to disci%lie.

13?. Teacher ( clears his throat to commuicate disa%%ro&al o" a studets beha&ior. Which s%ecic iuece techi*ue is this# +. 2i!al iter"erece C. Iterest boosti! (. )irect a%%eal ). Pro'imity cotrol 13@. + eFecti&e classroom maa!er uses lo5%role classroom cotrol. What is a lo5%role classroom techi*ue# +. Note to %arets (. +"terschool detetio C. Withdra5al o" %ri&ile!es ). >aisi! the %itch o" the &oice 13D. The %rimary obGecti&e o" my lesso isA BTo add similar "ractios correctly. (e"ore I ca do this I must rst aim at this s%ecic obGecti&eA Bto disti!uish a umerator "rom a omiator. BWhat kid o" obGecti&e is the latter# +. MaGor C. Eabli! (. Termial ). Primary

133. + child 5ho !ets %uished "or steali! cady may ot steal a!ai immediately. (ut this does ot mea that the child may ot steal a!ai. (ased o Thordikes theory o %uishmet ad leari!/ this sho5s that  99999999999999. +. %uishmet stre!the e a res%ose (. %uishmet remo&e a res%ose C. %uishmet does ot remo&e a res%ose ). %uishmet 5eakes a res%ose

16.

With 5hich !oals o" educatioal istitutios as %ro&ided "or by the Costitutio is the de&elo%met o" 5ork skills ali!ed# +. To de&elo% moral character (. To teach the duties o" citieshi% C. To iculcate lo&e o" coutry ). To de&elo% &ocatioal eciecy

136. Which assum%tio uderlies the teachers use o" %er"ormace obGecti&es# +. Not e&ery "orm o" leari! id obser&able. (. Per"ormace obGecti&es assure the learer o" leari!. C. Leari! is deed as a cha!e i the learers obser&able %er"ormace. ). The success o" the learer is based o teachers %er"ormace.

161. I istructioal %lai! it is ecessary that %arts o" the %la "rom the rst to the last ha&e 99999999999. +. clarity C. coherece (. symmetry ). cociseess 16,. +ll o" the "ollo5i! describe the de&elo%met o" childre a!ed ele&e to thirtee ESCEPT +. they shi"t "rom im%ulsi&ity to ada%ti&e ability (. se' diFereces i IK becomes more e&idet C. they e'hibit icreased obGecti&ity i thiki! ). they sho5 abstract thiki! ad  Gud!emet

137. +s a teacher/ 5hat do you do 5he you e!a!e yoursel" i maGor task aalysis# +. Test i" leari! reached hi!her le&el thiki! skills (. (reakdo5 a com%le' task ito sub skills C. )etermie the le&el o" thiki! i&ol&ed ). >e&ise lesso obGecti&es

163. I" a teacher %las a costructi&ist lesso/ 5hat 5ill he most likely do# Pla ho5 he ca 9999999. +. do e&aluate his studets 5ork (. do reci%rocal teachi! C. do lecture to his studets ). e!a!e his studets i co&er!et thiki!

13;. The "ollo5i! are used i 5riti! %er"ormace obGecti&es ESCEPT +. delieate C. ite!rate (. dia!ram ). com%rehed

11

166. I mastery leari!/ the deitio o" a acce%table stadard o" %er"ormace is called a +. 2M+>T C. beha&ior (. criterio measure ). coditio 167. B+ stitch o time sa&es ie/ so !oes the ada!e +%%lied to classroom

+. %lai! acti&ities (. e&aluatio C. ideticatio o" to%ics ). "ormulatio o" obGecti&es 17,. (ased o 0reuds %sychoaalytic theory 5hich com%oet s o" %ersoality is are cocered 5ith a sese o" ri!ht ad 5ro!#

+. %lai! acti&ities (. e&aluatio C. ideticatio o" to%ics ). "ormulatio o" obGecti&es

166. I mastery leari!/ the deitio o" a acce%table stadard o" %er"ormace is called a +. 2M+>T C. beha&ior (. criterio measure ). coditio

17,. (ased o 0reuds %sychoaalytic theory 5hich com%oet s o" %ersoality is are cocered 5ith a sese o" ri!ht ad 5ro!#

167. B+ stitch o time sa&es ie/ so !oes the ada!e. +%%lied to classroom maa!emet/ this meas that 5e 9999999. +. may ot occu%y oursel&es 5ith disru%tios 5hich are 5orth i!ori! because they are mior (. must be reacti&e i our a%%roach to disci%lie C. ha&e to resol&e mior disru%tios be"ore they are out o" cotrol ). may a%%ly D rules out o" 1 cosistetly

+. 2u%er e!o (. 2u%ere!o ad E!o

173. Who amo! the "ollo5i! %uts more em%hasis o core re*uiremets/ lo!er school day/ lo!er academic year ad more challe!i! te'tbooks# +. Pereialist C. Pro!ressi&ist (. Essetialist ). E'istetialist

16;. >ube is &ery attached to his mother ad >uth to her "ather. I 5hat de&elo%metal sta!e are they accordi! to 0reudia %sycholo!ical theory# +. Oedi%al sta!e C. +al 2ta!e (. Latet sta!e ). Pre !eital sta!e

176. + studet %asses a research re%ort %oorly 5ritte but orately %reseted i a "older to make u% "or the %oor *uality o"  the book re%ort cotet. Which 0ili%io trait does this %ractice %ro&e# +. art o" academics (. substace o&er B%orma C. art o&er sciece ). B%orma o&er substace

16?. What 5as the %romiet educatioal issues o" the mid 1D@s# +. (ili!ual Educatio C. +ccoutability (. 4alue Educatio ). Maistreami! 16@. Which beha&ior is e'hibited by a studet 5ho is stro! i iter%ersoal itelli!ece# +. Works o his-her o5. (. Jee%s iterest to himsel"-hersel"  C. 2eeks out a classmate "or hel% 5he %roblem occurs. ). 2%eds time meditati!.

177. Which oe may su%%ort e*uitable access but may sacrice *uality# +. O%e admissio C. )ere!ulated tuitio "ee hike (. 2chool accreditatio ). 2electi&e retetio

16D. Which is beha&ioral term describes a lesso outcome i the hi!hest le&el o"  (looms co!iti&e domai# +. Create C. C. +alye (. E&aluate

C. Id ). E!o

). )esi!

17;. (ased o Pia!ets theory/ 5hat should a teacher %ro&ide "or childre i the sesimotor sta!e# +. =ames ad other %hysical acti&ities to de&elo% motor skill. (. Leari! acti&ities that i&ol&e %roblems o" classicatio ad orderi!. C. +cti&ities "or hy%othesis "ormulatio. ). 2timulati! e&iromet 5ith am%le obGects to %lay 5ith. 17?. + teachers summary o" a lesso ser&es the "ollo5i! "uctios/ ESCEPT +. it liks the %arts o" the lesso. (. it bri!s to!ether the i"ormatio that has bee discussed. C. it makes %ro&isios "or "ull %artici%atio o" studets. ). it cliches the basic ideas or coce%ts o" the lesso.

17. The mai %ur%ose o" com%ulsory study o" the Costitutio is to 999. +. de&elo% studets ito res%osible/ thiki! cities (. ac*uait studet 5ith the historical de&elo%met o" the Phil Costitutio C. make costitutioal e'%erts o" the studets ). %re%are studets "or la5maki!

17@. +s a teacher/ you are ratioalist/ Which amo! these 5ill be your !uidi! %rici%le#

171. + !oalorieted istructio culmiates i  9999999.

12

+. I must teach the child that 5e ca e&er ha&e real ko5led!e o"   aythi!. (. I must teach the child to de&elo% his metal %o5ers to the "ull. C. I must teach the child so he is assured o" hea&e ). I must teach the child e&ery ko5led!e/ skills ad &alue that he

(. =o strai!ht to the 2chool )i&isio 2u%eritedet ad !i&es criticism &erbally. C. Hire a !rou% to distribute %oiso letters a!aist Teacher ( "or the i"ormatio dissemiatio. ). Isti!ate studet acti&ists to read %oiso letter o&er the micro%hoe.

+. I must teach the child that 5e ca e&er ha&e real ko5led!e o"   aythi!. (. I must teach the child to de&elo% his metal %o5ers to the "ull. C. I must teach the child so he is assured o" hea&e ). I must teach the child e&ery ko5led!e/ skills ad &alue that he eeds "or a better "uture. 17D. (ruers theory o itellectual de&elo%met mo&es "rom eacti&e to icoic ad symbolic sta!es. I 5hich sta!es are dia!rams hel%"ul to accom%ay &erbal i"ormatio# +. Eacti&e ad icoic C. 2ymbolic ad eacti&e (. 2ymbolic ). Icoic 1;. 2tudets scores o a ?,/?,/?3/?6/?;/?@/@1/@3/@7.  The score ?; is the 999. +. mode C. a&era!e (. mea ). media

test

(. =o strai!ht to the 2chool )i&isio 2u%eritedet ad !i&es criticism &erbally. C. Hire a !rou% to distribute %oiso letters a!aist Teacher ( "or the i"ormatio dissemiatio. ). Isti!ate studet acti&ists to read %oiso letter o&er the micro%hoe. 1;;. Each teacher is said to be a trustee o"  the cultural ad educatioal herita!e o"  the atio ad is uder obli!atio to trasmit to learers such herita!e. Which %ractice makes him "ulll such obli!atio# +. Use the latest istructio techolo!y (. Obser&i! cotiui! %ro"essioal educatio. C. Use iteracti&e teachi! strate!ies ). 2tudy the li"e o" 0ili%io heroes

5ereA 1;?. Which ty%e o" re%orts to Bothe s%ot descri%tio o" some icidet/ e%isode or occurrece that is bei! obser&ed ad recorded as bei! o" %ossible si!icace# +. +utobio!ra%hical re%ort (. 4alue ad iterest re%ort C. (io!ra%hical re%ort ). +ecdotal re%ort

1;1. 2tadard de&iatio is to &ariability as mode to 99999. +. le&el o" diculty C. correctio (. discrimiatio ). cetral tedecy

1;@.

Teacher + is directed to %ass a udeser&i! studet 5ith a death threat. Which ad&ice 5ill a hedoist !i&e# +. Pass the studet. Why suFer the threat# (. )ot %ass him. $ou surely 5ill ot like someoe to !i&e you a death threat i order to %ass. C. Pass the studet. That 5ill be use to the studet/ his %arets ad you. ). ). )ot %ass him. Li&e by %rici%le o"   Gustice. $ou 5ill !et re5ard/ i" ot i this li"e/ i the e't.

1;,. + teacher 5ho e*uates authority 5ith %o5er does NOT usually 9999999999. +. 2hame C. de&elo% sel"res%ect i e&ery %u%il (. retaliate ). itimidate 1;3. Which is a true "oudatio o" the social order# +. Obediet citiery (. The reci%rocatio o" ri!hts ad duties C. 2tro! %olitical leadershi% ). E*uitable distributio o" 5ealth 1;6. 2tadard de&iatio is to &ariability as mea is to 9999999. +. coeciet o" correlatio C. discrimiatio ide' (. cetral tedecy ). le&el o"   diculty 1;7. Teacher K does ot 5at Teacher ( to be %romoted ad so 5rites a aoymous letter a!aist Teacher ( accusi! her o"  "abricated lies. Teacher K mails this aoymous letter to 2chool )i&isio 2u%eritedet. What should Teacher K do i" she has to act %ro"essioally# +. 2ubmit a si!ed Gustiable criticism a!aist Teacher (/ i" there is ay.

1;D. I" you a!ree 5ith >ial o ho5 you ca cotribute to our atios redem%tio/ 5hich should you 5ork "or# +. O%ei! our doors to "orei! iuece (. U%!radi! the *uality o" the 0ili%io throu!h educatio C. 2tabilii! the %olitical situatio ). =aii! ecoomic reco&ery 1?. B+ll me are %retty much alike. It is oly by custom that they are set a%art/ B said oe Orietal %hiloso%her. Where ca this thou!ht be most is%iri!# +. I a multicultural !rou% o" learers.

13

(. I multicultural ad hetero!eeous !rou%s o" learers ad idi!eous %eo%les !rou%. C. I a class com%osed o" idi!eous %eo%le. ). I hetero!eeous class o" learers. 1?1. I 5hat 5ay ca teachers u%hold the hi!hest %ossible stadard o" *uality

ad so may "ail to %romote o the basis o" merit. C. $es. The rare i&itatio 5ill certaily be 5elcomed by a o&er5orked %romotioal staF. ). $es. Theres othi! 5ro! 5ith shari! oes blessi!s. 1??. >i!hts ad duties are correlati&e.

This

(. I multicultural ad hetero!eeous !rou%s o" learers ad idi!eous %eo%les !rou%. C. I a class com%osed o" idi!eous %eo%le. ). I hetero!eeous class o" learers.

ad so may "ail to %romote o the basis o" merit. C. $es. The rare i&itatio 5ill certaily be 5elcomed by a o&er5orked %romotioal staF. ). $es. Theres othi! 5ro! 5ith shari! oes blessi!s.

1?1. I 5hat 5ay ca teachers u%hold the hi!hest %ossible stadard o" *uality educatio# +. (y cotiually im%ro&i! themsel&es %ersoally ad %ro"essioally (. (y 5eari! e'%esi&e clothes to cha!e %eo%les %oor %erce%tio o"  teachers C. (y 5orki! out udeser&ed %romotios ). (y %utti! do5 other %ro"essios to li"t the status o" teachi!

1??. >i!hts ad duties are correlati&e. This meas that. +. ri!hts ad duties re!ulate the relatioshi% o" me i society. (. ri!hts ad duties arise "rom atural la5. C. each ri!ht carries 5ith it oe or se&eral corres%odi! duties. ). ri!hts ad duties ultimately come "rom =od. 1?@. I the Preamble o" Code o" Ethics o" Pro"essioal Teachers/ 5hich is NOT said o" teachers# +. LET %asser (. )uly licesed %ro"essioals C. Possess di!ity ad re%utatio ). With hi!h moral &alues as 5ell as techical ad %ro"essioal com%etece

1?,. Ho5 5ould you select the most t i !o&ermet %ositio# +%%lyi! Co"ucius teachi!/ 5hich 5ould be the as5er# +. (y course accreditatio o" a accrediti! body (. (y merit system ad course accreditatio C. (y merit system ). (y !o&ermet e'amiatios

1?D. What should you do i" a %aret 5ho is cocered about a !rade his child recei&ed com%ared to aother studets !rade/ demads to see both studets !rades# +. >e"use to sho5 either record. (. 2ho5 oly his childs record. C. >e"use to sho5 ay record 5ithout e'%ressi! %ermissio "rom %rici%al. ). 2ho5 both records to him.

1?3. The attetio to the de&elo%met o" a dee% res%ect ad aFectio "or our rich cultural %ast is a iuece o" 999999  +. Co"ucius C. Teilhard de Chardi (. He*el ). )e5ey 1?6. + teacher - studet is held res%osible "or his actios because s-he 9999999. +. has isticts C. has mature (. has a choice ). is reaso

1@. Teacher o"te com%lai o" umerous o teachi! assi!mets that ad&ersely aFect their teachi!. )oes this mea that teachers must be %reoccu%ied oly 5ith teachi!# +. $es/ i" they are !i&e other assi!mets/ Gustice demads that they be %ro%erly com%esated. (. $es/ because other commuity leaders/ ot leaders/ ot teachers/ are asked to lead i commuity acti&ities. C. $es/ because e&ery teacher is e'%ected to %ro&ide leadershi% ad iitiati&e i acti&ities "or bettermet o"  commuities. ). No/ because teachi! is eou!h "ull time Gob.

1?7.

The ty%ical autocratic teacher cosistetly does the "ollo5i! ESCEPT +. itimidati! studets C. shami! studets (. ridiculi! studets ). ecoura!i! studets

1?;. Teacher H ad teacher I are ri&als "or %romotio. To a!ai the "a&or o" the %romotio staF/ teacher I oFers her beach resort "or "ree "or members o" he %romotioal staF be"ore raki!. +s oe o" the coteders "or %romotios/ is this becomi! o" her to do +. $es. This 5ill be %ro"essioal !ro5th "or the %romotioal staF. (. No. This may e'ert udue iuece o the members o" the %romotioal staF 

1@1. Which illustrates a de&elo%met a%%roach i !uidace ad couseli!# +. 2%otti! o studets i eed o"  !uidace

14

(. Teachi! studets ho5 to iteract i a %ositi&e maer C. +cti! as a metor ). Maki! the decisio "or the co"used studet 1@,.

Whose iuece is the educatio %ro!ram that %uts em%hasis o sel" de&elo%met throu!h the classics

C. %romote obediece to the la5s o" the state ). istall alle!iace to the Costitutio 1@@. + !uest i oe !raduatio rites told his audieceA B>emider/ you are 5hat you choose to be. The !uest s%eaker is more o" a-a 99999. + realistic C.

(. Teachi! studets ho5 to iteract i a %ositi&e maer C. +cti! as a metor ). Maki! the decisio "or the co"used studet

C. %romote obediece to the la5s o" the state ). istall alle!iace to the Costitutio 1@@. + !uest i oe !raduatio rites told his audieceA B>emider/ you are 5hat you choose to be. The !uest s%eaker is more o" a-a 99999. +. realistic C. %ra!matist (. Idealistic ). e'istetialist

1@,.

Whose iuece is the educatio %ro!ram that %uts em%hasis o sel" de&elo%met throu!h the classics/ music/ ad ritual# +. (uddha C. Co"ucius (. Mohammed ). Lao tsu

1@3. Hel%i! i the de&elo%met o" !raduates 5ho are Bmaka)iyos is a iuece o"  999. +. aturalistic morality (. classical Christia morality C. situatioal morality ). dialectical morality 1@6. What is the mea o" this distributio 6/7/;/?/@/D/1# +. ? C. @.7 (. (. ; ). ?.7

1@D. 0rom 5hom do 5e o5e the theory o"  deducti&e iter"erece as illustrated i syllo!ism# +. Plato C. 2ocrates (. +ristotle ). Pytha!oras 1D. I 5hat 5ay ca teachers u%hold the hi!hest %ossible stadard o" *uality educatio# +. (y cotiually im%ro&i! themsel&es %ersoally ad %ro"essioally (. (y %utti! do5 other %ro"essios to li"t the status o" teachi! C. (y 5eari! e'%esi&e clothes to cha!e %eo%les %oor %erce%tio o"  teachers ). (y 5orki! out udeser&ed %romotios

score

1@7. +re %ercetile raks the same as %erceta!e correct# +. It caot be determied uless scores are !i&e. (. It caot be determied uless the umber o" e'amiees is !i&e C. No ). $es

1D1. T5o studets are !i&e the WI2C III. Oe has a "ull scale IK o" D1/ 5hile the other has a IK o" 1D. Which coclusio ca be dra5# +. (oth studets are "uctioi! i the a&era!e ra!e o" itellectual ability (. +other IK test should be !i&e to truly assess their itellectual %otetial. C. The rst studet is %robably belo5 a&era!e/ 5hile the secod has abo&e a&era!e %otetial. ). The secod studet has si!icatly hi!her itellectual ability.

1@;. Teacher 0 is a e5ly co&erted to a reli!io. )ee%ly co&iced o" his e5 "oud reli!io/ he starts Moday classes by attacki! oe reli!io ad co&ices his %u%il to atted their reli!io ser&ices o 2udays. Is this i accordace 5ith the Code o" Ethics o" Pro"essioal  Teachers# +. $es. What he does stre!thes &alue educatio. (. No. + teacher should ot use his %ositio to %roselyte others. C. $es. I the ame o" academic "reedom/ a teacher ca decide 5hat to teach.

1D,. Which describes ormre"ereced !radi!# +. What costitutes a %er"ect score

). $es. What he does is a &alue educatio. (. The studets %ast %er"ormace C. + absolute stadard ). The %er"ormace o" the !rou%

1@?. I a study coducted/ the %u%ils 5ere asked 5hich atioality they %re"erred. I"  !i&e a choice. MaGority o" the %u%ils 5ated to +mericas. I this case/ i 5hich obli!atio/ relati&e to the state/ do schools seem to be "aili!# I their obli!atio to +. res%ect "or all duly costituted authorities (. %romote atioal %ride

1D3. Teacher + ko5s o" the ille!al acti&ities o" a ei!hbor but kee%s *uiet i order ot to be i&ol&ed i ay i&esti!atio. Which "oudatioal %rici%le o" morality does Teacher + "ail to a%%ly# +. +l5ays do 5hat is ri!ht (. The %rici%le o" double eFect

15

C. The ed does ot Gusti"y the meas ). (et5ee t5o e&ils/ do the lesser e&il 1D6. Teacher K does ot 5at Teacher ( to be %romoted ad so 5rites a aoymous letter a!aist Teacher ( accusi! her o"  "abricated lies. Teacher K mails this aoymous letter to 2chool )i&isio 2u%eritedet. What should Teacher K

). %lai! acti&ities ,. Which o" the "ollo5i! is cosidered a %eri%heral de&ice# +. Jeyboard C. Moitor (. CPU ). Priter

C. The ed does ot Gusti"y the meas ). (et5ee t5o e&ils/ do the lesser e&il

). %lai! acti&ities ,. Which o" the "ollo5i! is cosidered a %eri%heral de&ice# +. Jeyboard C. Moitor (. CPU ). Priter

1D6. Teacher K does ot 5at Teacher ( to be %romoted ad so 5rites a aoymous letter a!aist Teacher ( accusi! her o"  "abricated lies. Teacher K mails this aoymous letter to 2chool )i&isio 2u%eritedet. What should Teacher K do i" she has to act %ro"essioally# +. Hire a !rou% to distribute %oiso letters a!aist Teacher ( "or the i"ormatio dissemiatio. (. 2ubmit a si!ed Gustiable criticism a!aist Teacher (/ i" there is ay. C. =o strai!ht to the 2chool )i&isio 2u%eritedet ad !i&es criticism &erbally. ). Isti!ate studet acti&ists to read %oiso letter o&er the micro%hoe 1D7. + teachers summary o" a lesso ser&es the "ollo5i! "uctios/ ESCEPT +. it makes %ro&isios "or "ull %artici%atio o" studets. (. it bri!s to!ether the i"ormatio that has bee discussed. C. it liks the %arts o" the lesso. ). it. cliches the basic ideas or coce%ts o" the lesso

ANSWER KEY  PROFESSIONAL EDUCATION (Secondary)

1. + 7. C 1. 17. ( 1D?. ) ,. ( 71. ( 11. as5er 171. ) 1D@. C 3. ) 7,. ) 1,. 17,. + 1DD. + 6. + 73. o as5er 13. ( 173. o as5er ,. ) 7. + 76. + 16. 176. ) ;. ( 77. ( 17. 177. + ?. ) 7;. C 1;. 17;. + @. C 7?. + 1?. 17? C D. C 7@. ) 1@. 17@. ( 1. C 7D. ( 1D. 17D. o as5er 11. C ;. ) 11. 1;. ) 1,. ) ;1. ( 111. 1;1. ) 13. C ;,. C 11,. 1;,. C 16. C ;3. ) 113. 1;3. ) 17. ( ;6. + 116. 1;6. ( 1;. C ;7. ) 117. 1;7. + 1?. ( ;;. + 11;. 1;;. )

1D;. 2oc e'hibits "ear res%ose to "reely roami! do!s but does ot sho5 "ear 5he a do! is o a leash or coed to a %e. Which coditioi! %rocess is illustrated# +. E'tictio C. =eeratio (. )iscrimiatio ). +c*uisitio 1D?. >ube is &ery attached to his mother ad >uth to her "ather. I 5hat de&elo%metal sta!e are they accordi! to 0reudia %sycholo!ical theory# +. Latet sta!e C. +al 2ta!e (. Pre!eital sta!e ). Oedi%al sta!e 1D@. The coce%ts o" Trust &s. mistrust/ autoomy &s. shame 8 sel"doubt/ ad iitiati&e &s. !uilt are most closely related 5ith 5orks o" 99999. +. :u! C. Erickso (. 0reud ). Pia!et 1DD. + !oalorieted istructio culmiates i  9999999. +. e&aluatio (. "ormulatio o" obGecti&es C. ideticatio o" to%ics

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