PROFESSIONAL EDUCATION
1 Which Republic Republic Act provides government government assistance assistance to students students and teachers teachers in private education? education? a RA 7836 b. RA 7784 c . RA 6728 d. RA 667 2 !n the the prea preamb mble le o" the the #$%& #$%& o" ethi ethics cs "or "or 'ro" 'ro"es essi sion onal al (eache achers rs)) *hic *hichh o" the the "oll "ollo* o*in ingg teac teache her r descriptions is included in the #ode o" &thics "or 'ro"essional (eachers? a With satis"actor+ teaching per"ormance c. %ul+ licensed pro"essional b 'assed the licensure e,ams "or teachers d. 'ersons o" dignit+ and reputation 3 Which stage stage accordi according ng to &ric-son &ric-son is the stage stage o" trust trust and mistrust? mistrust? a o oung adulthood b. &arl+ childhood c. Adolescence d. !n"anc+ 4 !n the histor+ histor+ o" educ educati ation on s+stem s+stem)) includ including ing that that o" the 'hilippi 'hilippine nes) s) *hich *hich s+ste s+stem m *as *as "irst "irst and last remained a partner o" other s+stems o" education? a /ormal b. 0on"ormal c. !n"ormal d. 'reschool Who among among the "ollo*i "ollo*ing ng subscribe subscribe to the the theor+ that that the good) good) the true true and the beauti beauti"ul "ul are univer universall+ sall+ valid in all places at all times? a Realis Realists ts and and ideal idealist istss b. Reali Realist st and and e,ist e,isten entia tialis lists ts c. 'ragma 'ragmatis tists ts and and ideal idealist istss d. 'ragma 'ragmatis tists ts and and realists 6 (he 187 187 #onstituti #onstitution on mandates mandates the state state to encourage encourage among among others others sel"learn sel"learning ing)) independe independent nt and out o"school stud+ programs particularl+ particularl+ those that respond to communit+ needs. needs. Which is an o"" shoot o" this mandate? a !nstitutionaliation !nstitutionaliation o" earl+ childho childhood od care and development development c. ultigrade teaching teaching b 'rincipal empo*erment program d. 'ractices o" communit+based learning 7 Auth Author orss clai claim m that that educ educat atio ionn is give givenn grea greate terr in the the 187 187 'hil 'hilip ippi pine ne #ons #onstititu tutition on than than in the the past past #onstitution. Which article provision on education is "ound onl+ in the 187 #onstitution? a 5upport to teacher education c. (h (he es establishment o" o" th the in integrated s+ s+stem o" o" education b 'rovis 'rovision ion on assign assignin ingg the the hig highe hest st bud budge gett prior priorit+ it+ to educa educatio tionn d. (he (he crea creatio tionn o" o" #&% #&% 8 According to urloc-) urloc-) studies studies o" childrens childrens pla+ revealed revealed that that to+ pla+ reaches reaches its pea- during during the the a i iddle childhood +ears b. &arl+ childhood +ears c. 9ab+hood d. :ate childhood !n a % % memorand memorandum um issued issued last last 18) 18) the ne* ne* name name "or multig multigrade rade class class is is a /riendl+ school b. 5choolo"the"uture . c.'aaralan ng baha+ d. &scuela nueva 1; (he studentcentered studentcentered curriculum curriculum belongs belongs to *hich *hich group o" educators? educators? a Recon constru strucctio tionist ist&ss &sseentia tialis list b. 'ro 'roggres ressivi sivisst) 'e 'eren renniali ialist st c. 'e 'erenn rennia iallist ist) &ss &sseentia tialis list d. 'rogressivist) Reconstructionist 11 %aniel %aniel
uite a Re Realistic b. 'ragmatic c. &,istential d. !dealistic 14 (he authoritarian authoritarian setting setting in the /ilipino home home is rein"orced rein"orced b+ a classroom classroom teacher *ho *ho a As-s open ended >uestions c. 'rescribes *hat pupils should do b &n &ncourages pupils to as- >uestions d. !s open to suggestions 1 A number number o" researches researches "ound that the e""ects e""ects o" maternal maternal emplo+ment on childrens childrens achievement achievement are a ardl+ established b. 'ositive and negative c. /ull+ established d. 0egative 16 Which one correctl+ describes describes the phenomenon phenomenon o" latch-e+ latch-e+ children? children? a (he+ turn to empt+ homes homes a"ter school either either to sit b+ the television or to roam the streets streets b (he+ are truant school school children children c (he+ are are engaged engaged in child labor labor d (he+ are engaged in child labor labor 17 (eache (eacherr @ regards the student student as a spiritual spiritual entit+ and as part o" the larger larger spiritual spiritual universe. universe. (o *hat *hat philosoph+ does teacher @ subscribed? a !d !dealism b. &,istentialism c. Realism d. 'ragmatism 18 (he 187 #onstitution #onstitution mandates mandates the state to assign assign the highest budgetar+ budgetar+ priorit+ to a ealth b. &ducation c. 5ocial *or- d. %e"ense 1 oral development development in earl+ childhood childhood is characteried characteried b+ a @uestioning rules c. Acting out o" conviction b Wi Will"ul disobedience o" rules d. Acting *ithout -no*ing *h+ the+ do so 2; According to 'iaget) b+ adolescenc adolescencee bo+s and girls girls must have reached reached *hat *hat stage? a #o #oncrete operations 5tage c. /ormal operations stage b 5ensorimotor stage d. 'reoperational stage
21 Ruth dances dances *ell. 5he can "igure out ho* ho* something *or-s *or-s or ho* to "i, something that that is bro-en) *ithout *ithout as-ing "or help. 9ased on uires re>uires discipline disciplinedd atte attentio ntionn regular regular home*or-) home*or-) and respect "or legitimate authorit+? a Re Reconstructionist b. 'erennialist c. &ssentialist d. 'rogressivist 23 Which developmental developmental tastas- is e,pected o" o" the adolescent adolescent according according to avinghurst? avinghurst? a Achieving ne* and more mature mature relations *ith agemates agemates o" both se,es b 5-illed 5-illed games games c ual e>ual opportunit+ opportunit+ to all persons *ho desire desire to pursue higher higher education is the essence o" a RA 6;14 b. RA 7836 c . RA 66 d. RA 7784 26 !n hisChe hisCherr tea teachi ching ng)) (eache acherr % moves moves "rom "rom parti particul cular ar instan instance cess to ten tenta tativ tivee gene general ralia iatio tions ns tha thatt are 5ubDected to "urther veri"ication . (eacher (eacher % engages himsel"Chersel" himsel"Chers el" in a !ntuition b. !nductive logic c. %eductive logic d. 'hilosophical anal+sis 27 Which o" the correct statement statement o" emotional emotional intelligence intelligence based on %aniel ua >uali"ie li"iedd to be president president an educational institution in third countr+ cannot be appointed as 'resident because a %oes not belong to a religious group c. !s not /ilipino #itien b !s !s nearing retirement d. !s not an o""icial o" a corporation 31 Which o" the "ollo*ing "ollo*ing is not a haard haard to the master+ master+ o" development developmental al tas-s? a =n"avorable =n"avorable social social Dudgment Dudgment b 9+pa 9+pass ssin ingg o" stag stagee o" deve develo lopm pmen entt as a resu resultlt o" "ail "ailur uree to ma mast ster er the the tastas-ss "or "or that that stag stagee o" development c #risis *hen individuals individuals pass pass "rom on stage stage to another another d !nappropriate !nappropriate or impossible impossible e,pectations e,pectations 32 (eacher (eacher = emphasies emphasies to her students the importance importance o" deep personal re"lection re"lection on ones commitments commitments and choices. (eacher = subscribes to *hich 'hilosoph+? a Realism b. !dealism c. &,istentialism d. 'ragmatism 33 (he constitutional constitutional provision provision on language language has has the "ollo*ing aims) &,cept &,cept a (o ma-e /ilipino the national language and medium o" instruction and o""icial o""icial communication b (o ma-e the regional regional dialect as au,iliar+ au,iliar+ media media o" instructions instructions in regional schools c (o ma-e /ilipino /ilipino the the sole sole medium o" instruction instruction d (o maintain &nglish as a second second language language 34 Which periods periods in the li"e span o" o" an individual individual are characteried characteried b+ gro*th gro*th spurt? a &a &arl+ childhood and adolescence c. &arl+ childhood b 'r 'renatal period and earl+ childhood d. 'renatal and pubert+ 3 (he introduction introduction o" non"ormal non"ormal education education in line *ith the #onstitutional #onstitutional 'rovision 'rovision on a 'rotection 'rotection o" teachers b 'romoting the rights o" all citiens to ma-e >ualit+ education education accessible to all c $ptional $ptional religious religious instructions instructions d 'romoting the the rights o" all citiens to >ualit+ education education at all levels 36 (eache (eacherr G is o"te o"tenn times "rustrated "rustrated.. (he students students in her class class hardl+ hardl+ volunteer volunteer to recite recite and to do other learningrelated tas-. (his is a proo" o" the /ilipinos a 5ense o" humor b. :ac- o" resource"ulness c. :ac- o" re"lection d.'assivit+ and lac- o" initiative 37 (he tendenc+ tendenc+ to emphasi emphasiee so much on school school beauti"ica beauti"ication tion to the det detrimen rimentt o" pupils pupils per"ormance per"ormance illustrated the
21 Ruth dances dances *ell. 5he can "igure out ho* ho* something *or-s *or-s or ho* to "i, something that that is bro-en) *ithout *ithout as-ing "or help. 9ased on uires re>uires discipline disciplinedd atte attentio ntionn regular regular home*or-) home*or-) and respect "or legitimate authorit+? a Re Reconstructionist b. 'erennialist c. &ssentialist d. 'rogressivist 23 Which developmental developmental tastas- is e,pected o" o" the adolescent adolescent according according to avinghurst? avinghurst? a Achieving ne* and more mature mature relations *ith agemates agemates o" both se,es b 5-illed 5-illed games games c ual e>ual opportunit+ opportunit+ to all persons *ho desire desire to pursue higher higher education is the essence o" a RA 6;14 b. RA 7836 c . RA 66 d. RA 7784 26 !n hisChe hisCherr tea teachi ching ng)) (eache acherr % moves moves "rom "rom parti particul cular ar instan instance cess to ten tenta tativ tivee gene general ralia iatio tions ns tha thatt are 5ubDected to "urther veri"ication . (eacher (eacher % engages himsel"Chersel" himsel"Chers el" in a !ntuition b. !nductive logic c. %eductive logic d. 'hilosophical anal+sis 27 Which o" the correct statement statement o" emotional emotional intelligence intelligence based on %aniel ua >uali"ie li"iedd to be president president an educational institution in third countr+ cannot be appointed as 'resident because a %oes not belong to a religious group c. !s not /ilipino #itien b !s !s nearing retirement d. !s not an o""icial o" a corporation 31 Which o" the "ollo*ing "ollo*ing is not a haard haard to the master+ master+ o" development developmental al tas-s? a =n"avorable =n"avorable social social Dudgment Dudgment b 9+pa 9+pass ssin ingg o" stag stagee o" deve develo lopm pmen entt as a resu resultlt o" "ail "ailur uree to ma mast ster er the the tastas-ss "or "or that that stag stagee o" development c #risis *hen individuals individuals pass pass "rom on stage stage to another another d !nappropriate !nappropriate or impossible impossible e,pectations e,pectations 32 (eacher (eacher = emphasies emphasies to her students the importance importance o" deep personal re"lection re"lection on ones commitments commitments and choices. (eacher = subscribes to *hich 'hilosoph+? a Realism b. !dealism c. &,istentialism d. 'ragmatism 33 (he constitutional constitutional provision provision on language language has has the "ollo*ing aims) &,cept &,cept a (o ma-e /ilipino the national language and medium o" instruction and o""icial o""icial communication b (o ma-e the regional regional dialect as au,iliar+ au,iliar+ media media o" instructions instructions in regional schools c (o ma-e /ilipino /ilipino the the sole sole medium o" instruction instruction d (o maintain &nglish as a second second language language 34 Which periods periods in the li"e span o" o" an individual individual are characteried characteried b+ gro*th gro*th spurt? a &a &arl+ childhood and adolescence c. &arl+ childhood b 'r 'renatal period and earl+ childhood d. 'renatal and pubert+ 3 (he introduction introduction o" non"ormal non"ormal education education in line *ith the #onstitutional #onstitutional 'rovision 'rovision on a 'rotection 'rotection o" teachers b 'romoting the rights o" all citiens to ma-e >ualit+ education education accessible to all c $ptional $ptional religious religious instructions instructions d 'romoting the the rights o" all citiens to >ualit+ education education at all levels 36 (eache (eacherr G is o"te o"tenn times "rustrated "rustrated.. (he students students in her class class hardl+ hardl+ volunteer volunteer to recite recite and to do other learningrelated tas-. (his is a proo" o" the /ilipinos a 5ense o" humor b. :ac- o" resource"ulness c. :ac- o" re"lection d.'assivit+ and lac- o" initiative 37 (he tendenc+ tendenc+ to emphasi emphasiee so much on school school beauti"ica beauti"ication tion to the det detrimen rimentt o" pupils pupils per"ormance per"ormance illustrated the
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a /i /ilipinos sense o" humor c. /ilipinos love "or H 'ormaI at the e,pense o" substance b /i /ilipinos lac- o" re"lection d. /ilipinos lac- o" seriousness A president president bod+ to stud+ stud+ 'hilippines 'hilippines education education created b+ virtue o" &,ecutive &,ecutive $rder $rder 0o. 46 during during the incumbenc+ o" % secretar+ Andre* uino d. /idel Ramos Which is not a characteristic characteristic o" democratic democratic discipline? a #hild obe+s blindl+ c. #hild is given punishment us related to the misdeed b #hild understands the meaning o" rules d. #h #hild ha has op opportunit+ to to e, e,press hi hisCher opinion (he three As o" o" happiness according according to urlocurloc- are a AdDustments) AdDustments) a""ection) a""ection) altruism c. Acceptance) Acceptance) a""ection) a""ection) and achievement achievement b At Attitude) abilit+) adDustment d. A""ection) abilit+) attitude 9ab+hood 9ab+hood is o"ten re"erred to as a H #ritical periodI periodI in the development development o" personalit+ because because a At this time the "oundations are laid upon *hich the adult adult personalit+ structure structure *ill be built b #hanges #hanges in the personalit+ pattern pattern ta-e place c (he brain gro*s gro*s and develops at such an accelerated accelerated rate rate during bab+hood bab+hood d At this time the bab+ is e,posed to man+ haards both ph+sical ph+sical and ps+chological ps+chological Who among the the "ollo*ing stressed stressed the processes processes o" o" e,periences e,periences and problem problem solving? a 'lato b. egel c. %e*e+ d. Aristotle (eacher (eacher : believes believes that creation o" -no*ledge in b+ *a+ o" the learners interaction interaction *ith their environment. (eacher : is more o" a An idealist b. A pragmatist c. An e,istentialist d. A realist (o reach out clientele *ho cannot cannot be in the classroom "or one reason or another) *hich *hich o" the "ollo*ing *as established a 0on 0on"o "orm rmal al educ educat atio ionn b. !n"o !n"orm rmal al educ educat atio ionn c. 're 'resc scho hool ol educ educat atio ionn d. "orm "ormal al educ educat atio ionn (he encouragement encouragement o" sel"learning) sel"learning) independent) independent) and outo"school outo"school stud+ programs programs as stated in the 187 constitution has given rise to a (he implementation o" open universities and distance learning programs c. (he conduct o" 0&A( and 05A( b !nstitutionaliation !nstitutionaliation o" earl+ childhood childhood care and development development d. (he clamor "or a uence conse>uencess in a persons development b (he master+ o" development development tas-s is a result o" ph+sical maturation) maturation) societal pressure and individuals individuals aspiration c (here are essential essential s-ills e,pected e,pected to be be ac>uired and mastered mastered in each developmen developmental tal stage d Retirees are not e,pected e,pected to *or- on mastering certain develop mental mental tas-s (he 187 'hilippines 'hilippines #onstitution #onstitution states states the "ollo*ing) "ollo*ing) &,cept &,cept a (he o""icial languages languages o" the 'hilippines are /ilipino and &nglish &nglish b (he national national language o" the 'hilippines 'hilippines is /ilipino c /ilipino is the (agalog (agalog o" the (agalog (agalog spea-ing spea-ing provinces d (he government government shall initiate and sustain sustain the use o" /ilipino as a medium o" o""icial communication communication and as a language o" instruction in the education s+stem Which among the "ollo*ing "ollo*ing has been been said to pla+ an irreplaceable irreplaceable role in the education education o" the +oung? a #ommunit+ b. 5chool c. #hurch d. ome /or the drill drill method to to be e""ective e""ective there there should should be a u uch practice on a "e* s-ills c. uch practice on man+ s-ills b :i :ittle pr practices on "e* s-ills d. :ittle practice on man+ s-ills Which o" the "ollo*in "ollo*ingg classroo classroom m man manage agement ment practices practices runs counter counter to the realit+ realit+ therap+ approac approachh o" William uires the students to prepare a plan in *riting and sign it as means o" increasing personal motivation to maintain and "ul"ill the plan c (he teacher teacher evaluates pupils pupils behavior as good good or bad
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d (eacher assists the students in ma-ing realistic plans to change behavior Which o" the "ollo*ing does not appl+ to master+ learning? a !t ma-es use o" varied instructional time "or di""erent groups o" students c. !t is e""ective in teaching basic s-ills b !t ma-es use o" normre"erence tests d. !t re>uires the use o" care"ull+ cra"ted instructional obDective (he teachers role in problem solving methods is a (o test the conclusions c. (o propose *a+s o" obtaining the needed data b (o set up the problem d. (o help the learners *hat is it that is being solved (o nurture creativit+ in student) teacher should a Ear+ the length and di""icult+ o" >uestions c. As- convergent >uestions b Allo* "or oneminute *aittime d. &mphasie the necessit+ o" giving right ans*ers (he content o" a good lesson plan is sel"su""icient. (his means that a (he content should match *ith students aptitude c. (he content should be broad and treated thoroughl+ b (he content should help students learn ho* to learn d. (he content should be veri"iable Which one can 0$( help individuals reduce their o*n "ears about change? a Re"lect on the e,tent o" change in ones li"e so "ar and ho* it has coped *ith b !denti"+ short"alls in s-ills or -no*ledge and ta-e action to remed+ them c !denti"+ s-ills *hich *ill be use"ul in a ne* situation d Beep "eeling o" an,iet+ to themselves (he "ollo*ing are generating thin-ing s-ills) &,cept a #onnecting ne* ideas b. 'redicting c. #lassi"+ing d. !n"erring rs. Ealde *ants to generates as man+ ideas as she can as the class is about to embar- on a communit+ outreach program. Which o" the "ollo*ing *ill she emplo+? a role pla+ing b. brainstorming c. brain*ashing d. simulation Which teaching practice *ill most li-el+ decrease learners attention? a @uestioning c. Assessing learning as an integral part o" instruction b Assessing learning as an e,ternal part o" instruction d. (eaching b+ telling /or e""icienc+) i" in the process o" teaching a teacher realies that too little has been planned) *hich o" the "ollo*ing ma+ she 0$( do? a %iscuss possible problems o" the ne* assignment. c. %rill the students on the maDor points o" the lesson. b 'ose additional >uestions to e,plore various "acets o" the content d. ui #orrect practice ma-es per"ect. (his ma,im is based on (horndi-es la*s o" e,ercise and the "inding that rein"orcement o" a response increases the li-elihood its occurrence. Whose research "inding is the underlined statement? a 5-inner b. 9runer c. 'alo d. :e*in ere is a lesson obDective uir+ !n the use o" television in the classroom) *hich o" the "ollo*ing should be avoided? a (he (E program lasts the *hole class period. b (here is a previe*ing orientation c 5elect programs that match the learners level o" interest and maturit+ d :i"e should be le"t on i" students are to ta-e notes 9ased on Eictor :o*en"ields classi"ication) *hich se>uence in the developmental stages o" children in art is "ollo*ed? a 5cribbling stage) preschematic stage) schematic stage) da*ning realism stage) pseudorealistic stage b 5cribbling stage) preschematic stage) schematic stage) pseudorealistic stage) da*ning realism stage c 'reschematic stage) schematic stage) scribbling stage) pseudorealistic stage) da*ning realism stage d 'reschematic) schematic stage) scribbling da*ning realism stage) pseudorealistic stage !n relation to teachers ratings research suggests the "ollo*ing) &,cept one a (eachers "avor sel"evaluation over all other "orms o" evaluation b 'eer and supervisor+ evaluation are not reliable c 5tudent raters o" teachers are more reliable and valid than other raters d 5tudent *or- and test outcomes are supplementar+ sources "or evaluating teachers 5uppose de"ined 3 levels o" computerassisted instruction dialogue) tutoring) practicedrill. Which ones are t*o higher levels in the correct order? a (utoring and dialogue b. 'racticesdrill and tutoring c. %ialogue and tutoring d. 'racticedrill and dialogue !n *hat condition is the use o" the lecture method appropriate? a igher cognitive learning is sought c. (he subDect matter is >uite eas+ b (he in"ormation is not available d. :ong term learning is desired
7; Which re"ers to the time *hen students learn at a ma,imum level? a Wait time b. &ngaged time c. Allocated time d. Academic learning time 71 What is a sign o" the underachiever in the classroom? a Resist authorit+ and carr+ on a po*er struggle *ith a teacher. c. /rustrated about >ualit+ o" *orb olds bac- "rom class participant unless sure o" sel" d. inimum *or- output. 72 !" a"ter calling on a number o" students) a teacher is unable to obtain the desired response) *hat should teacher do? a As- leading >uestions c. 'robe students ans*ers b Reteach parts o" the lesson that need reteaching d. Rephrase the >uestions 73 /or global competitiveness) a school must embar- on a proactive change. Which one is a characteristic o" proactive change? a radical and inventive b. imitative o" others c. late in the game d. problemdriven 74 Which guideline on the use o" the chal-board should a teacher AE$!%? a &stablish routine uses "or the chal-board c. %ont tal- to the chal-board *hile *riting on it b While *riting) proceed "rom right to le"t d.:imit +our board *riting to maDor ideas 7 (o teach the democratic process to the pupils) abuha+ &lementar+ 5chool decided that the election o" class and school o""icers shall be patterned a"ter local election o" the class and school o""icers shall be patterned a"ter local election process. (here are >uali"ications set "or candidates) limited period "or campaign and rules "or posting campaign materials) etc. Which o" the "ollo*ing did the school use? a 5imulation b. 'hilips 66 c. Role pla+ing d. 5+mposium 76 Which is 0$( a characteristic o" preventive discipline. b. Anticipator+ a 'roactive c. !nventive d. Reactive. 77 $ne criterion that has been proposed in the selection and organiation o" content in the development section o" a lesson plan is balance. When does lesson content possess balance? a (he content should have practical application "or the learners b (he content is not cluttered b+ masses o" more trivial content c (he content should enable the learners to e,perience the broad s*eep o" content and give them the opportunit+ to go deeper d (he content should help student learns ho* to learn 78 (he burnout malad+ gets *orse i" a teacher doesnt intervene to change *hatever areas he or she can control. Which one can rene* a teachers enthusiasm? a &ngage in sel"pit+ b. 5tic- to the Dob c. Judge someone else as *rong d. !nitiate changes in Dob. 7 Although learning can ta-e place an+*here and an+time) the more s+stematic the teacher) the greater the probabilit+ "or success. (his points out the need "or teachers to a 5peci"+ their obDectives b. 'lan their lessons c. 5et their teaching priorities d. 5elect their instructional materials 8; 9elo* are teachers e""ective classroom management practices) &,cept $ne. a (eachers ma-e sure students understand and "ollo* rules and procedures b %isruptive behavior is handled ever+ *ee-end c (eachers clearl+ establish conse>uences "or not "ollo*ing rules d (eachers spend more time in the beginning o" the +ear e,plaining and reminding students o" rules. 81 A teachers summar+ o" a lesson serves the "ollo*ing "unctions a !t lin-s the parts o" the less b !t ma-es provisions "or "ull participation o" the students c !t clinches the basic ideas or concepts o" the lesson d !t brings together the in"ormation that has been discussed 82 Which ones are proDected visuals? a ue *ill be most appropriate? a :ecture b. 5imulation c. Role pla+ing d. 'anel discussion 84 Which is used to emphasie individualied instruction? a (utorial group b. 'hilips 66 c. !n>uir+ group d. (as- group 8 ere a >uestion /R$ (& %A(A 'R&5&0(&% /R$ <&0&RA:!FA(!$0 (A( AR& 5=''$R(&% 9 (& %A(A. =nder *hat t+pe o" >uestion does this test item "all? a &valuate b. #onvergent c. %ivergent d. Application 86 s. &stira cannot bring her pupils to the sea "or a lesson on marine communit+. Which o" the "ollo*ing *ill be closest to an actual e,perience o" marine communit+? a otion picture on marine communit+ c. 'ictures o" marine communit+ b %escription o" marine communit+ d. (aped lesson o" marine communit+ 87 Which can 0$( help organiations reduces "ears about change? a 9+ training people in ne* s-ills c. 9+ clandestine moves b 9+ -eeping people in"ormed about plans d. 9+ consultation
88 A"ter a lesson in air pollution) teacher # gives each pupil mimeographed sheets) *hich contain statements to *hich each is e,pected to react. &,amples o" these statements are. %o +ou in an+ *a+ contribute to air pollution? What solutions do +ou propose to minimie) i" not eliminate) air pollution. (hen the students are grouped "or sharing. !n this case *hat does the teacher ma-e use o" a Ealue sheet b. #on"lict stor+ c. Ran- ordering d. #ontrived incident 8 Which orders consist o" the goaloriented instructional model? a 'reassessment) speci"ication o" obDectives) preassessment) instruction) evaluation b 5peci"ication o" obDectives) preassessment) instruction evaluation c 'reassessment) speci"ication o" obDectives) instruction) evaluation d 5peci"ication o" obDectives) evaluation) preassessment) instruction ; (eacher 9s lesson *as on abortion. 5he *anted to get her students ma,imum participation and reaction. 5he sho*ed slides on abortion accompanied b+ an audiotape that presented the reasons "or and against abortion. (eacher too- a stand in "avor o" abortion and came up *ith all her Dusti"ications. At the end) ho*ever) she made clear her stand on abortion. Which did the teacher use? a 5he made use o" value clari"+ing discussion c. 5he made use o" simulation b 5he made use o" contrived incident d. 5he pla+ed the role o" the devils advocate 1 !n on o" the pages o" her re"erence material) s. &strada "inds the li"e c+cle o" a "rog. Assuming that the "ollo*ing are available to her) the >uic-est *a+ to e""ectivel+ present the li"e c+cle o" a "rog to the class is b+ *a+ o" a An overhead proDector b. An opa>ue proDector c. %escribing the li"e c+cle d. A dra*ing on the chal-board 2 9elo* are >uestions that must be considered in developing appropriate learning activitiesC e,perience) &,cept one a %o the e,periences encourage pupils to in>uire "urther? b %o the e,periences save the pupils "rom learning di""iculties? c #an be e,periences pro"it the pupils? d Are the e,periences in accordance *ith an increasing amount o" learning? 3 Which order o" the senses goes *ith an increasing amount o" learning? a 5ight) hearing) touch) taste and smell c. (aste and smell) touch) sight) hearing b (aste and smell) sight ) touch) hearing d.(aste and smell) touch) hearing) sight 4 Which o" the "ollo*ing statements on peer tutoring is true? a (eacher has time *ith more severe learning problems c. (he social s-ills o" pear tutors are not enhanced b (he atmosphere is threatening d. the peer tutors achievement goes do*n A lesson in 'hilippine histor+ *as presented b+ rs. 'alaroan b+ ma-ing her class vie* a videotape on &%5A revolution. (he videotape *hich rs. 'alaroan used in class points to *hat propert+ o" instructional media? a anipulative b. ultisensor+ c. /i,ative d. %istributive 6 Read the "ollo*ing teacherstudent situation. (eacher) *h+ is the process called photos+nthesis? 5tudent ! dont -no*. Which >uestioning techni>ue should the teacher use? a #oncept b. 'rompting c. #lari"ication d. ultiple responses 7 iss :ees obDective is to "ocus students attention on and >uic-l+ create interest in a problem or concept. 5he ma-es use o" a (as- group b. 'anel discussion c. (utorial group d. 'hilips 66 8 (he content o" the lesson must be "easible. (his means that a (he lesson should be interesting to the student b (he lesson must be *ithin the capacit+ o" the students c (he teacher must considered the time needed and resources available d (he lesson must be use"ul Which >uestioning behavior is appropriate a 0ot allo*ing a student to complete a long response c. Allo*ing choral responses b Repeating all students response d. As-ing varied >uestions 1;; Research on teacher e""ective practices has sho*n the "ollo*ing a 'lanning has title impact on student learning b @uestioning strategies are ine""ective monitoring techni>ue c (eaching procedures on classroom routines earl+ in the school +ear are essential d %irectives should be "e* and best delivered in a casual manner 1;1 (eacher *ants to measure students abilit+ to organie thoughts and ideas. Which t+pe o" test is most appropriate? a $bDectives test b. :imited response essa+ c. &,tended response essa+ d. 5hort ans*er t+pe o" test 1;2 Which o" the "ollo*ing re"ers to organied services speciall+ designed to improve the adDustment o" students? a
a Achievement tests b. !nterest inventories c. 'roblem chec-list d. Aptitude tests 1;4 Which o" the "ollo*ing statements about guidance is 0$( true? a uino #. 0ational eroes da+ KKKKK 4. anila %. (he onl+ *oman 'resident o" the 'hilippines KKKKK. 0ovember 3; &. (he capital o" the 'hil. KKKKK 6. 9ana*e Rice (erraces /. (he 'resident o" the 'hilippines *ho served the longest What %oes the (est :ac-? a $ptions b. %istraction c. Response d. 'remise 111When teachers) administrators and counselors come together to s+nthesie or coordinate in interpreting data about a student "or the purpose o" a more intensive stud+) this is called a :ongitudinal stud+ b. #ase stud+ c. #ase con"erence d. #ase anal+sis 112Which t+pe o" test can help teachers predict the probabilit+ o" success o" students in certain areas or endeavors? a Achievement b. !ntelligence c. Aptitude d. 'ersonalit+ 113Which o" the "ollo*ing correctl+ describes d+sle,ia? a !t is a developmental e,pressive *riting disorder c. !t is a developmental reading disorder b !t is a developmental arithmetic disorder d. !t is a developmental articulation disorder 114ere is a sample multiple choice t+pe o" test item an is to *oman as bo+ is to aL /ather bL other cL uali"ication must a teacher have "or guidance *or-? a 5imilar cultural bac-ground *ith the students c. A""iliation *ith a pro"essional group b 'ersonal >ualities) such as *armth) openmindedness) interest in people d. 5everal +ear o" e,perience as teacher 118Which o" the "ollo*ing is meant to determine student per"ormance at that beginning o" instruction? a %iagnostic assessment b. 'lacement assessment c. 5ummative assessment d. 5ummative assessment 11ean is to central tendenc+ as standard deviation is to a %iscrimination b. :evel o" di""icult+ c. #orrelation d. Eariabilit+ 12; (he "ollo*ing characterie school guidance programs) &,cept one a A part o" ever+ school activit+ c. A "unction sheared b+ all
b 5eparate "rom the general li"e o" the school d. :ocated in ever+ part o" the school 121 Which "actor is most li-el+ to ma-e a schools guidance program succeed? a Administrative support c (he "avorable attitude o" teachers to*ard guidance b (he availabilit+ o" the specialist d. :ocated in ever+ part o" the school 122 (he results i" this t+pe o" test serve as basis "or remedial instruction. What is the t+pe o" test re"erred to? a 'rognotic test b. 5peed test c. %iagnostic test d. Achievement test 123 (he di""icult+ inde, o" a test item is 1. (his implies that a (he test item must be moderate in di""icult+ because ;M got the item correctl+ and ;M got it *rongl+ b (he test item must be ver+ di""icult because nobod+ got the item correctl+ c (he test item must be neither di""icult because nor eas+ because this depends on the abilit+ o" the students d (he test item must be ver+ eas+ because ever+bod+ got the item correctl+ 124 !n his conduct o" item anal+sis r. ilanes discovered that a signi"icant greater number "rom the lo*er group o" the class that "rom the upper group got item number 1; correctl+. (his implies that a (he test item is reliable c. (he item has a positive discrimination po*er b (he test item has a negative discriminating po*er d. (he tests item is valid 12 ues) assembled) summaried and organied in such a *a+ that the+ ma+ be used e""ectivel+ a #umulative records b. (est pro"ile c. 'ersonal inventories d. #ase studies 132 Research "indings sho* that autism is a &ither more prevalent among girls or among bo+s depending on their nationalit+ b &>uall+ prevalent among bo+s and girls c ore prevalent among bo+ than among girls d ore prevalent among girls than among bo+s 133 !n interpreting test results *hich statements are true? ! A ra* score itsel" is meaningless but becomes meaning"ul once it is interpreted !! An anal+sis o" test results is useless *ithout interpretation !!! (est result interpretation is possible *ithout anal+sis !E (he use o" statistical techni>ues gives meaning to students scores a !) !!) !E b. !) !!) !!! c. !) !!!) !E d . !!) !!!) !E 134 (his guidance service to help students carr+ out their plans and act on their choices so that the+ become adDusted to their chosen "ield or career is called a #ounseling b. !n"ormation c. 'lacement d. /ollo*up 13 (he tendenc+ "or the rather to use onl+ the lo*er end o" rating scale in rating per"ormance is re"erred to as a 'ersonal bias error b. 5everit+ error c.
14; (he "ollo*ing are computed di""icult+ indices 1) . 8;) .;) .3; *hich one indicates the most di""icult+ item? a 3; b. ; c. 1 d. 8; 141 What "ollo*s is a multiplechoice t+pe o" tests. 5ome test items a Are too di""icult b. Are poorl+ constructed c. Are obDective d. ave multiple de"ensible ans*er WA( AB&5 (& A9$E& =:(!':& #$!#& ('& $/ (&5( '$$R? a (he options are not parallel c. (he options are not grammaticall+ connected to the stem b (he stem "ails to present a problem d. (here are grammatical clues 142 All are components o" remedial guidance in the classroom) &,cept a %ealing *ith discipline problems c. %ealing *ith poor stud+ habits and s-ills b %ealing *ith underachievement d. %ealing *ith career choices or vocational plans 143 Which method provides a more or less obDectives assessment o" di""erent aspects o" an individual? a ome visits b. #ounseling intervie* c. $bservations d. 5tandardied testing 144 What "ollo*s is a multiple choice t+pe o" test =5 uite short b (he options are not parallel d. (he content is nor /ilipino 14 A school guidance program should arise mainl+ out o" a (he curriculum and other programs o" the school c. (he students needs and the problems b (he school administrators directives "rom hisCher perceptions d. (he availabilit+ o" guidance resources in the schools 146 A test in *hich the options are dependent upon a "oundation o" some sort such as graphical representation) paragraph) and pictures is a #ontainedoptions test b. 5ettingandoptions test c. 5tructuredresponse d. 5temand options test 147 !n the scoring o" essa+ tests) e,perts advise teachers to score all ans*er to an eas+ >uestion be"ore going to the ne,t >uestion "or *hich reason? a !t reduce the chances that ratings *ill be in"luenced b+ a halo e""ect b !t is more convenient c !t is easier to appl+ the criteria more uni"orml+ *hen considering onl+ a single tas- at a time *hen going "rom tas- to tas- "or each student d #hec-ing is "aster this *a+ 148 Whose per"ormance does stanine o" represent? a 'er"ormance o" the upper 4;M c. 'er"ormance o" the lo*er 2;M b 'er"ormance o" the upper 2;M d. 'er"ormance o" the middle 2;M 14 !n ma-ing and reporting observations o" students behavior) *hich ones should be avoided? a %escriptions o" students gestures and e,pressions b (he names o" other students *ith *hom the one being observed interact c $pinions and Dudgment about a students d %irect >uotations o" students statements 1; All are basic "unctions o" ps+chological tests &G#&'( $0&. a /or selection or admission b !denti"ication o" students *ho need special attention c /or promotion or acceleration !ntegration o" li"e e,periences and "uture directions o" students 11 =pon *hat shall a teacher base the evaluation o" the learners scholarship a erit) learners scholarship c. erit) attendance b erit) >ualit+ o" per"ormance d. @ualit+ o" per"ormance) learners scholarship 12 (he "ollo*ing are some o" *hat a pro"essional teachers ma+ 0$( do &G#&'( a Accept remuneration "rom tutorials other than *hat is authoried "or such service b a-e deductions "rom students scholastic ratings as a punishment c 9ase the evaluation o" the learners *or- on merit and >ualit+ o" academic per"ormance d !n"lict corporal punishment an o""ending learners 13 (he value o" education) de"erence to authorit+) and "ilial piet+ in the 'hilippines in an in"luenced o" a (aoist tradition b. #on"ucianist tradition c. 9uddhist tradition d. indu tradition 14 Which statement regarding teachers ethical behavior is *rong? a A teacher ma+ not "all in love *ith hisCher students b (eachers shall support one another at all times *hen the best interest o" the learners) the school) or the pro"ession at sta-e c A teachers ma+ submit to the proper authorities an+ Dusti"iable criticisms against an associate d !t is ever+ teachers responsibilit+ to see- correctives "or an+ unpro"essional and unethical conduct o" an+ associate 1 Which is the "irst and "oremost concern o" a teacher? (he interest and *el"are o" a :earners b. #olleagues c. 'arents d. (he teaching pro"ession
16 (he ideal societ+ in the conte,t o" 'lato is one *here a (here is hope b. :ove prevails c. Justice reigns d . /aith matters 17 (he survivors o" a ship*rec- are no* pac-ed in a li"eboat *hich ma+ capsie unless partl+ deloaded. Which o" the "ollo*ing acts *ill be morall+ Dusti"iable? a 'ushing the +oung and old ones and leaving them behind to dro*n b (r+ing to save ever+one as much as possible c 5hooting some passengers and leaving them behind d %oing nothing and *aiting "or the boat to capsie 18 /or the advocates o" value clari"ication) values are a =niversal b. 'ersonal c. $bDective d. =nchanging 1 With regard to business) *hich does the #ode o" &thics 0$( sa+ about teachers? a A teacher shall maintain a good reputation *ith respect to debts loans and other "inancial matters b 0o teachers shall be "inanciall+ interested in an+ commercial venture involving te,tboo-s and other school commodities *here heCshe can e,ercise o""icial in"luence c 0o teacher shall act as agent o" te,tboo-s and other school commodities *here heCshe can e,ercise o""icial in"luence d a teacher ma+ not engage in an+ -ind o" business 16; (he more consumeristics a person is) the more heCshe gets attached to this material *orld) the "ather he is "rom the universal sel") the more miserable heCshe becomes. (his is a teaching o" a #on"ucianism b. (aoism c. induism d. 9uddhism 161 Who believed that there should be less reliance on the school) and the *orld o" *or-? a 'aolo /reire b. !van !llich c. 'aul ual pa+ment o" government emplo+ees productivit+ pa+ c 'a+ment o" Dust *ages to *or-ers and emplo+ees d (ransparent in operations o" the baranga+ and other organiations through public reporting 164 Which are said to be our *ellspring o" e,cellence a (hird largest &nglishspea-ing nation) tiger econom+) inventor o" peoples po*er revolution b (iger econom+) superior human resources c (iger largest &nglishspea-ing nation) superior human resources) inventor o" peoples po*er revolution d (iger econom+) the inventor o" peoples po*er revolution) superior) human resources 16 Which among these goals "or change *as proposed b+ the moral Recover+ 'rogram? a A sense o" Dustice and outrage over its violation) a sense o" national pride) a sense o" seriousness b A sense o" national guide) a sense o" seriousness) sense o" common good c A sense o" national guide) a sense o" seriousness) sense o" national Dustice and outrage over its violation d A sense o" seriousness) a sense o" the common good) a sense o" Dustice and outrage over its violation 166 (he code o" ethics "or teachers states that school o""icials shall encourage and attend to the pro"essional gro*th o" all teachers. According to the #ode school o""icials can do this b+ a uires as restructuring o" societ+ *hich can be achieved b+
a #ommunism *hich cannot tolerate multiplicit+ and "reedom c. %emocrac+ *hich re>uires centralistic political set up b /ascism *hich cannot allo* dialogue d. %emocratic socialism *hich advocates a genuine dialogue li"e 172 Which o" the "ollo*ing statements about societ+ is (R=&? a Revolution produce the opposite o" their goals c. 5ocial education H leads to a mature societ+ b &thnic cleansing leads to social unanimit+ d. #ooperative education is a means to 5ocial education? 173 Which o" the "ollo*ing statements de"ines ethics? a (he science o" correct thin-ing c. (he stud+ o" the nature o" human -no*ledge b (he stud+ o" being a general d. (he stud+ o" rightness or *rongness o" human -no*ledge 174 Which o" the "ollo*ing dose not characterie "ascism? a A government o" la*s and not o" men c. ilitarist) nationalist and dictatorial regime b Rigid hierarch+ and authorit+ o" single leader d. !t Dusti"ies an+ o" its means b+ its end 17 Which o" the "ollo*ing is not Anarchism? a /reedom and responsibilit+ c. &,treme vie* o" individual "reedom b 5ocial organiation *ithout hierarch+ d. %estruction o" the state and its supporting institution 176 !n *hich o" the "ollo*ing acts *ould +ou attribute responsibilit+? a A bar-eeper sells li>uor to a minor not -no*ing he is an adult b A bar-eeper sells li>uor to a minor not -no*ing it is illegal to do so c A bar-eeper sells li>uor to a client not -no*ing it is contaminated *ith poison d A bar-eeper sells li>uor not -no*ing it *ould cause the death o" a diabetic person 177 (he values o" the people are revealed in the "ollo*ing approaches) &,cept $ne a When the+ are as-ed to choose "reel+ among alternative b When the+ act out *hat the+ choose but "or a short *hile and not repeatedl+ c When the+ act out *hat the+ choose d When the+ are as-ed to choose among alternatives 178 (o attain harmon+ in societ+ people must rule their subDects *ith benevolence . *hose teaching *as this? a ohammad b. Bung"uu c. 9uddha d. :ao (u 17 (he concept that school "ailed to encourage positive learning and *ere opposed to the production o" independentl+minded adults *as popularied b+ a 'aolo /reire b. John %e*e+ c. 'aul
a !nternational Dustice b. %istributive Dustice c. 5ocial Dustice d #ommutative Dustice 188 !t is said that our level o" achievement is al*a+s lo*er than our level o" aspiration. (his suggests that a We should aim high c. We should thin- and act local b We should not be over ambitious d. We should set over aspirations because it is damaging i" *e cannot realie them 18 John %e*e+ advocates *hich o" the "ollo*ing? a 5omething is true i" it *or-s c. &ver+thing in this *orld is tentative) a series o" means and ends b oralit+ is "or persons d. What is right or *rong depends on the situation 1; Which is 0$( the goal o" true authorit+? a (o bring out the best in others c. (o coerce others to do *hat people in authorit+ desire them to do b (o set the e,amples "or othersd. (o help) "rom and guide others 11 !n moral li"e) responsibilit+ depends on ones -no*ingl+ and "reel+ doing an act. !n *hich o" the "ollo*ing situations *ould +ou attribute responsibilit+? a A nurse administers a medicine despite strong doubts about it c. A person un-no*ingl+ passes counter"eit mone+ b A "our +ear old "ires a loaded gun -illing his o*n "ather d. An insane person stri-es someones head *ith a hammer 12 H :i"e is *hat +ou ma-e itI. What +ou become is up to +ou. (his thought comes "rom the a &,istentialist b. Realist c. !dealist d. 'hilosophical anal+st 13 According to 'lato) the good "rom o" government is a $ligarch+ b. Aristocrac+ c. %emocrac+ d. onarch+ 14 Which o" the "ollo*ing *a+s o" li"e re"er to (aoism? a 'ractice an allembracing loveb. 'ractice the golden rule c. :ove one another d. 9e natural 1 HWithout a vision) a people perish.I 5a+s the 9oo- o" 'roverbs. (his sho*s ho* important a vision is. What does a vision 0ot do to a persons li"e? a !t guides himCher to "ollo* the most e""icient route c. !t -eeps himCher "ocused on one direction b !t dilutes hisCher attention d. !t -eeps himCher inspired 16 Which lie is the *orst o" all lies? a An o""icious lie b. A material lie c. A malicious lie d . A Docose lie 17 Which o" the "ollo*ing does not re"er to e,istentialism? a &ach man shapes his o*n li"e and destin+ b &,istence means sel"choice and sel"determination c &,istence means creativit+ and uni>ueness d 5ocial e,istence means anarch+ and violence 18 Which is ethical "or a teacher to do in a situation *here sheChe "alls in love *ith a student or *hen a student "alls in love *ith hisCher teacher? a (he teacher avoids that learner b (he teacher e,ercise discretion to avoid scandal and gossip and pre"erential treatment o" that learned c (he teacher resigns "rom hisCher teaching Dob d (he teacher advises the student to discontinue *ith hisCher studies 1 Which o" the "ollo*ing statements is 0$( (R=& o" an ideal social principle? a Restructure societ+ to crates a union o" communities b Advocate direct li"erelations bet*een men and men c %eemphasie centraliation o" po*er d Advocate an ethics o" manipulation 2;; !" a ruler *ants to maintain himsel" in po*er he must govern b+ moral po*er. =pon *hose teaching is this based? a Bung"uu c. 9uddha b :ao (u d. ohammad 2;1 Who is li-el+ to be more "ocused on the *riting and *h+? a uirements.
!!!.Achieve at high level. a ! and !! b !! onl+ c ! and !!! d ! onl+ Read the "ollo*ing then ans*er >uestions 2;4) 2;) 2;6) 2;7 and 2;8. As- to do a learning tas-) Joe hesitates and sa+s)Iahirap. A+a* -o. O%i -o maga*PI Q!ts di""icult. ! dont li-e it. ! cant do it.L 2;4 Which statement about Joe is correct? a as a lo* sense o" sel"e""icac+ b as a high sense o" sel"e""icac+ c as no sense o" sel"e""icac+ d Wants to be sure o" his sel"e""icac+ 2; Which drive can motivate him to per"orm the learning tas-? (he drive to a Achieve b ave po*er c A""iliate d (o be "ree 2;6 (o *hich "actor +ou can attribute his perceived inabilit+ to per"orm the tas-? (o a "actor KKKKK. !. Within him !!. $utside his control !!!.Which is stable !E.Within his control a ! and !E b !! and !!! c ! onl+ d !E onl+ 2;7 !s it possible to motivate this t+pe o" student? a es) he can do something *ith his abilit+. b es) he can change the nature o" his Dob. c 0o) it is impossible to motivate a student *ho himsel" is not motivated. d 0o) motivation is totall+ dependent on the student. 0o person outside him can in"luence him. 2;8 (o *hich problem does the case o" the student allude? !. =nmotivated students !!. =ncaring teachers !!!. &,tremel+ di""icult learning tas-s !E. !ncompetent teachers a ! and !!! b ! and !! c !! and !!! d !) !! and !!! Read and ans*er s 2; 213. 'rincipal A *ants her teachers to be constructivists in their teaching orientation. 2; Which does heCshe *ant hisCher teachers to do? a a-e her students derive meaning "rom *hat is presented. b uire her students to come up *ith a construct o" the lesson. 21; Which one should teachers then avoid? 5tudents KKKKKKKKKKKKKKKKKKK. a Re"lection b emoriation c !n>uir+ d 5el"directed learning 211Which material *ill teachers most li-el+ use? a /acts b :a*s c (imetested principles d h+pothesis 212 Which material *ill teachers most li-el+ avoid? a #ontroversial issues b =n>uestionable la*s c $penended topics
d 'roblems or cases 213 $n *hich assumptionCs is the principals action anchored? !. 5tudents learn b+ personall+ constructing meaning o" *hat is taught. !!. 5tudents construct and reconstruct meanings based on e,periences. !!!.5tudents derive meaning "rom the meaning that teachers give. a ! and !!! b ! onl+ c ! and !! d !! onl+ 214 What do the school campus e,pressions HpromdiI and HbarrioticI indicate? a (he po*erlessness o" the poor b :o* literac+ rate o" the countr+ c (he po*er o" the rich d (he prevalence o" ethnocentrism 21 9et*een pursuing a college course *here there is no demand and a vocational course *hich is highl+ in demand) the students usuall+ opt "or the college course. Which /ilipino value is demonstrated? a !mportance o" education b 'enchant "or a college diploma c %esire "or entrepreneurship d !nterest to obtain a s-ill 216 :ecturer # narratesN H! observe that *hen there is an &nglish spea-ing "oreigner in class) more o"ten than not) his classmates perceive him to be superior.I (o *hich /ilipino trait does this point? a ospitalit+ b /riendliness c #olonial mentalit+ d :ac- o" con"idence 217 (o ensure that all /ilipino children are "unctionall+ literate) *hich mechanism is meant to reach out to children *ho come "rom a baranga+ *ithout a school? a obile teacher b ultilevel classroom c ultigrade classroom d 5ine es-*ela 218 Which program o" the %epartment o" &ducation is an o""shoot o" the /ilipino ba+anihan spirit? a &ver+ child a reader program Q&#AR'L b 9rigada es-*ela c #hild/riendl+ 5chool 5+stem d (he basic &ducation #urriculum 21 Which developmental principle is not true? a #hildrens development is a "unction o" environment and heredit+. b #hildren develop at di""erent rates. c #hildren develop in a predictable manner. d #hildren develop s-ills and abilities in an unpredictable manner. 22; Which t+pe o" parenting st+les is most bene"icial to the development o" children) according to research? a Authoritarian b 'ermissive c Authoritative d uninvolved 221 According to &ri-son) *hat +ears are critical "or the development o" sel"con"idence? a igh school +ears b &lementar+ school +ears c 'reschool +ears d #ollege +ears 222 At the high school level) Bohlbergs advice to teachers is "or them to begin discussing *ith students about abstract principles such as Dustice and human rights. $n the average) in *hich moral developmental stage are high school students supposed to be? a 'ost conventional stage b #onventional stage c !n bet*een conventional and post conventional stage d (hat depends on the school culture 223 Which is the ideal stage o" moral development? a 5ocial contract b =niversal ethical principle c :a* and order d
d !d and ego interact 22 What is re"erred to as the Hloo-ing glass sel"I o" #oole+? a !t is ho* ! loo- at m+sel" through the e+es o" others. b !t is ho* others loo- at m+sel". c !t is ho* others a""ect me. d !t is ho* ! in"luence others. 226 When as-ed about her order) a little girl tells the *aiter H+ong -aga+a -ahaponI. With 'iagets theor+ in mind) *hat is the little girls behavior called? a 'reoperational egocentrism b #onservation c Reversibilit+ d (ransductive reasoning 227 !n the conte,t o" 'iagets theor+) ans*er this analog+ 'reoperational stage (ransductive reasoning #oncrete operational stage KKKKKKKKKKKKKKKKKKKKKKKKKKK a 'roportional reasoning b %eductive reasoning c !nductive reasoning d :ogical reasoning 228 !n *hich order does cognitive development proceed) according to 'iaget? !. /ormal operations stage !!. 5ensorimotor stage !!!.'reoperational stage !E.#oncrete operations stage a !!) !!!) !E) ! b !!) !!!) !) !E c !!) !) !!!) !E d !!) !) !E) !!! 22 (eacher begins a lesson on tumbling b+ demonstrating "ront and bac- somersaults in slo* motion and ph+sicall+ guiding his students through the correct movements. As his students become more s-ill"ul) he stands bac- "rom the mat and gives verbal "eedbac- about ho* to improve. With E+gots-+s theor+ in mind) *hat did (eacher do? a uence other students in the class *ere a"raid to ans*er >uestions. Which o" the "ollo*ing is illustrated b+ the event? a Ripple e""ect b alo e""ect c 5everit+ error d #entral tendenc+ error 234 A
a !mmaturit+ b &motional "actors c 0eurological "actors d 'oor teaching 23 (he role o" pla+ in the preschool and earl+ childhood +ears is that it KKKKKKKKKKKKKKKKKKKKK. a %evelops competitive spirit b 5eparates realit+ "rom "antas+ c %evelops the upper and lo*er limbs d !ncreases imagination due to e,panding -no*ledge and emotional range 236 Who o" the "ollo*ing authors *ould most help (eacher :ito to understand the underl+ing e""ects o" povert+ on academic achievement? a aslo* b %e*e+ c 'iaget d Bohlberg 237 !n a *ell-no*n e,periment) ps+chologists "rustrate +oung children b+ placing a *ire "ence bet*een the children and a pile o" to+s. When "inall+ allo*ed to pla+ *ith the to+s) the children smashed and destro+ed them. Which reaction *as demonstrated? a Rational aggression b %isplaced aggression c %ormant aggression d 5ustained aggression 238 !n a social studies class) (eacher ' presents a morall+ ambiguous situation and as-s students *hat the+ *ould do. $n *hose theor+ is (eacher 's techni>ue based? a 9runer b 'iaget c Bohlberg d 9andura 23 Which educational issue can be clari"ied b+ understanding aslo*s 0eeds (heor+? a 5e, education issues in school b %elin>uenc+ in the public schools c (he e""ects o" di""erent classroom structures d (he e""ect o" povert+ on academic achievement 24; ou are convinced that *henever a student per"orms a desired behavior) provide rein"orcement and soon the student learns to per"orm the behavior on her o*n. $n *hich principle is +our conviction based? a #ognitivism b 9ehaviorism c #onstructivism d &nvironmentalism 241 William
246 A person *ho has had pain"ul e,periences at the dentists o""ice ma+ become "ear"ul at the mere sight o" the dentists o""ice. Which theor+ can e,plain this? a uisition 248 9ernadette enDo+ed the roller coaster *hen the+ *ent to &nchanted Bingdom. Just at the sight o" a roller coaster) she gets e,cited. Which theor+ e,plains 9ernadettes behavior? a $perant conditioning b Attribution theor+ c 'avlovian conditioning d 5ocial learning theor+ 24 !n a treatment "or alcoholism) Ramil *as made to drin- an alcohol beverage and then made to ingest a drug that produces nausea. &ventuall+) he *as nauseated at the sight o" smell o" alcohol and stopped drin-ing alcohol. Which theor+ e,plains this? a $perant conditioning b 5ocial learning theor+ c Associative learning d Attribution theor+ 2; A mother gives her son his "avorite snac- ever+ time the bo+ cleans up his room. A"ter*ards) the bo+ cleans his room ever+da+ in anticipation o" the snac-. Which theor+ is illustrated? a $perant conditioning b #lassical conditioning c Associative learning d 'avlovian conditioning 21 9ased on 9anduras social learning theor+) *hom do children o"ten imitate? (hose *ho KKKKKKKKKKKK. !. ave substantial in"luence over their lives !!. 9elong to their peer group !!!. 9elong to other races !E. Are success"ul and seem admired a ! and !E b !! and !E c ! and !! d !E onl+ 22 !" +ou have to develop in the students a correct sense o" right and *rong) *ith *hich should +ou be concerned according to /reud? a 5uperego b &go c !d d 5uperego and ego 23 !" a student is encouraged to develop himsel" to the "ullest and must satis"+ his hierarch+ o" needs) the highest need to satis"+ according to aslo* is KKKKKKKKKK. a 9elongingness b 5a"et+ needs c 's+chological needs d 5el"actualiation 24 Which isCare the basic assumptionCs o" behaviorists? !. (he mind o" a ne*born child is a blan- slate. !!. All behaviors are determined b+ environmental events. !!!. (he child has a certain degree o" "reedom not to allo* himsel" to be shaped b+ his environment. a !!! onl+ b ! and !! c ! and !!! d !! onl+ 2 What does uence instruction b Re*ard good behavior c 9e concerned *ith the socioemotional climate in the classroom d (each beginning *ith the concrete 26 Would it be easier to understand and retain the concept o" "ractions i" rs. %ela #ru began the lesson on "ractions *ith the meaning o" S) 1C3) T) etc.?
a 0o) "or better learning the teacher proceeds "rom the concrete to the abstract. b es) provided the teacher proceeds to the concrete. c es) provided the teacher includes a concrete application o" the abstract. d !t depends on the teaching s-ills o" the teacher. Read the "ollo*ing and ans*er 3s 67;. A"ter reading and paraphrasing Robert /rosts 5topping b+ the Woods on a 5no*+ &vening) r. ar>ue as-ed the class to share an+ insight derived "rom the poem. 27 $n *hich assumption about the learner is r. ar>ues act o" as-ing the class to share their insight based? a :earners are producers o" -no*ledge not onl+ passive recipients o" in"ormation. b :earners are meant to interact *ith one another. c :earners are li-e empt+ receptacles *aiting to be "illed up. d :earners have multiple intelligences and varied learning st+les. 28 (he class *as as-ed to share their insights about the poem. (he abilit+ to come up *ith an insight stems "rom the abilit+ to KKKKKKKKKKKKKKK. a #omprehend the subDect that is being studied b Anal+e the parts o" a *hole c &valuate the *orthiness o" a thing d Relate and organie things and ideas 2 Eisual imager+ helps people store in"ormation in their memor+ more e""ectivel+. Which is one teaching implication o" this principle? a ou *ill not obDect *hen +our students da+dream in the class. b !nstruct students to ta-e notes *hile +ou lecture. c &ncourage +our students to imagine the characters and situations *hen reading a stor+. d (ell them to read more illustrated comics. 26; !t is sound to encourage students to de"ine terms in their o*n *ords because KKKKKKKKKKKKKK. a %e"ining the terms in their o*n *ords help them memorie the de"inition "aster b 5tudents remember in"ormation better *hen the+ mentall+ process it in some *a+ c (his is one opportunit+ to brush up *ith their &nglish d (he+ ought to connect the terms that the+ learn *ith other terms 261 (eacher F al*a+s chec-s on entr+ -no*ledge and s-ills be"ore she proceeds to teach ne* lesson. $n *hich principle is (eacher Fs practice grounded? a &""ective teaching proceeds "rom the concrete to the abstract. b Attention is essential "or learning. c :earning increases *hen the lesson is relevant. d 0e* learning builds on previous learning. 262 Which is a classroom application o" this principle H5tudents learn more e""ectivel+ *hen the+ elaborate on ne* in"ormation.I As +our student to KKKKKKKKKKKKKKKKK. a Write the principle "ive times b #ommit he principle to memor+ c Anal+e the principle "rom di""erent points o" vie* d 'rint the principle in bigger letters then put it in a place *here the+ are to read it time and again. 263 What is an application o" E+gots-+s idea o" sca""olding? a
c 'iagets d 9anduras 267 (eacher % claims H!" ! have to give rein"orcement) it has to be given immediatel+ a"ter the response.I Which theor+ supports (eacher %? a $perant conditioning theor+ b 5ocialcognitive theor+ c #ognitive theor+ d umanist theor+ 268 $ne learns ath b+ building on ath lessons previousl+ learned. (his is an application o" the KKKKKKKK theor+. a 'h+siological b #onstructivist c 5R d humanist 26 Recent researchers reveal limitations o" behaviorists vie*s but the+ continue to in"luence education. Which o" these demonstrate the in"luence o" behaviorist theories over e""ective learning? a 9lended learning b 'roblem solving) $(s c Journal *riting d 'rogrammed instruction 27; H:earning has ta-en place *hen a strong bond bet*een the stimulus and response "ormed.I (his is based on the theor+ o" KKKKKKKKKKKKK. a #onstructivism b #ategoriation c 'redisposition d #onnectionism 271 According to Ausubel) one o" the *a+s to strengthen the students cognitive structure is b+ using an instructional tool called KKKKKKKKKKKKKKKKKK. a #rossre"erencing b 5piral approach c Advance organier d 0arrative 272 (horndi-es la* o" e""ect states that a connection bet*een stimulus and response is strengthened *hen the conse>uence is KKKKKKKKKKKKKK. a Repeated b 0egative c 'leasurable d 'ositive 273 iss Re+es observed that one o" her students e,cels in activities re>uiring strength) speed) "le,ibilit+) balance and hande+e coordination. According to o*ard
277 (he theme o" E+gots-+s socialcultural theor+ emphasies the role o" appropriate assistance given b+ the teacher to accomplish a tas-. 5uch help enables the child to move "rom the one o" actual development to the one o" pro,imal development. 5uch assistance is termed KKKKKKKKKKKKKK. a #ompetenc+ techni>ue b 5ca""olding c Active participation d #ollaboration 278 o* can a teacher help student *ith di""erent learning and thin-ing st+les continue to learn more e""ectivel+? a Allo* su""icient time "or processing di""erent t+pes o" in"ormation. b 'rovide a general overvie* o" the lesson. c =se a variet+ o" re"lection strategies. d =se >uestions o" all t+pes to stimulate various levels o" thin-ing and valuing. 27 (he processes o" problem solving and learning are highl+ uni>ue and individualistic. (his principle means KKKKKKKKKKKKKK. a 5tudents can adapt alternative problem solving models b 5tudents can modi"+ their o*n personal st+les c &ach student becomes a*are o" ho* learning st+les can be changed d &ach student has hisCher o*n distinctive st+le o" learning and solving problems 28; !n *hich order do the 3 important goals during childhood be attained according to &ric-son? a Autonom+) initiative) trust b (rust) autonom+) initiative c !nitiative) trust) autonom+ d Autonom+) trust) initiative 281 (eacher < does not *ait "or the end o" the term to "ind out ho* much the students learn. With *hich does (eacher < agree? a /ormative evaluation b Authentic evaluation c 5ummative evaluation d 0ormre"erence evaluation 282 Which is a valid assessment tool i" +ou *ant to "ind out ho* *ell +our students can speae,temporaneousl+? a 'er"ormance test in e,temporaneous spea-ing b Written >ui on ho* to deliver e,temporaneous speech c %ispla+ o" speeches delivered d Writing speeches 283 Which must go *ith sel"assessment "or it to be e""ective? a &,ternal monitor b #onsensus o" evaluation results "rom teacher and student c 5coring rubric d 'ublic displa+ o" results o" sel"evaluation 284 Which must be present "or sel"evaluation to succeed? a #onsensus bet*een teacher and student regarding evaluation results b (eachers approval o" sel"evaluation results c (eachers monitoring o" sel"evaluation process d 5tudents intrinsic motivation to learn 28 Which is the most reliable tool o" seeing the development in +our pupils abilit+ to *rite? a 'ort"olio assessment b 5coring rubric c !ntervie* o" pupils d 5el"assessment 286 o* much o" the scienti"ic method has +our pupils ac>uired? (his is best measured in their s-ill to KKKKKKKKK. !. uestion. c !t is an insigni"icant test item. d !t is ver+ elementar+. 288 Which improvementCs should be done on this completion test item An e,ample o" a mammal is KKKKKKK. a (he >uestion should have onl+ one acceptable ans*er. b (he blan- should be at the beginning o" the sentence.
c (he item should give more cues. d (he blan- should be longer to accommodate all possible ans*ers. 5tud+ this test and ans*er >uestions s 282 (eacher F gave this test to her pupils. 5tud+ it thoroughl+ then ans*er the >uestions that "ollo* KKKKK1. 5um KKKKK2. Addends KKKKK3. (he "ormula "or the area o" a rectangle KKKKK4. ultiplier KKKKK. 'roduct KKKKK6. /ormula "or the perimeter o" a rectangle KKKKK7. e introduced the Eenn diagram. KKKKK8. An e,ample o" an improper "raction KKKKK. &>uivalent o" T in decimal
A. numbers to be added 9. .2 #. the ans*er in addition %. Ale,ander Eenn &. A U l , * /. 3C2 <. ' U 2l V 2* . the number b+ *hich +ou multipl+ !. (he ans*er in multiplication
28 Are the items in the correct column? a 0o) because this is a per"ect matching t+pe o" test. b es. (hat is e,actl+ ho* the items should be arranged. c es and no) that depends on teachers lesson obDective. d 0o. (he items on the right should be on the le"t) the items on the le"t should be on the right. 2; $ne de"ect o" (eacher Fs test is the items to match are KKKKKKKKK. a Eer+ "e* b omogeneous c eterogeneous d insigni"icant 21 o* can the test be improved? a As- more signi"icant items b Add to the number o" "oils c !ncrease the number o" items to match d !ncrease the di""icult+ level o" the test 22 Which can be a basic improvement o" the test? a !ncrease the "acilit+ inde, o" the test b a-e the items heterogeneous c !ncrease the number o" test items d a-e the items homogeneous 23 Which does the test lac-? !. %irections !!. :abel o" the #olumns !!!./oil among the $ptions !E.$ne #orrect Ans*er a !) !! and !!! b !!! onl+ c !) !!! and !E d !! and !!! 24 Which statement is true o" the test? a !t is a reliable test because it covers a *ide scope o" subDect matter. b !t is an ideal per"ect matching t+pe o" test. c !t is a good t+pe o" an imper"ect matching test. d (he items can be ans*ered b+ mere process o" elimination. 2 Which principle in test construction "or a matching t+pe o" test *as not observed? a !" +our matching test is o" the imper"ect t+pe) caution the e,aminees. b (est items must be heterogeneous. c (est items must be homogeneous. d !" +our matching test is o" the per"ect t+pe) in"orm the e,aminee. 26 What is de"ective *ith this test item? (he 'hilippines A. !s in 5outheast Asia. 9. as a democratic "orm o" government. #. 9elongs to the (hird World. %. !s the most thic-l+ populated in 5outheast Asia. !. (he stem does not contain the >uestion. !!. (he stem is ver+ short. !!!.!t has several correct ans*ers. a ! onl+
b !! onl+ c !!! onl+ d ! and !! 27 o* can +ou improve on this multiple choice test item? A test is valid *hen KKKKKKKKKKKKKKKKKKKKKKKK. A. !t measures *hat it purports to measure. 9. #overs a broad scope o" subDect matter. #. Reliabilit+ o" scores. %. &as+ to administer. a #onstruct the options in such a *a+ that the grammar o" the sentence remains correct. b a-e the lengths o" the options uni"orm. c a-e the options parallel. d 'ac- the >uestion in the stem. 28 Read this (rue/alse test item and ans*er the >uestion that "ollo*s Andre 9oni"acio "ounded the Batipunan. Which principle in test construction is violated? a (est something signi"icant. b a-e use o" simple *ords. c (here should be su""icient reason to ma-e the statement "alse. d Avoid >ualitative terms. 2 ere is (eacher %s lesson obDective H(o trace the causes o" Alheimers disease.I Which is a valid test "or this particular obDective? a %o +oung people also get attac-ed b+ Alheimers disease? 5upport +our ans*er. b What is an Alheimers disease? c #an an Alheimers disease be traced to old age? &,plain +our ans*er. d (o *hat "actors can Alheimers disease be traced? &,plain. 3;; ere is teacher &s instructional obDective H(o distinguish bet*een proper and improper "raction.I Which is a valid test item "or such obDective? a %e"ine proper and improper "ractions. b 'ut a chec- QL on the proper "ractions and an G over the improper S) 4C3) T) C6) 7C8) C7) 2C1;) 6C12. c !s an improper "raction reall+ a "raction? &,plain +our ans*er. d #an +ou add proper and improper "ractions together? &,plain. 3;1 #hoose an appropriate curriculum especiall+ that the cholds mind does not contain an+ innate ideas *as an advice "rom KKKKKKKKKKKKK. a 'lato b John :oc-e c Rousseau d 9. /. 5-inner 3;2 Who claimed that children are natural learners and there"ore) must be taught in natural settings? a 'iaget b /roebel c ontessori d Bohlberg 3;3 According to Wiggins and c(ighe) one "acet o" understanding) an evidence o" learning) is empath+. Which test >uestions assesses capacit+ to empathie? a 5tate the '+thagorean theorem. b (est on Romeo and Juliet. !magine +ou are Juliet. Write +our thoughts and "eelings *h+ +ou have to ta-e this desperate action? c %iagnose and "i, the bro-en lamp. d (ranslate all the *ords in 5panish and give the meaning o" the sentence. 3;4 (he best *a+ to assess learning is to use realli"e situations) obDects and materials e,isting in the environment. ence) teachers are encouraged to use KKKKKKKKKKKKKKKKKKK. a Rating scale b 'encilandpaper test c $bservation techni>ue d Authentic assessment 3; (he main purpose in administering a pretest and a posttest to students is to KKKKKKKKKKKK. a Accustom the students in "re>uent testing b Beep ade>uate records c easure the value o" the material used d easures gains in learning 3;6 A sentence that comes be"ore is missing. o* is understanding o" a concept sho*n b+ learners? !. 9+ using and adopting it !!. 9+ repeating *hat has been heard !!!.9+ memoriing *hat has been read a !! b !!!
c !! and !!! d! 3;7 =nderstanding o" a concept is revealed as KKKKKKKKKKKKKK) the abilit+ to accomplish tas-s success"ull+ under pressure. a 'er"ormance in team*orb 'er"ormance -no* ho* c 'er"ormance in arts d 'er"ormance in *or-s 3;8 %uring the sensorimotor period) a child does not see things in abstract "rom. Which o" the "ollo*ing should teachers remember in teaching and assessing +oung childrens per"ormance? a =se o" pictures ma+ not be necessar+ b =se o" concrete obDects is not necessar+ c 'rinted *ords are easier to understand than pictures d #olored pictures are more e""ective than printed sentences. 3; (o identi"+ learning needs and respond to such needs the teacher administers a KKKKKKKKKKKK test. a /ormative b 5ummative c 'eriodic d %iagnostic 31; !n constructing test items the teacher considers the alignment o" KKKKKKKKKKKKKKKKKK *ith assessment. a #ontent and process b onitoring and evaluation c !nstructional obDectives d !nstructional materials 311(he principle o" learner KKKKKKKKKKKKKKKKKK ma-es assessment a shared responsibilit+ *ith the teacher. a 'er"ormance b Accountabilit+ c Responsibilit+ d &valuation 312 (he %epartment o" &ducation directed that the lo*est passing grade is KKKKM and the lo*est "ailing grade is KKKKKM in the report card. a 7;6; b 77; c 76 d 7;; 313 Among the component o" the learners mar-sCratings. 9ehavior is re"lected in a Ealues &ducation Q#&R#L b &nglish c /ilipino d $utputsC'roDects 314 (est scores are totaled at the end o" each grading period and computed using the "ormula a X5tudents score Y ighest possible score , 1;; b Xighest score Y :o*est possible score , 1;; c X(est scores U transmutation table , 1;; d X5tudents score , 1;;M 31 5coring guides "or rating openended >uestions are called KKKKKKK. a $utputs b $utcomes c Rubrics d 5cales 316 Read the rubric "or assessing outputs and ans*er the >uestion. 81; points %emonstrates imaginative thin-ing and uni>ue >ualities 7 points %emonstrates moderate imaginative s-ills 14 points :ac-s imaginative thin-ing What is being assessed b+ the above criteria? a Appeal b #reativit+ c Aesthetic d Wor-manship 317 Which o" the "ollo*ing assessment tools *ould +ou recommend i" one should adhere to constructivist theor+ o" learning? !. #onstructed response test !!. 'er"ormance test !!!. #hec-list o" a monitor screening test !E. $bservation test a ! and !!
b !! and !!! c !) !! and !!! d !) !! and !E 318 Which o" these are nonthreatening means o" assessing learning outcomes? !. 'ort"olio !!. 5el"evaluation !!!. 'eer evaluation !E. :earning Dournals a ! and !! b ! and !!! c !) !!) !E d !! and !!! 31 A criterionre"erenced test is designed to determine *hether or not a student has KKKKKKKKK. a 'er"ormed *ell in a *ide content coverage b 'er"ormed higher than the other members o" a group c Reached a present target d Reached a per"ormance level on a speci"ic s-ill 32; Which o" these approaches *ould re"orm assessment o" learning outcomes? a =se standards as means o" giving "eedbac- on student learning b #ompare results o" per"ormance o" all schools c /ocus on testing *ithout investing a learners special needs d Appl+ sanctions on lo* per"orming schools 321 &ssa+ >uestions are used in an achievement test *hen KKKKKKKKKK. a ost o" the material sampled is "actual in"ormation b A *ide sampling o" material is desired c $riginalit+ is a "actor in the response d :ittle time is available "or construction and scoring 322 Which o" the "ollo*ing are alternative assessments? a 'ort"olio) e,hibits) Dournals b 'aper and pencil test) demonstration) reports c 5tudent sel"assessment) authentic assessment) surve+s d ultiple choice) structured observations) sentence completion 323 (he constructivist theor+ o" learning postulates that children learn b+ doing. 9ased on the theor+) *hich o" these *ould +ou consider in assessing learning? !. /ocus is on the product. !!. Rubric criteria should be set. !!!. /ocus is on process. !E. ultiple observation. a ! and !! b !! and !!! c !!! and !E d ! and !E 324 Which among the indicators could be most use"ul "or assessing >ualit+ o" schooling? a 'articipation rate b #ohort survival rate c 0et enrolment rate d %ropout rate 32 !" +ou *ould li-e to assess students abilit+ to *rite a port"olio) *hat t+pe o" test *ould determine their abilit+ to organie ideas and thin- criticall+? a :ong test b &ssa+ test c /ormative test d 5ummative test 326 When a student clari"ies in"ormation "rom conclusion) *hat cognitive domain is involved? a Anal+sis b &valuation c Application d 5+nthesis 327 (he instructions "or a test are made simple) clear and concise. (his is part o" *hich o" the "ollo*ing characteristics o" a good test? a $bDectivit+ b &conom+ c Administrabilit+ d 5corabilit+ 328 (eacher < gave a test in grammar. 5he "ound out that one hal" o" the class scored ver+ lo*. 5he plans to give another test to the pupils *ho scored ver+ lo* to "ind out e,actl+ *here the+ are *ea-. Which t+pe o" test is this? a 'lacement test
b %iagnostic test c Achievement test d !ntelligence test 32 With manner o" ans*ering as criterion) *hich o" the "ollo*ing t+pes o" test does not belong to the group? a ultiple choice b (rue"alse c atching d #ompletion 33; With the mode o" ans*ering as point o" re"erence) *hich o" the "ollo*ing t+pes o" test does not belong to the group? a 'roblemsolving b #ompletion c atching d &ssa+ 331 Which o" the "ollo*ing is a precise meaning o" evaluation? a #ollecting data relevant to personal characteristics b Administering teachermade tests c !nterpreting and attaching value to data collected d 5coring accomplished tests 332 Which is not a characteristic o" authentic assessment? a !s "ocused on li"eli-e) meaning"ul) relevant t+pes o" student learning b $""ers opportunities to stud+ problem intensivel+ c &as+ to complete d /ruit"ul in terms o" genuine learning 333 Which is the least authentic mode o" assessment? a 'aperandpencil test in vocabular+ b $ral per"ormance to assess students spo-en communication s-ills c Artistic production "or music or art subDect d &,periments in science to assess science method 334 Which o" the "ollo*ing ma+ not be ade>uatel+ assessed b+ a paperandpencil test? a 5ubDectverb agreement b Eocabular+ c ultiplication s-ills in ath d 5ight reading in music 33 (eacher 9 *ants to determine students strengths and *ea-nesses in the use o" laborator+ e>uipment. Which assessment procedure *ill be most appropriate and authentic? a $bservation o" students use o" laborator+ e>uipment *hile the+ conduct e,periments b 'aperandpencil test that re>uires students to enumerate the dos and donts in the use o" laborator+ e>uipment c 'racticum test on the use o" laborator+ e>uipment d Re>uiring students to dra* and label the laborator+ e>uipment 336 ar-ing on a normative basis means that KKKKKKKKK. a (he normal curve o" distribution should be "ollo*ed b 5ome students must "ail c /e*er students must get high grades d
a ore "rom the upper group got the item correctl+ b ore "rom the lo*er group got the item correctl+ c (he test is >uite reliable d (he test item is valid 342 (he discrimination inde, o" a test item is V48. What does this mean? a An e>ual number "rom the lo*er and upper group got the item correctl+. b ore "rom the upper group got the item *rongl+ c ore "rom the lo*er group got the item correctl+ d ore "rom the upper group got the item correctl+. 343 !" the di""icult+ inde, o" +our test item is .8) *hat should +ou do *ith this item? a Revise it. b ReDect it. c Retain it d Reserve it "or another group o" pupils Read the "ollo*ing then ans*er >uestions 344348. !n a multiple choice test item *ith options A9#% and out o" ; e,aminees A. (he correct ans*er) *as chosen b+ N 9. Was chosen b+ 3;N #. Was chosen b+ 13 andN %. Was chosen b+2. 344 Which *as the most e""ective distracter? a $ption A b $ption # c $ption % d $ption 9 34 Which *as the least e""ective distracter? a $ption # b $ption % c $ption 9 d $ption A 346 Which must have served as a plausible optionCs? a $ption 9 b $ption % c $ption # d $ption 9)# and % 347 Which statement can be true o" the test item? a (he di""icult+ inde, must be lo*. b (he di""icult+ inde, must be high. c !t cannot be determined. d (he test item must be reliable. 348 o* do +ou consider option %? a ost e""ective distracter b &""ective distracter c !ne""ective distracter d Attractive option 34 !n a one hundred item test) *hat does R+ans ra* score o" 7; mean? a e surpassed 3; o" his classmates in terms o" score. b e got 7; items correct. c e surpassed 7; o" his classmates in terms o" score. d e got a score above the mean. 3; our percentile ran- in class is 6;M. What does this mean? a ou got 4;M o" the test items *rongl+? b ou scored less than 6;M o" the class. c ou got 6;M o" the test items correctl+. d ou scored better than 6;M o" the class. 31 ere are ra* scores in a >ui 7) ) 8) 83) 77) 7) ;) 1;) ) 2) 1. What is the median? a 7 b 2.72 c 76 d 77 32 ere is the score distribution 8) 3) 3) 3) ;) 88) 87) 8) 8) 8) 7;) 1) 34) 34) 34) 2;) 18) 1) 12) ) 8) 6) 3) 1. Which is a characteristic o" the score distribution? a 0o discernible pattern b (rimodal c 9imodal d 5-e*ed to the right
33 Which measure o" central tendenc+ is most reliable *hen scores are e,tremel+ high and lo*? a #annot be identi"ied unless individual scores are given b ode c ean d edian 34 Which is true *hen standard deviation is small? a 5cores are highl+ bunched together. b (he bell curve is relativel+ "lat. c 5cores are spread apart. d 5cores are to*ard both e,tremes. 3 Which is true *hen standard deviation is big? a (he bell curve shape is steep. b 5cores are spread apart. c 5cores are concentrated. d 5cores are not e,tremes. 36 ou have computed the mean and +ou *ant to get more in"ormation about the distribution o" scores. Which measure o" variabilit+ is most appropriate? a 5tandard deviation b ode c 5emiinter>uartile range d Range 37 !n a grade distribution) *hat does the normal curve mean? a A large number o" students receiving lo* grades and ver+ "e* students *ith high grades. b A large number o" more or less average students and ver+ "e* students receiving lo* and high grades. c A large number o" students *ith high grades and ver+ "e* *ith lo* grades d All o" these students have average grades. 38 (here is a negative correlation bet*een amount o" practice and number o" errors in tennis. What does this mean? a (he increase in the amount o" practice does not at all a""ect the number o" errors. b %ecrease in the amount o" practice goes *ith decrease in the number o" errors. c As the amount o" practice increases) the number o" errors decreases. d (he decrease in the amount o" practice sometimes a""ects the number o" errors. 3 Which one indicates a strong negative correlation? a .7 b .1; c .2 d .1 36; #omplete this analog+ 'ositive correlation is to direct relation as 0egative correlation is to KKKKKKKKKKKKKKKKK. a %e"inite relation b !nde"inite relation c 0eutral relation d !nverse relation 361 o* *ill +ou interpret a students 8;M percentile score? (he student scored KKKKKKKKKKKKK. a igher than 8;M o" the members o" the group. b 9etter) relative to the competencies targeted. c igh in all the s-ills being tested d 8;M o" the speci"ied content 362 What can be said o" student per"ormance in a positivel+ s-e*ed score distribution? a Almost all students had average per"ormance. b A "e* students per"ormed e,cellentl+. c ost students per"ormed poorl+. d ost students per"ormed *ell. 363 A number o" test items in a test are said to be nondiscriminating. What conclusion can be dra*n? !. (eaching or learning *as ver+ good. !!. (he item is so eas+ that an+one could get it right. !!!. (he item is so di""icult that nobod+ could get it. a !! and !!! b ! onl+ c !!! onl+ d ! and !! 364 A test item has a di""icult+ inde, o" .1 and a discriminating inde, o" .2. What should the teacher do? a a-e it a bonus item. b Retain the item. c Revise the item. d ReDect the item. 36 !" there are three raters o" an essa+ test) *hat correlation is determined?
a (riple rater b !nter rater c &,ternal rater d ultiple rater 366 !nterpreting assessment results consider consistenc+. Which is described *hen the results are consistent? a Ealidit+ b Reliabilit+ c 5ubDectivit+ d $bDectivit+ 367 (he common instrument used in measuring learning in the a""ective domain is KKKKKK. a @uestionnaire b #hec-list c ultiple choice d 5caling 368 (he test in &nglish and athematics sho*ed poor results in comprehension and problemsolving >uestions. o* ma+ the data be used "or better learners per"ormance? a =se conte,t clues in vocabular+ building. b uestions. c %etermine *ea-ness in grammatical structures. d !nvolve parents in guiding learners developing good stud+ habits. 36 (he decision to "ollo* a criterionre"erenced orientation in interpreting test scores *ill communicate KKKKKK. a o* much o" the test content the children *ere able to handle. b (he spread o" scores in a class. c (he ran-ing o" the students in a section d (he overall per"ormance o" a particular class 37; !n >ualitative social and behavioral studies) Hthe investigator is a part o" the stud+.I What are implied in this statement? !. (he researcher processes and anal+es the data himsel". !!. %ata interpretation depends on the orientation o" the researcher. !!!. (he investigator is the onl+ source o" in"ormation. !E. %ata gathering ma+ be done b+ others but the anal+sis is done b+ the researcher. a ! and !E b !! and !!! c !) !! and !E d !) !!) !!! and !E 371 A"ter scoring) (eacher < got the di""erence o" the highest and lo*est scores in each class. What did she compute? a 5tandard deviation b ean c Range d edian 372 Beeping trac- o" assessment results "rom one periodic rating to the ne,t is use"ul in contributing to the development o" a KKKKKKKKKKKKKKK. a Regional plan b Annual implementation plan c 5chool improvement plan d %ivision plan 373 When chec-ing proDects made b+ +our pupils) *hat must be done to ensure obDectivel+ in giving grades? a 'repare rubrics in giving grades b Re>uest somebod+ to grade the proDects o" +our classes c Rate the proDects b+ batch chec-ing d Rate the proDects in descriptive and not in a >uantitative manner 9elo* is a continuance o" assessment methods presented b+ Wiggins and c (ighe) =nderstanding b+ %esign. !n"ormal chec-s "or understanding
observation dialogue
@ui (est
Academic 'rompt
'er"ormance (as-C'roDect
9ased on the diagram) ans*er the s 374376 374 (he assessment methods are considered to collect KKKKKKKKK o" understanding overtime. a !n"ormation b &vidence c (as-s
d /acts 37 When assessment is anchored on academic prompts the ongoing in>uir+ is KKKKKKK and ranges "rom simple to comple,. a 5peci"ic b uestions are considered in instructional planning and in identi"+ing desired results and assessments. Which t*o >uestions are relevant? !. What activities *ill e>uip students *ith the needed -no*ledge and s-ills? !!. What method o" assessment should be used? !!!. What materials and resources are best suited to accomplish the learning obDective? !E. What t+pe o" tests should be given? a ! and !!! b !! and !E c !! and !!! d !E onl+ 378 Which is one measure o" attitude that consists o" a value statement *here +ou are as-ed to e,press +our degree o" agreement or disagreement o" a statement? a :i-ert scale b !ntervie* schedule c 5emantic di""erential d #hec-list 37 (eacher / narrates H! *ent through a test *here ! *as as-ed ho* the in- blot appeared to me.I What test did (eacher / probabl+ undergo? a !@ test b Rorshach (est c Aptitude test d &@ test 38; (eacher = as-ed her pupils to create a stor+ out o" the given pictures. Which proDective techni>ue did (eacher = use? a Rorshach test b 0arrative c (hematic Apperception (est d Re"lective 381 Which test *ill the ues !!!. #umulative record o" student a !!! onl+ b !! and !!! c ! and !! d !) !! and !!! 383 Which tool should a teacher use i" she *ants to locate areas *hich are adversel+ a""ecting the per"ormance o" a signi"icant number o" students? a 'roblem chec-list b 5el"report techni>ue c Autobiograph+ d #umulative record 384 5tudent 9 *as as-ed to report to the uent t+pe. 38 Which is not true o" the guidance process?
a (he guidance process means the guidance counselor decides *hat is best "or the student *ho is in the dar-. b (he guidance process is a continuous process. c ualities o" students outcomes. a (ested b Accomplished c %istinguished d %esired 32 (he Report #ard is given ever+ grading period to the pupilCstudent and the parents are in"ormed o" the learners per"ormance. (his is aCan KKK o" the teacher stipulated in &ducation Act o" 182. a Role b $bligation c Accountabilit+ d Responsibilit+ 33 (eachers should avoid KKKKK in assigning student per"ormancebased ratings. a Arbitraries and bias b =nnecessar+ deductions c 'artialit+ and calculation d =nnecessar+ evaluation 34 Which is the basic principle underpinning the per"ormancebased grading s+stem? a !t is a tool "or improving teaching and learning. b !t is a tool to determine prere>uisite -no*ledge. c !t is diagnostic) "ormative and summative. d !t is evaluative and Dudgmental. 3 rs. :im *ants to generate as man+ ideas as she can as the class is about to embar- on a communit+ outreach program. Which o" the "ollo*ing *ill she emplo+? a 5imulation b 9rainstorming c 9rain*ashing d Role 'la+ing 36 (he lesson is on the pros and cons o" capital punishment. r. ilan *ants to do high level thin-ing and to develop a vie* o" capital punishment "rom di""erent perspectives. Which techni>ue *ill be most appropriate? a Role pla+ing b 5imulation c :ecture d 'anel discussion
37 (o teach the democratic process to the pupils) 9iag &lementar+ 5chool decided that the election o" class o""icers shall be patterned a"ter the local election. (here *ere >uali"ications set "or candidates) limited period "or campaign and rules "or posting campaign materials) etc. Which o" the "ollo*ing did the school use? a Role pla+ing b 5imulation c 5+mposium d 'hilips 66 38 iss :ees obDective is to "ocus students attention on and >uic-l+ create interest in a problem or concept. 5he should ma-e use o" KKKKKKKKKKK. a (utorial group b 'hilips 66 c (as- group d 'anel discussion 3 Read the "ollo*ing teacherstudent interaction. (eacher Wh+ is the process called photos+nthesis? 5tudent ! dont -no*. Which >uestioning techni>ue should the teacher use? a 'rompting b ultiple choice c #lari"ication d #oncept revie* 4;; Which order "ollo*s the basic rule in "raming interaction? a #all on a student) pause) as- the >uestion b As- the >uestion) call on a student) pause c As- the >uestion) pause) call on a student d #all on a student) as- the >uestion) pause 4;1 (o nurture creativit+ o" learners) the teacher should be KKKKKKKKKKK. a An allpo*er"ul authorit+ b A repositor+ o" -no*ledge *ith the Hright ans*erI c 5ingleminded d /le,ible in terms o" time) pace materials) techni>ues 4;2 ou *ant to teach "acts and rules. Which one *ill +ou ma-e use o"? a %irect instruction b 5el"directed learning c !ndirect instruction d #ollaboration model 4;3 (eacher 9en) an e,perienced teacher) does dail+ revie* o" past lesson. Wh+? a (o provide his pupils *ith a sense o" *holeness and continuit+ b (o determine *ho among his pupils are stud+ing c (o re"lect on ho* he presented the previous lesson d (o introduce a ne* lesson 4;4 (eacher Alvin *ants to teach the class the rules in pla+ing bas-etball. Which method is most appropriate? a %irect instruction b 'roblem solving c %iscover+ d !nductive reasoning 4; ou *ant to teach concepts) patterns) and abstractions. Which method is most appropriate? a %eductive method b 'roblem solving c %irect instruction d !ndirect instruction 4;6 %irect instruction is "or "acts) rules) and actions as indirect instruction is "or KKKKKK. a #oncepts) patterns) and abstractions b Rules) concepts) processes c
c ! and !! d 'artl+ !) partl+ !! 4; ou combined several subDect areas in order to "ocus on a single concept "or interdisciplinar+ teaching. Which strateg+ did +ou use? a 'roblemcentered learning b Reading*riting activit+ c (hematic instruction d =nit method 41; When +ou teach) +ou o"ten engage +oursel" in brainstorming. Which do +ou avoid? a 5electivel+ involve pupils b 9rea- do*n barriers c uivalent "ractions b 'roper and improper "ractions c 5e>uencing "ractions d #onverting "ractions 412 aving a moc- presidential election) complete *ith debates) discussion o" issues and voting) teaches students a (he decisionma-ing process b (he s-ill to *in in debates c (he art o" *inning in an election d (he s-ill to persuade 413 ou have presented a lesson on animal protective coloration. At the end) +ou as- i" there are an+ >uestions. (here are none. ou can ta-e this to mean a our students are not interested in the lesson b ou need to determine i" the students understood ever+thing +ou presented c ou need to as- speci"ic >uestions to elicit responses d our students did not understood *hat +ou *ere tal-ing about 414 What is the best *a+ to develop math concepts? a :earning math as applied to situations) such as its being a tool o" science b 5olving problems b+ loo-ing "or correct ans*ers c 5olving problems b+ using memoried "ormula d 5olving problems b+ appl+ing learned "ormulas 41 Which isCare e""ective methodCs in teaching students critical reading s-ills? a !nterpret editorials and read and interpret three di""erent movie revie*s b Read and interpret three di""erent movie revie*s c !nterpret editorials about a particular subDect "rom three di""erent ne*spapers d &valuate the consistenc+ o" ideas e,pressed in an editorial 416 (eacher 9ong li-es to concretie the abstract concept o" an atom. e came up *ith a concrete presentation o" the atom b+ using *ires and plastic balls. o* *ould +ou classi"+ (eacher 9ongs visual aids? a odel b Realia c Replica d #hart 417 (eacher enr+ gave his "irstgrade class a page *ith a stor+ in *hich pictures ta-e the place o" some *ords. Which method did he use? a (he rebus method b (he *hole language approach c (he 5paulding method d (he language e,perience approach 418 !n +our attempt to develop creative thin-ing s-ills) +ou *ant to test "luenc+ o" ideas. Which activit+ *ill be most appropriate? a :ist animals covered *ith hair in 1 minute. b #ompare 'ictures 1 and 2. Where there are the di""erences? c 5olve this pule. d 5olve this math problem. 41 (he collaborative approach includes the maDor behaviors o" listening) clari"+ing) presenting) problem solving) and KKKKKKKKK. a 0egotiating b &valuating c /eedbac-ing d Assessing 42; Which is an important "actor in di""erentiated instructional process?
a &rror anal+sis b &ntr+ level indicators c 5tudentled con"erences d Record -eeping per"ormance assessments 421 Which o" these is not an indicator o" a supportive learning environment? a igh dropout rates b Warm and "riendl+ atmosphere c 5tudents ta-e personal responsibilit+ "or their learning and behavior d !ncrease in student bonding to school 422 (he incorporation o" the content materials in language lessons is called KKKKKKK. a 'roblemsolving instruction b #ontentbased instruction c !ntegration approach d (hematic approach 423 Which o" these are crucial s-ills "or e""ective teaching? !. #reation o" ne* instructional materials !!. #lassroom management !!!. igher order thin-ing s-ills !E. Art o" >uestioning a !) !!) !!!) and !E b !! and !E c ! and !!! d ! and !E 424 Which is in accordance *ith the H*ithitnessI principle o" classroom management o" Bounin? a 5tudent is *ith his teacher in ever+thing he teaches. b (eacher is "ull+ a*are o" *hat is happening in his classroom. c 5tudents agree to disagree in class discussions. d 9oth parents and teachers are involved in the education o" children 42 Which practice helps the teacher ma,imie time "or instruction? a &mplo+ a reactive approach to discipline. b a,imie discipline time c Avoid classroom routineN the+ ma-e +our students robot. d inimie discipline time. 426 Which is sound classroom management practice? a 9e reactive in approach b $ccup+ students *ith e,tremel+ di""icult tas-s c 9e preventive in approach d ualit+ response) H*hatI and H*h+I >uestions ac>uire e>ual *ait time. c (he higher the level o" the >uestion) the longer the *ait time. d Wait time turns o"" slo* thin-ing students. 43; (eacher # as-ed the class H!s the class ans*er correct? 5tudent A said H0oI. (eacher # as-ed the same student I*h+ Ono? Which did (eacher # do? a %irecting b 'robing c Repeating d Rephrasing 431 !" +ou *ant +our pupils to master the multiplication table) *hich activit+ is most "it? a
c 'eer tutoring d 'ractice 433 Which activit+ can help develop team*or- among +our students? a Journal *riting b etaphorical thin-ing c Re"lective activit+ d Roundtable 434 !" +ou *ant to hone +our students metacognitive abilit+) *hich is most "it? a %rill "or master+ b Journal *riting c %ebate d 9rainstorming 43 (o develop reasoning and spea-ing abilit+) *hich should +ou use? a 5tor+telling b Role pla+ing c &,periment d %ebate 436 Which should +ou use more i" +ou *ant to counteract the spirit o" destructive competition among +our students? a #ommunit+ involvement proDects b :istening activities c 5el"evaluation activities d #oncept miming 437 Which is best "or the development o" logical reasoning? a #oncept mapping b =sing pictograph c /ormulating and testing h+pothesis d #oncept miming 438 Which can enhance the development o" spatial intelligence? a andson demonstration b &nvironmental stud+ c #oncept miming d #oncept mapping 43 (o sho* causeande""ect relationships "or picture smart pupils) *hich *or-s? a uir+ d !ndependent stud+ 443 Which activit+ is good "or organiing and summariing? a 'o*er point presentation b #artoons c !ntervie* d #ase stud+ 444 /or a discussion o" a topic "rom various perspectives) it is best to hold a KKKKKK. a 5+mposium b 9rainstorming c 'anel discussion d %ebate 44 /or *hich can the Eenn diagram be used? a 5e>uencing o" events b #omparison c 'resenting attributes d 5ho*ing causeande""ect
446 Which is a graphic presentation o" numerical data? a istogram b Attribute *heel c Eenn diagram d 5pider map 447 Which techni>ue is an application o" 9./. 5-inners theor+ on operant conditioning? a aster+ learning b 'rocess approach c #omputerassisted instruction d 'roDect method 448 (he "ollo*ing promote lesson elaboration through student interaction e,cept a %emonstration b 'eer tutoring c #lass discussion d #ooperative learning 44 Which one *ill +ou use i" +ou *ant to give +our students an overvie* o" +our lesson be"ore +ou proceed? a Advance organier b 'ictograph c Revie* d 5tor+ board 4; Which is least e,plorator+ in nature? a !n>uir+ approach b @uestioning method c %eductive method d 'roDect method 41 /or direct instruction *hich does not belong? a %emonstration method b %eductive method c %rill method d !nductive method 42 (o ma-e our children Hlittle scientistsI) *hich methodQsL should *e emplo+ more o"ten? !. !n>uir+ !!. 'roblem solving !!!. :aborator+ a !! and !!! b ! and !! c !) !! and !!! d ! and !!! 43 Which approach ma-es +ou thin- o" +our thin-ing? a #onstructivist b #ognitive c etacognitive d !ntegrative 44 /or integrative purposes) *hich methodCapproach should be used? a #ooperative learning b #onstructive approach c (hematic approach d etacognitive approach 4 (o teach +our students ho* to "ollo* steps in a recipe e""ectivel+) *hich method should +ou use? a %iscover+ b %emonstration c =nit d @uestioning 46 Which is one Dusti"ication o" the use o" lecture method? a When subDect is ver+ ne* and there are no re"erences +et b When students are poorl+ motivated c When teacher is substituting "or the regular teacher d When subDect is ver+ broad in scope 47 Which is the "irst step in the goaloriented or outcomebased model o" teaching? a &stablishing learning obDectives b Assessing learners entr+ capabilities c %esigning learning activities d !mplementing learning activities 48 ou *ant +our students to have master+ learning o" a basic topic. Which can help? a orrisonian techni>ue and drill b 5ocratic method c %rill d 5ocratic method and drill
4 (o give ever+one in a big class a chance to participate) *hich one should +ou emplo+? a 5imulation b #lass game c 'anel discussion d 5mall group discussion 46; /or empath+ and "or value change and development) *hich is best? a 5imulation b ue to emplo+? a :et them stand "or a *hile b 'repare un"reeersCenergiers c 5top the discussion d !gnore the students *ho are ma-ing noise 463 Wh+ do *e need to establish classroom routines? a (o ma-e our *or- eas+ b (o minimie problems in class c (o ensure order and discipline d (o promote organiation in class 464 o* *ill +ou help the sh+ and timid students in +our class? a :et them be as the+ are. b &ncourage them to Doin as man+ activities in class. c (reat them naturall+ d Re"er them to the ues are emplo+ed b+ teachers. Which is a proactive techni>ue? a uestions to as-. d 0o) *ith cognitive obDectives at the start) irrelevant >uestions are "ormulated. 468 (eacher A aims to develop critical and creative thin-ing among her students. 5he should tr+ using KKKKKKKK. a %eclarative statements b #onvergent >uestions c %ivergent >uestions d &,positor+ statements 46 What is one advantage o" using the proDect method in science teaching? a !t tests the students manipulative s-ills. b !t re>uires student to present in concrete "rom ho* a principle *or-s. c !t re>uires assistance o" e,perts on the subDect. d !t develops high level thin-ing and learning. 47; (eacher 9 re>uested an older) brighter and more cooperative member in a group to teach the other members. What is her rationale in emplo+ing this methodolog+? a (he tutor is better e>uipped and close to the rest. b (he+ -no* one another) learning is "aster. c (he tutor is older and can command them to understand. d (he members can rel+ on a brighter tutor. 471 /or >ualit+ pro"essional development) teachers must consider the 0#9(5) *hich are the established standards "or good teaching in the 'hilippines. What is meant b+ the acron+m 0#9(5? a 0ational #ompetenc+9ased (eacher 5tandards b 0ational #ompetenc+9ased (eaching 5tandards
c 0ational #ompetenc+ 9asic (eacher 5tandards d 0ational #ompetenc+ 9asic (eaching 5tandards 472 ou are ver+ much interested in >ualit+ pro"essional development program "or teachers. What characteristic should +ou loo- "or? a %epends on the availabilit+ o" "unds b 'rescribed b+ top educational leaders c Responsive to identi"ied teachers needs d Re>uired "or rene*al o" pro"essional license 473 o* do +ou -no* a program "or teachers pro"essional development that meets high standards "rom one that does not? @ualit+ pro"essional development helps teachers to KKKKKK. a ualit+ personal and pro"essional development "or teachers? a (he teacher is able to teach hisCher students. b (he teacher learns "rom hisCher students. c !t is continuing. d 'ersonal and pro"essional development calls "or teachers e,posure to students. 47 5ocietal change re>uires continuall+ deepseated >uestions about HgoodI living. Which one o" these did 5ocrates recognie as the greatest o" the human virtues? a oral *isdom b /air Dustice c #ourage d 'iet+ 476 Which competencies are e,pected o" 9&&d and 95&d graduates? !. igher level literac+ and critical thin-ing !!. 'rincipled understanding o" the learning processes !!!.Assuming the responsibilit+ to sustain pro"essional gro*th !E.Acting as an agent o" change a !! and !E b !) !!) !!! c !) !!) !!! and !E d ! and !!! 477 Which o" the "ollo*ing is best implied b+ >ualit+ and relevant teacher development initiatives? a :i"elong learning b /ocus on the nonper"ormers c #apacit+ building o" educational communit+ d entoring o" e,perts *ho share the latest ideas about teaching and learning 478 (he results o" the :&( revealed the lo* per"ormance o" "uture teachers. !n April 2;1; onl+ 1M o" the 9&&d and 2M o" 95&d graduates passed. What do the results impl+? a ore training be given to 9&&d students b Revie* e,isting teacher education curriculum visZvis ($5 c %etermine the specialiation o" 95&d graduates d !mplement selective admission in(&!5 47 (he ne* 'er"ormance Appraisal 5+stem "or (eachers Q'A5(L is KKKKKKKKKK. a Bno*ledgebased b 'racticebased c #ompetenc+based d 5-illbased 48; Which o" these s-ills must a teacher develop that *ill enable himCher to loo- at problems as opportunities? !. Addressing problems as "ast as possible !!. Remaining alert to the possibilit+ !!!./oster sense o" accomplishment !E.'romote sense o" belonging a !) !!) !!! b !!) !!!) !E c !) !!!) !E d !) !!) !E 481 As a pro"essional teacher +ou must be good at interactive communication. What does interactive communication include? !. 'ersontoperson email correspondence !!. !nteraction through simulation and models !!!.&lectronic mailing list) video con"erencing) chat rooms !E.
c !) !! and !!! d !) !!) !!! and !E 482 !nternational educators propose a de"inition o" the term global competence. What is the most appropriate characteristic o" a globall+ competent individual? a aving an open mind *hile activel+ see-ing to understand norms and *or- e""ectivel+ outside ones environment. b Abilit+ to become "amiliar *ith a ne* culture and *or- environment c aving the intercultural "acilit+ o" e""ective t*o*a+ communication d aving the pro"essional competence to spea- a "oreign language 483 Which o" the "ollo*ing ma+ generate interpersonal relationships in the *or- environment? a :earning ne* s-ills b #hallenging the best c $""site respites d %ance "estival 484 What practices develop interpersonal sensitivit+? !. #ommunicate programs proDects to sta-eholders !!. uire KKKKKKK. a /re>uent reminder that the+ need to concentrate b /re>uent and intermittent brea-s c 5hort and eas+ reading materials d usic *hile stud+ing 48 A pupil *hose mother is an $/W has been absent "or the past three da+s. #onsidering the teachers role and responsibilities) *hat action *ill +ou ta-e? a Record the absences b #onduct home visitation c Report to the guidance counselor d #onduct action research 4; o* are schools in"luenced *hen parents measure o" e,cellent school is childrens abilit+ to read as earl+ as pre-indergarten? a /ocus on academics b !ntegration o" values c Application o" socioemotional learning d &,clusive use o" reading boo-s published b+ the school 41 (o respond to the needs o" industr+) *hich one do schools "ocus on? a (echnical s-ills b umanities c 9asic literac+ s-ills d 5ocial relations 42 !n e,amining the social and political settings as *ell as the moral dimension o" the educative process) the educator necessaril+ has to deal *ith KKKKKKKKKKK. a A,iolog+ or theor+ o" value b &pistemolog+ or the theor+ o" -no*ledge c etaph+sics or the theor+ o" realit+
