ULTIMATE PROFESSIONAL EDUCATION BOOSTER

1. After the 1987 Philippine Constitution, the first legal basis to make teaching as a profession and consider teachers are professional
was ________.
A. Code of Ethics for Professional Teachers
B. RA 7640
C. PD 1006
D. RA 7836

DISCUSSION POINTS:
1. Presidential Decree 1006 – “Decree Professionalizing Teaching”
 provided for the professionalization of teaching and the regulation of its practice in Philippine
 declared by late Pres. Ferdinand Marcos, wherein the teacher education shall be given primary concern and attention by
the government and shall be of the highest quality
 teacher graduates shall undergo an examination called the Professional Board Examination for Teachers (PBET) which
has a passing rate of 70
 The Civil Service Commission and the Department of Education and Culture jointly gave examination for teachers.
 Passers will be given the Professional Teacher Certificate
 The PD 1006 made a teachers’ license a requirement for teaching
2. Republic Act 7836 – “Philippine Teachers Professionalization Act of 1994”
 Strengthened the regulation of the practice of teaching in the Philippines
 Created the Board for Professional Teachers under the supervision and administrative control of the Professional
Regulation Commission that gives the Licensure Examination for Teachers (LET)
 When a person passes the LET he/she will grant a license to teach which will be used in applying whether in public or
private school
 LET passers are required to take oath before practicing the teaching profession

3. Republic Act no. 9293 - “An Act Amending certain sections of Republic Act no. 7836”
 Gave 2-year special permit for para-teachers who have failed the licensure exam with a rating of not lower than 5
percentage points from the passing general average rating
 Professional teachers who have not practiced their profession for the past five years shall take at least (12) units of
education courses (6 units of content & 6 units of pedagogy)
 Special permit for those who have gained international recognition and is acknowledged expert in his/her respective field

2. Which program directly embodies both pre-service and in-service programs?

A. BESRA – Basic Education Sector Reform Agenda
B. TEDP – Teacher Education Development Program
C. K-12
D. BEC – Basic Education Curriculum

DISCUSSION POINTS:
Teacher Education Development Program (TEDP)
 is the master plan for Teacher Education
 is the articulation of a singular competency-based framework for teaching and teacher development that would guide all
policies, reforms, and activities related to teaching and teacher development, e.g. pre-service and in-service programs
 Since 2004, NCBTS has been the core of the Department of Education’s Teacher Education Development Program
(TEDP)
Basic Education Sector Reform Agenda (BESRA)
 Is a package of interrelated policy actions intended to bring about a fundamental change in how education is delivered
across the basic education sector, and in how reforms in the basic education sector are planned and implemented

2002 Basic Education Curriculum (BEC)

 The old 10-year educational system applied in the Philippines before the implementation of the K-12 Curriculum

K-12 Curriculum
 The 13-year “Enhanced Basic Education Curriculum” implemented in the Philippines during the PNoy Administration

3. Analyze the question: “Do my students feel that I am trying to help them learn, whatever their capabilities, learning styles, cultural
heritage, socio-economic backgrounds, and other differences are?” To which domain does it refer to?
A. The diversity of learners
B. Curriculum and planning
C. Content knowledge and pedagogy
D. The learning environment

DISCUSSION POINTS:
The Philippine Professional Standards for Teachers (PPST) – DO no. 42, s. 2017
 defines teacher quality in the Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards allow for teachers’ growing
understanding, applied with increasing sophistication across a broader and more complex range of teaching/learning
situations.
 is built on NCBTS complementing the reform initiatives on teacher quality from pre-service education to in-service training.
It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators
that provide measures of professional learning, competent practice, and effective engagement.
 Specifies a set of standards which makes explicit what teachers should know, be able to do and value to achieve
competence, improved student learning outcomes, and eventually quality education. It is founded on teaching philosophies
of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others.
 Targets to produce quality and better teachers in the country by improving the qualification of educators and increasing
their level of knowledge, practice and professional engagement
 Is anchored on the seven domains and 37 strands that quality teachers should exhibit:

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
 Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

4. This refers to the inculcation of advanced KSV in post-licensure specialization for professional practice.
A. Post-Graduate Studies
B. Professional Oath
C. Teacher Education Development Program
D. Continuing Professional Development

DISCUSSION POINTS:
RA 10912 – Continuing Professional Development Act of 2016
 Declares that the State shall institute measures that will continuously improve the competence of the
professionals in accordance with the international standards of practice, thereby, ensuring their contribution in
uplifting the general welfare, economic growth and development of the nation.
 Teachers have to comply with the mandatory 45-CPD unit requirement in order to renew their professional license
every after 3 years
 Compliance to CPD law for professional teachers started last December 1, 2017 per Resolution No. 11 s.2017 of
the Board for Professional Teachers.
 If a professional fail to comply with this, he/she will not be able to renew her PIC. Practicing your profession
without an updated license is punishable by law
 OFW professionals also need to comply with the CPD units requirements. You can earn CPD units abroad
provided that you have supporting documents to prove it. The CPD council for your profession will dictate the
equivalency of such seminars.

Definition of Terms:
 Continuing Professional Development or CPD refers to the inculcation of advanced knowledge, skills and ethical
values in a post-licensure specialization or in an inter- or multidisciplinary field of study, for assimilation into
professional practice, self-directed research and/or lifelong learning
 CPD Council refers to a body created to promote and ensure the continuous improvement of professionals, in
accordance with national, regional and international standards of practice
 CPD credit unit refers to the value of an amount of learning that can be transferred to a qualification achieved from
formal, informal or non-formal learning setting, wherein credits can be accumulated to predetermined levels for
 the award of a qualification
 CPD credit unit refers to the value of an amount of learning that can be transferred to a qualification achieved from
formal, informal or non-formal learning setting, wherein credits can be accumulated to predetermined levels for
the award of a qualification
 CPD Program refers to a set of learning activities accredited by the CPD Council such as seminars, workshops,
technical lectures or subject matter meetings, nondegree training lectures and scientific meetings, modules, tours
and visits, which equip the professionals with advanced knowledge, skills and values in specialized or in an inter-
or multidisciplinary field of study, self-directed research and/or lifelong learning
 CPD Provider refers to a natural or juridical person accredited by the CPD Council to conduct CPD Programs

5. This program in public schools aim to provide additional subject to Arabic Language and Values Education
A. Madrasah Education
B. Arabic Emergent Reading
C. Arabic Language and Islamic Values Education (ALIVE)
D. Language Enhancement and Pedagogy

DISCUSSION POINTS:

DO 41, s. 2017 - Madrasah Education in the K to 12 Basic Education Program

 specifies the programs of the Department of Education (DepEd) for Muslim learners in basic education. It covers standards and
guidelines for the implementation of the Madrasah Education programs in both public and private madaris (Muslim schools).

Programs under Madrasah Education
 Madrasah Education Program is a comprehensive program in public and private schools that aims to provide appropriate and
relevant educational opportunities within the context of Muslim culture, customs, traditions, and interests through the integration
of the Arabic Language and Islamic Values Education (ALIVE) in the basic education curriculum.

 Arabic Language and Islamic Values Education (ALIVE) is a program implemented in public schools which aims to provide
additional subjects on Arabic Language and Islamic Values in the regular basic education curriculum.

 Accelerated Teacher Education Program (ATEP) is a customized course approved by the Commission on Higher Education
(CHED) and Professional Regulation Commission (PRC) to be delivered by HEI partners. Through this program, the Arabic
Language and Islamic Values Education (ALIVE) teachers deployed in public schools may earn a teacher degree and take the
Licensure Examination for Teachers (LET).

 Arabic Emergent Reading (AER) is a training program for asatidz (Muslim teachers) to enhance their skills in teaching Arabic
Language focused on reading. This is usually conducted a day after the LEaP training.

 Arabic Emergent Reading and Culture Awareness (AERCA) is a capacity building program for implementer to acquire basic
knowledge on Arabic Language and Culture that are essential for instructional supervision as well as in the promotion of respect
and understanding of Muslim culture.

 Kindergarten Madrasah is a curriculum implemented in schools with Kindergarten classes integrating the ALIVE subjects.

 Language Enhancement and Pedagogy (LEaP) is a training prototype which serves as a capacity building and induction
program for asatidz. It covers reading, writing, listening, speaking, teaching pedagogy and school immersion. It aims to build
English proficiency and beginning mastery of lesson planning, teaching and assessment for the Arabic Language and Islamic
Values Education (ALIVE) teachers or asatidz entering the public school system.

 Qualifying Examination in Arabic Language and Islamic Studies (QEALIS) is an examination administered by the Bureau
of Education Assessment (BEA) to individuals applying to be asatidz. It is the entry-level requirement for asatidz.
6. Under the 1987 Philippine Constitution, what has been provided as official languages for purposes of communication and
instruction?
A. Filipino only
B. Filipino, English and Spanish
C. English only
D. Filipino and English

DISCUSSION POINTS

Article 14 of the 1987 Constitution (Language)

 Clearly defines Filipino as the country's national language and also acknowledges that Filipino is evolving, and that it shall
be developed and enriched on the basis of other existing dialects and languages.
 Directs the government to take steps that will initiate and sustain the use of Filipino as the medium of official
communication and as a language of instruction in the educational system.
 For the purposes of communication and instruction, Filipino and, until otherwise provided by law, English are the
official languages of the Philippines.
 Regional languages – particularly those that are not Tagalog – shall be auxiliary official languages and shall serve as
auxiliary medium of instruction in the regions they are spoken.
 Mandates the foundation of a national language commission tasked to undertake, coordinate, and promote researches for
the development, propagation, and preservation of Filipino and other languages. Pursuant to this section, the Komisyon
ng Wikang Filipino (Commission on the Filipino Language) or KWF was created in 1991.

7. What instructional activities may serve to reflect the teacher’s philosophy in teaching?
I. Setting of learning outcomes
II. Choice of teaching methods
III. Engaging in routine activities
A. II and III
B. I and III
C. I only
D. I and II

DISCUSSION POINTS:
 Your teaching philosophy represents your philosophical orientation to teaching and learning. It states your beliefs on how
learning takes place and expresses the principles you use to guide your teaching in order to bring that learning to fruition.
 The Statement of Teaching Philosophy (often shortened to “Teaching Philosophy”) is a written reflection that uses
specific examples to articulate and demonstrate your beliefs about teaching and learning. Your statement details the ways your
day-to-day practices reflect and information about your approach, strategies and methods of teaching. The process of
articulating your beliefs about teaching and learning in writing will help you to better (and more efficiently) design syllabi,
assignments, and class activities.
 A teaching philosophy usually includes your personal values as a teacher, the learning outcomes for your students, the
approaches and methods you use to achieve those objectives, the learning environment you seek to create in your classroom,
and your assumptions about teaching and learning.

8. Mr. Oliver teaches science in the Junior High School. He taught the concept that sunlight is necessary for the plants in the
process of photosynthesis. Applying the philosophy of pragmatism, Mr. Oliver should ________.
A. Draw the leaves of the plant and color this green.
B. Show a PowerPoint presentation of photosynthesis.
C. Ask the students to bring plant leaves in school.
D. Ask students to do simple experiment about photosynthesis.
DISCUSSION POINTS:
Perennialism
 The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural
and human worlds at their most essential level, do not change.
Essentialism
 believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way.
 It should focus on facts-the objective reality out there--and "the basics," training students to read, write, speak, and
compute clearly and logically.
 Students should be taught hard work, respect for authority, and discipline.
Progressivism
 believe that education should focus on the whole child, rather than on the content or the teacher.
 Learning is rooted in the questions of learners that arise through experiencing the world.
 The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical
and cultural context
 Curriculum content is derived from student interests and questions.
 John Dewey was its foremost proponent.
Reconstructionism
 is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide
democracy
 focus on a curriculum that highlights social reform as the aim of education.
Existentialism
 humanities are commonly given tremendous emphasis
 subject matter takes second place to helping the students understand and appreciate themselves as unique individuals
who accept complete responsibility for their thoughts, feelings, and actions
 teacher's role is to help students define their own essence by exposing them to various paths they may take in life and
creating an environment in which they may freely choose their own preferred way
Pragmatism
 is an educational philosophy that says that education should be about life and growth
 teachers should be teaching students things that are practical for life and encourage them to grow into better people.
 The man who introduced Pragmatism in Education is John Dewey.
 Education should provide real life experiences to the learners so as to make them dynamic, resourceful efficient and
enterprising.
 John Dewey characterizes education mainly as growth, as life, as continuous reconstruction of experiences, as a social
process (Singh, 2007)
 also known as instrumentalism or experimentalism
Realism
 attempts to teach students how to find that reality through logical processes
 Study of the natural world, as well as the skill of inquiry, and the scientific method, are all important parts of a realist
classroom.
 encourage students to draw their observations and conclusions from the world around them, rather than confining
themselves to an analysis of their own ideas. Realist educators are objective, believing in a systematic approach to order
and classified knowledge, building on previously learned information.
Idealism
 generally agrees that education should not only stress development of the mind but also encourage students to focus on all
things of lasting value
 teach students to seek the truth in literature and ideas, instead encouraging them to seek the truth by testing learned
principles on the world around them.
 is a system that stresses the greatest importance of mind, soul, or spirit indicating that its central belief emphasizes the
'human spirit' as the most fundamental constituent in the person's life
Naturalism
 there is no place for external discipline, textbooks, time-table, formal lessons, curricula or examination
 The teacher has no significant role to play
 has no faith in formal education since it stands for the doctrine of “follow nature” in education because it wants all education
to be in strict conformity with the nature of the child
 complete freedom to be given to the child in learning
9. The following are the roles of the stakeholders in curriculum development except ______________.
I. Help in formulating the appropriate learning experiences
II. Crete an environment that allows for a child’s holistic development
III. Participate in the implementation of the curriculum
IV. All are roles of the stake holders
A. I, II, and III C. II only
B. I only D. III only

DISCUSSION POINTS:
Stakeholders of the Curriculum Development Roles in Curriculum Development
Learners at the core of the curriculum The one who is directly influenced by curriculum development. Learners level
unmake curriculum by their active and direct involvement.
Teachers as curricularists Must be program initiated at the teacher level, active participation in decision
making and development work.
School Leader/Administrator as curriculum They supervised curriculum implementation, select and recruit new teachers,
managers admit students, procure equipment and materials needed for effective learning.
Parents as supporters to the curriculum Best supporters of school especially they are the ones paying for the child’s
education.
Community as curriculum resource The community members and materials in the existing local community can
very well substitute for what are needed to implement the curriculum.
Other Stakeholders: They are being asked by curriculum specialist to contribute in curriculum review
DepEd because they have the voice in licensure examinations, curriculum
CHED enhancement and many more.
TESDA
LGU
PRC
NGO’s

10. Which are the features of the K-12 Curriculum?

I. Learner-centered, inclusive and developmentally appropriate
II. Relevant, responsive, and research-based
III. Gender and culture-sensitive
IV. Contextualized and global

A. I, II, III and IV

B. I, II, and III
C. II, III and IV
D. I, II and IV

DISCUSSION POINTS:
Approaches in the K-12 Curriculum

1. Learner-centered
 teachers consider the ff: the learners’ nature, innate abilities, learning skills and styles, developmental stages,
multiple intelligences, needs, concerns, interests, feelings, family background
2. Inclusive
 “If you are inclusive in approach, you are truly learner- centered” - Teacher is for all students. - No promdi - No
outcast - No favoritism - No student is excluded in the learning circle.
3. Developmentally-appropriate
 “Observing developmental appropriateness is another way of expressing learner- centeredness.” - From simple to
complex - respective of the grade level. - Tasks within their developmental stages
4. Relevant and responsive
 No to “teaching-to-the-test”. - No to meaningless “mile-wide-inch-deep teaching”. - Making your teaching
meaningful. - Connect the lessons to the student’s daily experiences.
5. Research-based
 Make your lesson more interesting, updated, more convincing and persuasive. - Integrate research findings in
your lessons.
6. Culture-sensitive
 Be less judgmental, more understanding and empathetic with your students. - Don’t judge one culture as superior
than the other. - Learners have varied cultural experience. - Respect for cultural diversity
7. Contextualized and global
 Indigenize and localize the lessons. - Contextualized teaching means exerting effort to extend learning beyond the
classroom into relevant contexts into the real world. - Put your lesson in a context.
8. Constructivist
 Student’s learn by building upon their prior knowledge (schema).
9. Inquiry-based and Reflective
 Acting as researchers and writers - Reflecting on their findings - Making their own discoveries - Probing for
relationships - Risk answers - Students must begin to formulate questions.
10. Collaborative
 Creating a product - Completing a task - Solving a problem - Group tasks - Working together to learn together.
11. Integrative
 Subjects are brought together so that students can grasp a more authentic understanding of a subject matter
under study.
12. Spiral progression
 The same concepts from one grade level to the next in increasing complexity.
13. Mother Tongue-based Multilingual Education
 MTB-MLE- based

11. What comprises the spiral approach in teaching Math in K12 curriculum?
A. Teach Algebra, geometry and Trigonometry in Grades 8, 9 and 10 respectively
B. Give schools choice in teaching Algebra, Geometry and Trigonometry
C. Teach Algebra, Geometry and Trigonometry only to higher grades
D. Progressively teach Math concepts from Grade 1 and continue to Grade 10

DISCUSSION POINTS:
Spiral Progression Approach
 One feature of the K to 12 Program that proved to be a real challenge for many educators, especially the science and math
teachers
 means the basic principles are introduced in the first grade and are rediscovered in succeeding grades in more complex forms.
 With this approach, concepts are introduced at an early age and re-taught in succeeding years in an increasingly sophisticated
fashion.
 The teacher starts with the most basic and simple concepts. These same concepts are developed from one grade level to the
next, in increasing level of complexity and sophistication. While this has been the practice in the elementary, it was an entirely
different approach in the secondary level prior to the implementation of the K to 12 Program. Instead of the spiral progression
approach, we had the disciplinal approach. This means that a specific discipline was taught in a particular year level only. That is
why in Science, first year students studied Integrated Science, second year students had Biology, third year students
concentrated on Chemistry and the fourth-year students took Physics.
 Teaching is now more integrative and multi-disciplinary. It enables students to connect disciplines and ensures vertical integration
and seamless progression of competencies.
 Progression is not only vertical (e.g., increasing complexity), but also horizontal (e.g., broader range of applications)
 Learning is extended, reinforced and broadened each time a concept is revisited.
12. Based on the RA 10533, which are the objectives of the K-12 Curriculum Reform?
I. To provide sufficient time for mastery of concepts and skills
II. To develop lifelong learners
III. To prepare graduates for tertiary education, middle-level development, employment, and entrepreneurship

A. I, II and III
B. II and III
C. I and II
D. I only

DISCUSSION POINTS:
The K-12 Curriculum
 The program will enhance the basic education system to full functionality to fulfil the basic learning needs of
students.
 The goal of the new curriculum is to give Filipino students enough time to master skills and concepts so that they
are ready for tertiary education when the time comes.
 To give every student an opportunity to receive quality education based on an enhanced and decongested
curriculum that is internationally recognized and comparable
 To change public perception that high school education is just a preparation for college; rather than, it should
allow one to take advantage of opportunities for gainful career or employment and/or self - employment in a
rapidly changing and increasingly globalized environment.
 An enhanced curriculum will decongest academic workload, giving students more time to master competencies
and skills as well as time for other learning opportunities beyond the classroom, thus allowing for a more holistic
development.
 Graduate will possess competencies and skills relevant to the job market. The program was designed to adjust
and meet the fast-changing demands of society to prepare graduates with skills essential for the world of work.
 Graduates will be prepared for higher education. Due to an enhanced curriculum that will provide relevant content
and attuned with the changing needs of time, basic education will ensure sufficient mastery of core subjects to its
graduates much that graduates may opt to pursue higher education if they choose to.
 Graduates will be able to earn higher wages and/or better prepared to start their own business.
 There is a strong correlation between educational attainment and wage structure and studies specific to the
Philippine setting show that an additional year of schooling increases earnings by 7.5 %. This should also allow
greater access to higher education for self – supporting students.
 Graduates could now be recognized abroad, Filipino graduates eg. Engineers, architects, doctors, etc., could now
be recognized as professionals in other countries. Those who intend to study abroad will meet the entrance
requirements of foreign schools.

13. Teacher Iah gave a True-False pretest on social justice. Based on the pretest, she taught her class social justice by correcting
wrong concepts and affirming right answers. Then she gave a post-test. Among forms of assessment, which one did Teacher Iah
do?
A. Assessment FOR and AS learning
B. Assessment FOR learning
C. Assessment AS learning
D. Assessment OF learning

14. Emphasize on self-assessment. Teacher Jan Oliver applies this principle by ___________.
A. Preparing her students fir higher-order thinking questions.
B. Requiring them scoring as project.
C. Making her students check their own papers.
D. Motivating her students to set their personal learning goals and tracks their progress against that goal.
15. Mr. Cabaluna considers the multiple-choice type of test the best among the written type of test, so for assessment of learning he
uses only multiple-choice type of test. Is this in accordance with the principle of assessment?
A. Yes, for as long as the multiple-choice tests measure low- and high-level thinking skills.
B. Yes, well-formulated multiple-choice tests measure HOTS.
C. No, he should make use of varied tools for assessment data gathering.
D. No, he has only one source of data.

DISCUSSION POINTS:
Assessment FOR Learning – intended to check whether the students have understood the lesson
1. Diagnostic – to identify the students’ strengths and weaknesses; given before the lesson
2. Formative – to determine gaps in learning; given during the lesson

Assessment of Learning – intended to certify students’ academic performance

1. Summative – for giving grades to students; given after a lesson unit

Assessment AS Learning – self-assessment for both the learners and teachers; Learners can use the results of their
assessment to improve their performance, Teachers may use the results of assessment to improve their teaching
strategies and styles

16. Who gave the most authentic assessment task for the instructional objective, “Solve word problems involving operations with
fractions.”
A. Teacher Simon who asked his students to construct a word problem given a number sentence involving operations on
fractions and then solve the problem they have constructed.
B. Mr. Balita who asked his students to construct any word problem on operations with fractions then formed pairs, exchanged
problems and helped each other solve the problems.
C. Ms. Belen who required her students to construct any word problem involving operations on fractions and then show how to
solve them.
D. Mr. Pastor who required his students to solve a set of problems on operations with fractions

DISCUSSION POINTS:
MODES OF ASSESSMENT

Traditional Assessment
 refers to the standardized testing that uses questions with a limited number of answer choice
 Does not give direct evidence of learning
 More on recall of knowledge
 Focused on the cognitive domain
 pencil and paper test
 Examples: Multiple choice, true or false, matching type
Alternative/Authentic Assessment
 Are used to determine what students can and cannot do, in contrast to what they do or do not know
 Involves application of knowledge in real-life situations
 More holistic compared to traditional assessment
 Examples: Project, Performance, Portfolio

17. Of the types of validity tests, what is concerned with the relation of test scores to performance at some future time, e.g. Freshmen
college test can show success in college?
A. Curriculum validity
B. Criterion validity
C. Content validity
D. Predictive validity
DISCUSSION POINTS:
Validity
 the most important criteria for the quality of a test.
 refers to whether or not the test measures what it claims to measure.

1. Criterion-related Validity – assesses how well one measure predicts an outcome for another measure
 Concurrent validity involves comparing a new test with an existing test (of the same nature) to see if they
produce similar results
 Predictive validity is a measure of how well a test predicts abilities. It involves testing a group of subjects for a
certain construct and then comparing them with results obtained at some point in the future.
2. Content validity – the items on the test represent the entire range of possible items the test should cover.
3. Construct validity – refers to the extent to which a test captures a specific theoretical construct or trait
4. Face validity – is simply whether the test appears at “face value” to measure what it claims to
5. Curricular validity – refers to how well test items reflect the actual curriculum

18. A negative discrimination index means:

A. More from the lower group answers the test item correctly
B. More from the upper group answered the test correctly
C. The test item could not discriminate between the upper and the lower group
D. The test item has low reliability

DISCUSSION POINTS:
 Item analysis is a process which examines student responses to individual test items (questions) in order to assess
the quality of those items and of the test as a whole. Item analysis is especially valuable in improving items which will
be used again in later tests, but it can also be used to eliminate ambiguous or misleading items in a single test
administration. In addition, item analysis is valuable for increasing instructors’ skills in test construction and
identifying specific areas of course content which need greater emphasis or clarity.
 Difficulty Index - Teachers produce a difficulty index for a test item by calculating the proportion of students in class
who got an item correct. The larger the proportion, the more students who have learned the content measured by the
item.
DIFFICULTY DESCRIPTION DECISION
INDEX
0-0.20 Very Difficult Reject
0.21-0.40 Difficult Revise
0.41-0.60 Average Retain
0.61-0.80 Easy Revise
0.81-1.00 Very easy Reject

 Discrimination Index - a measure of an item's ability to discriminate between those who scored high on the total test
and those who scored low.
This index can be interpreted as an indication of the extent to which overall knowledge of the content area or mastery
of the skills is related to the response on an item.
DISCRIMINATION DESCRIPTION DECISION
INDEX
0-0.20 More from the upper group got the item correctly Reject
0.21-0.40 More from the lower group got the item correctly Retain
0.41-0.60 Cannot be discriminated Reject
19. Teacher Allan does not teach well. His students do not study well. Expected learning outcomes are not clear to both the teacher
and students. Teacher Allan’s assessment tasks are not aligned to the learning outcomes. What is most likely the result of
assessment? Describe the score distribution.
A. Skewed to the right C. Skewed to the left
B. Leptokurtic D. Follows the normal curve

DISCUSSION POINTS:
SKEWNESS – is asymmetry in a statistical distribution, in which the curve appears distorted or skewed either to the left or
to the right

1. Negatively Skewed Distribution (skewed to the left)

 if the scores fall toward the higher side of the scale and there are very few low scores
 means that the class performed well in terms of their test scores
2. Positively Skewed Distribution (skewed to the right)
 if the scores fall toward the lower side of the scale and there are very few high scores
 referred to as “skewed to the right” because that is the direction of its “long tail”
 means that the class performed poorly in terms of their test scores

KURTOSIS – the sharpness of the peak of a frequency-distribution

1. Platykurtic – a distribution with negative excess kurtosis. In terms of shape, it has thinner tails.
2. Mesokurtic – a distribution with a kurtosis of zero, matching that of the normal distribution, or normal/bell curve
3. Leptokurtic – a distribution where there are extreme points (or outliers) along the X axis, resulting in a higher
kurtosis than found in a normal distribution.

20. Which is true when the standard deviation is small?

A. Scores are toward both extremes
B. Scores are spread apart
C. Scores are tightly bunched together
D. The bell curve is relatively fat

DISCUSSION POINTS:
Standard Deviation
 Is a measure that is used to quantify the amount of variation or dispersion of a set of data values
 most reliable measure of variability

Low vs. High Standard Deviation

 a low standard deviation indicates that the data points to be close to the mean of the set which means that the
distribution is tightly bunched together
 a low standard deviation means that the scores are not spread apart
 a high SD means that the scores are spread apart
 a high SD indicates that the scores are further from the mean

Zero Standard Deviation

 means that every score is equal to the mean
 means that all scores are identical
21. How will you interpret a student’s 80% percentile score? The student scored:
A. Higher than 80% of the members of group
B. Better, relative to the competencies targeted
C. High in all the skills being tested
D. Achieved 80% of the specific content

DISCUSSION POINTS:
Percentiles report the relative standing of a particular standing of a particular value within a statistical data set. Suppose
your exam score is better than 90% of the rest of the class. The means your exam score is at the 90 th percentile.

Measures of central tendency

1. Mean – average; most reliable
2. Median – middlemost value; most stable; most reliable when there are extreme values
3. Mode – most frequently occurring value
Measures of Variability
1. Range – highest score minus the lowest score
2. Variance – square of the standard deviation
3. Standard deviation – most reliable measure of variability; square root of variance

22. In an OBE classroom, all activities are designed to _____________.

A. Maintain student comfort zones
B. Produce a busy classroom
C. Achieve specific goals
D. Maintain order

DISCUSSION POINTS:
Outcomes-Based Education/Outcomes-Based Teaching-Learning (OBE/OBTL)
 Is an educational theory that bases each part of educational system around goals (outcomes)
 By the end of educational experience, each student should have achieved the goal
 Classes, opportunities, and assessments should all help students achieve specified outcomes
 The role of the teacher adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted

Benefits of OBE
Clarity – The focus on outcomes creates a clear expectation of what needs to be accomplished by the end of the course.
Flexibility – With a clear sense of what needs to be accomplished, teachers will be able to structure their lesson around the
students’ needs.
Comparison – OBE can be compared across different institutions. On the individual level, institutions can look at what
outcomes a student has achieved to decide what level the student would be at within a new institution. On an institutional
level, institutions can compare themselves, by checking to see what outcomes they have in common and find places
where they may need improvement.
Involvement – Student involvement in the classroom is a key part of OBE. Students are expected to do their own learning, so they
gain a full understanding of the material.

23. Which of these is NOT a characteristic of an OBE learning system?

A. Competitive exams
B. Exercises based on end goals
C. Alternative assessments
D. Students-focused learning
DISCUSSION POINTS:
Characteristics of OBE Learning System
 Integrated learning areas
 Active learning
 Makes use of Learner-Centered Approaches
 Students working cooperatively
 Holistic and Varied assessment
 Makes use of Alternative and Authentic assessment
 Criterion-referenced assessment
 Clearly specified learning outcomes

24. You are required to formulate your own philosophy of education in the course teaching profession, based on Bloom’s revised
taxonomy, in which level of cognitive structure or processing are you?
A. Applying
B. Creating
C. Analyzing
D. Evaluating

DISCUSSION POINTS:
Bloom’s Taxonomy (Cognitive) Anderson’s Revised Taxonomy (Cognitive)
1. Knowledge – simple recall of facts 1. Remembering – recognizing and recalling facts
2. Comprehension – understanding, translating, summarizing 2. Understanding – understanding what the facts meant
3. Application – using and applying knowledge 3. Applying – applying facts, rules, concepts, and ideas
4. Analysis – identifying and analyzing patterns 4. Analyzing – breaking down information into component parts
5. Synthesis – using old concepts to create new ideas 5. Evaluating – judging the value of information or ideas
6. Evaluation – judging, assessing, evaluating 6. Creating – combining parts to make a new whole

Harrow’s Taxonomy (Psychomotor)

1. Reflex Abilities – learning in response to stimuli
2. Fundamental Movements – movement patterns which are combinations of reflexes
3. Perceptual Abilities – interpretation of various stimuli to make adjustments to the environment
4. Physical Abilities – endurance, strength, vigor and agility
5. Skilled Movements – result of acquisition of a degree of efficiency in performing a complex task
6. Non-discursive communication – communication through body movements

Simpson’s Taxonomy (Psychomotor)

1. Perception – ability to use sensory cues to guide motor activity
2. Set – readiness to act
3. Guided response – the early stages of learning complex skills through imitation and trial and error
4. Mechanism – intermediate stage in learning a complex a skill wherein learned skills can be already by done with
confidence and proficiency
5. Complex overt response – skillful performance of motor acts that involve complex patterns
6. Adaptation – skills are well developed, and the individual can modify movement patterns to fit special requirements
7. Origination - creating new environment patterns to fit a particular situation or specific problem

Krathwohl’s Taxonomy (Affective)

1. Receiving – being aware or sensitive to the existence of certain ideas, material, or phenomena and being willing to
tolerate them
2. Responding – refers to a commitment in small measure to the materials, ideas or phenomena involved by actively
responding to them
3. Valuing – being willing to be perceived by others as valuing certain ideas, materials, or phenomena
4. Organization – relating the new value to those one already holds
5. Characterization – acting consistently in accordance with the values the individual has internalized

25. Sir Johdel sees to it that his class sees the importance of the grammar lessons in English and so gets intrinsically motivated to
learn. In which level of processing is the class expected to act?
A. Metacognitive system
B. Cognitive
C. Between cognitive and metacognitive system
D. Self-system

DISCUSSION POINTS:
Three Systems and Knowledge Domain of Kendall and Marzano’s New Taxonomy of Educational Objectives
 Proposed by Robert Marzano, a respected educational researcher to respond to the shortcomings of the widely
used Bloom’s Taxonomy
Cognitive System
 processes all the necessary information for the task
 knowledge retrieval; comprehension; analysis; and knowledge utilization
Metacognitive system
 designs strategies for accomplishing the task
 sets goals and keeps track of how well they are being achieved
 specifying learning goals; monitoring the execution of knowledge; monitoring clarity; and monitoring accuracy
Self-System
 when faced with option of starting a new task, the self-system decides whether to continue the current behavior or
engage in the new activity
 beliefs about the importance of knowledge and beliefs about one’s efficacy
Knowledge Domain
 provides the content for accomplishing the task
 Declarative Knowledge (Information); Mental Procedures; and Physical Procedures

Classroom Example:
Iah, a Grade 3 learner is thinking about a pajama party she is going to attend this weekend when her teacher
begins a math lesson. Iah’s Self-System decides to stop thinking about the party and engage in the lesson. Her
Metacognitive System tells her to pay attention and ask questions, so she can do the work. Her Cognitive System provides
her with the thinking strategies that she needs to make sense of their teacher’s instructions. Her Knowledge Domain about
mathematical concepts and procedures makes it possible for her to complete the problems successfully. Each component
of the New Taxonomy contributes to Iah’s success at learning the math concept and skills of the lesson.

26. The subject matter is the ASEAN qualifications framework (AQRF) The Asian history teacher teams up with the economic teacher,
the professional education teacher for a thorough discussion of AQRF from the perspective of other discipline. Which describes
the Asian history teachers’ pedagogical approach?
A. Integrated
B. Reflected
C. Constructivism
D. Inquiry-based

DISCUSSION POINTS:
Teaching Approach – set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom

 Teacher-Centered – the teacher is perceived to be the only reliable source of information in the classroom
 Learner-Centered – premised on the belief that the learner is also an important resource because he/she also knows
 something and is therefore capable of sharing something
 Subject Matter-Centered – subject matter gains primacy over that of the learner
 Interactive – students talk more and less teacher talk; students are given opportunity to interact with the teacher and
with the other students
 Constructivist – students are expected to construct knowledge and meaning out of what they are taught by connecting
them to prior experience
 Integrated - the teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary) or
connects his/her lesson with other subjects thus making his/her approach interdisciplinary and multidisciplinary
 Disciplinal – limits the teacher to discussing his/her lessons within the boundary of his/her subject
 Collaborative – welcomes group work, teamwork, partnerships, and group discussion in the classroom
 Inquiry/Problem-based – teaching and learning process is focused on problem solving
 Metacognitive – brings the learner to the process of thinking about thinking making the learner reflect on what he
learned and on what his ways of learning are
 Research-based – teaching and learning is anchored on research findings
 Whole-child – learning process itself takes into account not only the academic needs of the learners, but also their
emotional, creative, psychological, spiritual, and developmental needs
 Individualistic – wants the individual students to work by themselves
 Direct teaching – directly tells, shows or demonstrates what is to be taught (Expository)
 Indirect/Guided – the teacher guides the learner to discover things for himself/herself (Exploratory)

27. Denoting or relating to a person whose self-identity does not conform ambiguously to conventional notions of male or female
gender?
A. Transgender
B. Dyke
C. Lesbian
D. Third sex

28. Which is in accordance with the withitness principle of classroom management of Kounin?
A. Students agree to disagree in class discussions
B. Teacher is fully aware of what is happening in his classroom
C. Student is with his teacher in everything he teaches
D. Both parents and teachers are involved in the education of children

DISCUSSION POINTS:
Kounin’s Management Model and Behavior Influence Techniques

 Withitness – the teacher is fully aware of what is happening in the classroom

 Smoothness – maintaining direction in the lesson and not being diverted by irrelevant incidents

 Momentum – force and flow of the lesson; the teacher moves through the lessons at a brisk pace and appear to have
very few slowdowns in the flow of activities

 Effective transition – keeping lessons moving with avoiding abrupt changes

 Overlapping – the process of attending to two or more events at the same time

 Signal interference – The teacher uses non-verbal language to signal inappropriate behavior
 Proximity control - The teacher stays near the misbehaving students
 Planned ignoring – the teacher ignores the inappropriate behavior every time the student engages in it
 Antiseptic bouncing - you remove the student from the classroom setting when you notice that the student is
becoming frustrated or agitated, before inappropriate behavior occurs

 Direct appeal - The teacher directly talks to the student for an inappropriate behavior
 Hurdle help - The teacher offers encouragement, support and assistance to prevent the student from become
frustrated with a task
 Dangling - Teacher leaves a topic without having finalized it
 Flip-flop - Teacher is teaching a lesson on one topic, but then inserts unrelated material from a previous lesson
 Thrust - Teachers fail to give clear, well-worded directions when group attention was upon them
 Truncation - Ending a topic abruptly and moving on to another topic
 Stimulus-bounded - Teacher gets easily distracted
 Removal of seductive objects – when students’ attention is diverted by toys, magazines, etc., the seductive object is
removed
 Ripple effect – occurs when the teacher corrects a misbehavior in one student, and this positively influences the
behavior of other nearby students

29. Among mistaken goals in the Acceptance Approach to discipline, what happens when students seek to hurt others to make up
being for being hurt or rejected?
A. Revenge seeking
B. Power seeking
C. Withdrawal
D. Attention getting

DISCUSSION POINTS:
Mistaken Goals and Feelings and their Hidden Message
 A way to understand why students behave in unacceptable, unhealthy, and self-defeating ways

1. Attention-seeking
 Feelings of loneliness and estrangement
 “I want to feel connected”
 “Notice me”

2. Power-seeking
 Feeling of anger
 Tends to be bossy
 “I want to help”

3. Revenge-seeking
 Feeling of anger
 Tends to hurt others
 “I am hurt”
 “Please help me”

4. Isolation/Withdrawal
 Feelings of anxiety, depression, shame, guilt, and loneliness
 “Guide me”
 “Push me”
 “Show me small steps”
30. Of the approaches to classroom management, which involves variety of techniques and methods ranging simple rewards to
elaborate reinforcements, e.g. praise or rewards?
A. Behavioral Modification Approach
B. Group Management Approach
C. Business-Academic Approach
D. Assertive Approach

DISCUSSION POINTS:
Approaches to Classroom Management

1. Assertive Approach – teacher specifies rules of behavior and consequences for disobeying them to communicate
these rules and consequences clearly.
2. Business-Academic Approach – emphasizes the organization and management of students as they engage in
academic work; the behavior is strengthened by immediate reinforcement – positive or negative
3. Behavior-Modification Approach – students’ behavior is shaped by its own consequences; behavior is modified
through immediate reinforcements
4. Group Managerial Approach – it is important to respond immediately to group student behavior that may be
inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge
5. Group-Guidance Approach – based on changing the surface behavior of the students on a group basis; discipline and
classroom control are facilitated through group atmosphere and enhance group rapport
6. Acceptance Approach – maintains that every individual needs to feel acceptance and belongingness; students will
strive to behave appropriately because they want to be accepted and to belong to the group
7. Success Approach – Deals with general psychological and social conditions instead of dealing with appropriate
behavior and the consequences of such behavior; teacher’s responsibility is to make good choices

31. Which is a sound classroom management practice?

A. Apply rules and policies on a case to case basis.
B. Apply reactive approach to discipline.
C. Avoid establishing routines; routines make your students robots.
D. Establish routines for all daily needs and tasks

32. What is the best way to maintain discipline inside the classroom?
A. Be democratic in your approach.
B. Scold the students every time mistakes occur.
C. Be consistent in the rules and regulations agreed upon.
D. Frown every time students do something inappropriate

33. Learners are more likely to internalize and follow classroom rules when _______.
A. The learners know the punishments for not following the rules.
B. The learners participate in the rule-making process.
C. The teacher clearly explains the rules she prepared.
D. The teacher gives additional points for those who follow the rules.

DISCUSSION POINTS:
Classroom Management
 A term used to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior
from students compromising the delivery of instruction
 Also implies the prevention of disruptive behavior preemptively, as well as effectively responding to it after it
happens
Classroom Routine
 Specific procedures for accomplishing daily tasks
  a well-rehearsed response to a teacher’s directive
 “Backbone of daily classroom life”
 Saves valuable time and makes it easier for students to learn and achieve more
Discipline
 Refers to strategies a teacher uses to manage student behaviors and attitudes during instructional time
 Key component of effective classroom management
 Preventive/Proactive Discipline provide proactive interventions to potential disruptive behaviors by clearly
explaining to students what behaviors are and are not appropriate
 Supportive Discipline provides students with suggestions and options for correcting a behavior before a
consequence is necessary.
 Corrective/Reactive Discipline refers to the set of consequences delivered to students following an infraction
Rules
 Provide overarching guidance for daily behavior
 Sets boundaries and provides distinct boundaries of behavior for your students
Reinforcement
 Is a consequence following a behavior that increases the probability that the behavior will increase in the future.
Punishment
 the reaction to a lack of discipline aimed to decrease undesirable behaviors
Giving Quizzes as Punishment
 Giving tests or assigning homework to control a class is a poor disciplinary technique. It will usually control the
behavior of a class for a while because students don't want to do extra work or have to study for a test; however,
the troublemakers are likely to misbehave again unless peer pressure forces them to behave. Perhaps the worst
thing about assigning homework as punishment is that it sends a mixed message about the purpose of
homework. Students might begin to regard regular homework as both unnecessary and a punishment rather than
as a way to reinforce what is being learned in the classroom.

34. Which is/are TRUE of learning to be

I. Reflects a shift from the education goal of economic productivity to a humanistic view of education
II. Emphasizes the development of the complete person
III. Focuses on the development of reason only

A. I and II
B. I, II and III
C. I only
D. III only
DISCUSSION POINTS:
Five Pillars of Education
 UNESCO’S Education for Sustainable Development Initiative (2012) presented a conceptual framework for
ongoing, lifelong learning. This model organizes learning into the following five pillars:

1. Learning to Know – the development of skills and knowledge needed to function in this world e.g. formal
acquisition of literacy, numeracy, critical thinking and general knowledge.
2. Learning to DO – the acquisition of applied skills linked to professional success.
3. Learning to Live Together – the development of social skills and values such as respect and concern for others,
and the appreciation of cultural diversity.
4. Learning to BE – the learning that contributes to a person’s mind, body, and spirit. Skills include creativity and
personal discovery, acquired through reading, the Internet, and activities such as sports and arts.
5. Learning to Transform Oneself and Society – when individuals and groups gain knowledge, develop skills, and
acquire new values as a result of learning, they are equipped with tools and mindsets for creating lasting
change in organizations, communities, and societies.
35. In Social Science, a global teacher has a wide appreciation of _____________________ drawn from the concept of unity-in
variety of people around the globe.
A. Multiculturalism
B. Education for all
C. Values education
D. Education for sustainable development

DISCUSSION POINTS:
New Developments in Education
1. Transformative Education – an educational process that brings about deep and significant changes (for the better) in an
individual and ultimately culminates in similar changes at the societal level, principally brought about through innovative and
creative teaching and learning, curriculum reform, and appropriate policy at the school level

2. Alternative Education – a non-traditional type of approach to education based on the belief that there are many varied
pathways to become educated in many types of educational environments and settings, and utilizing a variety of structures
Inclusive Education - education based on the right of all learners to quality education that meets basic learning needs and
enriches lives

3. Global Education – learning about problems and issues that cut across national boundaries and about the interconnectedness
of systems-cultural, ecological, economic, political, and technological Development Education – strives for quality of economic,
social, and political development in all countries; fairness in relationship between and within countries; equitable and meaningful
linkages between developed and developing countries

4. Peace education – empowers people to: - build, maintain, and restore human relationships - develop positive approaches
towards dealing with conflicts - create safe environments - create a safe world based on justice and human rights - build a
sustainable environment

5. Human Rights Education – understanding of human rights concepts and values to enable learners to comprehend and
transform conditions which give rise to human rights violations and exalts dignity and worth of the human person Multicultural
Education – exploration of concepts of cultural diversity, similarity, prejudices, and cultural understanding

6. Environmental Education – rethinks human-earth relationships, fosters sustainable development, promotes care for the
environment, and builds a global culture of ecological responsibility Civic/Citizenship Education – study of the basic concepts,
beliefs, and values underlying our democratic political community and constitutional order; draws its contents from political
science, jurisprudence, history, and economics

7. Gender Studies – promotes gender equality and harnesses the role of women in development

8. Future studies – anticipates the future and cope with its challenges

36. Both Muslim and Christian value marriage but the Muslim practices polygamous marriage while the Christian practices
monogamous marriage. The polygamous Muslim marriage should be viewed from the viewpoint of a Muslim and not from that of a
Christian. What is this called?
A. Enculturation
B. Acculturation
C. Cultural relativism
D. Non-rationalism
DISCUSSION POINTS:
Cultural relativism
 is the idea that a person’s belief, values and practices should be understood based on that person’s own culture,
rather than be judged by the criteria of other; not judging a culture to our own standards of what is right or wrong,
strange or normal
 Enculturation
 the process by which people learn the dynamics of their surrounding culture and acquire values and norms
appropriate or necessary in that culture and world views
Acculturation
 a process through which a person or group from one culture comes to adapt the practices and values of another
culture, while still retaining their own distinct culture
Non-rationalism
 believing the sacredness of perceived thoughts, objects, events and persons; believing that the world is inhabited
by supernatural spirits which possess powers over man and environment

37. What principle of moral discernment applies to fire victims who decided to jump over a ten-storey building rather than die by being
burned to death?
A. Principle of material cooperation
B. Principle of lesser of two evil
C. Principle of formal cooperation
D. Principle of double effect

DISCUSSION POINTS:
Principles of Ethics

1. The Principle of Double Effect

 This doctrine says that if doing something morally good has a morally bad side-effect it's ethically OK to do it providing the
bad side-effect wasn't intended. This is true even if you foresaw that the bad effect would probably happen.
 The principle is used to justify the case where a doctor gives drugs to a patient to relieve distressing symptoms even
though he knows doing this may shorten the patient's life. This is because the doctor is not aiming directly at killing the
patient - the bad result of the patient's death is a side-effect of the good result of reducing the patient's pain.
2. The Principle of Lesser of Two Evils Principle
 is the principle that when faced with selecting from two immoral options, the one which is least immoral should be chosen.

3. Principle of Formal Cooperation

 intending the evil action that another is doing.
 "This is when you deliberately, consciously, and willingly intend the evil to happen.
 Civil law calls it being an accessory to a crime. ... There is knowledge of the evil beforehand or while it is happening,
and consent to it being done. This is always sinful and immoral."

4. Principle of Material Cooperation

 providing the means to do evil without necessarily intending the evil itself.
 giving or selling nuclear weapons or biological toxins to terrorist groups. You are directly giving material cooperation without
which the evil could not be done.

38. Science Teacher Iah showed her class a glass of water with an egg in it. She asked the class: “What happens to the egg if I add
three tablespoon salt to the glass of water?” This is hypothesis formulation. What can you infer about the cognitive developmental
stage of Teacher Iah’s class?
A. Between concrete and formal operational stage
B. Formal operational stage
C. Pre-operational stage
D. Concrete operational stage
DISCUSSION POINTS:
Piaget's 4 Stages of Cognitive Development
 Piaget proposed four stages of cognitive development which reflect the increasing sophistication of children's thought:

1. Sensorimotor stage (birth to age 2)

Major Characteristics and Developmental Changes:
 The infant knows the world through their movements and sensations.
 Children learn about the world through basic actions such as sucking, grasping, looking, and listening.
 Infants learn that things continue to exist even though they cannot be seen (object permanence).
 They are separate beings from the people and objects around them.
 They realize that their actions can cause things to happen in the world around them.

2. Pre-operational stage (from age 2 to age 7)

Major Characteristics and Developmental Changes:
 Children begin to think symbolically and learn to use words and pictures to represent objects.
 Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
 While they are getting better with language and thinking, they still tend to think about things in very concrete terms.

3. Concrete operational stage (from age 7 to age 11)

Major Characteristics and Developmental Changes
 During this stage, children begin to thinking logically about concrete events.
 They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall,
skinny glass, for example.
 Their thinking becomes more logical and organized, but still very concrete.
 Children begin using inductive logic, or reasoning from specific information to a general principle.

4. Formal operational stage (age 11+ - adolescence and adulthood).

Major Characteristics and Developmental Changes:
 At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems.
 Abstract thought emerges.
 Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and
abstract reasoning.
 Begin to use deductive logic, or reasoning from a general principle to specific information.

39. Based on Kohlberg’s theory, what is the level of moral development shown when children generally do what is right in order to
come up with their parents and teacher’s expectation of a good child?
A. Conventional
B. Formal
C. Post-conventional
D. Pre-conventional

DISCUSSION POINTS:
Levels and Stages of Moral Development

Level 1: Preconventional Morality

The first level of morality, preconventional morality, can be further divided into two stages: obedience and punishment, and
individualism and exchange.
 Stage 1: Punishment-Obedience Orientation
Related to Skinner’s Operational Conditioning, this stage includes the use of punishment so that the person refrains from
doing the action and continues to obey the rules. For example, we follow the law because we do not want to go to jail.
 Stage 2: Instrumental Relativist Orientation
In this stage, the person is said to judge the morality of an action based on how it satisfies the individual needs of the doer.
For instance, a person steals money from another person because he needs that money to buy food for his hungry
children. In Kohlberg’s theory, children tend to say that this action is morally right because of the serious need of the doer.
Level 2: Conventional Morality
The second level of morality involves the stages 3 and 4 of moral development. Conventional morality includes the society and
societal roles in judging the morality of an action.
 Stage 3: Good Boy-Nice Girl Orientation
In this stage, a person judges an action based on the societal roles and social expectations before him. This is also known
as the “interpersonal relationships” phase. For example, a child gives away her lunch to a street peasant because she
thinks doing so means being nice.
 Stage 4: Law and Order Orientation
This stage includes respecting the authorities and following the rules, as well as doing a person’s duty. The society is the
main consideration of a person at this stage. For instance, a policeman refuses the money offered to him under the table
and arrests the offender because he believes this is his duty as an officer of peace and order.

Level 3: Postconventional Morality

The post-conventional morality includes stage 5 and stage 6. This is mainly concerned with the universal principles that relation to
the action done.
 Stage 5 : Social Contract Orientation
In this stage, the person is look at various opinions and values of different people before coming up with the decision on the
morality of the action.
 Stage 6 : Universal Ethical Principles Orientation
The final stage of moral reasoning, this orientation is when a person considers universally accepted ethical principles. The
judgment may become innate and may even violate the laws and rules as the person becomes attached to his own
principles of justice.

40. What developmental task best displays adolescence (13-18 years old)?
A. Learning social modesty
B. Assuming civic responsibility
C. Achieving masculine/feminine role
D. Learning to get along with agemates

DISCUSSION POINTS:
Stage Psychosocial Crisis Basic Virtue Age
1. Trust vs. Mistrust Hope 0 - 1½
2. Autonomy vs. Shame Will 1½ - 3
3. Initiative vs. Guilt Purpose 3-5
4. Industry vs. Inferiority Competency 5 - 12
5. Identity vs. Role Confusion Fidelity 12 - 18
6. Intimacy vs. Isolation Love 18 - 40
7. Generativity vs. Stagnation Care 40 - 65
8. Ego Integrity vs. Despair Wisdom 65+

Erik Erikson’s Psychosocial Learning Theory

1. Trust vs. Mistrust

 During this stage, the infant is uncertain about the world in which they live. To resolve these feelings of uncertainty, the
infant looks towards their primary caregiver for stability and consistency of care.
 If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with
them to other relationships, and they will be able to feel secure even when threatened. Success in this stage will lead to the
virtue of hope. By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility
that other people will be there as a source of support. Failing to acquire the virtue of hope will lead to the development of
fear.

2. Autonomy vs. Shame and Doubt

 This stage occurs between the ages of 18 months to approximately 3 years.
 During this stage children begin to assert their independence, by walking away from their mother, picking which toy to play
 with, and making choices about what they like to wear, to eat, etc.

3. Initiative vs. Guilt

 During the initiative versus guilt stage, children assert themselves more frequently.
 These are particularly lively, rapid-developing years in a child’s life.
 During this period the primary feature involves the child regularly interacting with other children at school. Central to this
stage is play, as it provides children with the opportunity to explore their interpersonal skills through initiating activities.
 Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children
develop a sense of initiative and feel secure in their ability to lead others and make decisions.
 A healthy balance between initiative and guilt is important. Success in this stage will lead to the virtue of purpose.

4. Industry vs. Inferiority

 Erikson's fourth psychosocial crisis, involving industry vs. inferiority occurs during childhood between the ages of five and
twelve.
 The child now feels the need to win approval by demonstrating specific competencies that are valued by society and begin
to develop a sense of pride in their accomplishments.
 If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent) and feel confident in
their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins
to feel inferior, doubting his own abilities and therefore may not reach his or her potential.
 A balance between competence and modesty is necessary. Success in this stage will lead to the virtue of competence.
5. Identity vs. Role Confusion
 The fifth stage is identity vs. role confusion, and it occurs during adolescence, from about 12-18 years. During this stage,
adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and
goals.
 This is a major stage of development where the child has to learn the roles he will occupy as an adult. It is during this stage
that the adolescent will re-examine his identity and try to find out exactly who he or she is.
 Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into”
the changes. Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one's self to
others on the basis of accepting others, even when there may be ideological differences.
6. Intimacy vs. Isolation
 Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial development. This stage takes place
during young adulthood between the ages of approximately 18 to 40 yrs.
 During this period, the major conflict centers on forming intimate, loving relationships with other people.
 During this period, we begin to share ourselves more intimately with others. We explore relationships leading toward
longer-term commitments with someone other than a family member.
 Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.
Success in this stage will lead to the virtue of love.
7. Generativity vs. Stagnation
 This stage takes place during middle adulthood (ages 40 to 65 yrs).
 People experience a need to create or nurture things that will outlast them, often having mentees or creating positive
changes that will benefit other people.
 We give back to society through raising our children, being productive at work, and becoming involved in community
activities and organizations. Through generativity we develop a sense of being a part of the bigger picture.
 Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.
 By failing to find a way to contribute, we become stagnant and feel unproductive. These individuals may feel disconnected
or uninvolved with their community and with society as a whole. Success in this stage will lead to the virtue of care.
8. Ego Integrity vs. Despair
 This stage begins at approximately age 65 and ends at death.
 As we grow older (65+ yrs) and become senior citizens, we tend to slow down our productivity and explore life as a retired
person.
 It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a
successful life.
 Erik Erikson believed if we see our lives as unproductive, feel guilt about our past, or feel that we did not accomplish our life
goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.
 Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of
closure and completeness, and also accept death without fear.
41. Which message of Maslow’s Hierarchy of Needs portray to?
A. The higher needs are not satisfied when lower needs are not fully satisfied
B. The higher needs cannot be satisfied if lower needs is not 100% satisfied
C. The hierarchy of needs are growth needs.
D. There is a hierarchy of needs.

DISCUSSION POINTS:
Maslow's Hierarchy of Needs
 is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels
within a pyramid.
 Needs lower down in the hierarchy must be satisfied before individuals can attend to needs higher up. From the bottom of
the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem and self-actualization.

1. Physiological needs
 these are biological requirements for human survival, e.g. air, food, drink, shelter, clothing, warmth, sex, sleep.
 If these needs are not satisfied the human body cannot function optimally. Maslow considered physiological needs the most
important as all the other needs become secondary until these needs are met.
2. Safety needs
 protection from elements, security, order, law, stability, freedom from fear.
3. Love and belongingness needs
 after physiological and safety needs have been fulfilled, the third level of human needs is social and involves feelings of
belongingness. The need for interpersonal relationships motivates behavior
 Examples include friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of
a group (family, friends, work).
4. Esteem needs
 which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the
desire for reputation or respect from others (e.g., status, prestige).
 Maslow indicated that the need for respect or reputation is most important for children and adolescents and precedes real
self-esteem or dignity.
5. Self-actualization needs
 realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. A desire “to become everything
one is capable of becoming” (Maslow, 1987, p. 64).
42. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Quarrels often with classmates
B. Is suspicious of others
C. Relates well to classmates
D. Has low level if independence

DISCUSSION POINTS:
BAUMRIND PARENTING STYLES: FOUR TYPES OF PARENTING

1. Authoritarian Parenting
 Authoritarian parents are often thought of as disciplinarians.
 They use a strict discipline style with little negotiation possible. Punishment is common.
 Communication is mostly one way: from parent to child. Rules usually are not explained.
 Parents with this style are typically less nurturing.
 Expectations are high with limited flexibility.
2. Permissive Parenting
 Permissive or Indulgent parents mostly let their children do what they want and offer limited guidance or direction. They are
more like friends than parents.
 Their discipline style is the opposite of strict. They have limited or no rules and mostly let children figure problems out on their
own.
 Communication is open but these parents let children decide for themselves rather than giving direction.
 Parents in this category tend to be warm and nurturing.
 Expectations are typically minimal or not set by these parents.
3. Uninvolved Parenting
 Uninvolved parents give children a lot of freedom and generally stay out of their way. Some parents may make a conscious
decision to parent in this way, while others are less interested in parenting or unsure of what to do.
 No particular discipline style is utilized. An uninvolved parent lets a child mostly do what he wants, probably out of a lack of
information or caring.
 Communication is limited.
 This group of parents offers little nurturing.
 There are few or no expectations of children.
4. Authoritative Parenting
 Authoritative parents are reasonable and nurturing, and set high, clear expectations. Children with parents who demonstrate
this style tend to be self-disciplined and think for themselves. This style is thought to be most beneficial to children.
 Disciplinary rules are clear and the reasons behind them are explained.
 Communication is frequent and appropriate to the child’s level of understanding.
 Authoritative parents are nurturing.
 Expectations and goals are high but stated clearly. Children may have input into goals.

43. What two indicators promote purposive learning among students?

I. General knowledge of teaching methods
II. Recognition of specific learning needs
III. Cultivation of good study habits
IV. Tutorial on learning principles

A. III and IV
B. I and III
C. II and III
D. I and II
44. Teacher Dang wants her students to become critical thinkers. Which teaching practice is/are aligned?
I. Using situational multiple-choice tests
II. Rote memorization of facts and formula
III. Determining flaw of reasoning in an argument

A. I and III C. II only

B. I and II D. I only
DISCUSSION POINTS:
Critical Thinking involves an objective analysis and evaluation of an issue in order to form a judgment. It is the
ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective
and independent thinking. Someone with critical thinking skills is able to do the following:
 Understand the logical connections between ideas
 Identify, construct and evaluate arguments
 Detect inconsistencies and common mistakes in reasoning
 Solve problems systematically
 Identify the relevance and importance of ideas
 Reflect on the justification of one’s own beliefs and values

Creative thinking is a process utilized to generate lists of new, varied and unique ideas or possibilities. Creative
thinking brings a fresh perspective and sometimes unconventional solution to solve a problem or address a challenge.
When you are thinking creatively, you are focused on exploring ideas, generating possibilities, and/or developing
various theories.

Brainstorming is the process for generating unique ideas and solutions through spontaneous and freewheeling group
discussion. Participants are encouraged to think aloud and suggest as many ideas as they can, no matter how
outlandish it may seem.

Lateral thinking uses a systematic process that leads to logical conclusions. However, it involves changing a
standard thinking sequence and arriving at a solution from completely different angles.

Inductive reasoning is reasoning where the premises support the conclusion. The conclusion is the hypothesis, or probable. This
means that the conclusion is the part of reasoning that inductive reasoning is trying to prove. Inductive reasoning is also referred to
as “cause and effect reasoning” or “bottom-up reasoning” because it seeks to prove a conclusion first. This is usually derived from
specific instances to develop a general conclusion.

Deductive reasoning uses available information, facts or premises to arrive at a conclusion. These two logics are exactly opposite
to each other. Still, they are often juxtaposed due to lack of adequate information. In this article, we are going to tell you the basic
differences between inductive and deductive reasoning, which will help you to understand them better.
Reflective Thinking, a component of metacognition, which refers to the ability to reflect critically on learning experiences and
processes in order to inform future progress.

45. Which are proofs that students are engaged in the metacognitive process?
I. Select potentially appropriate learning strategies or methods, and monitor their progress towards these goals
II. Set reasonable learning or performance goals
III. Reflect on how they think and learn

A. II and III
B. I and II
C. I and III
D. I, II and III
DISCUSSION POINTS:
Metacognition
 Is “cognition about condition”, “thinking about thinking”, “knowing about knowing”, becoming “aware of one’s awareness”
and higher-order thinking skills.
 Is a broad concept that refers to the knowledge and thought processes regarding one’s own learning

Students are engaged in metacognition when they:

1. set goals for themselves and monitor the achievement of these goals
2. evaluate the accuracy of information before accepting them
3. know when and how to use particular strategies for learning or problem-solving
4. do self-regulation and self-reflection of strengths and weaknesses
5. monitor their own understanding
6. reflect on their own learning

46. Which does Edgar Dale advocate about his Cone of Experience?
A. Don’t commit the error of using two or more learning materials for one lesson.
B. If direct experience is not applicable, make use of verbal symbols as substitute.
C. Stick to one learning material at a time.
D. Begin your lesson by using concrete experience then bring the students to the level of the abstract.
DISCUSSION POINTS:
The Cone of Experience

 Edgar Dale introduced the Cone of Experience exhibits headway from direct, first-hand experience to graphic
representation and on to purely abstract, symbolic expression.
 The Cone of Experience corresponds with three major modes of learning:

1. Enactive (direct experience). – Enactive or direct experience involves practicing with objects (the student actually ties a knot
to learn knot-tying). This kind of experience involves concrete, immediate action and use of the senses and body.

2. Iconic (pictorial experience). – Iconic experience involves interpreting images and drawings (the student looks at drawings,
pictures or films to learn to tie knots). Such experiences are once removed from the physical realm and limited to two or three
senses.

3. Symbolic (highly abstract experience). – Symbolic experience involves reading or hearing symbols (the student reads or
hears the word “tie” and forms an image in the mind). Usually, in such experiences, the action is indifferent and the experience
is limited to thoughts and ideas.
47. The teacher of the 21st century needs to keep astride speediest changes in education caused mainly by ____________________.
A. Audiovisual aids in education
B. Technology in education
C. Advent of gaming in education
D. Social media in education

Technology – a planned, systematic method of working to achieve planned outcomes. It is the applied side of scientific
development (Corpuz & Lucido, 2008). It can be classified as a process – a systematic application of scientific or other organized
knowledge to practical tools; and as a product – physical equipment/facilities and the programs or modular materials.
Educational Technology – refers to how people use their inventions and discoveries to satisfy their educational needs and desires,
i.e. learning. The following are the different meanings of educational technology:
 It is the application of scientific findings in our method, process or procedure of working in the field of education in order to
affect learning.
 It is the use of all human inventions for teachers to realize their mission to teach in order that students learn.
 It is the application of scientific knowledge about learning to improve the effectiveness and efficiency of teaching and
learning.
 It embraces curriculum and instructional design, learning environment, theories of teaching-learning.
Technology in Education – the application of technology to any of those processes involved in operating the institutions which
house the educational enterprise. It includes the application of technology to food, health, finance, scheduling, grade, reporting and
other processes which support education within institutions (Jonassen et.al., 1999). This is popularly known as “audiovisual aids” or
“gadgetry” of education and training.
Instructional Technology – is a part of educational technology. This refers to those aspects of educational technology that are
concerned with instruction as contrasted to designs and operations of educational institutions. It is a systematic way of designing,
carrying out and evaluating the total process of learning and teaching in terms of specific objectives (Lucido and Borabo, 1997).
Educational media – are channels or avenues or instruments of communication; a means of communication available for
educational purposes that consists of instructional machines and materials used to promote learning. Examples are books,
magazines, newspapers, radio, television and Internet.

48. MOOCs are considered massive because ________.

A. They can only be provided by big universities.
B. They were designed and created by a big group of experts.
C. They need a big amount of computer storage to be able to avail of a course.
D. They can accommodate a big number of learners.

DISCUSSION POINTS:
Massive Open Online Course (MOOC)
 is an online course that has open access and interactive participation by means of the Web. MOOCs provide participants
with course materials that are normally used in a conventional education setting - such as examples, lectures, videos, study
materials and problem sets. Apart from this, MOOCs offer interactive user forums, which are extremely useful in building a
community for students, TAs, and professors. Generally, MOOCs do not charge tuition fees or provide academic credit.
 MOOCs are a recent progression in distance education. The concept of MOOCs originated in 2008 among the open
educational resources (OER) movement. Most of the initial courses were influenced by connectivist theory, which
emphasizes that knowledge and learning arise from a network of relationships or connections. 2012 was a big year for
MOOCs, as the industry attracted significant media buzz and venture capital interest.
 MOOCs are called open because MOOCs were originally an idea from the Open Education community. These
massive open online courses are generally free for students but do not always massive open online course (MOOC) is a
free Web-based distance learning program that is designed for the participation of large numbers of geographically
dispersed students.
Some of the advantages of a MOOC are as follows:
 No tuition fees
 Open access, exposing top level professors at schools that would othewise be unavailable to much of the World's
population
 Open courses for all interested, regardless of location, resulting in a more diverse student base
 Collecting data via computer programs helps closely monitor the success and failure of each student. Traditional classroom
participation cannot offer this type of precise information.
 Some enthusiastic professors have found global sharing of knowledge more appealing. Many acknowledge that MOOCs
help them reevaluate their pedagogical methods, while improving knowledge sharing.

49. Among models of reading strategies, what did student Lina adopt when she read back and forth, attending to both what is in her
mind and what’s on the page?
A. Down-top
B. Interactive
C. Top-down
D. Bottoms-up

DISCUSSION POINTS:
Three Reading Models

1. TOP-DOWN READING MODEL

 Emphasizes what the reader brings to the text
 Says reading is driven by meaning
 Proceeds from whole to part
 Reading is not decoding written language to spoken language
 Reading is a matter of bringing meaning to print

2. BOTTOM-UP READING MODEL

 Emphasizes a single direction
 Emphasizes the written or printed texts
 Part to whole model
 Reading is driven by a process that results in meaning

3. INTERACTIVE READING MODEL

 It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
 Reading as an active process that depends on reader characteristics, the text, and the reading situation.
 Attempts to combine the valid insights of bottom-up and top-down models.

50. What can Teacher Vanessa use to teach critical reading skills to her Grade 6 students from newspaper content?
A. Features content
B. Editorial content
C. Entertainment content
D. News content
DISCUSSION POINTS:
Features Content
 a newspaper or magazine article or report of a person, event, an aspect of a major event, or the like,
often having a personal slant and written in an individual style. A feature story is usually the longest article in your
newspaper, above 1000 words. It is a blend of a news article with a bit of interpretation of the facts without giving an
opinion as to what the solution should be.
Editorial Content
 An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial
board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the
same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do.
Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on
an issue. In essence, an editorial is an opinionated news story.

Entertainment Content
 This is the lighter, fun side of a newspaper. If you like reading about actors and movies, about singers and their music, then
this section is for you! This section also contains movie and music reviews. You can also check on movie and television
schedules in this section.
 Entertainment journalism is any form of journalism that focuses on the entertainment business and its products.
Like fashion journalism, entertainment journalism covers industry-specific news while targeting general audiences beyond
those working in the industry itself. Common forms include television and film criticism, music journalism, video game
journalism, and celebrity coverage. The rise of the Internet allowed many amateur and semi-professional journalists to start
their own blogs relating to entertainment journalism.

News Content
 News is information about a recently changed situation or a recent event.
 is information that is published in newspapers and broadcast on radio and television about recent events in
the country or world or in a particular area of activity.

Comparison between news and feature journalism

News journalism deals with information of current events or reports of events that have previously occurred. The main purpose of
this type of journalism is to inform. Entertainment journalism deals with information of the entertainment industry such as films,
music, fashion, video games, etc. The main purpose of this type of journalism is to entertain.