Name: RYAN L.

ESTONIO Score: _______ Rating: _______

Course & Sec: CPE 1A
Final Examination in Off-campus Internship
I Multiple Choice

Directions: Read the statement carefully and write the letter of the correct answer in the blank
space provided at the end of the statement.
1. Which theory is demonstrated by this? A young boy might observe his father’s aggressive outbursts and hostile
interchanges with people; when observed with his peers, the young boy’s style of interaction is highly aggressive. A
a. social cognitive theory c. cognitive development theory
b. operant conditioning theory d. classical conditioning theory
2. Which teacher’s attitude best reflects his understanding of development as a product of maturation and learning? A
a. Patience when dealing with the slower ones
b. Creativity with the classroom strategies or task
c. Fairness when giving grades or school marks
d. Cheerfulness and enthusiasm when discussing
3. What practice is exemplified when a principal emphasizes the need for clean and orderly classrooms as well as
green and beautiful surroundings to contribute to effective teaching and learning? B
a. Provide an atmosphere conducive for learning
b. Provide adequate physical facilities
c. Utilize educational technology
d. Establish rapport between teachers and students
4. Which of the following situations best shows the teacher’s consideration of the learners’ development patterns? D
a. Teaching from the basic to the complex
b. Using the best strategy for the topics
c. Having outdoor activities for learning
d. Developing the learners’ hidden abilities
5. Psychologists have stressed the importance of feedback in motivating learners which of these is the best
feedback? D
a. Returning the graded papers and calling attention to mistakes made by students.
b. Correcting the papers immediately and calling attention to good answer made by students
c. Posting on the bulletin board a list of students with their grades ranked from highest to lowest.
d. Returning graded papers to the students with comments written on them
6. Which is the ultimate aim of classroom management? B
a. To remove the physical conditions in the room that distract students’ attention
b. set up conditions that bring about effective teaching and learning
c. to receive conformity to rules with ease
d. to make students realize that they cannot do everything they want
7. Which one can help student develop the habit of critical thinking? D
a. Asking low level questions
b. A willingness to suspend judgment until sufficient evidence is presented
c. Asking convergent question
d. Asking evaluative question
8. Mrs Santos asked her students to narrate some experiences during the Extended Enhanced Community
Quarantine before she tackles how ECQ develops. What process is this? A
a. Apperception c. evaluation
b. Application d. motivation
9. After a long discussion on COVID 19 Pandemic, the students are asked to summarize the topic in one long
sentence by answering: Who? Does what? To what or whom? When? Where? How? Why? This assessment
technique evaluates students’ ability to D
a. Evaluate c. recall
b. Synthesize d. analyze
10. Teacher A subscribes to the idealist philosophy. Which types of knowledge will most likely advance? Knowledge
arrived at through C
a. Trial and error c. concrete experience
b. Experimenting d. reasoning

II. Essay. Answer the following questions briefly but concise. (10 points each)
1. In organizing for instruction, why is the selection of appropriate teaching strategies important?
In modern education systems learners are expected to possess an increased degree of autonomy and show
initiative in learning processes, inspecting learning materials and understanding contents. An efficient growth
of knowledge inside and outside of school is only possible if students have skills which initiate, guide and
control the search for information and later on its processing and storage.
Current psychological and pedagogical research focuses on students’ learning processes in general and
also on which learning strategies students should be introduced to enable effective and autonomous
learning. The term learning strategies does not describe one uniform, scientific concept. It rather
summarizes various concepts of different research groups.

2. In what ways are clearly stated objectives essential to the systematic design of instruction?
Most people would agree that the goal of education is learning. Most would also agree that education is
likely to be more effective if educators are clear about what it is that they want the learners to learn. Finally,
most would agree that if teachers have a clear idea about what learners are expected to learn, they can
more easily and more accurately determine how well students have learned.
Enter instructional objectives. Because instructional objectives specify exactly what is supposed to be
learned, they are helpful to the teacher as well as the learner throughout the learning process and are
invaluable in the evaluation process.

Instructional objectives (also known as behavioral objectives or learning objectives) are basically statements
which clearly describe an anticipated learning outcome. When objectives were first coming into their own in
education, they almost always began with the phrase: "Upon completion of this lesson, the student should
be able to." This phrase focused on the outcome of learning rather than on the learning process. In fact, one
of the criteria for a well-written objective is that it describe the outcome of learning, that is, what the learners
can do after learning has occurred that they might not have been able to do before the teaching and learning
process began.

3. Give the interrelationship among objectives, learning activities and evaluation.

The interrelationship among them is that objectives set the tone for instruction; by setting a goal in mind,
teachers neatly visualize what the students will learn from them. Learning activities serve as tools for these
to be applied; they should conform with the set objectives so that when it comes to evaluation, teachers will
be able to see for themselves if they reached their goal by the means they applied. These three works
systematically and plays a major role in making instruction substantial.

4. How are teaching strategies and teaching skills related?

Teachers are encouraged to use their professional judgement to review the suggested strategies and decide
on the most appropriate for meeting the needs of their students and deliver the essential content in a
resilience and wellbeing, drug education or road safety context. Adapting teaching and learning strategies
The strategies linked to learning activities are a suggestion
only. As teachers know their students learning styles and needs they can select alternative strategies or
adapt those suggested to deliver the content. Therefore, choosing strategy for a lesson must be equivalent
to the skills and ability of the teacher.

5. Explain, “Curriculum is the means which schools implement to attain the goals. Evaluation is the process
employed to assess both goals and means.”
Purpose of Curriculum Assessment Curriculum Assessment is the process of collecting information for use
in evaluation. Curriculum assessment may achieve the following purposes: Highlight curriculum
expectations, gather information about what students know and can do. 3. Motivate students to learn better.
Next is to motivate and encourage teachers to meet the identified needs of students, provide them an
evidence to tell how well the students have learned and lastly is to obtain feedback that helps teachers,
students and parents make good decisions to guide instructions. Curriculum and Instruction is a structured
set of learning outcomes or tasks that educators usually call goals and objectives. Curriculum is the “what”
of teaching. says that knowledge of the curriculum is for successful assessment, evaluation, decision
making and teaching. Significance brings the content to the degree to which it contributes the basic ideas,
concepts, principles and generalizations and to the development of particular learning abilities, skills,
processes and attitudes. Validity refers to the degree to the degree of authenticity of the content selected
and to the congruence of the content in the light of the objectives selected. Interest is the degree to which
 the content either caters or fosters particular interests in the students. Learnability is the appropriateness of
the content in the light of the particular students who are to experience the curriculum.

6. Explain the vital relationship that exists between evaluation and feedback as it concerns the student.
Feedback is an important part of the learning process. We all know from experience that the manner in
which feedback is given affects the way it is received. The impact of teachers’ feedback can go both ways,
that is, positive or negative. In the learning context, feedback usually follows a test or an assessment. Often,
teachers look at the raw scores alone to tell how well their students did. But different teachers may interpret
the numbers differently. This, in turn, affects the kind of feedback they give to students. Feedback has
powerful influences on students’ learning because it serves as a basis for self-evaluation of ability and self-
regulation of learning behaviour, thereby affecting achievement.

7. Discuss how each of the following aspects help to ensure effective instruction.
a. Sequencing;
With proper sequencing of materials, students are presented with a structured pattern of relationship so that
each activity has a definite purpose. This also helps to avoid discrepancies and duplications in planning thr
content. In addition, when used accordingly to how his/her students process and retain information then
alongside with the other factors, learning becomes more meaningful.

b. Cueing;
Cues are used to help teach, remind and reinforce student's ability to do a particular task or use set of skills.
By using different kinds of cues, the teacher's capacity to employ techniques in his/her lesson increases,
feeding variety to it while at the same time teaching students to focus on attention which can help them
understand a lesson effectively.

c. Correction procedures, and;

In a classroom setting, it is inevitable that anyone makes mistake but as teachers to ensure effective
instruction, one must integrate the right correction procedures to flourish learning experience. It is best to
avoid over-correction and the use of poor correction techniques. A teacher should be equipped with all the
knowledge concerning his students along with the right attitude in correction and the variety of techniques so
he can also maintain good relationship with students.

d. Feedback and reinforcement

To provide feedback, we must first try to make sense of the students’ test performance.
“The accurate interpretation of marks needs a reference point. Teachers can select different reference
points and interpret the meaning of these marks to students in different ways
The reference point could be others, a criterion, or self. There are three types of feedback: norm-referenced
feedback, criterion-referenced feedback, and self-referenced feedback, depending on what the reference
point is. Norm-referenced feedback provides information on the relative comparison of student achievement
with others. Criterion-referenced feedback provides information by comparing student achievement with a
learning target or standard. Self-referenced feedback provides information on how much students have
improved by comparing their achievement with their past achievements.

For the student who scores 90 marks, for example, norm-referenced feedback could be: “Very good, you are
the top student in the class.”When giving criterion-referenced feedback, you might say, “Very good, you
have mastered nearly all that I have taught.” Or it could be self-referenced feedback: “Very good, you have
achieved better results as compared to the last test.”