Abella, Jasper Clark F. Prof.

Elsa Cagatan
BSE-Math 3

Multiple Choice
Read the following questions carefully and choose the letter that best describes the answer.

____________ 1. It's an opportunity to hone difficult skills like critical thinking, communication, cooperation, and
problem-solving.
a) Optimize time in class
b) New-project learning
c) Project-based learning
d) Project-learning
e) None of the above
____________ 2. It is a 2-years post secondary.
a) Technical and Vocational Training
b) Undergraduate
c) Higher Education
d) Basic Education
e) International Studies
____________ 3. On Decentralization, it is the trifocalization of education for improved governance.
a) RA 10533
b) PHIL EDUCATION SECTOR STUDY (1998)
c) EDCOM (1991)
d) RA 7160
e) PHIL COMMISSION ON EDUCATION REFORM (2000)
____________ 4. It expanded the participation of stakeholders in education.
a) RA 10533
b) PHIL EDUCATION SECTOR STUDY (1998)
c) EDCOM (1991)
d) RA 7160
e) PHIL COMMISSION ON EDUCATION REFORM (2000)
____________ 5. Saw the demand for local institutions for autonomy from Central government to enable them
to become more responsive to local problems.
a) RA 10533
b) PHIL EDUCATION SECTOR STUDY (1998)
c) EDCOM (1991)
d) RA 7160
e) PHIL COMMISSION ON EDUCATION REFORM (2000)
____________ 6. It shall have a school district supervisor and an office staff program promotion.
a) College Level
b) Triangular Level
c) High School Level
d) The Schools District Level
e) General School Level
____________ 7. Plays an important role in managing schools. They are partners of school leaders.
a) Stakeholder
b) School Staff
c) Counselor
d) Teacher
e) Principal
____________ 8. In instructional strategies of Social-emotional engagement, it has the goal of practicing
mindfulness.
a) Adaptiveness
b) Security
c) Entertainment
d) Belongingness
e) Self-assertion
____________ 9. In instructional strategies of social-emotional engagement, it has the goal of promoting
acceptance and commitment.
a) Adaptiveness
b) Security
c) Entertainment
d) Belongingness
e) Self-assertion
____________ 10. In instructional strategies of social-emotional engagement, it has the goal of establishing
nonthreatening atmospheres.
a) Adaptiveness
b) Security
c) Entertainment
d) Belongingness
e) Self-assertion
____________ 11. In instructional strategies of social-emotional engagement, it has the goal of covering
enjoyment and emotional needs.
a) Adaptiveness
b) Security
c) Entertainment
d) Belongingness
e) Self-assertion
____________ 12. In instructional strategies of cognitive engagement, it has the purpose of supporting
divergent thinking/idea generation.
a) Synthesis
b) Knowledge
c) Convergent thinking
d) Comprehension
e) Evaluation
____________ 13. In instructional strategies of cognitive engagement, it has the goal of Varying task- contexts?
a) Synthesis
b) Knowledge
c) Convergent thinking
d) Comprehension
e) Evaluation
____________ 14. In instructional strategies of cognitive engagement, it has the goal of promoting
 critical-analytic thinking.
a) Synthesis
b) Knowledge
c) Convergent thinking
d) Comprehension
e) Evaluation
____________ 15. In instructional strategies of cognitive engagement, it has the goal of making thinking explicit
and visible.
a) Synthesis
b) Knowledge
c) Convergent thinking
d) Comprehension
e) Evaluation
____________ 16. In instructional strategies of motivational engagement, it has the goal of being cool and
dynamic.
a) Intrinsic Motivation
b) Attention
c) Relevance
d) Identification
e) Interest
____________ 17. In instructional strategies of motivational engagement, it has the goal of allowing choice
making and classroom structuring.
a) Intrinsic Motivation
b) Attention
c) Relevance
d) Identification
e) Interest
____________ 18. It’s a multi-stage cyclic learning process that begins with asking questions and ends with more
questions in a cycle of increasing complexity.
a) Lesson Plan
b) Project-learning
c) Project-based learning
d) Design thinking
e) None of the above
____________ 19. Permanent delegation of education decision-making authority from the federal government
to states and localities.
a) Delegation
b) Deconcentration
c) Centralization
d) Devolution
e) None of the above

____________ 20. Transferring administrative or legal responsibilities to elected or appointed school

 boards.
a) Delegation
b) Deconcentration
c) Centralization
d) Devolution
e) None of the above
____________ 21. They are also accountable for implementing the learning outcomes by actively engaging in
school activities, programs, and projects.
a) Teacher
b) Parents and Students
c) School staff
d) Principal
e) Stakeholder
____________ 22. Each level of topic area should flow smoothly into the next, with no obvious gaps or needless
overlaps in the content.
a) Balance
b) Utility
c) Sequence
d) Articulation
e) None of the above
____________ 23. This is the logical arrangement of the subject matter. It refers to the deepening and
broadening of content as it is taken up in the higher levels.
a) Balance
b) Utility
c) Sequence
d) Articulation
e) None of the above
____________ 24. Content curriculum should be fairly distributed in depth and breadth of the particular
learning are or discipline. This will ensure that the level or area will not be overcrowded or
less crowded.
a) Balance
b) Utility
c) Sequence
d) Articulation
e) None of the above
____________ 25. It’s refers to the formal determination of the quality, effectiveness or value of the program,
process, and product of the curriculum.
a) Stakeholder
b) School
c) Parents
d) Curriculum evaluation
e) Teachers

____________ 26. Focused on maturity and prior experience, meaningful to the learner.
 a) Validity
b) Feasibility
c) Significance
d) Self-sufficiency
e) None of the above
____________ 27. Can be taught within the constrictions of the tile, the resources available, the teacher's
ability, and the learner's personality.
a) Validity
b) Feasibility
c) Significance
d) Self-sufficiency
e) None of the above
____________ 28. Within the span of the learners' experience.
a) Feasibility
b) Utility
c) Significance
d) Learnability
e) Validity
____________ 29. Content’s usefulness in the present and in the future.
a) Feasibility
b) Utility
c) Significance
d) Learnability
e) Validity

____________ 30. Contribute to basic ideas in order to attain the curriculum's overall goal, and improve
learning skills.
a) Significance
b) Feasibility
c) Self-sufficiency
d) Validity
e) Utility
 Part II – Choose 3 out of 6 items below but answer it completely with a total of 50 points. Each items has
corresponding points and if you wish to answer more than 3 items is favorable to you for additional score
for every correct answer.

1. Determine the role of the stakeholders in the development of the 21st century skills curriculum and state
the contribution of each role. (10pts.)
 The idea of a “stakeholder” intersects with many school-reform concepts and strategies—such
as leadership teams, shared leadership, and voice—that generally seek to expand the number
of people involved in making important decisions related to a school’s organization, operation,
and academics.
 Stakeholder plays an important role in managing schools. They are partners of the school
leaders in making the schools conductive to teaching and learning. plays an important role in
managing schools. They are partners of the school leaders in making the schools conductive to
teaching and learning.
 Stakeholder is a Policy Maker:
-It has a primary role to assess and realign educational systems and standards for
the development of 21st-century skills. It has an action to agree on definitions and
globally uniform standards to measure 21 st-century skills.
-create a learning environment that supports innovation, both from schools and
from education-technology players. It has an action to give schools the autonomy
to innovate while maintaining accountability for high learning standards.
-it scale up, transfer and promote the most successful models.
 Stakeholder is an Educators:
-Evaluate whether education technologies can be adopted throughout the closed
loop, given unique country contexts.
-Develop and promote technology expertise among teachers.
 Stakeholder is an Education Technology Providers:
-Develop products to fill gaps in 21st-century skills measurement and instruction.
-Help shape the public education agenda.
 Stakeholder is the funds and alliances:
-Accelerate the development and implementation of global measures of 21 st-
century skills.
-Provide funding to pilot, transfer and scale up technology-enabled models.

2. Share an example of a curriculum and distinguish its components. Explain further each components.
(10pts.)


3. What are the focus of the 21st century skills curriculum and suggests strategies for the concretization of
the skills with process for implementation? (20pts.)
 The term “21st-century skills” is generally used to refer to certain core competencies such as
collaboration, digital literacy, critical thinking, and problem-solving that advocates believe
schools need to teach to help students thrive in today’s world. In a broader sense, however,
the idea of what learning in the 21st century should look like is open to interpretation—and
controversy. The curriculum in the 21st century have focus on the construction of knowledge
and encourage students to produce the information that has value or meaning to them in order
to develop new skills. curriculum should give students the opportunity to learn and develop
various literacies such as civic, financial, environmental, health, and global awareness.
 Researchers pointed out that “multiliteracy” can enable students to make informed decisions
that prepare them to face challenges in the global community and give them the opportunity to
be successful in the workplace (Wiggins & McTighe, 2005).
 o Strategies:
We developed two rubrics to assess:
 (a) the degree to which students were able to translate their design ideas into
concrete design artifacts (concretization rubric), and
 (b) the degree to which they designed artifacts that followed a socio-constructivist
pedagogical approach versus a teacher-centered transmission model (epistemology
rubric). Outcomes indicated that as students developed their concretization skills,
they were able to become aware to and reduce gaps between their "theoretical" and
"applied" epistemologies. By making their design ideas more concrete, students were
able to carry out productive negotiations about these ideas with instructors and peers,
and to explore them in relation to theory and to expert design knowledge.

4. Cite two approaches of curriculum execution and articulate its effect to the teachers in the
implementation of the curriculum. (20pts.)


5. Discuss the role of the teacher to promote the curriculum evaluation and improvement upon the result of
the assessment. (20pts.)
 The teacher is qualified to judge if a curriculum provides appropriate instruction at three levels
of differentiation: remedial, instructional and advanced. A curriculum should include techniques
and strategies for teachers to help students at their current academic level. The teacher should
be able to provide an informed opinion about the usefulness of some activities that the
curriculum suggested by mid-academic year.
 Teachers should be consulted about curriculum evaluation because they are ultimately
responsible for translating its objectives into specific lessons. A curriculum should help
teachers do this by providing a realistic set of goals and suggested techniques to assist
students at all ability levels. When decisions are made about changes in content, teachers can
provide feedback based on their direct interaction with students.
 Teachers routinely use assessment data to design and adapt instruction. They can also use
this data to evaluate the effectiveness of a curriculum. Informal assessments, as well as
standardized tests given at the end of the academic year, yield valuable information about
students' understanding of the concepts they have been taught. It is important to look at each
student's progress in comparison to the entire class. If a majority of pupils achieves a proficient
score, this usually indicates an appropriate alignment of curriculum standards and assessment.
 A teacher's role in curriculum evaluation affects the school's choice of textbooks, as well as the
adoption of special programs to augment educational standards. Classroom instructors
examine the curriculum's objectives to determine the relevance of the materials. If a great
disparity exists, school officials must reassess their programs or consider editing or remapping
the curriculum to best meet the students' needs.
 Over time, teachers gain insight to the effectiveness of a curriculum on their students' long-
term academic development. Thus, they should recognize an effective curriculum as one
composed of student-centered methods that emphasizes the teacher as a facilitator.

6. Share your insights how to localize a curriculum. (10pts)

 Process of defining parts or components of the curriculum at community/local or school level,
normally with the involvement of local staff, stakeholders and institutions, so as to address
issues that are locally relevant and allow for more meaningful learning experiences.
 Relevance of curriculum content is a crucial dimension of quality education. The promotion of
localized curricula is a way of encouraging such relevance in very different local, cultural and
socio-economic contexts.
 The localization of the curriculum can allow learning to become more meaningful and relevant.
It supports policy formulation and standard setting for reform of the curriculum and the impact
of this on teacher skills and knowledge. Localization will involve the use of local materials both
as the subject and object of instruction. Localization will also involve making the local culture
an integral part of the curriculum.