Module 5.

Curriculum Evaluation and the Teacher

POSTTEST

1. What is the definition of curriculum evaluation?

a. Making judgment about teaching and curriculum
b. Using judgment to change teaching and curriculum
c. Using information to change teaching and the curriculum
d. Making information about the desirability of certain changes in students
2. What are the types of evaluation?
a. Weekly and monthly evaluation c. Monthly and yearly evaluation
b. Summative and informative evaluation d. Summative and formative evaluation
3. Who invented CIPP Evaluation model?
a. Daniel L. Stuffleubeam b. Daniel R. Stuffleubeam c. Kirk Patrick d. Wheeler Patrick
4. Choose the correct sequence of the right CIPP model.
a. Content, Input, Product, Process c. Content, Information, Progress, Procedure
b. Context, Information, Procedure, Progress d. Context, Input, Process, Product
5. The following are the definitions of Process Evaluation except...
a. The ways and means of how the curriculum has been implemented
b. Measure, interpret, and judge a project's outcomes by assessing their merit and significant
c. Monitors the project implementation process
d. Assess the extent to which participants accept and carry out their roles
6. "An assessment of reality what participants would like to do or know.” This phrase refers to...
a. Realistic analysis b. Situational analysis c. Input analysis d. Curriculum analysis
7. Which of the following is not considered a form of achievement test
a. Norm Referenced Test b. Criterion Referenced Test c. I Q Test d. NAT and NEAT
8. Which curriculum evaluation model is also known as the Countenance Model?
a. The Tyler Model b. The Taba Model c. Stake's Model d. Cronbach's Model
9. Diagnostic
a. Assesses a student's performance during instruction and usually occurs regularly throughout the instruction process.
b. Measures a student's achievement at the end of instruction.
c. Assesses a student's strengths, weaknesses, knowledge, and skills prior to instruction.
d. Nona of the above.
10. Assessment
a. Compares a student's performance against other students.
b. Measures a student's achievement at the end of instruction.
c. Measures a student's performance against a goal or specific standard.
d. Assesses a student's performance during instruction and usually occurs regularly throughout the instruction process.
11. A scoring tool that lists the criteria for judging a particular type of work.
a. course evaluation b. peer evaluation c. validity d. rubric
12. A collection of a student’s work selected to show growth over time, highlight skills and achievements, or to show how well the
student meets standards.
a. student portfolio b. peer evaluation c. checklist d. rubric
13. A simple list of items to be noted, checked, or remembered when evaluating learning.
a. student portfolio b. peer evaluation c. checklist d. rubric
14. Assessment designed to evaluate students’ learning after instruction has taken place. It measures results, whether learning
objectives have been met.
a. student portfolio b. peer evaluation` c. summative assessment d. rubric
15. Alternative assessments include all except which of the following?
a. Real-life tasks. b. Student demonstrations. c. Written tests and quizzes. d. Portfolios.
16. Course evaluations _____.
a. help teachers make improvements to a course
b. allow the teacher to get positive feedback from students
c. are needed only for new teachers/when a veteran teacher is teaching a new course
d. do little to change teaching methodology and strategies
17. What is Authentic Assessment?
 a. It refers to standardized testing that uses questions with a limited number of answer choices.
b. It refers to the assessment of participants where the focus is on the outcome of a program.
c. It is an approach to measure student performance in a direct, relevant way to see if the learning objectives were met.
d. It evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark.
18. Through what questions does the traditional assessment apply?
a. Game questions. c. Multiple-choice tests.
c. Tests that show up in real life. d. Fill-in-the-blanks, true-false, matching.
19. The Filipino learners envisioned by the Department of Education (DepEd) in the light of K-12 Curriculum is
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos
20. This concept includes the sub-processes of curriculum planning, organization, implementation and evaluation. Which concept is
this?
a. Curriculum development b. Curriculum assessment c. Curriculum management d. Curriculum and instruction
21. There are four stages of program operation in this type of curriculum evaluation. These include (1) context evaluation, (2) input
evaluation, (3) process evaluation and (4) product evaluation.
a. Bradley Effectiveness Model c. Daniel Stufflebeam’s Model
b. Tyler Objectives Centered Model d. Stake Responsive Model
22. This curriculum evaluation model is oriented more directly to program activities than program intents; evaluation focuses more on
the activities rather than intent or purposes.
a. Bradley Effectiveness Model c. Daniel Stufflebeam’s Model
b. Tyler Objectives Centered Model d. Stake Responsive Model
23. This curriculum evaluation model continues to influence many curriculum assessment processes until now; it is entitled Basic
Principles of Curriculum and Instruction.
a. Bradley Effectiveness Model c. Daniel Stufflebeam’s Model
b. Tyler Objectives Centered Model d. Stake Responsive Model
24. In this curriculum evaluation model, you are given the 10 indicators to help determine curriculum effectiveness at one’s school.
These indicators can help meet the needs of any school district and they can also focus in on specific content area
a. Bradley Effectiveness Model c. Scriven Consumer-Oriented Evaluation
b. Tyler Objectives Centered Model d. Stake Responsive Model
25. This curriculum evaluation model stems from the belief that evaluation ought to serve the consumer, that is, the ultimate end user of
the particular object under evaluation, the evaluand—be it a program, a curriculum, a policy, a product, or a service.
a. Bradley Effectiveness Model c. Scriven Consumer-Oriented Evaluation
b. Tyler Objectives Centered Model d. Stake Responsive Model