Republic of the Philippines

Department of Education
Region XI, Davao del Sur
DAVAO DEL SUR STATE COLLEGE
Matti, Digos City

TABLE OF SPECIFICATION
Summative Test in EMTB 311

Subject: EMTB 311 Year level: 3 BEED Quarter: 2 Date of examination: January 06, 2023

Learning Competency Number REMEMBERING UNDERSTANDING ANALYSING APPLYING EVALUATING CREATING Number of Percentage
of Hours Test Items (%)

 Understand the importance of

Assessment in Mother Tongue.

 Identify the different

1hr 1 3,5 2 4 6 100
assessment in Mother Tongue.

 Apply Mother Tongue

Assessment in Teaching.
TOTAL 1 1 2 1 1 1 0 6 100%
 Republic of the Philippines
Department of Education
Region XI, Davao del Sur
DAVAO DEL SUR STATE COLLEGE
Matti, Digos City

TEST QUESTIONNAIRE
Summative Test in EMTB 311

Name: _____________________ Year/Course: ___________

Instructor:__________________

Date: __________
Instruction: Choose the letter of the correct answer. Write the letter in the blank provided.

____1. The following are the importance of mother tongue, except?

a. Makes it easier for children to pick up and learn other language.
b. Develop a child’s personal, social cultural identity.
c. It enhances the physical fitness of the student.
d. Mother tongue helps a child develop their critical thinking and literacy skills.
____2. It is when the policy makers, administrators, teachers, parents, and potentially students in MTB-MLE
programs have typically participated in a variety of assessment practices prior to becoming part of the MTB-
MLE initiative.
a. Understanding the assessment context.
b. Creating tools
c. Validating Mother Tongue Test
d. MLE assessment administration
____3. What best describe validating mother tongue test?
a. It is a processing of gathering possible questions to be included in the test.
b. It is a step prior to conducting a test.
c. It is constructing an assessment question.
d. It is the procedure for piloting and validating the assessment tools should be discussed early on,
and clearly established.
____4. In creating mother tongue assessment what must be first to consider?
a. Possible outcome of the assessment.
b. The lesson and learning acquisition of student.
c. Teacher perception of the lesson.
d. Construction of the assessment.
____5. In adapting and developing context-embedded assessments, what is need to be consider?
a. Consider the development of the assessment context.
b. Consider the student level of learning acquisition.
c. Consider what existing assessment practices will help to meet MTB-MLE goals, and which might be
incompatible with MLE goals.
d. Consider the possible positive and negative outcome of the assessment.
____6. What is the correct sequence of assessing mother tongue?
 a. MLE assessment administration, Validating mother tongue tests, Creating tools, Adapting and
developing context-embedded assessment, Understanding the assessment context, Understanding
the program context
b. Understanding the program context, Understanding the assessment context, Adapting and
developing context-embedded assessment, Creating tools, Validating mother tongue tests, MLE
assessment administration
c. Creating tools, Validating mother tongue tests, MLE assessment administration,
Understanding the program context, Understanding the assessment context, Adapting and
developing context-embedded assessment
d. Validating mother tongue tests, Creating tools, Adapting and developing context-embedded
assessment, Understanding the assessment context, Understanding the program context, MLE
assessment administration

ANSWER KEY
1. C
2. A
3. D
4. B
5. C
6. B

Prepared by:
Jociel V. Tungal