cus3701 MCQ

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1. The curriculum as planned refers to The explicit doc-

ument also de-
scribed as the
"blueprint" for
teaching

2. A narrow description of the "curriculum" as a concept List of contents to

entails a be learnt

3. A broad definition of the "curriculum" Would acknowl-

edge both intend-
ed and unintend-
ed learning, and
the influence of the
contexts on the ap-
plied
curriculum

4. "The term "covert" is intended to convey the idea of Yes, because

teaching that is implicit, but deliberate on the part the term "covert"
of the teacher in the class." Do you agree with this refers to the practi-
statement ? cal teaching situa-
tion

5. What is the difference between a "concept" and an A concept is

"approach" ? an idea or ab-
stract principle, but
an approach is
the perspective to-
wards something
or a way of
thinking

6. Lev Vygotsky, an educationist who argued for a Social construc-

_________________ perspective in education, lived tionist
during the
Russian Revolution, a time of great change in his
culture and society.

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7. Which one of the following is the best description of A single nation-
the National Qualifications Framework (NQF) ? al framework that
would bring to-
gether all educa-
tion and training
under one authori-
ty

8. For the teacher to approach learning as a process, Knowledge build-

might include variations of constructivist thinking ing
such as active learning (Piaget and Vygotsky), discov-
ery learning (Bruner), and

9. Which of the following is not a principle of discovery Social transforma-

learning ? tion

10. According to the Norms and Standards for Educators The notion of ap-
document (which is now replaced by the minimum plied competence
qualifications for teachers), the cornerstone of this and its associated
policy is : assessment crite-
ria

11. Objectives are What can the

learners demon-
strate ?

12. The purpose of assessment is to Determine

whether the
learning required
for the
achievement of
the specific
outcomes is
actually taking
place

13. The following policy aligns the different quality man- Integrated Quality
agement programmes that have been developed in the Management Sys-
past into an integrated quality management system : tem (IQMS)

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14. As an educator, you will be involved in different levels Lesson plans
of planning when it comes to planning a learning pro-
gramme. As an individual teacher, at which planning
level will you mainly be involved ?

15. Which of the following describes whole school plan- All stakeholders in
ning the best ? the school consid-
er all the activities
and decide on the
goals

16. What do we have to take into consideration in the Curricular frame-

school and classroom that will have a direct influence work and the avail-
on the ability of resources
design of our lesson plan ?

17. When selecting and evaluating Learning, Teaching The CAPS, knowl-
and Support Materials (LTSM's) there are a number of edge and skills,
things that you need to look out for, namely values and atti-
tudes, and assess-
ment

18. Bloom's taxonomy provides a structureStiunvi- Help teachers and

aw.chomic - h Thteo sctuadtye-ngootersi mzear- instructional de-
kientpsltarcue ctional (teaching) outcomes and signers to classi-
assessment. The core reason for his design of the fy objectives and
taxonomy was to goals

19. The word paradigm literally means Frame of refer-

ence

20. Which one of the following statements applies to the Media can make
use of teaching media ? a lesson more in-
teresting, hold the
learners' attention
longer and thus
improve learning

21. Making connections between teaching, learning, and Holistic

assessment encourages a ______________________
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approach to the analysis of assessment and its impact
on the teaching-learning process.

22. Which item best suits the description of the heading A strong emphasis
below ? A feature of the new South African education on acquiring the-
: oretical knowledge
CAPS - back to basics. by the learner

23. A learning programme/curriculum designer should be Be innovative and

able to creative

24. During which problem-solving phase should learners Gathering infor-

identify criteria that the solutions should meet ? mation on possible
solutions

25. Since the year _______________ South Africa has un- 1994
dergone a great deal of educational change as a result
of
the situation that the first democratic government in-
herited.

26. Working on a secondary teaching levelrequires the Higher Educa-

teacher to take note of the ______________ as an tion Qualifica-
integral tions Framework
part of the NQF and to ensure the formal recognition (HEQF)
and certification of learning achievement awards by
an
accredited institution like SAQA.

27. The following issues are discussed in the NCS docu- The Constitution,
ment : values and na-
tion-building in the
curriculum

28. The interpretation of the curriculum and planning to Motivating learn-

teach is to arrange content in such a manner that ers
knowledge transfer can take place most effectively,
an action which should also identify the current level
of learner understanding, defining the final outcome
(end goal) of the teaching process (instruction), and
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creating some assistance in the process of nderstand-
ing. Which is not part of instructional design of a
curriculum ?

29. In which policy document can you find the aims and CAPS
assessment criteria for your specific subject ?

30. A subject in the new curriculum is best referred to as Knowledge which

integrates theory,
skills and values

31. Learning outcomes are : The results of

learning

32. Inclusive education is discussed in White Paper 6

33. Inclusive education is for children with Barriers to learn-

ing

34. HIV/Aids is one of the major challenges facing all A) Sexual contact
South Africans. In South Africa, HIV/Aids is spread B) Breast-feeding
mainly C) Mother to child
through parentally

35. The Council for Higher Education (CHE) through its Quality assuring
Higher Education Quality Committee (HEQC), is re- all education quali-
sponsible for fications offered by
universities

36. What is curriculum planning? It involves think-

ing about how you
want your learn-
ers to achieve cer-
tain learning out-
comes/aims that
you have
identified from
reading the poli-
cy documents as

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well as planning
the learning path

37. A learning programme is a ____________ plan for Phase-long

planning, managing and organising classroom prac-
tice.

38. A multi-grade classroom refers to a learning environ- Grade

ment where there is more than one _______________
in
the same classroom, and all are taught by the same
teacher.

39. Complete the statement: Curriculum as a plan is The shaping of

boundaries of
teaching and pro-
vides the minimum
knowledge, skills
and values which
are
important for
learners and soci-
ety

40. The word "syllabus" in Greek means A concise state-

ment or table of
the topics of a dis-
course

41. A hidden description of the "curriculum" as a concept Form of implicit

entails a learning

42. The curriculum in practice is understood as some- The implic-

thing broader than a plan, and can therefore be de- it, real teach-
scribed as ing-learning situa-
tion where the cur-
riculum is applied

43. Simulation method

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Which teaching method will be used to demonstrate
the process of choosing, trying and testing strategies
?

44. ___ means that every new fact, idea or concept is Association
learned better if it is related to information
that is already known.

45. During which one of the following phases of the learn- Conclusion
ing process are significant relationships between
things
formed and is the information stored in the long-term
memory ?

46. What is CAPS ? An amendment to

the NCS

47. The NQF consists of the following three bands : General Educa-
tion and Training;
Further Education
and Training; High-
er Education and
Training

48. Curriculum theories are : A broad plan of

action for teach-
ing-learning activi-
ties

49. Reflection on the teaching process will help the Improve own
teacher to teaching practice
and will lead
to professional
growth

50. ___ acknowledges that learners differ and that the Individualism
teachers must be aware of these
differences when they plan and implement teaching
strategies.

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51. In which lesson phase can teachers determine by Concluding phase
means of assessment whether or not the objectives
of the
lesson have been achieved ?

52. The purpose of homework is to Apply what the

learner has
learned in the
classroom in new
situations

53. Which of the following groups of teaching methods is Self-discovery,

related to problem-solving? discussion, project

54. If the teacher intends for the learners' thinking and Problem solving
debating skills to be developed and wants the learn-
ers to understand the connection between what they
are learning and the real world, it is best to use the
following method :

55. Which one of the following is the best way to respond Keep quiet and ex-
if a learner answers a question incorrectly ? pect the rest of the
learners to answer
the question

56. Transparency in assessment implies that Learners should

understand why
they are being as-
sessed, how they
will be assessed,
and if they fail, why
they have failed

57. A ___ is a compiled record of evidence consisting of Portfolio

written material, letters, photographs,
video and/or audio-visual material and examples of
self-made articles submitted by somebody as proof
that a
certain level of competency has been reached

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58. When a test or examination paper measures what it is Validity
supposed to measure, then that test or examination
paper meets the requirement of

59. Factors that will influence the validity of a test are the Administration of
the test; nature of
the test items; rep-
resentativeness of
the curriculum

60. The term reliability indicates that a test Would yield the
same results if the
test was repeated

61. Which of the following is an advantage of open-book It can be estab-

examinations ? lished whether or
not learners have
mastered certain
skills

62. If a teacher assesses at the end of the year to deter- Summative as-
mine whether or not the learners have achieved the sessment
expected
learning results, he/she is making use of

63. If a teacher compares a learner's marks with the class Norm-referenced

average for that specific test, he/she is making use of evaluation

64. Reflection on lesson plans and the delivery thereof Determine

will help the teacher to whether the
implementation
was successful

65. Which type of assessment should be clearly linked to Diagnostic as-

predetermined learning objectives/outcomes in order sessment
to help the learner in the learning process ?

66. Which one of the following statements is applicable to Learning re-

the use of resources and lesson materials ? sources and les-
son materials can
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be regarded as the
carriers of the cur-
riculum (an ideal
vehicle)

67. Fairness in assessment implies that Learners should

know how they will
be assessed, and
allows for differ-
ences in the learn-
ers' backgrounds

68. The cognitive dimension of Bloom's revised taxono- Remember, un-

my includes the following six skills derstand, apply,
analyse, evaluate
and create

69. If a teacher asks learners to reflect on their own learn- Revision

ing, he/she makes use of

70. Sees the curriculum as a process - objectives not set Stenhouse

from the start, but change as you go.

71. Knowledge must be speculative and not an unchange- Stenhouse

able entity.

72. Sees the curriculum as a product and follow an objec- Tyler

tives approach.

73. Thinking about the purpose of the curriculum - must Freire

serve to liberate learners to make links and under-
stand language, experiences and their daily struggle.

74. Must contribute to the achievement of the objec- Tyler

tive/effectiveness & efficiency.

75. Choice of content comes from the life experiences of Freire

students; guided by values and questions of power.

76. Freire
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Teaching may change learners, empower or domesti-
cate the learners.

77. Plan should be a recommendation not a prescription/ Stenhouse

therefore the focus is on how learners
learn and attempts to enrich that.

78. The principles for guiding teaching must be interac- Freire

tive, critical and set up an extended dialogue with
learners.

79. Regarding assessment - the teacher ought to be the Stenhouse

critic, not a marker; assessment should be
about improving student's capacity to work.

80. Only the informed ones should plan how to deliver the Tyler
learning experiences.

81. Teaching strategies and assessment should include Freire

problem-posing methods which require
dialogue in which teacher and student are "critical
co-investigators".

82. Technical expertise is important. Tyler

Four questions to ask about the purpose of teaching.

83. Paradigms, models and step-by-step strategies for Behavioural

curriculum.

84. Whole person, centre is social activities. Experiential

85. Creative problem solving and co-operative curricu- Naturalistic

lum.

86. Demands of society and freedom to learn. Humanistic

87. Progressive philosophy and child-centred movement. Humanistic

88. Subjective, personal and child-centred. Experiential

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89. Technical, scientific and logical-positivist. Behavioural

90. Pragmatic and educators make their ideas and values Naturalistic
known.

91. cognitive category: Formulate new equations. Synthesising/ Cre-

ation

92. cognitive category: Identify principles that apply in a Understand-

novel context. ing/Comprehen-
sion

93. cognitive category: Define basic facts. Remember-

ing/Knowledge

94. cognitive category: Draw a graph for data provided. Applying/Applica-

tion

95. cognitive category: Solve problems with two or more Analysing

steps.

96. cognitive category: Critique solutions to problems Evaluation

and statements made by others.

97. cognitive category: Write a complex review. Synthesising/ Cre-

ation

98. cognitive category: Explain what synonyms are. Remember-

ing/Knowledge

99. cognitive category: Draw inferences from a text. Understand-

ing/Comprehen-
sion

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