PRINCIPLES OF LEARNING C. Learning is an active process.

(Field Study 2 - Experiencing the teaching-learning D. Learning is the discovery of the personal
process) meaning of ideas.

1. Teacher Rose believes that students need to know 5. Teacher Keris avoids drills out of context. She gives
the intended learning outcomes of her lesson. She real world Math problems for students to drill on.
proceeds to her learning activities at once without Teacher Keris is very much convinced of which
letting them know what they are supposed to learn principle of learning?
for the day. Which principle of learning does Teacher A. Learning is an active process
Rose negate? B. Learning is the discovery of the personal
meaning of ideas.
A. Effective learning begins with setting clear C. Learning is a cooperative and collaborative
expectations and learning outcomes. process.
B. Learning is an active process. D. Effective learning begins with setting clear
C. Learning is the discovery of the personal expectations and learning outcomes.
meaning of ideas.
D. Learning is a cooperative and a collaborative 6. Teacher Ruben wanted his students to rate their
process. own work using the scoring rubric which he explained
to the class before the students began with their task.
2. Teacher Emma noticed that in group work, student Based on revised Bloom's taxonomy, in which level of
just leave the work to the leader and so vowed never cognitive processing are the students?
to give up work again. Against which principle of A. Evaluating
learning is Teacher Emma's decision? B. Synthesizing
C. Applying
A. Learning is an active process. D. Analysing
B. Learning is the discovery of the personal
meaning of ideas. 7. You are required to formulate your own philosophy
C. Learning is a cooperative and collaborative of education in the course, the teaching profession.
process. Based on Bloom's revised taxonomy, in which level of
D. Effective learning begins with setting clear cognitive processing are you?
expectations and learning outcomes. A. Analysing
B. Creating
3. In her desire to finish the content of the course C. Applying
syllabus, teacher Love just lectures while students D. Evaluating
listen. Which principle of learning does teacher Love
violates? 8. Teacher Danny requires his class to conduct
A. Learning is the discovery of the personal research, write a research report and defend the
meaning of ideas. same before the panel of experts. In which level of
B. Learning is a cooperative and collaborative processing will the students be engaged?
process. I. Retrieval
C. Effective learning begins with setting clear II. Comprehension
expectations and learning outcomes. III. Analysis
D. Learning is an active process. IV. Knowledge utilization

4. Teacher Arielle as her students to see the A. I, II, III & IV

connections of their new lesson to their own personal B. III & IV
experiences and share the same with the class. C. II, III & IV
Teacher believes in which principle of Learning? D. I, III & IV

A. Learning is a cooperative and collaborative 9. Teacher Bing encourages her students to make the
process. intended learning outcome their own and explained
B. Effective learning begins with setting clear that she expected them to monitor now and then
expectations and learning outcome. their own progress toward the intended outcome and
act accordingly. In which level of processing will D. It depends on the quantity of details you bring
Teacher Bing's students act? in
A. Cognitive
B. Self-system 16. Learning is an active process. Which one is an
C. Metacognitive system application of this principle?
D. Between cognitive and metacognitive system A. Let students learn the steps in opening a
computer by making them follow the steps.
10. Teacher Ann sees to it that her class sees the B. Group students for work or project that way
importance of the grammar lessons in English and so project becomes less expensive.
gets intrinsically motivated to learn. In which level of C. Teach your content from a multidisciplinary
processing is the class expected to act? perspective.
A. Cognitive D. Avoid drills which are out of context.
B. Self-system
C. Metacognitive system 17. The more senses that are involved, the more and
D. Between cognitive and metacognitive system the better the learning. Which practice is aligned with
this principle?
11. Teacher Rodel said: "This is the rule on how to A. Teach using mostly verbal symbol.
multiply fractions. To illustrate, let's give examples." B. Employ cooperative learning.
Then he gave fractions to the class for them to C. Invite parents as resource speakers in class.
multiply. How did Teacher Rodel proceed? D. Bring students to field trips with consent of
A. Inductively school and parents.
B. Inductively then deductively
C. Deductively 18. A non-threatening atmosphere enhances learning.
D. Deductively then inductively Which practice is an offshoot of this principle?
A. No praising
12. It is less interactive and requires relatively shorter B. No scolding
period of time to cover content. Which teaching C. No bullying
method is described? D. No homework
A. Inductive
B. Deductive 19. Emotion has the power to increase retention and
C. Both inductive and deductive learning. To apply this principle, teacher must
D. Both but more deductive ________.
A. A spice class with his/her sense of humour
13. Which method is more interactive? B. Make course difficult for the students to
A. Deductive remember and learn
B. Deductive, if teacher wants to C. Touch students' emotion when he/she
C. Inductive teaches
D. Inductive, if the teacher chooses to D. Be emotional when he/she teaches

14. When you begin teaching with the generalization 20. Good teaching goes beyond recall of information.
then bring in details, which method are you employ? So what must a teacher do?
A. Deductive A. Use multisensory aids to teaching.
B. It depends on your type of generalization B. Teach as many facts as you can.
C. Inductive C. Teach for test purposes only. Teach to the
D. It depends on the quantity of details you bring test.
in D. Make students connect facts learned to form
concepts and abstractions.
15. When you begin teaching with concrete
experiences then come in with conclusion, which 21. Learning is meaningful when it is connected to
method do you employ? students' everyday life. What is an application of this
A. Deductive principle in teaching?
B. It depends on your type of generalization A. Teacher asks the class to show application of
C. Inductive what they learned to their daily life.
B. Teacher makes everyday life the starter of
his/her lesson.
C. Teacher narrates true-to-life stories.
D. Teacher asks students to come up with
clippings of Filipino life.

22. An integrated teaching approach is far more

effective than teaching isolated bits of information.
What then should teacher avoid?
A. Teaching to the test
B. Knowledge utilization
C. Summarizing lesson
D. Use of problem solving method

Answer key:

1. A
2. C
3. D
4. D
5. B
6. A
7. B
8. A
9. C
10. B
11. C
12. B
13. C
14. A
15. C
16. B
17. D
18. B
19. C
20. B
21. A
22. D
 D. Conduct a variety of fun and challenging
activities involving hand muscles daily.

FIELD STUDY QUESTIONNAIRE (1-6) 6. Science Teacher Rita showed her class a glass of
water with an egg in it. She asked the class: “What
1. With the NCBTS as guide, an ideal learning happen to the egg if I add three-tablespoon salt to
environment should have the following the glass of water?” This is hypothesis formulation.
characteristics, EXCEPT What can you infer about the cognitive
developmental stage of Teacher Rita’s class?
A. The learning environment promotes fairness
B. Is safe and conducive for learning A. Formal operational stage
C. Builds many professional linkages B. Concrete operational stage
D. Establishes and maintains consistent standards C. Pre-operational stage
of learner’s behavior D. Between concrete and formal operational
stage.
2. Which facilities are present in a health-promoting
school environment? 7. Focusing on natural consequences of students’
behavior develop more self-regulation in the
I. Canteen that sells all kind of food students. Which of the following teacher statements
including junk food demonstrates focusing on natural consequences?
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains A. “Those who were noisy today during seatwork
IV. Safe playground will not be allowed to play games in the
computer later.”
A. II, III and IV B. “If it takes you longer to finish the seatwork
because time is wasted with chatting, then we
B. I, II, III, and IV won’t have time to go to the playground
C. I and II anymore.”
D. III and IV C. “Those who are well-behaved in class will be
given plus 5 points in the quiz.”
3. Which physical school environment supports D. If you get a grade of 95 or higher in the first
learning? two assignments, you will be exempted from
the 3rd assignment.”
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms 8. Learners are more likely to internalize and follow
C. Prominence of bulletin boards in every classroom rules when
building
D. Tall school buildings A. The teacher clearly explains the rules she
prepared.
4. A 14-year old felt ignored by her crush whom she B. The learners knows the punishments for not
believes is her on true love. She is crying following the rules.
incessantly and refuses to listen and accept sound C. The learners participate in the rule-making
advice that the teacher is offering. Her refusal to process.
accept is because: D. The teacher gives additional points for those
who follow the rules.
A. she thinks what she feels is too special and
unique, that no one felt like this before. 9. For a teacher to establish and maintain consistent
B. the teenager’s favorite word is “no”, and she standards of learners’ behavior, they should do all
will simply reject everything the teacher says. EXCEPT:
C. 14-year old are not yet capable of perspective
taking and cannot take the teacher’s perspective. A. Give immediate feedback to reinforce
D. teenagers never listen to adult advice. appropriate behavior of learners
B. Be open to exceptions each time a learner
5. A preschool teacher is thinking about how best to misbehaves in class
develop the fine motor skills of the 4-year olds. C. Communicate and enforce school policies and
Which of the following should be best to consider? procedures clearly and consistently
D. Handle behavior problems promptly and with
A. Provide daily coloring book activities. due respect to learners’ rights.
B. Ask the children to do repeated writing drills
every day. 10. Which statement on student diversity is
C. Encourage children to eat independently. CORRECT?
 A. Teacher must do his/her best to reduce student 15. Which teaching practice gives primary
diversity in class consideration to individual differences?
B. The less diversity of students in class, the
better for teacher and students. A. Allowing children to show that they learned
C. Teachers should accept and value diversity the stages of mitosis in a way where they feel
D. Student diversity is purely due to students’ most comfortable.
varied cultures. B. Allowing children to show that they learned
the stages of mitosis in away where they feel
11. Which student thinking/behavior indicates that most comfortable except by lecturing.
he/she values diversity? C. Preparing two different sets of examination,
one for the fast learners and another for the
A. He/she regards his culture as superior to slow learners.
other’s culture. D. Applying two sets of different standards.
B. He/she regards his culture as inferior to other’s
culture. 16. Which are most likely the kind of children raised
C. He/she accepts the fact that all people are by authoritarian parents?
unique in their own way. I. Fearful
D. He/she emphasizes on the differences among II. Inhibited
people and disregards their commonalities. III. Hostile
IV. Withdrawn
12. What is a teaching-learning implication of student
diversity? A. I and II
B. I, II, and III
A. Compare students. C. II and III
B. Make use of variety of teaching and D. I, II, III, and IV
assessment methods and activities
C. Do homogenous grouping for group activities. 17. If a child was raised by authoritative parents, how
D. Develop different standards for different will most likely will he/she behave in class?
student groups.
A. Relates well to class
13. Read the following comments by the teacher. B. Is suspicious of others
Which of these comments will most likely make a C. Quarrels often with classmates
child try harder, rather than give up? D. Has low level of independence

A. Sinuwerte ka ngayon dito sa test, ha? 18. Which parenting style/s contribute/s to the
B. Hindi ka talaga magaling dito sa paksang ito, development of children who have low level of
‘no? responsibility?
C. Nakikita ko na kailangan mong maglaan ng
mas mahabang panahon sa paksang ito para A. Authoritarian
lubos mong maunawaan ito. B. Authoritative
D. Nahihirapan ka sa paksang ito. Maaari kitang C. Permissive
tulungan. D. Neglecting and permissive

14. Which of the following demonstrates differentiated
instruction?
A. The teacher groups the learners by their ability
level and makes the groups work with the
same topic but assigns a different task
appropriate for each group to accomplish.
B. The teacher divides the class into three
heterogeneous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learner by their ability
level and assigns different content topics for
the groups to work on.
D. The teacher groups the learner by ability levels
and assigns each group a different task on the
same topic, and then requests three different
teachers, each to assess one of the groups.
19. Teacher Rose believes that students need not know
the intended learning outcomes of her lesson. She
proceeds to her learning activities at once without
letting them know what they are supposed to learn
for the day. Which principle of learning does
Teacher Rose negate?
A. Effective learning begins with setting clear
expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal
meaning of ideas.
D. Learning is a cooperative and a collaborative
process.
20. Teacher Emma noticed that in group work, students
just leave the work to the leader and so vowed
 never to give group work again. Against which
principle of learning is Teacher Emma’s decision?
A. Learning is an active process.
B. Learning is the discovery of the personal
meaning and ideas.
C. Learning is a cooperative and a collaborative
process.
D. Effective learning begins with setting clear
expectations and learning outcomes.
21. In her desire to finish the content of her course
syllabus, Teacher Love just lectures while students
listen. Which principle of learning does Teacher
Love violate?
A. Learning is the discovery of the personal
meaning of ideas.
B. Learning is a cooperative and a collaborative
process.
C. Effective learning begins with setting clear
expectations and learning outcomes.
D. Learning is an active process.
22. Teacher Arielle asks her students to see the
connection of their new lesson to their own
personal experiences and share the same with the
class. Teacher believes in which principles of
learning?
A. Learning is a cooperative and a collaborative
process.
B. Effective learning begins with setting clear
expectations and learning outcomes.
C. Learning is an active process.
D. Learning is the discovery of the personal
meaning and ideas.
23. Teacher Lil avoids drills out of context. She gives
real-world Math problems for students to drill on.
Teacher Lil is very much convinced of which
principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal
meaning and ideas.
C. Learning is a cooperative and a collaborative
process.
D. Effective learning begins with setting clear
expectations and learning outcomes.
24. For meaningful teaching and learning, it is best to
connect the lesson to the life of students by
integrating a relevant value in the lesson. Which
principle is applied?
A. Lesson objectives/intended learning outcomes
must integrate 2 or 3 domains – cognitive, skill
and affective or cognitive and affective or skill
and affective.
B. Begin with the end in mind.
C. Share lesson objectives/learning outcomes
with students.
D. Write SMART lesson objectives/intended
learning outcomes.
25. Teacher Paz share this lesson objective/learning
outcome with her students: “Before the period
ends, all of you must be able to identify the topic
sentence and supporting sentences of a given
paragraph.” Teacher Paz drilled them on subject-
verb agreement to ensure that they can write a good
paragraph then gave a ten-sentence paragraph for
the students to determine subject-verb agreement
before the class period ended. Did Teacher Paz use
the lesson objective/learning outcome as guide in
the development of her lesson?
A. Yes
B. No.
C. A little, because subject-verb agreement is a
must in paragraph writing.
D. Very much, because she made use of a ten-
sentence paragraph for the end-of-the-period.
26. Here is a lesson objective, “At the end of the
lesson, the students must be able to develop a
positive attitude towards work.” Is this a SMART
objective?
A. Partly, it is in the affective domain.
B. Very much, it is specific.
C. Not at all, develop is a non-behavioral term.
D. Yes, if the word “develop” is replaced with
“create”.
Teacher Mila taught the parts of a microscope,
demonstrated how to focus it under the low power objective,
then asked 3 students to try to focus it with her under
guidance as the class looked on. She asked the class if the 3
students did focus the microscope correctly and ended her
lesson citing the “don’ts” and explaining the “whys” behind
the “don’ts” in focusing the microscope. Before she did all
these, she asked the class if it is not important for them to
learn how to focus the microscope.
27. Based on Kendall’s and Marzano’s new taxonomy,
in what domains was Teacher Mila’s lesson?
I. Information (Declarative Knowledge)
II. Mental procedure (Procedural Knowledge)
III. Psychomotor procedures (Physical skills)
A. I and II
B. II only
C. II and III
D. I, II and III
28. Which part of Teacher Mila’s lesson consists of
mental procedure (procedural knowledge)?
I. Asking the class if the 3 students focused the
microscope correctly
II. Explaining the “whys” behind the “don’ts”
 III. Focusing the microscope taxonomy, which level of cognitive processing are
the students?
A. I only
B. I, II, and III A. Evaluating
C. II only B. Synthesizing
D. I and II C. Applying
D. Analyzing
29. Based on Bloom’s taxonomy, which part of
Teacher Mila’s lesson is in the psychomotor 34. You are required to formulate your own philosophy
domain? of education in the course, The Teaching
Profession. Based on Bloom’s revised taxonomy, in
A. The 3 pupils focusing the microscope which level of cognitive processing are you?
B. The pupils listening to the “don’ts” in focusing
the microscope A. Analyzing
C. Asking the class if it is important to learn how B. Creating
to focus the microscope C. Applying
D. Explain the “whys” behind the don’ts. D. Evaluating

30. If Teacher Mila’s lesson objective/intended 35. Teacher Danny requires his class to conduct
learning outcome is “to focus the microscope research, write a research report and defend the
correctly”, could she have just shown the class how same before a panel of experts. In which level/s of
to do it without explaining the parts of the processing will the students be engaged?
microscope and their corresponding function? I. Retrieval
II. Comprehension
A. No III. Analysis
B. Yes, 21st Century students learn skills very IV. Knowledge utilization
fast.
C. Yes, but risky. A. I, II, III, and IV
D. No, it is basic for students to know the B. III and IV
function of each part. This guides the students C. II, III and IV
on how to focus the microscope. D. I, III, and IV

31. If explaining and demonstrating are necessary for
Teacher Mila to realize her lesson
objective/intended learning outcome, what does
this imply on lesson planning and development for
whole and meaningful learning?
A. Integrate the domains of learning outcomes.
B. You make lesson focus only information.
C. Plan a lesson that is exclusively for skill or for
information.
D. Always touch the affective domain of learning.
32. Which part of Teacher Mila’s lesson is in the
affective domain?
36. Teacher Bing encourages her students to make the
intended learning outcome their own and explained
that she expected them to monitor now and then
their own progress toward the intended learning
outcome and act accordingly. In which level of
processing will Teacher Bing’s student’s act?
A. Cognitive
B. Self-system
C. Metacognitive system
D. Between cognitive and metacognitive system
37. Teacher Ann sees to it that her class sees the
importance of the grammar lessons in English and
so gets intrinsically motivated to learn. In which
level of processing is the class expected to act?

A. Asking the students of learning to focus the A. Cognitive

microscope is important.
B. The “don’ts” in focusing the microscope.
C. Teacher Mila demonstrating to the class first
how to focus the microscope before asking the
3 to focus the same in order to avoid accident.
D. Explaining the why behind the “don’ts” in
microscope focusing.
33. Teacher Ruben wanted his students to rate their
own work using the scoring rubric which he
explained to the class before the students began
with their task. Based on revised Bloom’s
B. Self-system
C. Metacognitive system
D. Between cognitive and metacognitive system
38. Teacher Mylene talked all period. She taught the
class the steps to undertake in the conduct of an
action research. She also showed a poorly done
action research, discussed why it is poorly done
and finally showed a model action research. Which
teaching approach describes Teacher Mylene’s
lesson development? Was Teacher Mylene’s
approach learner-centered?
 B. Inquiry-based
A. Yes, she taught for all learners. C. Inclusive
B. Yes, she made things easy for the learners. D. Integrated
C. No, she was more subject-centered and
teacher-centered. 44. Teacher Ann demonstrated the deductive method of
D. No, because her subject matter was highly teaching in her English class. Based on her
technical. teaching demo, she asked the class to outline the
steps of a deductive teaching method. The student’s
39. Teacher Dada’s lesson was on “what man can do to outlines served as the starting point of the class
arrest climate change”. She made students do the discussion on the steps of the deductive method.
talking, the arguing, and the synthesizing. She gave Did Teacher Ann go deductive?
her lecturette after students have participated in the
lively discussion. Which teaching approach did A. No, she went inductive.
Teacher Dada employ? B. Yes, she began with the concrete.
C. Yes, she went deductive.
A. Learner-centered approach D. Both deductive and inductive.
B. Activity-centered approach
C. Subject-matter centered approach 45. Teacher Rodel said: “This is the rule on how to
D. Teacher-centered approach multiply fractions. To illustrate, let’s give
examples.” Then, he gave fractions to the class for
40. In this FS course, FS students are required to them to multiply. How did Teacher Rodel proceed?
observe, analyze and reflect on actual class
proceedings. Which description of the pedagogical A. Inductively
approach of K to 12 as cited in the K to 12 law is B. Inductively then deductively
observed in the conduct of this FS course? C. Deductively
D. Deductively and inductively
A. Developmentally appropriate
B. Reflective 46. It is less interactive and requires relatively shorter
C. Inclusive period of time to cover content. Which teaching
D. Inquiry-based method is described?

41. Teacher Beth avoid giving out-of-context drills. A. Inductive

Instead she makes use of real-world problems for B. Deductive
her students to solve. Doing so makes Teacher Beth C. Both inductive and deductive
_____ in approach. D. Both but more deductive

A. Developmentally appropriate 47. Which method is more interactive?

B. Reflective
C. Constructivist A. Deductive
D. Inquiry-based B. Deductive, if teacher wants to
C. Inductive
42. The subject matter is the ASEAN Qualifications D. Inductive, if the teacher chooses to
Framework (AQRF). The Asian History teacher
teams up with the Economics teacher, the 48. When you begin teaching with the generalization
Professional Education teacher for a thorough then bring in details, which method do you
discussion of AQRF from the different perspective employ?
of other disciplines. Which describes the Asian
History teacher’s pedagogical approach? A. Deductive
B. It depends on your type of generalization
A. Integrated C. Inductive
B. Constructivist D. It depends on the quantity of details you bring
C. Inclusive in
D. Inquiry-based
49. When you begin teaching with concrete
43. The spiral progression approach in teaching Math experiences then come with conclusion, which
in the K to 12 curriculum means that you teach method do you employ?
basic Math concepts from K to Grade 10 in
increasing depth and breadth across the grades. A. Deductive
This means that Math teaching is ____. B. It depends on your type of generalization
C. Inductive
A. Developmentally appropriate
 D. It depends on the quantity of details you bring D. Teacher asks students to come up with clipping
in of Filipino life

50. Learning is an active process. Which one is an
application of this principle?
A. Let students learn the steps in opening a
computer by making them follow the steps.
B. Group students for work or project that way
project becomes less expensive.
C. Teach your content form a multidisciplinary
perspective.
D. Avoid drills which are out of control.
51. The more senses that are involved, the more and
the better the learning. Which practice is aligned
with this principle?
56. An integrated teaching approach is far more
effective than teaching isolated bits of information.
What then should teacher avoid?
A. Teaching to the test
B. Knowledge utilization
C. Summarizing lesson
D. Use of problem solving method
Teacher Jing proceeded to her lesson without stating the
intended learning outcomes for the hour. She asked her
students to work on Seatwork #3 found in the Math
Workbook, pp. 3-4. After 40 minutes, the students corrected
their own answers as Teacher Jing dictated the answer.

57. Was the development of the lesson in accordance

A. Teach using mostly verbal symbol with outcomes-based teaching and learning?
B. Employ cooperative learning
C. Invite parents as resource speakers in class A. Yes, the students corrected their own work
D. Bring students to field trips with consent of B. No, the learning outcomes were not stated and
school and parents so it was not clear what was supposed to be
assessed.
52. A non-threatening atmosphere enhances learning. C. No, the students were not shown how the
Which practice is an offshoot of this principle? answers were derived.
D. Yes, the students corrected their own progress.
A. No praising
B. No scolding 58. What is an OBE/OBTL practice in Teacher Jing’s
C. No bullying class?
D. No homework
A. The seatwork
53. Emotion has the power to increase retention and B. Teacher Jing gave the answers
learning. To apply this principle, teacher must C. Students’ correcting their own answers
_____. D. None at all

A. Spice class with his/her sense of humor. 59. If Teacher Jing develop lesson the OBTL way,
B. Make course difficult for students to remember what should she do?
and learn
C. Touch students emotion when he/she teaches A. Make students understand what they are
D. Be emotional when he/she teaches expected to know and able to do after the
lesson.
54. Good teaching goes beyond recall of information. B. Make seatwork as homework.
So what must a teacher do? C. Correct the seatwork.
D. Make students arrive at the answers.
A. Use multisensory aids to teaching
B. Teach as many facts as you can 60. In OBTL, upon which should my assessment be
C. Teach for test purposes only. Teach to the test. based?
D. Make students connect facts learned to form
concepts and abstractions. A. Content
B. Intended learning outcome
55. Learning is meaningful when it is connected to C. Scope of subject matter
students’ everyday life. What is an application of D. Teaching and learning activity
this principle in teaching?
61. I wasn’t satisfied with Student B’s yes as an answer
A. Teacher asks the class to show application of and so I asked to explain why? Which did I do?
what they learned to their daily life.
B. Teacher makes everyday life the starter of A. Probing
his/her lesson. B. Asking non-directed questions
C. Teacher narrates true-to-life stories. C. Prompting
D. Rephrasing
 C. I and II
62. Teacher Leticia claims she can’t accept an “I don’t D. I and IV
know” answer. So she does ____.
69. Which type of question will least promote
A. Probing interaction among students?
B. Asking non-directed question
C. Prompting A. Divergent
D. Repeating the question B. Conceptual
C. Convergent
63. To obtain well-thought out answers, which D. Inference
questioning behavior helps?
70. All are responsibilities of the Learning
A. Involving as many as possible Resource/Audio-Visual/Educational Technology
B. Asking open-ended questions Center of a school EXCEPT _______.
C. Asking non-directed question
D. Allowing sufficient time A. Make available technology equipment for use
of teachers and students
64. This is my questioning behavior: I ask the question, B. Conduct training for teachers on how to use
I pause for a while then call on a student. Which is technology tools
this questioning practice? C. Work with teachers in producing instructional
materials
A. Asking non-directed question D. Accomplish the students’ technology project
B. Asking for non-volunteers for them
C. Directing a question
D. Involving as many as possible 71. The Learning Resource/Audio-visual/Educational
Technology Center regularly provides the teachers
65. You get a partially correct answer. You say “yes a list of websites, apps and instructional materials
but a part needs improvement”. How did you available in the city which are relevant to the
handle the response? different subjects they teach. This fulfills which
function?
A. Provided a corrective feedback
B. Provided an acceptance feedback A. Recreational reading center
C. Gave appropriate praise B. A link to other community resources
D. Criticized student’s response. C. Laboratory of learning
D. Center of resources
66. A question is raised by one student. You don’t
answer it but throw back the question to the class. 72. Learning Resource/Audio-visual/Educational
Which is this reacting behavior? Technology Center sponsors a seminar-workshop
for teachers and administrators on the use of the
A. Redirecting question to other pupils latest presenter applications. This fulfills which
B. Soliciting student’s questions function?
C. Providing corrective feedback
D. Asking follow up question A. Center of resources
B. Agent of teaching
67. Which practice doesn’t promote interaction? C. Coordinating agency
D. Recreational reading center
A. Soliciting student’s questions
B. Rejecting student’s answer outright 73. Examine the bulletin board display. This bulletin
C. Rephrasing the question board fulfills which primary purpose? (MATH
D. Repeating and expanding on a student’s MADNESS! Are you a game?)
answer
A. Instructional-interactive)
68. You want to develop student’s critical thinking B. Informational
skills. Which type of question should you ask? C. Motivational
I. Closed questions D. Decorative
II. Convergent questions
III. Divergent questions 74. Examine the bulletin board display. This bulletin
IV. Open-ended questions board fulfills which primary purpose? (Best Work
in the World!)
A. III and IV
B. II and III A. Instructional-interactive
 B. Informational
C. Motivational
D. Decorative
75. Examine the bulletin board display. This bulletin
board fulfills which primary purpose? (Fall In
Love With Reading)
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Decorative, informational
76. In order for the students to clearly understand the
structure and content of the teacher’s presentation,
the teacher should have _______.
A. A summary
B. Several years of experience as a presenter
C. A short conclusion
D. A short preview
77. Miss Tria is preparing slides for her lesson
demonstration, she remembers to apply the rule of
six. Most likely she will ______.
A. Limit her presentation to six slides with six
sentences on each side
B. Identify six important point to discuss, and use
about six minutes to explain each point
C. Have six lines on each slide with each line
having not more than six words.
D. Include six paragraphs presented in six slides.
78. Miss Riel is very excited to do her presentation
about the effects of global warming to Grade 5
students. She wants to make sure the children will
be interested. While preparing her slides, she
should ________.
A. Put animation and slide transition on each slide
to sustain attention
B. Include pictures and a short video clip that
captures the effects of global warming.
C. Use a different slide design with nature images
for each slide to sustain interest.
D. Put one paragraph per slide to emphasize the
facts about global warming.
79. Miss Anyayahan is planning technology integration
in her science lesson on states of matter. She is
applying her pedagogical knowledge when she
______.
A. Looks into the characteristic and interest of the
learners in order to choose activity that would
match them.
B. Studies how to attack a video to her audio-
visual presentation.
C. Researches further on plasma as another state
of matter
80. Mr. Taqueban is planning technology integration in
his social studies lesson on the EDSA Revolution.
He is applying his content knowledge when he
______.
A. Considers the learners’ multiple intelligences
before preparing his technology integration
lesson plan
B. Includes information from EDSA revolution
video documentaries
C. Uses Prezi as an option to using powerpoint in
his presentation.
D. Sets up a wikispaces account for his students
to blog about the EDSA Revolution lesson.
81. Mrs. Gorres is implementing a technology-
integration activity for 4th graders to work on
multiplication of two digit numbers. Which of the
following illustrates the interaction of the teacher’s
technological, pedagogical, and content
knowledge?
A. The teacher checks the math standards for 4 th
grades and based on these standards, lets her
student answer multiplication exercises on the
blackboard.
B. The teacher makes the children watch a video
that she downloaded from Youtube and ask the
children to summarize it.
C. The teacher evaluates math apps on
multiplication, matches them with her students
skill level, demonstrates how the apps are used
and allows her students to explore and work on
the apps.
D. The teacher makes the children play whatever
math apps they find in the internet and lets
them share in class about their experience.
82. A Science Teacher uses a power point presentation
to show the classification in kingdom Animalia.
The teacher then teachs them how to use a software
in making graphic organizers. Students then use
this to create their own graphic organizers to
classify animals. This shows technology which is
_____.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive
83. Teacher A demonstrates how to work with a math
app that provides practice in adding mixed
fractions. The students then work independently
with the app to provide them sufficient practice in
adding mixed fraction. This shows technology
integration which is ______.
A. entry-active
B. adoption-active
 C. infusion-active
D. transformation-active
84. A Grade 7 Social Studies teacher gave a project
where her class in Manila will work together with
other Grade 7 classes in their school campuses in
Visayas and Mindanao. They will create posters
and video clip to communicate a message about
peace. They will use social media to spread their
peace campaign. This project involves technology
integration which is _______.
A. entry-active
B. adoption-constructive
C. transformation-constructive
D. adaptation-collaborative
85. Mrs. Inton is evaluating a website for her Literature
class. She is making sure that the factual pieces of
information found on the site are well documented
and pictures and diagrams are properly labeled. She
is also checking that there are no misspelled words
nor grammar errors. Which criterion is she focusing
on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
86. Miss Castro is evaluating an early literacy app for
her kindergarteners. She is making sure the app is
uncluttered in appearance, is arranged in some
order of difficulty, and that icons represent what
they were intended to represent. Which criterion is
she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
87. Miss Tanada is evaluating an app for her Grade 8
Science class. She is finding out whether the app
taps the skills found in the Grade 8 standards to
ensure that this app will be helpful in meeting her
objectives. She wants to make sure it is not too
easy nor too difficult for her students. Which
criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
88. MOOCs are considered massive because____.
A. They need a big amount of computer storage to
be able to avail of a course.
B. They can accommodate a big number of
learners.
C. They can only be provided by big universities.
D. They were designed and created by a big group
of experts.
89. MOOCs are open because_____.
A. All courses are offered for free
B. Courses can be accessed by anyone anywhere
as long as they are connected to the internet.
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening
of a semester.
90. MOOCs are considered as a course because____.
A. They have a guide or a syllabus that indicates
contents, objectives, activities, and assessment.
B. They are always given by a fully-recognized
university in the world
C. They are a requirement for a Bachelor’s degree
D. They are graded
91. In a curriculum development class, the teacher
asked the students to give an enriched definition of
the curriculum. Which among the following
encompasses the true essence of the term?
A. Curriculum is a list of subjects to take to
complete a course.
B. Curriculum is the sum total of all the learning
experiences in the teaching-learning process.
C. Curriculum is a list of courses in order to
graduate.
D. Curriculum is a never ending process in
education.
92. Ordinary people consider curriculum as_______.
I. A list of subjects
II. Courses to complete
III. Subjects to undertake
A. I only
B. II only
C. III only
D. I, II, and III
93. Curriculum may be defined in many ways. What
does this prove?
A. The concept of curriculum is based on those
given by experts
B. The concept is limited and narrow in scope
C. The curriculum is characterized as
fragmentary, elusive and confusing.
D. The concept of curriculum may be defined
from different perspectives.
94. The Philippine Association for Teachers and
Educators (PAFTE) proposed a new curriculum for
Teacher Education to make the graduates globally
competitive. What type of curriculum is this?
 A. Supported curriculum
B. Hidden curriculum A. Focuses on the experiences of the students and
C. Assessed curriculum supervised by the teacher
D. Recommended curriculum B. Takes into account all the curricular elements
and tests these elements through real life
95. In order to have an effective teaching and learning, application.
there must be an adequate utilization of learning C. The classroom is only one place for the
materials. What type of curriculum is this? students to learn; learning can take place
anywhere.
A. Assessed curriculum D. Knowledge that comes from various
B. Hidden curriculum disciplines should be the focus.
C. Recommended curriculum
D. Supported curriculum 102. In analyzing the curriculum, the teacher should
consider the following, except;
96. When teachers conduct a series of evaluation to I. Vision, mission, goals and core values of the
determine the extent of teaching, what must be school
implemented? II. Learning resources and faculties of the school
III. Needs and interest of the learners
A. Hidden curriculum IV. All must be considered.
B. Taught curriculum
C. Learned curriculum A. I only
D. Assessed curriculum B. II only
C. III only
97. This curricularist uses unique and out-of-the box D. I, II and III
strategies to make his/her class highly engaging.
He/She is a/an _____. 103. Miss Lim started off her lesson plan with the
outcomes she expects her students to achieve at the
A. Knower end of the lesson, this curriculum approach is
B. Innovator _____.
C. Writer I. Curriculum as a body of knowledge
D. Implementer II. Curriculum as a process
III. Curriculum as a product
98. This curricularist has published researches, books, IV. All of the above
manuals, and other instructional materials. He/She
is a/an______. A. I only
B. II only
A. Implementer C. III only
B. Evaluator D. I, II, and III
C. Planner
D. Writer 104. When curriculum is viewed as a process, what
should the teacher consider primarily in designing
99. This curricularist attends seminars, workshops, and his/her lessons?
pursues graduate work. He/She is a/an _______.
A. Different modes of assessments
A. Innovator B. Various methods and strategies
B. Knower C. Outcomes-based learning objectives
C. Writer D. National competency-based competencies
D. Evaluator
105.What could be the content/topic when the teacher
100. When a school believes that curriculum should asked the learners to define curriculum and
highly focus on Math, Science, and other complete a matrix on the differences between
fundamental intellectual disciplines, this school traditional and progressive curriculum?
believes in the curriculum view of _______.
A. The meaning of curriculum
A. John Dewey B. Different elements that affect curriculum
B. Hollis Caswell C. Various curriculum perspectives
C. Arthur Bestor D. Historical and philosophical foundations of
D. Phillip Phenix curriculum

101. The following are characteristics of progressive 106.Which of the following processes usually comes
curriculum, EXCEPT; first in developing curriculum?
 D. Curriculum development is more effective if it
A. Selection of educational content is a comprehensive process, rather than
B. Evaluating educational experiences “piecemeal”.
C. Identifying learning goals and objectives
D. Organization of learning experiences 113.In order to have an effective teaching and learning,
there must be an adequate utilization of learning
107.Considering that curriculum is a dynamic process, materials. What type of curriculum is this?
this person put premium in the role of the teachers’
participation in developing the curriculum: A. Curriculum changes made earlier can exit
concurrently with newer curriculum changes.
A. William Alexander B. Curriculum development starts from where the
B. Galen Saylor curriculum is.
C. Hilda Taba C. Curriculum design should always be SMART.
D. Ralph Tyler D. Curriculum development is a cooperative
group activity.
108.The best feature of Tyler’s Rationale is the _____.
114.Who are the primary movers in the implementation
A. Planning phase of the changes made on curriculum?
B. Identifying the purpose
C. Organizing the experiences A. Teachers
D. Evaluating the experiences B. Learners
C. Parents
109. All these questions should be answered by D. Community officials
curriculum except:
115.A barangay official suggested that fishing and
A. What subjects are important? marine life be included in the barangay public
B. Who will benefit from a well-designed school so that learners will have a background on
learning experience? the primary livelihood in their area. This is based
C. What outcomes should be achieved? on what curriculum design model?
D. What qualifications should teachers have?
A. Subject-centered
110.Mrs. Valdez asks her Grade 10 class to read B. Learner-centered
biographies, encyclopedia, history books and the C. Problem-centered
like during their free time. She is a believer of what D. Career-centered
philosophy?
116.Which of the following does not belong in the
A. Existentialism group?
B. Behaviorism
C. Perennialism A. Child-centered design
D. Essentialism B. Life-situations design
C. Experience-centered design
111.These foundations show the chronological D. Humanistic design
development of curriculum, mostly using a
timeline. 117.Which is the primary characteristic of a subject-
centered design model of curriculum?
A. Historical foundations
B. Legal foundations A. Interrelated
C. Philosophical foundations B. Interdependent
D. Psychological foundations C. Correlated
D. Interdisciplinary
112.What axiom emphasizes that curriculum design
should be based on a careful plan, intended 118.As an implementer of curriculum, the teacher has
outcomes clearly established, etc.? to perform all these tasks except ______.

A. Curriculum change is inevitable, necessary and A. Write appropriate lesson plans

desirable. B. Utilize suitable instructional materials
B. Curriculum is a product of its time. C. Design reliable and valid assessment tools
C. Curriculum development is more effective D. All of the above
when it follows a systematic process.
119.Implementation means putting into practice the
experiences which has been written in all except A. Learning outcomes
_____. B. Teacher performance
A. Internet resource sites C. Strategies and methods used
B. Syllabi D. Instructional materials
C. Course outline
D. Curriculum guides 126.When do we need to evaluate the curriculum?

120.All are involved in “teaching” except ______. A. Every academic year

B. Every quarter
A. Employing strategies C. When somebody suggests it
B. Using instructional materials D. Whenever necessary
C. Utilizing varied activities
D. Meeting with the parents 127.Teacher Emma gave a True-False pretest on social
justice. Based on the pretest results, she taught her
121.The following are the roles of the stakeholders in class social justice by correcting whatever wrong
curriculum development except ______. concepts the students have and affirmed and
I. Help in formulating the appropriate learning expounded on their correct concepts. After
experiences correcting their wrong concepts and affirming their
II. Create an environment that allows for a child’s correct answers, Teacher Emma gave the class a
holistic development posttest. Among the forms of assessment explained,
III. Participate in the implementation of the which one/s did Teacher Emma do?
curriculum
IV. All are roles of the stakeholders A. Assessment OF learning
B. Assessment AS learning
A. I only C. Assessment FOR learning
B. II only D. Assessment FOR and AS learning
C. III only
D. I, II, and III 128.The class was taught how to conduct an action
research and was required an end-of-the-term
122.These stakeholders are direct partners of the school written research report. The class was taught how
in strengthening learning experience in the home. to do the research report and was show an Analytic
Scoring Rubric for them to know how they will
A. Community graded. The class took the Scoring Rubric as guide
B. School administrators in the making of their research report. They were
C. Parents all motivated to pass an excellent research report.
D. Government officials They were all motivated to pass an excellent
research report and as a group checked now and
123. These stakeholders are at the core of the then if they were true to the qualities of an
curriculum. They are the primary beneficiaries of excellent research report as seen in the scoring
the curriculum. rubric. What form of assessment is described?

A. Teachers A. Assessment OF learning

B. Learners B. Assessment AS learning
C. Community C. Assessment FOR learning
D. Parents D. Assessment FOR and AS learning

124.All are importance of evaluating the curriculum
except:
A. To be able to boost of a new and improved
curriculum every time.
B. To constantly keep up with the changing times
C. To answer to the changing needs of the
learners
D. To identify which parts and aspects of the
implement curriculum needs to be improved,
modified or changed.
125.Which component can be included in curriculum
evaluation?
129.Teacher Julie sees to it that she checks for
understanding as she teachers to ensure that every
student can follow the lesson. With what form/s of
assessment is Teacher Julie occupied with?
A. Assessment OF learning
B. Assessment AS learning
C. Assessment FOR learning
D. Assessment FOR and AS learning
130.Teacher Grace is done with Unit 1. She wants to
know how well her students could demonstrate the
knowledge and skills targeted at the beginning of
 the Unit. Into what form of assessment is Teacher
Grace? 136.If you emphasize on assessing higher-order
thinking skills, which should you do?
A. Assessment OF learning
B. Assessment AS learning A. Avoid paper-and-pencil test.
C. Assessment FOR learning B. Give students problem to solve.
D. Assessment FOR and AS learning C. Give oral examinations.
D. Do less formative assessment.
131.Which assessment is/are used to determine grade of
students? 137.On which should a teacher base his/her
I. Formative Assessment assessment?
II. Summative Assessment
III. Assessment of Learning A. Learning outcome
B. Learning content
A. II and III C. Developmental stage of learners
B. I and III D. Learning resources
C. I and II
D. I only 138. In Outcomes-Based Education or Outcomes-Based
Teaching-Learning, the assessment task should
132.Which assessment leads student to become self- match with the _______.
directed and independent learners?
A. Learning resources
A. Formative Assessment B. References
B. Summative Assessment C. Learning outcome
C. Assessment AS learning D. Content
D. Assessment FOR learning
139.“Very good. You are doing very well, Johann!”
133.Complete this analogy. Formative Assessment: says Teacher Jona. Teacher was referring to
Assessment for learning Johann’s word problem-solving skills. Is this in
Summative Assessment: ____________________ accordance with giving specific feedback?

A. Assessment of learning A. Yes

B. Assessment with learning B. No.
C. Assessment as learning C. Very much, the feedback is clear enough.
D. Assessment in learning D. No, it is exaggerated.

134.Emphasize on self-assessment. Teacher Lyn applies
this principle by ____.
A. Making her student check their own papers.
B. Motivating her students to set their personal
learning goals and track their progress against
that goal.
C. Preparing her students for higher-order
thinking questions.
D. Requiring them scoring rubric as project.
135.Assessment should be on real-world application
and not on out-of-context drills. To apply this
principle, what should Teacher Nancy do?
A. Assess students’ English oral communication
skills in a graduation program simulation
where each student has a speaking assignment.
B. Gives a 20-point quiz asking students to
determine whether or not the sound of “a” is
long or short.
C. Gives students a matching type of test on
vocabulary.
D. Gives a 10-item quiz on adding dissimilar
fractions which is the weakness of students.
140.Teacher Annie explains to her class: “Each one is
expected to spell 10 words out of 10 words
correctly. This is a mastery test.” Teacher Annie’s
behavior in keeping the principle to set acceptable
standards of success.
A. No, the standard she set is too high.
B. No, she is not setting the standards. She is just
explaining the meaning of mastery test.
C. Yes, it is. The standard is clear.
D. Yes, she sees to it that every student agrees.
141.Teacher Jocelyn considers the multiple-choice type
of test the best among the type of test, so for
assessment of learning she uses only multiple
choice type of test. Is this in accordance with
principle of assessment?
A. Yes, well-formulated multiple choice test
measures HOTS.
B. Yes, for as long as the multiple choice tests
measure low and high level thinking skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for
assessment data-gathering.
 149.Which assessment task is most fit for logic-smart
142. A professor does not give quiz at all. The student’s learners?
grades are based only on the summative assessment
results. Does he violate an assessment principle? A. Solving a puzzle
B. Showing the steps through a diagram
A. No, that is academic freedom. C. Describing the solution
B. No, he assesses learning and gives grades D. Composing a song
anyway.
C. Yes, assessment data to be reliable should 150.Which assessment task works best for language-
come from multiple sources. smart learners?
D. Yes, he does not consider multiple
intelligences and learning styles. A. Oral presentation
B. By the uses of graphic organizers
143.Which does NOT belong to the group? C. Dance
D. By demonstration
A. Completion test
B. Multiple Choice 151. In which level is identifying the authors of given
C. Matching type literary pieces?
D. Alternate response A. Understanding
B. Applying
144.Which does NOT belong to the group? C. Recalling
D. Synthesizing
A. Completion test
B. Problem solving 152. The students were expected to be able to develop a
C. multiple choice lesson plan following Outcomes-based Education
D. short answer (OBE) principles. Based on Kendall’s and
Marzano’s taxonomy, in which level is the intended
145.Which type of test measures student’s thinking, learning outcome?
organizing and written communication skills?
A. Analysis
A. Extemporaneous speech B. Retrieval
B. Completion type C. Knowledge utilization
C. Multiple choice D. Metacognitive system
D. Essay
153. You have to remember the steps in opening a
146. Teacher Dada wants to test student’s acquisition of computer if you want to do it on your own. In what
declarative knowledge. Which test is appropriate? level of assessment is remembering the steps?

A. Performance test A. Retrieval

B. Submission of a report B. Analysis
C. Short answer C. Comprehension
D. Essay D. Knowledge utilization

147. Performance test: Psychomotor skills Paper-and- 154.Teacher Joji’s intended learning outcome is this:
pencil test:_______. “interpret the given poem”. Which assessment task
is aligned? Teacher Joji
A. Declarative knowledge
B. Psychomotor procedure A. Gives the students a written test and ask them
C. Motor skills to paraphrase the poem
D. Procedural knowledge B. Gives an oral test and asks them to recite the
poem with feelings
148.Teacher Peter wants to know how well his students C. Gives a written test and asks the students what
have imbibed the virtue of honesty. Which tool is the poem expresses
most appropriate? D. Makes them memorize the poem then recite it
with feelings to prove understanding
A. Personality test
B. Student interview 155.Is the test item “classify the given teaching
C. Reflective journal on “How Honest Am I?” methods” aligned to this intended learning outcome
D. Written test “to select the appropriate teaching method?”

A. Yes
 B. No
C. A little because classify and select are related
D. Yes, if you change “select” in the learning
outcome changed to classify
156.Here is a lesson objective/intended learning
outcome: “illustrate the law of supply and demand
your original concrete example”. For content
validity, which test item is aligned?
A. Define the law of supply and demand and
illustrate it with an example
B. Illustrate the law of supply and demand with a
drawing
C. Illustrate the law of supply and demand with a
concrete, original example.
D. Explain the law of supply and demand and
illustrate it with a diagram.
157.Teacher Joji wrote this learning outcome: “To
interpret a given quotation.” For content validity
which should she ask?
D. No, the options have nothing to do with skill-
related activity.
160. In Teacher Lea’s Table of Specifications (TOS),
60 percent of the 1st grading test items are applying
questions based on Bloom’s taxonomy. A review of
her test shows that 50% are remembering items,
20% are analyzing questions and 30% are applying
questions. Does Teacher’s test coincide with her
TOS?
A. No
B. No, her analyzing questions is supposes to be
60%
C. Yes.
D. Yes, her applying questions are also analyzing
questions, too.
161.Teacher Parah asked her pupils to display their
penmanship work in the beginning, middle and
near the end of the school year. Which type of
portfolio is displayed?

A. Interpret Nietsche’s statement: “He who has a A. Development portfolio

why to live for can bear with almost any how.” B. Evaluation portfolio
B. Did you believe in Nietsche’s statement “He C. Showcase portfolio
who has a why to live for can bear with almost D. Assessment portfolio
any how”
C. What is true in Nietsche’s statement “He who 162.You are applying for a teaching job. Which type of
has a why to live for can bear with almost any portfolio should accompany your application letter?
how?”
D. Nietsche was an atheist. Do you believe that he A. Development portfolio
can give this statement “He who has a why to B. Evaluation portfolio
live for can bear with almost any how” C. Showcase portfolio
D. Assessment portfolio
158. After teaching them the process of experimenting,
Teacher Joe wanted his students to be able to set up 163.I have to check if my students were able to produce
an experiment to find an answer to a scientific the expected output as stated in my intended
problem. Which will he ask his students to do? learning outcome. Which type of portfolio am I
interested to see?
A. Set up and experiment to find out if aerial
plants can also live on land. A. Development portfolio
B. Can aerial plants also to live on land? Research B. Evaluation portfolio
on experiments already conducted. C. Showcase portfolio
C. Observe if aerial plants can survive when D. Assessment portfolio
planted in soil. Note your observations and
present them in class. 164.Teacher Alex wants his pupils to display the
D. Research on the answers to this scientific favorite poem the poems each one composed. What
problem: Can aerial plants survive when type of portfolio is Teacher Alex expecting to see?
transferred in soil?
A. Development portfolio
159. Here is an intended learning outcome of a Health B. Evaluation portfolio
teacher: “Identify skill-related fitness and suitable C. Showcase portfolio
for the individual.” Does her test item measure this D. Assessment portfolio
particular outcome and therefore has content
validity? 165.Which portfolio enable you to determine if you
realized your intended learning outcome?
A. Yes, very much.
B. Yes because it asks something about skill- A. Development portfolio
related activities B. Evaluation portfolio
C. No. C. Showcase portfolio
 D. Assessment portfolio 173. In MAPEH and TLE, which contribute/s heaviest
to the student grade?
166.For diagnostic purposes which type of rubric is
more appropriate? A. Performance tasks
B. Written work
A. Analytic rubric C. Quarterly assessment
B. General rubric D. Quarterly assessment and performance tasks
C. Holistic
D. Developmental rubric 174. Based on percentage contribution to the grade,
what can be inferred from the DepEd’s emphasis
167.Which rubric CANNOT provide specific feedback on learning and assessment?
for improvement?
A. The emphasis depends on the grade level of
A. Analytic rubric the subjects.
B. General rubric B. All components are being emphasized
C. Holistic C. The emphasis for all Grades 1-10 subjects is
D. Developmental rubric on performance task
D. The emphasis in on quarterly assessment.
168.Which advantage does a holistic rubric over that of
an analytic rubric? 175. A student gets a numerical grade of 80. What is his
descriptor for his level of proficiency?
A. Take less time to create
B. Shorter in content A. Satisfactory
C. More direct B. Fairly satisfactory
D. More detailed C. Very satisfactory
D. Did not meet expectations
169.Because of its nature, which can be of greater help
for student self-directed learning? 176. I get a grade of 90. What is its descriptor?

A. Analytic rubric A. Very satisfactory

B. Developmental B. Beginning
C. Holistic C. Advanced
D. Combination of holistic and analytic D. Outstanding

170.Which is the percentage contribution of quarterly 177.Which is described as “did not meet expectations”?
assessment to the grade of the student from Grades
1 to 10? A. Below 75%
B. Below 76%
A. 15% C. Below 74%
B. 20% D. Below 72%
C. 25%
D. 30% 178. If a student failed to meet standards, which
descriptor applies?
171.Does quarterly assessment have the same
percentage weighs for all the subjects, for all the A. Developing
tracks in Grades 11-12? B. Beginning
C. Poor
A. Yes D. Did not meet expectations
B. No
C. Yes, only for the academic track 179. How is the final grade per subject for Grades 11
D. It depends on schools and 12 obtained?

172.Which is the percentage contribution of written A. Get the average of the grades for the 2
work to the grade of the Grade 1-10 student in Quarters.
Science and Math? B. Get the average of the grades for the 4
Quarters.
A. 50% C. Get the average of the grades of all subjects for
B. 20% the 2 semesters.
C. 40% D. Get the average of the grades of all subjects for
D. 30% the 4 semesters.
180.Which is/are TRUE of MAPEH when it comes to II. Ensure alignment of curriculum, instruction, and
grade computation? assessment
I. The quarterly grade is the average of the III. Promote, to parents and students, credible and
quarterly grades in the four areas – Music, Arts, useful feedback.
Physical Education and Health (MAPEH)
II. Individual grades are given to each area A. I only
(MAPEH) B. I and III
III. There is one grade for Music and Arts, PE and C. II only
Health because they are related. D. I, II and III

A. I only 186.What must be done to make grade reporting

B. I and II meaningful?
C. I and III I. The grading system must be clear to all
D. II only concerned.
II. The standards and competencies are known and
181.Which is TRUE of Kindergarten grades? understood by all.
III. The grading system must be numerical.
A. Grades are computed like the grades in Grade
1. A. I and II
B. There are numerical grades with descriptions. B. II only
C. There are no numerical grades. C. I, II, and III
D. Remarks like Passed and Failed are used. D. III only

182. At the end of the school year, which is/are TRUE
of grades?
I. The General Average is computed by dividing
the sum of all final grades by the total number of
learning areas.
II. Each learning area has equal weight in
computing for the General Average.
III. The Final Grade per learning area and the
General Average are reported as whole numbers.
187.To make grade reporting meaningful, which must
be done?
A. Announce names of students who need to help
B. Rank the Report Cards from highest to lowest
then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-
performing by telling them that nobody fails.

A. I and II 188. What is an essential step in reporting grades

B. II and III to parents?
C. I and III I. Explain that grades give a picture of student’s
D. I, II and III performance
II. Explain that grades compare students’ against
183.Who is retained in the same grade level for Grades the established standards.
1 to 10? Any students who did not meet III. Explain that grades compare students’
expectations ___________. performance against other students’ performance.

A. In three or more learning areas A. I and II

B. In 2 learning areas B. II only
C. In four learning areas C. I, II, and III
D. As shown in the general average D. III only

184.What happens when a student in Grade 1 to 10 did 189.What is the right philosophy that every teacher
not meet expectations in two learning areas? should follow when teaching?
I. Pragmatism
A. Retained in the same grade level. II. Perennialism
B. Promoted to the next grade level after passing III. Existentialism
remedial classes for learning areas with failing
mark. A. I only
C. Promoted in the next grade level but has back B. II only
subjects in the lower grade level C. I and II
D. Is not accepted for enrolment in the school D. I, II, and III

185.Why must grades be reported to parents? 190. Mr. Balgos teaches Science in the Junior High
I. Promote ongoing formative feedback to students School. He taught the concept that sunlight is
necessary for the plants in the process of
 photosynthesis. Applying the philosophy of A. Begin classes at the same time at 8:00 AM
pragmatism, Mr. Balgos should ______. B. Ends classes at the same time at 5:30 PM
C. Wear the same school uniform
A. Show a PowerPoint presentation of D. Live in the same village
photosynthesis
B. Ask the student to bring plant leaves in school 197.Which of these activities is NOT required of a
C. Draw the leaves of the plant and color this teacher in school?
green
D. Ask the students to do a simple experiment A. Come to class on time.
about photosynthesis B. Attend the flag ceremony
C. Attend school activities
191.A philosophy that believes in prior learning or what D. Take a nap at noontime.
the learners already know is ______.
198.Aside from teaching and guiding the learners in the
A. Essentialism classroom, a teacher has to do other things. This
B. Behaviorism one activity should be to ______.
C. Constructivism
D. Naturalism A. Feed the children everyday
B. See to it that the classroom is conducive for
192.Behaviorism is a philosophy that has been learning
anchored on the theories that related to _____. C. Provide school materials for the whole year
I. Trial and error D. Sell snacks in the classroom.
II. Stimulus and response
III. Brain and thinking 199.Which statement is TRUE about the community
where the school is located?
A. I only
B. II only A. It is part of the learning environment.
C. I and II B. It is outside and so is not part of the school.
D. I, II, and III C. There are no learning resources in the
community.
193.The teacher’s teaching philosophy is reflected by D. It serves as a school garden.
which of the following?
I. Choice of teaching methods 200.The barangay officials if asked as a resource person
II. Choice of circle of friends can best speak on ______.
III. Choice of how to use leisure time I. Community governance
II. Health and well being
A. I only III. Literacy program
B. II only
C. I and II A. I only
D. I, II and III B. II only
C. I and II
194.A classroom teacher comes to school early in the D. I, II, and III
morning and goes home late. Officially, the number
of hours spent in school should be ______. 201.Natural resources like rivers, lakes, mountains and
hills found in the community can be used best as
A. 6 hours resources in teaching _______.
B. 8 hours
C. 4 hours A. Mathematics
D. 3 hours B. Science
C. English
195.As required, all teachers should eat lunch at exactly D. Physical Education
12:00 noon because it’s their noon break.
202. It is always important for a teacher to transfer
A. This statement is true. learning and practices from the school to the
B. This statement is false. _______.
C. This statement is doubtful.
D. This statement is a rule. A. Church
B. Community
196.As observed, all teachers in the whole school C. City
_______. D. Sports complex
203.The community holds high respect of a teacher if 209.After the 1987 Philippine Constitution, the first
he/she is a ____. legal basis to make teaching as profession and
consider teachers are professionals was _____.
A. Money lender
B. Role model A. RA 7836
C. Rumor monger B. PD 1006
D. Gambler C. RA 7640
D. Code of Ethics for Professional Teachers
204.The most challenging components of teaching in
another country is _____. 210.Who among these graduates is not qualified to take
the Licensure Examination for Teachers (LET)?
A. Mastery of the subject matter
B. Making instructional materials A. Bachelor of Elementary Education
C. Adjusting to cultural differences B. Bachelor of Agricultural Education
D. Constructing assessment tool C. Associate in Arts
D. Bachelor of Science in Mathematics
205.Teaching is a universal vocation. Wherever the
teacher is assigned, his or her primary concern is to 211.All Filipino professional teachers must have
_____. _______.

A. Earn a good salary A. A professional teacher’s license

B. Make the students learn B. A recognized master’s degree
C. Be the most important person C. Teaching experience
D. Do self-sacrifice D. Published research article

206.In the 21st century, the fastest development or 212.Which of the following practices is NOT allowed
change that the teacher should catch up with as a in the Code of Ethics for Professional Teachers?
teacher is in the ______.
I. use of technology A. Teachers shall insure that teaching upholds the
II. Knowledge of globalization highest standards
III. Practice of collaboration B. Teachers shall accept tutorial fees for the slow
learners in her class.
A. I C. Teachers shall live with dignity in all places at
B. I and II all times.
C. II and III D. Teacher shall establish maintain cordial
D. I, II, and III relations with parents.

207.“If you are an excellent teacher here in the 213.What should be the best description of teaching as
Philippines, you can very well teach in any a profession?
ASEAN country.” This statement _______.
A. Teaching is the noblest profession.
A. is false B. Teaching is a lucrative job in this country.
B. is true C. Teaching requires less preparation.
C. an overstatement
D. cannot be determined

208. For a Filipino teacher to succeed in teaching in the

country and elsewhere in the world, he or she
should _______.
I. master and practice the competencies of the
NCBTS
II. be multilingual and multicultural
III. Think and act both locally and globally

A. I only
B. II only
C. I and II
D. I, II and III
The Principles of Learning

What is learning?

- It is a process that leads an individual to experience a

relatively permanent change in his or her behavior
and manner of thinking, feeling and doing. Principles
of Learning

A. Learning starts with clear goals and

expectations.
B. Learning is an experience that differs among
every learner.
C. Learning becomes more pronounced through
cooperation and collaboration.
D. Learning is finding meaning and relevance
among different concepts.
E. Learning is linked to behavior change.
F. Learning is a process that evolves through
time.
G. Learning is a product of experience.
H. Learning is a process of translating abstract
ideas into actual projects that can address
different issues in a community.

Intended Learning Outcomes

Intended Learning Outcomes (ILO) are lesson

objectives set to direct the course of a lesson. It define
what a learner will have acquired and will be able to
do upon successfully completing their studies. ILOs
should be expressed from the students' perspective
and are measurable, achievable and assessable.
SMART principle is applied in setting the intended
learning outcomes of a lesson.

• S - SPECIFIC

In order for a goal to be effective, it needs to be

specific. A specific goal answers questions like:

 What needs to be accomplished?

 Who’s responsible for it?
 What steps need to be taken to achieve it?

• M- MEASURABLE

Specificity is a solid start, but quantifying your goals

(that is, making sure they’re measurable) makes it
easier to track progress and know when you’ve
reached the finish line.

• A – ATTAINABLE
 This is the point in the process when you give
yourself a serious reality check. Goals should be
realistic — not pedestals from which you inevitably
tumble. Ask yourself: is your objective something your
team can reasonably accomplish?
• R - RESULT ORIENTED
Here’s where you need to think about the big picture.
Why are you setting the goal that you’re setting?
• T – TIMEBOUND
To properly measure success, you and your team
need to be on the same page about when a goal has
been reached. What’s your time horizon? When will
the team start Individual differences can be defined as
personal characteristics that distinguish learners from
each other in the teaching and learning processes? In
addition, Individual differences stand for the variation
or deviations among individuals in regard to a single
characteristic or number of characteristics. It is stand
for those differences which in their totality distinguish
one individual from another.
5 MAIN CAUSES OF LEARNERS’ INDIVIDUAL
DIFFERENCES:
1. Race - refers to the concept of dividing people into
groups on the basis of various sets of physical
characteristics and the process of ascribing social
meaning to those groups.
2. Sex - Gender role are pattern of behavior, attitudes,
and expectations associated with a particular sex—
with being either male or female.
3. Heredity - It lays the foundation for the intellectual
potential or ability of an individual. Each individual
inherits different types of intelligences from their
parents.
4. Maturity - This is the person’s ability to accept
responsibility for his or her own thought, feelings, and
behaviors. It affects their ability to keep track of his or
her thinking and, in this case, to control the various
emotions they may experience in a learning situation.
5. Status - There is a significant difference of in the
achievement of learners with high socioeconomic
status in comparison to low economic status learners.
Parental education and occupation and facilities at
home affect the student’s achievement.
There are different types of learners’ individual
differences, namely: Intelligence, ability, interest, and
learning style.
Intelligence: It refers to the general mental capability
that involves the ability to reason, plan, think
abstractly, comprehend ideas and language, and
learn. Intellectual ability involves comprehension;
understanding, and learning from experience. Dr.
Howard Gardner is an American developmental
psychologist who believes that measuring one’s
intelligence is not limited to one’s I.Q. As such, his
theory proposed that there are eight (9) classifications
of intelligence.
1. Verbal – Linguistic (word smart): Sensitivity to
written and spoken language.
2. Logical – Mathematical (number smart): The ability
to calculate and comprehend situations or conditions
systematically and logically.
3. Visual – Spatial (picture smart): The ability to
perceive, modify, and create images.
4. Musical - Rhythmic (music smart): The ability to
identify pitch, and emotional side of sound, and
sensitivity capabilities toward sounds from the
environment and musical instrument.
5. Bodily – kinesthetic (body smart): This refers to the
use of the body for expression.
6. Intrapersonal (self-smart): The ability to have self-
knowledge and recognize people’s similarities and
differences among them.
7. Interpersonal (people smart): The ability to
identify, comprehend, and appreciate the emotions,
intentions, motivations, desires, and belief of other
people.
8. Naturalistic (nature smart): The ability to identify
and classify the natural world around people.
9. Existential (life smart): The ability to questions the
existence of humans, the meaning of life, the reason
for existence, and even death.
Ability: Means physical or mental power to do or
accomplish something. Ability may be used of an
inborn power to do something especially well.
Personality: It is the combination of characteristics or
qualities that form an individual's distinctive
character. Personality may influence learning
indirectly through attitudes and motivation which
create particular conceptions of learning, learning
investment, and preferred ways to learn.
Interest: student interest refers to the inclination of
the student towards a particular subject in which he
or she is easily able to connect without any hassle or
hurdle. Interest is a powerful motivational process
that energizes learning, guides academic and career
trajectories, and is essential to academic success. The
student may develop an interest in any specific
content or work in education.
Learning Style: Generally, they are overall patterns
that provide direction to learning and teaching.
Learning style can also be described as a set of factors,
behaviours, and attitudes that facilitate learning for
an individual in a given situation.
TYPES OF LEARNING STYLES:
1. Visual
2. Auditory
3. Reading and Writing
4. Kinesthetic
The Home- School Link & Principles of Learning
What is Home-School Link?
• The school as an organized learning
environment must have a connection to the
home environment of learners.
• The school must take the initiative to establish
connection between educators and parents
for the benefit of the learners.
What are the Principles of Learning?
• Learning starts with clear goals and
expectations.
• Learning is an experience that differs among
every learner.
• Learning becomes more pronounced through
cooperation and collaboration.
• Learning is finding meaning and relevance
among different concepts.
• Learning is linked to behavior change.
• Learning is a process that evolves through
time.
• Learning is a product of experience.
• Learning is a process of translating abstract
ideas into actual projects that can address
different issues in a community
Lesson Title: CLASSROOM MANAGEMENT AND
LEARNING
Main lesson:
Classroom management - it refers to the different
strategies and techniques that teachers employ to
keep the classroom organized and conducive for
learning. Effective classroom management is the
foundation for effective student learning.
Why Classroom management is important?
To optimize students learning and achievement it
means the learning opportunities you provide to
students are organized and delivered in ways that
allow all students to succeed.
Five (5) key points to remember in classroom
management:
1. Set Clear expectations
• Allow students to be aware of the extent of
their responsibilities in the classroom and
what the teacher expects from them.
2. Focus on the positive
• Reinforcement Engaging students using
positive behaviour such as assigning them
with special tasks when they misbehave
rather than punishing them.
3. Explore the physical layout of the
• Classroom A teacher must learn how to set up
the classroom in a way that would foster
productivity for each and every students.
4. Used varied activities
• Setting up various activities provides
flexibility for both the teacher and the
students. Through this, the teacher will be
able to accommodate the different learning
strategies of students.
5. Be authentic and emphatic
• To connect with students is to understand
their experiences as students inside and
outside the classroom. This is why it is
important that the teacher engages with
students and pays attention to their needs.
How classroom management enhances the learning
experience in the classroom?
• Effective classroom management establish
and sustain an orderly environment in the
classroom that will increase meaningful
academic learning and facilities, social and
emotional growth of the students.
“ASSESSMENT OF LEARNING AND PRACTICES”
Prepared by: Kenneth Cabañez and Kissy Cabonialda • Final Projects

Learning Objectives: At the end of this learning Assessment AS Learning

episode, the students should be able to:
 Self-assessment
A. Review different assessment approaches to  Students used their performance to serve as
learning and practices; feedback of their own learning.
B. Visit a school to conduct an interview and  Develops and supports student’s
observation on a teacher's assessment metacognitive skills.
strategies; and  Students are able to assess their learning,
C. Reflect on how the assessment of learning formulate questions, and come up with
and practices impacts students' learning. various strategies to decide what they know
and can do and learn how to use assessment
What is Assessment?
information to new learning.
• It is a significant component of teaching and
Examples:
learning process.
• It takes into account various information  Reflection Paper
about a student in order to determine his or  Insight Paper
her level of mastery.  Action Plan
• Broad term that includes testing.  Final Essay
Three Approaches to Assessing Students
Performance

Assessment FOR Learning

• It is a formative assessment approach.

• Teacher uses pieces of evidence to check on
the students cognitive, psychomotor, and
affective domains of learning.
• Teacher is also given feedback about his or
her teaching.
• Recorded but NOT GRADED.

Examples:

• Diagnostic Test
• Question and Answer
• Quizzes
• Clicker questions

Assessment OF Learning

• Summative type of assessment.

• Focuses on assessing the students' level of
achievement against expected outcomes or
standards set at the beginning of the course.
• Depends on the validity, reliability, and weight
assigned to the specific detailed
competencies.
• For GRADING PURPOSES

Examples:

• Periodical exam
• Achievement Test
• Prelims, midterm, semi-finals, and finals