C.

Emergent Assessment
1 D.C. Traditional
Product targetsassessment
2 D.C. Reasoning
Assessmenttargets should reflect real-life or real-world contexts.
3 D. Assessment
D. An assessment cangives
include a measure
equal importanceof noncognitive learning outcomes.
to student performance or product and the
4 process they engage in to perform or produce a product.
D. The authenticity of assessment tasks is best described in terms of degree and not
5 inD.terms of theworth
Attaching presence or absence oforauthenticity.
to a phenomenon object. Valuing may range from acceptance
6 to commitment.
D. Learned responses have become habitual and movements can be performed with
7 some degreeresponses
D. Learned of confidence haveand proficiency.
become habitual and movements can be performed with
8 some degree of
C. Product targets confidence and proficiency.
9 D.C. Reasoning
Guided Response target
10 D.C. Complex
Responding Overt Response
11 C.D. Guided
Valuing Response
12 C.D. Evaluating
Mechanism
13 D.C. Understanding
Open-ended essay discussing personal interpretations of the poems.
14 D.D. Product-oriented
Performs the mathematicalVenn diagram highlighting
operation similarities
by following and differences.
the steps demonstrated by the
15 teacher.
C. It is quick and easy to implement, requiring minimal teacher effort.
16 D.D. It providesclear
Providing objective and unbiased
guidelines datacan
and training about student
address achievement.
potential biases and unfair
17 judgments.
D. Providing adequate training and support for teachers in using and managing e-
18 portfolios.
D. Rubrics provide clear criteria and levels of performance to guide assessment and
19 feedback.
C. Process criteria
20 D.C. Quality criteria Rubric
General/Generic
21 D.C. Task-Specific
General/Generic Rubric
Rubric
22 D. Task-Specific
C. Diagnostic Rubric
23 D.C. Valid
Process criteria
24 D.D. Quality
It allowscriteria
students to be involved in the process of evaluating their own and their
25 peers'
D. It allows studentsand
performance to beoutput.
involved in the process of evaluating their own and their
26 peers'
C. Oralperformance
Demonstrations and output.
27 C.D. Write
PublictheSpeaking
benchmark or performance descriptors for quality work criteria.
28 D. Determine the learning
C. Semantic Differential outcome and the performance task to be evaluated.
Scale
29 D.D) Verbal Frequency
Exclusively relyingScale
on a holistic scoring system to include creativity and
30 innovation.
C) Revising and refining the rubric based on feedback
31 D)C) Distributing
Relevance the rubric to students and providing them instructions
32 D)C) Representativeness
Gathering feedback from the actual students and peers
33 D)C) Testing
Teachers the
may rubric
lackonthe a small scaleexpertise
necessary before fullinimplementation
critical thinking.
34 D) Students may resist the introduction
C) It helps students understand their strengths and of rubrics about
areascritical thinking.
for improvement
35 D)C) None of thealignment
To ensure above with evolving learning objectives
36 D)C) To
To avoid
speedseeking
up the rubricinput from stakeholders
development processand other unnecessary sources
37 D)C) To encourage
Considering students
the from participating
oral component in the assessment
for simplicity.
38 D)C) Separate rubrics forelements
Exclude subjective written and oral components.
to minimize bias or unfairness.
39 D) Rely
c) Valuingsolely on teacher judgment to avoid peer bias for from assessment factors.
40 d) None of the above
 c) Valuing
41 d) None of the
c) Physical above
environment
42 d) Emotional
c) Memory and motivational factors
capacity
43 d)C) Logical reasoning
Self-efficacy
44 D)C) Working
Responding memory capacity
45 D)C) Valuing
Assessing students' cognitive skills and problem-solving abilities
46 D)C) Assessing students'onemotional
Focusing primarily competition responses to instructional
among students materials
to increase motivation
47 D) Offering opportunities for student choice and autonomy
C) Students demonstrating a willingness to listen to diverse perspectives in learning activities
48 D)D) Students expressing a positive
Affective assessments are less attitude
influencedtowards learningdifferences
by individual new concepts among
49 students
D) Through self-report surveys assessing students' beliefs and attitudes towards
50 learning
C) Analyzing students' homework completion rates in math
51 D) Asking students
c) Motivation to rate
decreases their confidence
cognitive abilities in solving math problems on a scale
52 c)d) Higher
Motivation enhancesisattention
self-efficacy associated andwith engagement
lower motivation
53 c)d) Responding
Higher self-efficacy is linked to better learning outcomes
54 d) Valuing
c) Responding
55 d) Valuing
c) Receiving
56 d) Valuing participants' behavior during a mindfulness session
c) Observing
57 d) Asking participants
c) Self-report to rate their stress levels before and after the program
questionnaires
58 d) Keeping journals
c) Self-report on daily activities
questionnaires
59 d) Maintaining individual learning journals
c. Reflect
60 d. Select
c. Standardized scoring procedures applied to all portfolios across the board.
61 d. Feedback and
d. A set of data and dialogue
graphsbetween
documenting teachers and students
an experiment onabout the portfolio.
temperature and
62 condensation.
d. Emphasize student choice and allow them to present their writing in any language
63 they feel comfortable
d. Offering with.
students open-ended prompts that spark curiosity and ignite personal
64 inquiry.
c. Feedback should be specific, actionable, and focused on future improvement.
65 d.d. The
The feedback
teacher wouldshouldneedbe solely focused
to dedicate on identifying
additional time anderrors and weaknesses.
resources to training
66 students on peer review protocols.
c. Originality and creativity in the student's chosen topic.
67 d.d. Creating
Grammaraand video mechanics
documenting errorsthe in local
the writing
impactsamples.
of pollution and presenting it to the
68 community.
d. By requiring students to articulate their learning goals and reflections alongside the
69 work.
d. Present the parent with only positive feedback and best outputs from the portfolio
70 and avoid peer
d. Utilize mentioning
review any
forms areas
whereforstudents
improvement.
evaluate each other's contributions and
71 collaborative skills.
d. Develop collaborative community art projects where students contribute using
72 readily availableportfolios
C) Comparing resources. against a standardized set of performance benchmarks
73 D) Counting the number
D) Conducting regular calibrationof portfolio entries among
sessions related assessors
to creativitytoand critical
ensure thinking
consistency
74 inC)scoring
Fosteringstandards
a sense of ownership over learning
75 D) Providing a
C) Offering minimal snapshot of performance
feedback on student at a single
work point in time
to encourage independence
76 D)D) Commend the student for their high achievement and encourage and
Conducting regular one-on-one conferences to discuss progress themgoals
to continue
77 selecting their best work.
C) By allowing students to choose from a variety of media to showcase their learning
78 D)D) None of the above
Encouraging students to set personal learning goals and track their progress in
79 the portfolio
C) To support their learning and growth
80 D) To discourage
d) Providing them
specific, from trying
actionable again aligned with the assessment criteria and
feedback
81 learning objectives.
 d) Offering detailed, criterion-referenced feedback highlighting strengths and areas
82 for
d) growth, along as
No feedback, with opportunities
reflection for self-assessment
is considered and goal-setting.
a personal process and should not be
83 influenced by external input.
can engage directly with the assessment data, ask questions, and discuss
84 implications
d) A roadmap forfor
their respective
studying and roles.
focusing on specific content areas or skills,
85 considering their relevance
d) To ensure that assessment items to the curriculum.
align with learning objectives and content
86 coverage.
d) By providing a clear overview of the distribution of assessment items across
87 different topics or assessment
d) By organizing skills. items according to their length rather than their content,
88 most importantly is the consistency
d) By ensuring that assessment items of the
arestudents’
randomlyresponses.
selected without any
89 organization or discretion.
c) Let the parents talk. Avoid interrupting them while they say their concerns.
90 d) When
c) To reporting
surprise themassessment
with unexpectedresults, avoidofjudging
topics on the ability of the child.
discussion.
91 d)
d) To
By ensure
holding they are unaware
the meeting duringofschool
the purpose of the meeting.
hours without considering working parents'
92 availability.
assessment methods, allowing stakeholders to observe firsthand the benefits and
93 limitations
D) Politelyofinform
thesethe approaches
parent of inthereal-world
importance contexts.
of punctuality and reschedule the
94 conference
D) Schedule fora another
follow-up time.
meeting at the earliest convenience, allowing for ample time
95 to assess the effectiveness of the implemented strategies.
96 a. Assessment of learning
a. Emergent Assessment
97 d. Graduation project
b. Developmental presentation
Assessment
98 c. Open-ended essay discussing personal interpretations of the poems.
99 d.
d. Product-oriented
"Students will be able Venntodiagram
create ahighlighting similarities
character profile based and
ondifferences.
information from a
100 text."
c. By focusing on memorizing formulas and applying them to specific situations.
101 d.
c) By requiring
Primary Traitstudents
Rubric to justify their solutions and consider alternative approaches.
102 d) Developmental
c) Relevance Rubric
of information
103 d) Grammar andwith
c) Collaboration punctuation
other researchers
104 d)
c) Flow and coherenceappealing
Inclusion of visually of ideas graphics
105 d)
c. Overall creativity
By adapting and originality
to changing learning needs
106 d. By enforcing
d. Mechanism a rigid assessment structure
107 application of knowledge in problem solving, decision making, and other tasks that
108 d.
require mental skills.
Responding
109 c. Receiving
110 d. Responding
c. Responding
111 d. Valuing
c. Responding
112 d.
d. Valuing
Lack of relevance to real-world applications
113 c. Organization
114 d. Values and Beliefs
c. Motivation
115 d. Values and
c. Semantic Beliefs
Differential
116 d. Student Journals
c. Tailoring instruction and learning activities to individual needs.
117 d.
c. Motivation grades and holding students accountable for their performance.
Assigning
118 d.
d. Self-efficacy
Semantic differential
119 c. Reflect
120 d. Select
d. task-specific rubric
121 D) Analytic rubrics use a single score for the entire performance.
122
 D) Exclusively relying on a holistic scoring system to include creativity and innovation.
123 D) Distributing the rubric to students and providing them instructions
124 D) Representativeness
125 D) To accommodate diverse learning styles and assignments
126 D) None of the above
127 D) It speeds up the rubric development process.
128 D) It might limit creativity and diverse expressions of learning.
129 D) Minimal focus on student learning outcomes
130
C
D
B
A
B
D
C
D
C
C
A
A
D
D
A
B
C
A
D
A
B
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C
B
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B
C
A
D
C
C
D
D
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C
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A
D
D
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 D
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C
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 as productive citizens in the country.What theory best explain the nature of the school
1 organizations.
A.
A. Principals
Analytic theoryare now the localapproach
C. System executives in their schools.
2 ofB.the the framework?
Solociting and campaining public support and assistance for their school.
3 A. Environmental frame
A. Regulatory changes and complexity
4 B.B.
Physical frame
Demographic and behavioral changes
events.
5 upgrades.
C. The alteration of the social order of a society which may include changes in social
6 C. Reshape attitudes
A.Curriculum must betoward risk and
progressive andredrawn the boundary between retail wholesale
innovative
banking.
7 B. New ways of teaching and learning must be developed and introduced
A. Artificial intelligence
8 C.Teachers
B.
must be equipped with high level of technological, pedagogical, content
A. Digital revolution
Data Literation
9 are used toLiteration
B. Human prescribed change?
10 A. Bureaucratic forces
they
B. are capable
Cultural forces of ?
11 A.A. Make decisions about what and how they will learn.
Management
12 B. Students work alone, and collaboration is discouraged.
agriculture,
C. Constructforestry, and otherand
new knowledge professional fields inon
skills by building the Philippines
current and inand
knowledge the skills.
Asia
13 Pacific region.
and its mission to end poverty and serve the poor?
14 A.A. UP
UP College
Baguio of Law
15 isB.NOT
Silliman
part University
of the program?
C. Ateneo
A.the
Community de Manila University
and school
16 of parents. What role ofpartnership
teacher is this?
B. Faculty and student exchange programs
A,.Motivator
17 make their heart smile.What type of motivation is this?
18 B.A. Prime
Eternal Mover of Change
A. Expertise is aligned with his or her area of specialization.
19 aB. Extrinsic
B.reading
Train others to a specific
class even twice a skill
month.that would help them in their life.
C. Train
A. Innovator
20 box. others to a specific skill that would help them in their life.
What role is performed by the teacher?
21 B.A. Leader
Innovator
A. Division of work
22 B. Leader
B.
A. Science,
Charismatic not authority
rule of thumb
23 form a memo
B. Modern authority or an order.What Max Weber’s Bureaucratic Theory is highlighted?
A. Formal selection
24 Which of the following Max Weber’s Bureaucratic Theory is described?
25 A.B. Formal
Hierarchical of authority
selection
carry out activities as one team.
B.
A. Hierarchical
Order
26 A. Charismatic authorityof authority
27 B.B. Renumeration
B. Formal
Employees authority
and management should have the same role, which will increase
C. Legal,
28 productivity. rule-oriented authority
his own work and trained himself the best he could.
C. Employees
A. Science, need to thumb
figure out rules on their own, without interference from
29 style is beingnot rule of
described by the principal?
B. Scientific selection
a. Distributed
30 have? Leadership of worker
b.
a. Instructional
Facilitator
31 mission Leadership
and vision to foster culture of learning. Which type of leadership does it refer?
32 b.a. Mentor/Coach
Distributed Leadership
instruction.
b. Instructional Leadership
33
A. Students
34 A.B. To provide childcare and supervision for working parents.
Administrator/Principal
35 B. To socialize
A. Delivering students to
instruction into societalinnorms
students and
various expectations.
subject areas.
36 B.C. To serve
Evaluating as a
and community
hiring center
individual and gathering
teachers and place
staff for various activities.
members.
A. Lack of interest from community members in getting involved with the school.
37 C. Providingof
B. Absence governance
resources and and funding
setting overall policy
to support for the school.
community engagement initiatives.
a.
C. RA 8672
Limited communication and transparency between the school and the community.
38 b. RA 9155
Republic Act No. it refers?
39 a. RA 8672
 school leaver rates.
40 C. Access to education is equal, with the high having significantly higher participation
A. Poor quality of education.
41 B. Gearing up for the future.
students.
42 A.C. Division
Resistance Superintendent
from some stakeholders who oppose the additional two years of
43 B. Secretary
A. To lead and of oversee
Education all public schools within their division.
44 B.C. School
To manage Principal
the budget and resources of individual
A. To manage individual schools within their region. schools.
45 B.C. A. To conduct research and develop new educational
policies.materials.
A. To develop
Directly and implement
managing individualnational
schoolscurriculum
or divisions.
46 C. To handle
B. Setting theadministrative
overall policiesand andfinancial
directionmatters
for DepEd.for the entire DepEd.
B.
C. Implementing national education programs and initiatives.for different subjects.
To develop and implement specific curriculum programs
47 their
C. To own volition.
directly Whichthe
oversee of operations
the following of does it refer?
individual schools within a specific region.
48 A. Enhance
teacher ir refers?
49 B.A.
Sharpen
Content
Which of the following does it refer?
50 A. Enhance
A. By ignoring any changes in standards and relying solely on experience.
51 B. By prioritizing workshops and conferences that offer outdated information.
B. By solely relying on experience and neglecting the incorporation of new standards.
52 B.C. Set of established
By exclusively rules of behavior
emphasizing theoreticalor conduct,
knowledge a culture’s expectations
and disregarding for
practical
53 appropriate behavior.
plays a vital role.principle or standards that people use to make judgments about the
54 C.C.
This
Culture
is your
somehow set the mind of a person on what he or she may become and
lives.
55 C. Children in the family enroll in American schools, where they learn alongside their
lives.
56
C. Each
A. Children in the family
individual enroll
is unique and in special.
American schools, where they learn alongside their
57 B. Sharing a seat with an elderly or pregnant woman.
necessarily well against other students of similar economic backgrounds. What
58 classification fo school it described?
described?
59 future. Strolling schools often require stimulation from an outside source. What
A. Cruising Schools
60 classification fo school it described?
III. There is Schools
A. Cruising a norm of continuous learning and improvement and all educators feel
61 activities
responsible thatforarethetypically
learningusedof allinstudents
the school."
in the school.
Which of the following dimensions of culture it refer?
62 statement?
63 A.A. Organizational
The vision statement Structure
should be longer and more detailed.
living document that guides the school's
describeactions?
64 A. Requiring students to should
B. The vision statement an aspirational future state.
A. We’re working on this together. the statements.
memorize
65 B. We feel good about ourselves.
behavior and action within the school.
66 C. These are the standards set for what is good, what quality means, what defines
A. How to impose stricter discipline and control over student behavior.
67 a.B. ITheis an exampleofofenforcing
necessity school ceremonies,
uniformity and II is conformity
an example of school
within traditions, and III
the school.
68 isyear
an example of
in and year out. school rituals.
69 b. I is an example of school ceremonies, II is an example of school rituals, and III is
a. principals are now the local executives in their schools
70 a.b. I refers
a. the schools
it influences
to school
are ceremonies,
mandated
students’
II refers
to submit
decision-making
to school
their annualtraditions,
skills
and III refers
school improvement to (SIP)
plan school
71 c.b. the principal the
b. itIt enhances
and teachers strengthen
regulates costframework of capital inofexerting
their positions
teaching-learning
pressure on
in soliciting public support for
process
business.
72 c.c. it preserved
a. Reshape
To make buildings,
and transferred
attitudes toward
such as
new
risk andknowledge
prison, redrawn through
the
to help society boundarysocialization
between retail wholesale
banking.
b. To create
73 various socialan infrastructure
challenges. Which system
one isthroughout
NOT? the world
74 a.c. To create differences in the world so each society is unique
b. academic
selected members literation of the school must possess innovative behaviors and creativity
b. data literation
c. teachers
75 activities and students, and staff must see their responsibilities in the changes that
is NOT part of internalization?
will
76 a. happen
a. buildings
applying rules of facilities
evenlyandandlaboratories
fairly
b. faculty
b. helping in
77 interested and
peoplestudent
reach exchange
their programs
individual potential
their care. What role of teacher is this?
c. having
a. Innovator
78 role resources that are good and up-to-date
is performed by the teacher?
79 b.a. Presenter
Innovator of Information
b. Set high expectations exceeding beyond their capacity.
80 b. Leader
c. Discourage students to play a part in larger societal improvement.
 Mulder is described?
81 caring beyond
a. authority andwhat they teach. What leadership style was shown by the teachers?
responsibility
82 be a. the
distributed
most useful first step for the leader to take in designing the program?
b.
a. instructional
conducting extensive exit interviews
83 resources to support student outcomes.with Whatprobationary
leadership styleteachers who have left
is this?
b. reviewing
a. distributed
84 need current literature about the best ways to provide support to new teachers
and she could help fill that need. What type of educational leader is Mrs. C?
85 b. a. instructional
a. distributed
responsible for managing the classroom
b.
b. instructional
managing the major administrative tasks
86 priorities
c. acts as teacher a
87 b. communicating aids, librarians,
willingness to office personnel,
defer initially etc.,
to the experience and judgment of
a. environment
long-time staff awareness
88 a. b. to beofpart
lack trustof among
prestigious organization
political leaders
b. to ear a lotcapital
89 transnational of degreeand and be promotedcampaigns. What uses of culture is this?
anti-sweatshop
90 c. a. to
b.
earn more
Culture-
learned
experiences to get a high position
refinement,
set of sharedmannerism
interpretations about beliefs, values, norms and social
b. Culture-
practices dominant or hegemonic
91 instructional strategies based on student’s culture
unique interests and abilities. What
92 c. totality
dimension of
of learned,
culture socially
is this? transmitted customs, knowledge, material objects, and
a.
a. how high the level
Organizational of rigor within classroom is
Structure
93 inb.thehow school year. Which
the students, staff,oneandiscommunity
NOT an example
look at oftheschool ceremonies?
institution
94 a. holding recollection
a. honoring special day
95 b. a.
holding the
b. Complain,
annual
conductingcriticize,
graduation rites
and distrust
flag ceremonies everyany new ideas, approaches
morning
96 b. Believe they are doing the best
a. Actively recruit more negative and destructivethey can and do not search out new ideas
staff
c. View students as the problem rather
97 b. Reconnect staff to the mission of schools to help all than as their valued clients
children learn and grow
b.
c. Defining
Confront the role
negativityof the
and school
hostility principal,
head-on teacher,
and workandto school
redirect community through
negative energies
98 communications.
open communication What philosophy upholds by teacher C?
99 D. a. School
Behaviorism
organisation
100 C. itConstructivism
b.
preserved and transferred new knowledge through socialization.
101 D. it
Pacific prepares
region.young children of their future roles as productive citizens in the country.
102 d.
its All of thetoabove
mission end poverty and serve the poor.
103 d. All
d. Trainerof the above
104 c. Encourage students to engage in competitive activities and individual projects.
105 d.
d. Develop lesson by
Second Parent plans thatofincorporate
virtue Loco Parentis diverse perspectives and cultural references.
106 c. Stakeholders
107 c.
d. Traditional
Staff authority
108 d.
d. Remuneration
None of the above
109 c. Order
110 d. Unity of command
c. Order
111 d. Remunerationleader
c. Transactional
112 d. Transformational
c. Transactional leader
leader
113 d. Transformational
c. Initiating school-wide leaderprograms promoting diversity and social-emotional learning.
114 d. Publicly celebrating
d. Encourage teachers to attend the achievements of high-performing
conferences and courses on students
their ownas time
role models.
and
115 expense.
c. I refers to teaching personnel, II refers to NTP and III refers to Principal.
116 d. I refers decision-making
d. Shared to NTP, II refersinvolves to Principal and III refers while
all stakeholders, to teaching
top-down personnel.
decision-making
117 is made solely by administrators
d. Teacher retention rates are solely determined by salary and benefits, not
118 organizational
d. Technology culture. should be prioritized regardless of cost or infrastructure limitations, as
119 itc.isBythe only effective
fostering a culture way of to educate
respect, in the modern
empathy, world.
and fairness.
120 d.
c. RA By implementing
10517 policies and practices that perpetuate inequality.
121 d. RA 10533
 c. RA 10517
122 d. RA 10533
123 c. The Demands of the Local and Global Standards
124 d. The Demands
c. The Overwhelming
of theTrends in Science
Local and Global and Technology
Standards
125 d.
C. The
The Overwhelming
Code of Conduct Trends in Science and Technology
For Teachers
126 D.
C. Magna
SectionCarta
7 for Public Schoolm Teachers
127 D.
D. Section
Section 8
5
128 C. Values
129 D. Knowledge
C.Culture- shared language, beliefs, values
130 D.Culture- the shifting tensions between the shared and the unshared
D
B
A
D
A
D
D
C
C
A
A
B
D
D
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D
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C
B
A
A
B
C
D
D
C
D
B
D
C
A
B
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D
C
C
C
B
C
B
B
B
A
D
A
D
C
B
B
C
D
D
B
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c
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 C
D
A
A
D
B
A
D
D
D
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D
D
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B
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