Critiquing

From your readings and the virtual lectures, work on the following:

1. Critique the VALIDITY of your own teacher-made test based on the desirable characteristics of
a test. (Attach your own teacher-made test).

I. MULTIPLE CHOICE

Direction: Read the sentences carefully and encircle the best answer.

1. It is known as the traditional dating period before engagement and marriage.

a. Courtship
b. Dating
c. Marriage
d. None of the above

2. The following are all definition of marriage, except:

a. A cherished Filipino tradition with certain specific rules based on

b. It is a special contract of permanent union between a man and a woman
entered into in accordance with law for the establishment of conjugal and
family life.
c. It is recognized social contract between two people, traditionally based on a
sexual relationship and implying a permanence of the union.
d. Marriage has traditionally been regarded as the milestone to becoming an
adult and young people were encouraged to get married as soon as possible.
Marriages have traditionally been.
e. None of the above
religious, sociocultural, and family values.

3. This is included in the five widely shared rules or "commandments" associated

with courtship, except.

a. A young Filipina should reserve criticism after the first date, be discreet
about her feelings, and the man must cover (pay for) all expenses.
b. All of the above
c. If dating leads to marriage, one must remember that marrying entails
marrying into the spouse’s whole family as a clan.
d. It is a prerequisite to have an escort, either a friend or next of kin, on the
first date (no escort is necessary for a woman 28 years or older.
e. It is all right to publicly demonstrate decent affection, such as kissing,
touching, and caressing.
f. None of the above
g. Say “yes” to the first invitation.

4. It is a form of marriage in which one man married more than one woman at a
given time.
a. Group Mariage
b. Monogamy
c. Polyandry
d. Polygyny

5. This is a type of marriage that underscore, that the wives are invariably the
sisters.
a. Fraternal polyandry
b. Non-fraternal polyandry
 c. Non-sororal polygyny
d. Sororal polygyny

6. This is a type of marriage that indicates that, several men can marry one
woman.

a. Fraternal polyandry
b. Non-fraternal polyandry
c. Polyandry
d. Serial monogamy

7. The following are the stages of marriage, except.

a. The Break-up Stage

b. The Disillusionment Stage
c. The Power Struggle Stage
d. The Romance Stage
e. The Stability Stage
8. Other term for Filipina Maiden

a. Babaeng iniwan ng asawa

b. Babaeng namatayan ng asawa
c. Dalagang Filipina
d. Dalagang walang asawa

9. This is the usual term associated with pairing off potential couples in Filipino
culture.
a. Love Match
b. Puppy love
c. Torpehan
d. Tuksuhan lang

10.It means 'feeling out' a woman's attitude about an admirer or suitor.

a. Love Match
b. Puppy love
c. Torpehan
d. Tuksuhan lang

II. MODIFIED TRUE OR FALSE: Write DING if the given statement is fact and if its
FALSE write ANG BATO and underline the word that makes the sentence
erroneous, in addition write the exact word to make the sentence accurate. (11-30)

___________________11-12. A tribal wedding, is also known as an indigent.

___________________13-14. A must wedding in the Philippines refers to a ceremony in
which a large number of couples gather to get married
simultaneously, often in a single event or location.

___________________15-16. An Army wedding in the Philippines refers to a wedding

ceremony involving members of the Philippine National
Police or other law enforcement agencies.

___________________17-18. In areas with a significant Muslim population, such as

parts of Luzon , Islamic marriages are common.

___________________19-20. Shutgun marriage is a rare practice when there is

social pressure to legitimize the union due to cultural or
family expectations.
 ___________________21-22. Traditional weddings in Angola are deeply rooted in the
customs and traditions of various ethnic groups.

___________________23-24. Christianity is a prevalent religion in Japan, and many

couples choose to have Christian weddings.

___________________25-26. In some regions of Angola, including among the Ovambo

people in the south, lobolo or bridewealth ceremonies are
important.

___________________27-28. Shinto wedding is the most traditional type of Japanese

wedding, and is performed at a Shinto shrine.

___________________29-30. Buddhist wedding is a type of wedding which is held in a

Buddhist temple, and is officiated by a Buddhist monk.

III. Essay

Direction: Give your own interpretation of the concepts and claims made. (25
points)

1. Using this Venn Diagram write the similarities and differences of South Korea
and North Korea. Please be guided with the rubric below.

Differences Differences

Similarities

2. Do you support Yemen's practice of child marriage? Give a couple of instances of

its ramifications. Thus, provide instances from real-life situations.
Scor Content Development Unity Mechanics Creativity
e
5 Content is The topic is All Ideas are Use of
well well sentences organized language is
discussed. introduced stick to logically, smooth and
There is with clear the main and flows no errors
central supporting point of smoothly. and
idea and details. the essay. indicates
the main excellent
point is creativity.
clearly
discussed
with-
expressed
supporting
details.

Content May lack a Each Few of the There are

3 may have thesis point is ideas few
limited sentence, but supported presented grammatical
supporting points are with some are errors but
details. presented in details organized clarity of the
There are a logical and logically, ideas are
few details progression. evidence. flow still
and ideas All smoothly. established
are clearly important and shows
discussed. points are little
included. creativity.
Content The details of Each Lack ideas. There are
1 somewhat the argument point is Some points several
relates to are minimally not fully introduced grammatical
the topic; perceivable. supported are errors.
contains Presented in with inconsistent Thoughts are
significant a seemingly enough . vague and it
factual fragmented details is not
errors. manner. and creative.
evidence.
All
important
points are
not
developed.
 Critiquing (Validity of Tests)

Observed Parameter Comments

All of the test's content was taken from the content specified
Appropriateness/Alignment in the syllabus, ensuring alignment. The test was designed
to incorporate both Lower Order Thinking Skills (LOTS) and
Higher Order Thinking Skills (HOTS), enabling learners to
engage in critical thinking while also providing opportunities
for straightforward answers to LOTS questions.
The instructions supplied were clear and concise, allowing
Direction tertiary students to quickly comprehend and follow them.
However, certain sections, such as the "Modified True or
False" portion, could benefit from further refinement as it
may lack clarity for students and prove challenging to
comprehend due to its complex processes.
The examination makes use of vocabulary and sentence
Vocabulary and Sentence patterns that are appropriate for those who are studying at
the tertiary level. This is in concurrence with the objectives
that were presented, and the examination also incorporates
the language that was covered in the course of study.
It seems as though the degree of difficulty on the test is
Difficulty adequate for college students. It contains simple multiple-
choice questions and more challenging ones that require
students to evaluate the supplied statements, determine
whether they are accurate or not, and then alter the words
that cause them to be inaccurate in order to make them
correct. Another example is the Venn diagram in the last
part. As it demonstrates, they need to take into
consideration both the similarities and the contrasts that
exist between the two countries.
The questions are effectively designed and seem to assess
Construction of Items the particular abilities and knowledge delineated in the
objectives. Nevertheless, it could be advantageous to provide
supplementary context or explanation in certain portions,
such as the segment when students are required to analyze
whether the given statements are true or false.
The test is long enough to cover a lot of ground and is about
Length of Test the right length for a first exam in a college course. However,
there are too many questions to answer and only two hours
to do so.
The items were arranged in a sequential manner, following
Arrangement of Items the progression of the lesson from its start to the end of the
discussion throughout the preliminary term. In addition, it
is recommended to implement improvements, such as
incorporating a diverse range of tests beyond those now
provided.
The test covers a wide range of material, from recall and
Topics Covered comprehension in the first test to analysis in the latter tests.
The Modified True or False also made use of analysis and
evaluation. In the meantime, the final section made use of
Creating. The indicated objectives are effectively aligned with
this all-encompassing covering.
The examination appears to provide a sufficient level of
Amount of Emphasis attention on each of the outlined objectives by including a
variety of questions pertaining to each of those objectives.
Yet it is necessary to realize that the importance of the
weighting or importance of each objective within the overall
curriculum may not necessarily be reflected in the number
of questions that are allocated to each portion of the
curriculum.
2. Give the desired format (arrangement) of a good test (on administrability) by
comparing Attachments A and B (Just a portion of a test).

Determining the Appropriate Format of Tests

Observed Comments
Parameter

The margins in both examinations are the same,

Margin measuring one inch on both sides. A margin of 1 inch is
commonly selected and deemed appropriate for
formatting tests due to its provision of ample white
space surrounding the content. This inclusion of
whitespace serves to improve the legibility of the text
and guarantees a tidy and organized appearance.
The font style employed in the initial examination is
Font Style more appropriate. The excessive utilization of italics in
the second examination presents difficulty in
comprehending written content, particularly for
individuals with visual impairments or reading
impairments. Moreover, the utilization of italics has the
potential to diminish the clarity and differentiation of
individual letters.

If the options are years, they should be listed in order of

Options occurrence, but if they are words, phrases, or
sentences, they should begin with the letters of the
alphabet.
The examinations are structured into distinct portions,
labelled as I, II, and III, each of which encompasses a
Sections certain question format, namely Multiple Choice,
Matching Type, and Completion, respectively. This
structure is appropriate for the systematic arrangement
of various question types.
Both exams include instructions for each section that
Direction specify the type of response expected (e.g., selecting the
best answer, matching concepts, completing
statements). Instructions must be clear and concise for
clarity.
The first exam has adequate spacing between the test
Face of the Test items and test options, whereas the second exam does
Paper not, as the test items and options lack sufficient space
to make them easier to comprehend.

Reflect on your practices on classroom testing, then work on the following:

3. State your positive and negative (if there are) practices on test validity, format,
administration, and scoring using the given template.

Positive and Negative Practices in Testing

Positive Experiences Negative Experiences

Construction
 It is essential to ensure that
the assessments are in line
with the learning goals or
outcomes that have been
outlined for the course. This
indicates that the test should
measure precisely what it is
meant to assess in terms of
competency. In order to assess
if our learners really learn a lot
from us or not.
 Seeing that your learners are
answering a new type of test
and enjoying it while answering
really makes my heart feel
overwhelming.
Administration
 Witnessing my students
perform exceptionally well on
exams, demonstrating their
commitment to academic
integrity by refraining from
cheating or copying answers
from their peers, is an
invaluable experience for me. It
reinforces my belief that they
have gained the necessary
knowledge and skills from my
teaching, enabling them to
answer questions
independently.
Scoring
 Applying objective scoring
standards is necessary for a
consistent and fair evaluation of
test responses. This is made easier
with the use of answer keys or
rubrics with well-defined criteria
for evaluation.
 When handing out scores, I
frequently have students exchange
papers to check each other's work,
since this helps everyone focus on
the task at hand. For the same
reason, I try to avoid looking at
students' names during the written
part of the exam.
 Finally, I do not favor any
particular individuals when it
comes to scoring. If I provide a
bonus point, it ought to be
awarded to all of them.
Format
 The importance of clarity and
consistency in formatting style
 Constructing tests for a class
with sixty-five students may be
a challenge at times. This is
because in order to guarantee
that the students will not copy
one another, I need to create
three different sets of exams. To
be honest, the components of
the first, second, and third sets
of exams are the same; the only
difference is that I've
rearranged some of the
numbers.
 I find it rather challenging to
manage a large number of
students in a classroom, since
it becomes difficult to monitor
their activities effectively.
Specifically, when I go around
the room while they are
engaged in answering
questions, I often see instances
of students engaging in
cheating behaviours without
my immediate awareness. The
knowledge of the outcome will
only be known after the
examination, upon someone
informing me.
 Subjective scoring involves the
provision of judgments that are
influenced by personal opinions
rather than being guided by
stated standards, so leading to
scoring that is susceptible to
inconsistency and bias.
 As an educator, I hold the belief
that the aforementioned
practice, wherein an item
lacking the proper response
from the provided choices is
awarded as bonus points to all
students, represents a flawed
approach.

 inside tests cannot be
overstated. This feature
facilitates the comprehension
and navigation of the
examination for individuals
taking the test. Achieving this
objective entails employing a
coherent and uniform
formatting style for queries,
directives, and alternatives.

 Majority of the time, I utilize

the standard style for my
exams. I am confident that this
format facilitates clear reading
and comprehension for my
students, as the test paper is
designed with a visually
appealing layout.

Reasons for Giving Tests

 The process of evaluating the  Sometimes, I give quiz to my
levels of students' students if some of them are
comprehension and the growth not paying attention with the
in their skill sets as part of the lesson.
evaluation of their learning
includes the administration of
tests, which most commonly
take the form of examinations.
This is an essential component
of the evaluation process. The
use of this strategy results in
the generation of valuable
feedback for the instructors as
well as the students.

 This will make it possible for

teachers like me to assess the
strengths and areas for
improvement of our students,
which will likely help me decide
whether or not I should go on
to the next session right away.

4. As a responsible and conscientious (matino) teacher, make a resolution (in

bullets) as regards your testing practices. You may improve what is in the
template.

As a RESPONSIBLE AND CONSCIENTIOUS TEACHER,

I resolve to:
 I want to make sure that the assessments I give effectively measure the
students' levels of knowledge and ability;
 thus, I want to make sure that the questions on my tests are aligned with
clearly defined learning objectives.
 Develop exam forms that are unambiguous, succinct, and straightforward
for the students to traverse in order to reduce the likelihood of ambiguity
and confusion;
 Tests must be administered honestly, in accordance with predetermined
protocols, and under enough supervision in order to eliminate the
possibility of dishonesty;
  In order to ensure that student replies are evaluated in a fair manner,
develop scoring criteria that are objective and consistent, such as rubrics
or answer keys;
 Use the outcomes of tests as a tool for analyzing students' learning
progress and locating areas in which they can improve, then provide
students with constructive feedback on their areas of weakness;
 To protect the privacy of the students, you should keep the test materials
and student data private and use appropriate security measures;
 To make my teaching methods better; and
 I need to keep educating myself about the most effective procedures for
evaluating and testing students.

I resolve not to:

 Develop questions for examinations that are ambiguous, deceptive, or
excessively complicated; this will increase the probability that students
will become confused and will undermine the reliability of evaluations.
 Give examinations without the required proctoring or monitoring, so
putting the honesty of the evaluation procedure in jeopardy.
 Rather than relying on precise and objective criteria for scoring, rely on
subjective judgment instead. This will ensure that grading is fair.
 Instead of using tests largely as a kind of punishment, you should use
them as a means of stimulating learning and progress.

_______________________
Signature above Printed
Name

Reminders:
- Encode output in a long bond paper (please maintain the format).
- Submit a hard copy of your output.
ATTACHMENT A

COLLEGE OF TEACHER EDUCATION

First Term Examination

Prof. Ed. 5 (Social Dimensions of Education)
2nd Semester, 2007-2008

Name: _____________________________________ Score: _________________

Course & Year: _______________________________ Date: __________________

I. Multiple Choice. Choose the letter of the best answer and write on the space before each item. (20
pts)

_____ 1. Eman is a Filipino-Japanese boy who acts like an American because he lives in
America. This shows that culture is:
a) cumulative b) diverse c) learned
_____ 2. Filipino culture constantly changes. New ideas and new techniques are added, old
ways are modified and discarded . This proves that culture is:
a) dynamic b) ideational c) learned
 _____ 3. New cultural traits are added in my culture. Some old ones are lost because they are no
longer useful. Culture therefore is said to be:
a) diverse b) cumulative c) changing
_____ 4. The following are characteristics of culture, EXCEPT:
a) ideational b) permanent c) shared
_____ 5. Language is an abstract system of word meaning and symbols such as the following,
EXCEPT:
a) gestures b) numerals c) speech
_____ 6. A teacher is too particular with morphology and syntax. Said teacher is good at:
a) semantics b) phonology c) grammar
_____ 7. Marie is very careful in choosing the appropriate language in particular contexts. She is
good at:
a) grammar b) pragmatics c) semantics
_____ 8. If education develops all the dimensions of the complete person, then a person is
concerned with the pillar of education called ‘learning to ___’:
a) learn b) live together c) be
_____ 9. The skillful, creative and discerning application of knowledge is what the pillar of
education states in ‘learning to ___’:
a) know b) do c) live together
_____ 10. In ‘learning to be’, one of the universal aims of education which calls for a search for
balance in the intellectual, ethical, emotional, physical, and spiritual component of
personality is:
a) towards a scientific humanism
b) towards social commitment
c) towards the complete man

II. Matching Type. Match the descriptions in column A with the concepts in column B. Write the
letter of your answers on the space before each item. You may use the
answers more than once. (20 pts)

a) on Consensus and Conflict Theories

A B
______ 1. disagreement between ideas, principles, people a. Concensus Theory
______ 2. dominance of some social groups b. Conflict Theory
______ 3. equilibrium state of society
______ 4. examines conflict of interests
______ 5. examines value integration
______ 6. focuses on social order, stability and regulation
______ 7. shared norms and values are fundamental
______ 8. social change is in a slow and orderly fashion.
______ 9. social change is rapid.
______ 10. social order is based on manipulation and control

b) on Personal and Work Values for ‘Learning to Do’ (use answer once only)

______ 1. creativity a. balanced lifestyle

______ 2. health and harmony with nature b. caring and sharing
______ 3. love and compassion c. enlightened conscience
______ 4. peace and justice d. imagination, innovation
______ 5. truth and wisdom e. responsible citizenship
f. respect for human rights
 c) on Core and Related values for “Learning to Live Together’ (may use answer more than once)

______ 1. love a. democracy

______ 2. respect for human dignity b. human rights
______ 3. respect for law c. peace
______ 4. spirituality d. sustainable development
______ 5. stewardship

III. Completion. Write the missing word to complete the statements. Put your answers on
the space before the items. (10 pts)

on Structural Functionalism and Interactionism Theories

_______________ 1. The behavioral organism in the _____ system that handles

adaptation function.
_______________ 2. The personality system performs the _____ function by defining
goals and mobilizing resources.
_______________ 3. The latency function is performed by the _____ system by providing
norms and values.
_______________ 4. Systems have the property of order and _____ of parts.
______________ 5. If conflict becomes sufficiently disruptive in a system, it must be____.
______________ 6. A social system requires a _____ in order to survive.
______________ 7. Key principles of a functionalist theory are _____, functions of social
structure and culture, consensus and cooperation, and
_______________ 8. _____.
_______________ 9. Basic forms of social interaction are non symbolic which does not
involve ______, and
_______________10. symbolic which require _____.

Prepared by:

XXXXXXXXXXXXX
ATTACHMENT B

COLLEGE OF TEACHER EDUCATION

First Term Examination
Prof. Ed. 5 (Social Dimensions of Education)

Name: __________________________________ Score: _________________

Course & Year: __________________________ Date: __________________
I. Multiple Choice. Choose the letter of the best answer and write on the space before each item. (20 pts)
_____ 1. Eman is a Filipino-Japanese boy who acts like an American because he lives in America. This
shows that culture is: a) cumulative b) diverse c) learned
_____ 2. Filipino culture constantly changes. New ideas and new techniques are added, old ways are
modified and discarded. This proves that culture is: a) dynamic b) ideational c) learned
_____ 3. New cultural traits are added in my culture. Some old ones are lost because they are no longer useful.
Culture therefore is said to be: a) diverse b) cumulative c) changing
_____ 4. The following are characteristics of culture, EXCEPT: a) ideational b) permanent c)
shared
_____ 5. Language is an abstract system of word meaning and symbols such as the following, EXCEPT: a)
gestures b) numerals c) speech
_____ 6. A teacher is too particular with morphology and syntax. Said teacher is good at:
a) semantics b) phonology c) grammar
_____ 7. Marie is very careful in choosing the appropriate language in particular contexts. She is good at:
a) grammar b) pragmatics c) semantics
_____ 8. If education develops all the dimensions of the complete person, then a person is concerned with the
pillar of education called ‘learning to ___’:
a) learn b) live together c) be
_____ 9. The skillful, creative and discerning application of knowledge is what the pillar of education states in
‘learning to ___’: a) know b) do c) live together
 _____ 10. In ‘learning to be’, one of the universal aims of education which calls for a search for balance in
the intellectual, ethical, emotional, physical, spiritual component of personality is: towards a scientific
humanism b) towards social commitment c) towards the complete man

II. Matching Type. Match the descriptions in column A with the concepts in column B. Write the letter of your answers
on the space before each item. You may use the answers more than once. (20 pts)
a) on Consensus and Conflict Theories
A B
______ 1. disagreement between ideas, principles, people a. Concensus Theory
______ 2. dominance of some social groups b. Conflict Theory
______ 3. equilibrium state of society
______ 4. examines conflict of interests
______ 5. examines value integration
______ 6. focuses on social order, stability and regulation
______ 7. shared norms and values are fundamental
______ 8. social change is in a slow and orderly fashion.
______ 9. social change is rapid.
______ 10. social order is based on manipulation and control

b) on Personal and Work Values for ‘Learning to Do’ (use answer once only)
______ 1. creativity a. balanced lifestyle
______ 2. health and harmony with nature b. caring and sharing
______ 3. love and compassion c. enlightened conscience
______ 4. peace and justice d. imagination, innovation
______ 5. truth and wisdom e. responsible citizenship
f. respect for human rights
c) on Core and Related values for “Learning to Live Together’ (may use answer more than once)
______ 1. love a. democracy
______ 2. respect for human dignity b. human rights
______ 3. respect for law c. peace
______ 4. spirituality d. sustainable development
______ 5. stewardship
III. Completion. Write the missing word to complete the statements. Put your answers on the space before the
items. (10 pts)
on Structural Functionalism and Interactionism Theories
_______________ 1. The behavioral organism in the _____ system that handles adaptation
function.
_______________ 2. The personality system performs the _____ function by defining goals and mobilizing
resources.
_______________ 3. The latency function is performed by the _____ system by providing norms and values.
_______________ 4. Systems have the property of order and _____ of parts.
______________ 5. If conflict becomes sufficiently disruptive in a system, it must be____. ______________
6. A social system requires a _____ in order to survive.
_______________ 7. Key principles of a functionalist theory are _____, functions of social structure and
culture, consensus and cooperation, and
_______________ 8. _____.
_______________ 9. Basic forms of social interaction are non symbolic which does not
involve ______, and
_______________10. symbolic which require _____.

Prepared by:
XXXXXXXXXXXXX