Professional Education Set 1

Professional
Education
1. Do you easily give up? Are you moody, a loner?
Does pressure in work make you surrender? Is it
difficult for you to succeed after you fail? Do you
have poor interpersonal relationship?
What quality do you lack?
A. Buoyancy
B. Cooperativeness
C. Reliability
D. Fairness
1. Do you easily give up? Are you moody, a loner?
Does pressure in work make you surrender? Is it
difficult for you to succeed after you fail? Do you
have poor interpersonal relationship?
What quality do you LACK?
A. Buoyancy
B. Cooperativeness
C. Reliability
D. Fairness
2. Do you believe in yourself and in what you can
do? Can you work alone without asking help from
others? Do you believe in the saying “No guts, no
glory”?
What quality do you have?
A. Self-confidence
B. Innovativeness
C. Compassionate
D. Emotional Stability
2. Do you believe in yourself and in what you can
do? Can you work alone without asking help from
others? Do you believe in the saying “No guts, no
glory”?
What quality do you have?
A. Self-confidence
B. Innovativeness
C. Compassionate
D. Emotional Stability
3. Are you easily upset by petty things? Do you
worry lot? Do you panic when pressured? Do you
often feel that you are to be blamed?
What personal quality do you lack?
A. Innovativeness
B. Emotional Stability
C. Cooperativeness
D. Reliability
3. Are you easily upset by petty things? Do you
worry lot? Do you panic when pressured? Do you
often feel that you are to be blamed?
What personal quality do you LACK?
A. Innovativeness
B. Emotional Stability
C. Cooperativeness
D. Reliability
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4. Do you have higher order thinking abilities? Do
you excel in your abilities in any of Howard
Gardner’s Multiple Intelligences? Do you act quickly
on problems of immediate concern?
What personal quality do you possess?
A. Innovativeness
B. Compassion
C. Self-confidence
D. Intelligence
4. Do you have higher order thinking abilities? Do
you excel in your abilities in any of Howard
Gardner’s Multiple Intelligences? Do you act
quickly on problems of immediate concern?
A. Innovativeness
B. Compassion
C. Self-confidence
D. Intelligence
5. What is the right philosophy that every teacher
should follow when teaching?
I. Pragmatism
II. Perennialism
III. Existentialism
A. I only C. I and II
B. II only D. I, II and III
5. What is the right philosophy that every teacher
should follow when teaching?
I. Pragmatism
II. Perennialism
III. Existentialism
6. Mr. Balgos teaches science in the Junior High School.
He taught the concept that sunlight is necessary for the
plants in the process of photosynthesis. Applying the
philosophy of pragmatism, Mr. Balgos should _______.
A. show PowerPoint presentation of photosynthesis

B. as the students to bring plant leaves in school
C. draw the leaves of the plant and color this green
D. As the students to do simple experiment about
photosynthesis
6. Mr. Balgos teaches science in the Junior High School.
He taught the concept that sunlight is necessary for the
plants in the process of photosynthesis. Applying the
philosophy of pragmatism, Mr. Balgos should _______.
A. show PowerPoint presentation of photosynthesis

B. as the students to bring plant leaves in school
C. draw the leaves of the plant and color this green
D. As the students to do simple experiment about
photosynthesis
7. Are you a person, someone can lean on? Are you
honest and sincere in words and actions? Are you
consistent in your actions and responses to different
situations?
A. Innovativeness
B. Intelligence
C. Buoyancy
D. Reliability
7. Are you a person, someone can lean on? Are
you honest and sincere in words and actions? Are
you consistent in your actions and responses to
different situations?
A. Innovativeness
B. Intelligence
C. Buoyancy
D. Reliability
8. Behaviorism is a philosophy that has been
anchored on the theories that relate to _______.
I. trial and error

II. stimulus and response
III. Brain and thinking
8. Behaviorism is a philosophy that has been
anchored on the theories that relate to _______.
I. trial and error

II. stimulus and response
III. Brain and thinking
9. The teacher’s teaching philosophy is reflected by
which of the following?
I. Choice of teaching method

II. Choice of circle of friends
III. Choice of how to use leisure time
9. The teacher’s teaching philosophy is reflected
by which of the following?
I. Choice of teaching method

II. Choice of circle of friends
III. Choice of how to use leisure time
10. A classroom teacher come to school early in the
morning and goes home late. Officially, the number
of hours spent in school should be _______.
A. 6 hours
B. 8 hours
C. 4 hours
D. 3 hours
10. A classroom teacher come to school early in the
morning and goes home late. Officially, the number
of hours spent in school should be _______.
A. 6 hours
B. 8 hours
C. 4 hours
D. 3 hours
11. As required, all teachers should eat lunch at
exactly 12:00 noon because it’s their noon break.
A. This statement is true.

B. This statement is false.
C. This statement is doubtful.
D. This statement is rule.
11. As required, ALL teachers should eat lunch at
EXACTLY 12:00 noon because it’s their noon
break.
A. This statement is true.

B. This statement is false.
C. This statement is doubtful.
D. This statement is rule.
12. As observed, all teachers in the whole school
_________.
A. begin classes at the same time at 8:00 AM

B. ends classes at the same time at 5:30 PM
C. wear the same school uniform
D. live in the same village
12. As observed, all teachers in the whole school
_________.
A. begin classes at the same time at 8:00 AM

B. ends classes at the same time at 5:30 PM
C. wear the same school uniform
D. live in the same village
13. Which of these activities is NOT required of a
teacher in school?
A. Come to class on time.

B. Attend the flag ceremony.
C. Attend school activities.
D. Take a nap at noontime.
13. Which of these activities is NOT required of a
teacher in school?
A. Come to class on time.

B. Attend the flag ceremony.
C. Attend school activities.
D. Take a nap at noontime.
14.Aside from teaching and guiding the learners in
the classroom, a teacher has to do other things. This
one activity should be to ______.
A. fed the children everyday

B. see to it that classroom is conducive for learning
C. provide school materials for the whole year
D. sell snack in the classroom
14.Aside from teaching and guiding the learners in
the classroom, a teacher has to do other things.
This one activity should be to ______.
A. fed the children everyday

B. see to it that classroom is conducive for learning
C. provide school materials for the whole year
D. sell snack in the classroom
15. Which statement is TRUE about the community
where the school is located?
A. It is part of the learning environment.

B. It is outside and so is not part of the school.
C. There are no learning resources in the
community.
D. It serves as a school garden.
15. Which statement is TRUE about the
community where the school is located?
A. It is part of the learning environment.

B. It is outside and so is not part of the school.
C. There are no learning resources in the
community.
D. It serves as a school garden.
16. The barangay officials if asked as a resource
person can best speak on __________.
I. community governance
II. health and well being
III. literacy program
16. The barangay officials if asked as a resource
person can best speak on __________.
I. community governance
II. health and well being
III. literacy program
17. Natural resources like rivers, lakes, mountains
and hills found in the community can be used as
resources in teaching _________________.
A. Mathematics C. English
B. Science D. Physical Education
17. Natural resources like rivers, lakes, mountains
and hills found in the community can be used as
resources in teaching _________________.
A. Mathematics C. English
B. Science D. Physical Education
18. It is always important for a teacher to transfer
learning and practices from the school to the
______________.
A. church C. city
B. community D. sports complex
18. It is always important for a teacher to transfer
learning and practices from the school to the
______________.
A. church C. city
B. community D. sports complex
19. The community holds high respect of a teacher if
he/she is a ________________.
A. money lender C. rumor monger

B. role model D. gambler
19. The community holds high respect of a teacher
if he/she is a ________________.
A. money lender C. rumor monger

B. role model D. gambler
20. The most challenging components of teaching in
another country is __________.
A. mastery of the subject matter

B. making instructional materials
C. adjusting to cultural differences
D. constructing assessment tool
20. The most challenging components of
teaching in another country is __________.
A. mastery of the subject matter

B. making instructional materials
C. adjusting to cultural differences
D. constructing assessment tool
21. Teaching is a universal vocation. Wherever the
teacher is assigned, his or her primary concern is to
________________.
A. earn a good salary

B. make the students learn
C. be the most important person
D. do self-sacrifice
21. Teaching is a universal vocation. Wherever
the teacher is assigned, his or her primary
concern is to ________________.
A. earn a good salary

B. make the students learn
C. be the most important person
D. do self-sacrifice
22. In the 21st century, the fastest development or
change that the teacher should catch up with as a
teacher is in the __________________.
I. use of technology
II. knowledge of globalization
III. practice of collaboration
A. I only C. II and III

B. I and II D. I, II and III
22. In the 21st century, the fastest development or
change that the teacher should catch up with as a
teacher is in the __________________.
I. use of technology
II. knowledge of globalization
III. practice of collaboration
A. I only C. II and III

23. “If you are an excellent teacher here in the
Philippines, you can very well teach in any ASEAN
country.” This statement ________.
A. is false C. an overstatement
B. is true D. cannot be determined
23. “If you are an excellent teacher here in the
Philippines, you can very well teach in any
ASEAN country.” This statement ________.
A. is false C. an overstatement
B. is true D. cannot be determined
24. 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
24. 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
25. After the 1987 Philippine Constitution, the first
legal basis to make teaching as a profession and
consider teachers are professionals was
__________.
A. RA 7836
B. PD 1006
C. RA 7640
D. Code of Ethic for Professional Teachers
25. After the 1987 Philippine Constitution, the first
legal basis to make teaching as a profession and
consider teachers are professionals was
__________.
A. RA 7836
B. PD 1006
C. RA 7640
D. Code of Ethic for Professional Teachers
26. Who among these graduates is not qualified to
take the Licensure Examination for Teachers (LET)?
A. Bachelor of Elementary Education

B. Bachelor of Agricultural Education
C. Associate in Arts
D. Bachelor of Science in Mathematics
REPUBLIC ACT NO. 9293
“(e) A graduate of a school, college or university recognized by the
government and possesses the minimum educational qualifications,
as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood
education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in
elementary education (BSEED) or its equivalent;
bachelor’s degree
(3) For teachers in the secondary grades, a
in education or its equivalent with a major and
minor, or a bachelor degree in arts and
sciences with at least eighteen (18) units
in professional education; and
(4) For teachers of vocational and two-year technical courses, a
bachelor’s degree in the field of specialization or its equivalent, with
at least eighteen (18) units in professional education.”
26. Who among these graduates is not qualified to
take the Licensure Examination for Teachers
(LET)?
A. Bachelor of Elementary Education

B. Bachelor of Agricultural Education
C. Associate in Arts
D. Bachelor of Science in Mathematics
27. All Filipino professional teachers must have
__________________.
A. a professional teacher’s license

B. a recognized master’s degree
C. teaching experience
D. published research article
27. All Filipino professional teachers must have
__________________.
A. a professional teacher’s license

B. a recognized master’s degree
C. teaching experience
D. published research article
28. Which of the following practices is NOT allowed in
the Code of Ethics for Professional Teachers?
A. Teachers shall insure that teaching upholds the

highest standards.
B. Teachers shall accept tutorial fees for the slow
learners in her class.
C. Teachers shall live with dignity in all places at all
times.
D. Teachers shall establish maintain cordial relations
with parents.
28. Which of the following practices is NOT allowed in
the Code of Ethics for Professional Teachers?
A. Teachers shall insure that teaching upholds the

highest standards.
B. Teachers shall accept tutorial fees for the slow
learners in her class.
C. Teachers shall live with dignity in all places at all
times.
D. Teachers shall establish maintain cordial relations
with parents.
29. 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
29. 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
30. 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 slide
B. identify six important points to discuss, and use about
six minutes to explain each point
C. have six lines on each slides with each line having
not more than six words
D. include six paragraphs presented in six slides
Slideshow (Slide Presentation)
Presentation softwares are

useful in organizing your
lesson with a series of text
and graphics, often with
audio and video to capture
the interest of learners. Examples are
PowerPoint, Prezi,
Powtoon, Keynote,
Prezentit, and
Sliderocket.
Things to remember when
creating audio-visual
presentations
1. Plan your presentation by drafting an outline
(headings & subheadings)
2. Abide by the Rule of Six (Each slide should
have maximum of six lines with six words)
3. Ensure that your font size is large enough to be
seen by learners at the back. Font size for
titles should not be less than 36-40; and 32
for the rest.
4. Include more keywords or phrases and less
of whole sentences.
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Things to remember when
creating audio-visual
presentations
4. Animation should have clear purpose. It
should only be used if it will help highlight
important points, not distract learners.
5. Pictures speak a thousand of words.
6. Follow the 3C’s for information (Correct,
Current, Complete).
7. Proper citation should also be observed.
Include list of references at the end of the
presentation.
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30. 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 slide
B. identify six important points to discuss, and use about
six minutes to explain each point
C. have six lines on each slides with each line having
not more than six words
D. include six paragraphs presented in six slides
31. 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 would…
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
31. 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 would…
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
32. 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 characteristics and interests of the learners

in order to choose activities that would match them.
B. studies how to attach a video to her audio-visual
presentation
C. researches further on plasma as another state of matter
D. learns how to scan picture to include in her presentation
The TPACK Framework
Mishra and Koehler (2016)
Technological, Pedagogical,
Content Knowledge (TPACK) –
Shows the type of knowledge
involved in the teacher’s capacity to
integrate technology.
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Three Types of
Knowledge
Technological Pedagogical Content
Knowledge Knowledge Knowledge
Refers not only on Refers to the

wether you are principle and Refers to how
computer literate but strategies of well you know
also on knowing teaching. the subject area or
what technology is (Lesson planning/ topic that you will
best to use and how Techniques/ Learning learn.
shoud be utilized. Styles)
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32. 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 characteristics and interests of the learners

in order to choose activities that would match them.
B. studies how to attach a video to her audio-visual
presentation
C. researches further on plasma as another state of matter
D. learns how to scan picture to include in her presentation
33. 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. use Prezi as an option to using PowerPoint in his
presentation
D. sets up wikispaces account for his students to blog about
the EDSA Revolution lesson
33. 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. use Prezi as an option to using PowerPoint in his
presentation
D. sets up wikispaces account for his students to blog about
the EDSA Revolution lesson
34. 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 4th graders and based
on these standards, lets her students answer multiplication
exercises on the blackboard.
B. The teacher makes the children watch a video that she
downloaded from YouTube and asks the children to summarizes it.
C. The teacher evaluates math apps on multiplication, matches them
with her student’s skill level, demonstrates how the apps are used,
and allows her student 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 experiences.
34. 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 4th graders and based
on these standards, lets her students answer multiplication
exercises on the blackboard.
B. The teacher makes the children watch a video that she
downloaded from YouTube and asks the children to summarizes it.
C. The teacher evaluates math apps on multiplication, matches them
with her student’s skill level, demonstrates how the apps are used,
and allows her student 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 experiences.
35. A Science teacher uses a PowerPoint
presentation to show the classification in Kingdom
Animalia. The teacher then teaches them how to use
a software in making graphic organizers to classify
animals. This shows technology integration which is
_____.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive
35. A Science teacher USES a PowerPoint
Animalia. The teacher then teaches them HOW TO
USE a software in making graphic organizers to
classify animals. This shows technology integration
which is _____.
5 Levels of Technology
Integration
ENTRY
- The teacher uses technology to deliver
curriculum content to students.
Example:
- Technology is used to deliver information
to students.
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Integration
ENTRY
- Entry level activities may include listening to
or watching content deliver through
technology or working on activities designed
to build fluency with basic facts or skills,
such as drill-and-practices exercises.
- Students may not have direct access to the
technology. Decisions about how and when
to use technology tools as well as which
tools to use are made by the teachers.
Integration
ADOPTION
- The teacher directs the students in the
conventional use of tool-based software. If
such software is available, this level is the
recommended entry point.
- At the Adoption level, technology tools are
used in conventional ways. The teacher
makes decision about which technology
tool to use and when and how to use it.
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Integration
ADOPTION
- Students’ exposure to individual
technology tools may be limited to single
types of tasks that involve a procedural
understanding.
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Integration
ADOPTION
Example:
- Student begin to utilize technology tools to
create products, for example using word
processor to create report.
- Students have opportunities to utilize
collaborative tools, such as email, in a
conventional way.
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Integration
ADAPTATION
- The teacher encourages Adaptation of
tool-based software by allowing students
to select at tool to modify it use to
accomplish the task at hand.
Example:
- Students have opportunities TO SELECT
AND MODIFY TECHNOLOGY TOOLS to
accomplish specific purposes, like using
colored cells on a spreadsheet to plant a
garden. 84
Integration
ADAPTATION
- The teacher incorporates technology tools
as an integral part of the lesson.
- While the teacher makes most decisions
about technology use, the teacher guides
the students in the INDEPENDENT USE of
technology tools.
- Students are able to work without direct
procedural instruction from the teacher
and begin to explore different ways of
using the technology tools.
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Integration
INFUSION
- The teacher creates a learning
environment that infuses the power of
technology tool throughout the day and
across subject areas.
Example:
- Throughout the school day, students are
empowered to select appropriate technology
tools and actively apply them to the tasks at
hand
Integration
INFUSION
- Technology integration that allows
students to select appropriate technology
tools to complete authentic situation.
- A range of different technology tools are
integrated flexibly and seamlessly into
teaching and learning.
Integration
TRANSFORMATION
- The teacher creates a rich learning
environment in which students regularly
engage in activities that would been
impossible to achieve without technology.
- Students have a conceptual understanding
of the tools couples with extensive
practical knowledge about their use.
Integration
TRANSFORMATION
- They are encouraged to use technology
tools in UNCONVENTIONAL WAYS and are
self-directed in combining the use of
various tools.
- Technology tools are often used to
facilitate higher order learning activities
that would not otherwise have been
possible, or would have been difficult to
accomplish without the use of technology.
Integration
TRANSFORMATION
Example:
- Given ongoing access to online resources,
students actively select and pursue topics
beyond limitations of even the best school
library.
- Students use technology to construct,
share, and publish knowledge to a
worldwide audience.
35. A Science teacher USES a PowerPoint
Animalia. The teacher then teaches them HOW TO
USE a software in making graphic organizers to
classify animals. This shows technology integration
which is _____.
36. 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
36. 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
37. 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 Visayan and Mindanao. They will
create posters and a 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
C. transformation-constructive
D. adaptation-collaborative
37. 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 Visayan and
Mindanao. They will create posters and a 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
C. transformation-constructive
D. adaptation-collaborative
38. Mrs. Inton is evaluating a website for her Literature class.
She is making sure that factual pieces of information found on
the site are well documented and pictures and diagrams are
properly labeled. She is also checking that there is no
misspelled world nor grammars errors. Which criterion is she
focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
She is making sure that factual pieces of information found
on the site are well documented and pictures and
diagrams are properly labeled. She is also checking that
there is no misspelled world nor grammars errors. Which
criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
Sets of Evaluation Criteria for
Resources
ACCURACY
- resources comes from a reliable source and
is accurate, free from error, and is up-to-
date
APPROPRIATENESS
- grade/level appropriate. Content matches
what is needed by the teacher.
Resources
CLARITY
- clearly addresses the instructional goals in
mind
COMPLETENESS
- has all the information needed to be able to
use them
Resources
MOTIVATION
- Engaging and rewarding; encourage active
participation of the learners
ORGANIZATION
- logically sequenced. Clearly indicates what
steps should be taken. Procedures and
process flow smoothly.
She is making sure that factual pieces of information found
on the site are well documented and pictures and
diagrams are properly labeled. She is also checking that
there is no misspelled world nor grammars errors. Which
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
39. 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
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
39. 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
40. 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
easy nor too difficult for her students. Which criterion is she
focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
40. 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 easy nor too difficult for her students. Which
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
41. MOOC’s 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 big group of experts

avail of a course.
MOOC
Massive Open Online Course
MASSIVE
1. MOOCs are on-line courses
designed for large numbers or
participants usually larger than the
number of students that can fit a
regular classroom. There can be
hundred or even thousands of
them.
MOOC
OPEN
1. There is mostly freedom of place, pace and
time.
2. Courses can be accessed by anyone
anywhere as long as they have internet
connection
3. Courses are open to everyone without
entry qualification.
4. Some courses are free.
MOOC
ONLINE
1. All aspects of the course are delivered
online.
MOOC
COURSE
The MOOC course offers full course experience
including:
1. Educational content (video, audio, text, games,
social media, animation, and simulations.
2. Facilitation interaction among peers.
3. Some interaction with the teacher or academic
staff.
4. Some kind of non-formal recognition option.
5. A study guide or syllabus.

avail of a course.
42. MOOC’s 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
42. MOOC’s 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
43. MOOC’s are considered as a course because _____.
A. they have a guide or a syllabus that indicates content,

objectives, activities, and assessment
B. they were always given by fully-recognized university in the
world
C. they are a requirement for a Bachelor’s degree
D. they are graded
43. MOOC’s are considered as a course because _____.
A. they have a guide or a syllabus that indicates content,

objectives, activities, and assessment
B. they were always given by fully-recognized university in the
world
C. they are a requirement for a Bachelor’s degree
D. they are graded
44. In a curriculum development class, the teacher asked the
student to give an enriched definition of 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 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.
44. In a curriculum development class, the teacher asked the
student to give an enriched definition of 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 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.
45. Ordinary people consider curriculum as ________.
I. a list of subjects
II. a course to complete
III. Subjects to undertake
A. I only C. III only

B. II only D. I, II, and III
45. Ordinary people consider curriculum as ________.
I. a list of subjects
II. a course to complete
III. Subjects to undertake

46. Curriculum may be defined in many ways. What does
this prove?
A. The concept of curriculum is based on those given by

expert.
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.
46. Curriculum may be defined in many ways. What
does this prove?
A. The concept of curriculum is based on those given by

expert.
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.
47. 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
C. Assessed Curriculum
D. Recommended Curriculum
47. 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
C. Assessed Curriculum
D. Recommended Curriculum
48. In order to have an effective teaching and learning,
there must be an adequate utilization of learning
materials. What type of curriculum is this?
A. Assessed curriculum
B. Hidden curriculum
C. Recommended Curriculum
D. Supported Curriculum
48. In order to have an effective teaching and learning,
there must be an adequate utilization of learning
materials. What type of curriculum is this?
A. Assessed curriculum
B. Hidden curriculum
C. Recommended Curriculum
D. Supported Curriculum
49. When teachers conduct a series of evaluation to
determine the extent of teaching, what must be
implemented?
A. Hidden curriculum
B. Taught curriculum
C. Learned curriculum
D. Assessed curriculum
49. When teachers conduct a series of evaluation to
determine the extent of teaching, what must be
implemented?
A. Hidden curriculum
B. Taught curriculum
C. Learned curriculum
D. Assessed curriculum
50.This curricularist uses unique and out-of-the-box
strategies to make his/her class highly engaging. He/She
is a/an _________.
A. Implementer
B. Evaluator
C. Planner
D. Innovator
50.This curricularist uses unique and out-of-the-box
strategies to make his/her class highly engaging.
He/She is a/an _________.
A. Implementer
B. Evaluator
C. Planner
D. Innovator
51. This curricularist has published researches, books,
manuals, and other instructional materials. He/She is
a/an __________.
A. Evaluator
B. Writer
C. Innovator
D. Knower
51. This curricularist has published researches, books,
manuals, and other instructional materials. He/She is
a/an __________.
A. Evaluator
B. Writer
C. Innovator
D. Knower
52. This curricularist attends seminars, workshops and
pursues graduate work. He/She is a/an ___________.
A. innovator
B. knower
C. writer
D. evaluator
52. This curricularist attends seminars, workshops and
pursues graduate work. He/She is a/an ___________.
A. innovator
B. knower
C. writer
D. evaluator
53. When a school believes that curriculum should highly
focus on Math, Science and other fundamental
intellectual disciplines, this school believes in the
curriculum view of _____________.
A. John Dewey
B. Hollis Caswell
C. Arthur Bestor
D. Philip Phoenix
53. When a school believes that curriculum should highly
focus on Math, Science and other fundamental
intellectual disciplines, this school believes in the
curriculum view of _____________.
A. John Dewey
B. Hollis Caswell
C. Arthur Bestor
D. Philip Phoenix
54.The following are characteristic of progressive
curriculum except.
A. Focuses on the experiences of the students and

supervised by the teacher.
B. Takes into account all the curricular elements and
tests these elements through real life application.
C. The classroom is only one place for the students to
learn; learning can take place anywhere.
D. Knowledge that comes from various discipline should
be the focus.
54.The following are characteristic of progressive
curriculum EXCEPT.
A. Focuses on the experiences of the students and

supervised by the teacher.
B. Takes into account all the curricular elements and
tests these elements through real life application.
C. The classroom is only one place for the students to
learn; learning can take place anywhere.
D. Knowledge that comes from various discipline should
be the focus.
55. In analyzing the curriculum, the teacher should
consider which of the following?
I. vision, mission, goals and core values of the school

II. learning resources and facilities of the school
III. needs and interests of the learners
IV. all must be considered

55. In analyzing the curriculum, the teacher should
consider which of the following?
I. vision, mission, goals and core values of the school

II. learning resources and facilities of the school
III. needs and interests of the learners
IV. all must be considered

56.Miss Lim started her lesson plan with the outcomes
she expects her students to achieve at the end of the
lesson, this curriculum approach is _____________.
I. Curriculum as a body of knowledge

II. Curriculum as a process
III. Curriculum as a product
IV. All of the above
A. I only C. III
56.Miss Lim started her lesson plan with the
outcomes she expects her students to achieve at the
end of the lesson, this curriculum approach is
_____________.
I. Curriculum as a body of knowledge

II. Curriculum as a process
III. Curriculum as a product
IV. All of the above
A. I only C. III
57. When curriculum is viewed as process, what
should the teacher consider primarily in designing
his/her lesson?
A. Different modes of assessment

B. Methods and strategies
C. Outcomes-based learning objectives
D. National competency-based competencies
57. When curriculum is viewed as process, what
should the teacher consider primarily in
designing his/her lesson?
A. Different modes of assessment

B. Methods and strategies
C. Outcomes-based learning objectives
D. National competency-based competencies
58. What could be the content/topic when the
teacher asked the learners to define curriculum and
complete matrix on the differences between
traditional and progressive curriculum?
A. The meaning of curriculum

B. Different elements that affect curriculum
C. Various curriculum perspectives
D. Historical and philosophical foundations of
curriculum
58. What could be the content/topic when the
teacher asked the learners TO DEFINE curriculum
and complete matrix on the differences between
traditional and progressive curriculum?
A. The meaning of curriculum

B. Different elements that affect curriculum
C. Various curriculum perspectives
D. Historical and philosophical foundations of
curriculum
59. Which of the following process usually comes
first in developing curriculum?
A. Selection of educational contents

B. Evaluating educational experiences
C. Identifying learning goals
D. Organization of learning experiences
59. Which of the following process usually comes
first in developing curriculum?
A. Selection of educational contents

B. Evaluating educational experiences
C. Identifying learning goals
D. Organization of learning experiences
60. Considering that curriculum is a dynamic
process, this person put premium in the role of the
teachers’ participation in developing the curriculum
A. William Alexander
B. Galen Saylor
C. Hilda Taba
D. Ralph Tyler
60. Considering that curriculum is a dynamic
process, this person put premium in the role of the
teachers’ participation in developing the
curriculum
A. William Alexander
B. Galen Saylor
C. Hilda Taba
D. Ralph Tyler
61. The best feature of Tyler’s Rationale is
____________.
A. Planning phase
B. Identifying the purpose
C. Organizing the experiences
D. Evaluating the experiences
61. The best feature of Tyler’s Rationale is
____________.
A. Planning phase
B. Identifying the purpose
C. Organizing the experiences
D. Evaluating the experiences
62. All these questions should be answered by
curriculum except:
A. What subjects are important?

B. Who will benefit from a well-designed learning
experience?
C. What outcomes should be achieved?
D. What qualifications should teacher have?
62. All these questions should be answered by
curriculum EXCEPT:
A. What subjects are important?

B. Who will benefit from a well-designed learning
experience?
C. What outcomes should be achieved?
D. What qualifications should teacher have?
63. These foundations show the chronological
development of curriculum, mostly shown using a
timeline?
A. Historical foundations
B. Legal foundations
C. Philosophical foundations
D. Psychological foundations
63. These foundations show the chronological
development of curriculum, mostly shown using a
timeline?
A. Historical foundations
B. Legal foundations
C. Philosophical foundations
D. Psychological foundations
64. What axioms emphasizes that curriculum design
should be based on a careful plan, intended outcomes
clearly establish, etc.
A. Curriculum change is inevitable, necessary and

desirable.
B. Curriculum is a product of its time.
C. Curriculum development is more effective when it
follows a systematic process.
D. Curriculum development is more effective if it is a
comprehensive process, rather than piecemeal.
64. What axioms emphasizes that curriculum design
should be based on a careful plan, intended
outcomes clearly establish, etc.
A. Curriculum change is inevitable, necessary and

desirable.
B. Curriculum is a product of its time.
C. Curriculum development is more effective when it
follows a systematic process.
D. Curriculum development is more effective if it is a
comprehensive process, rather than piecemeal.
65. Who are the primary movers in the
implementation of the changes made on curriculum?
A. Teachers
B. Learners
C. Parents
D. Community officials
65. Who are the primary movers in the
implementation of the changes made on
curriculum?
A. Teachers
B. Learners
C. Parents
D. Community officials
66. Which of the following does not belong in the
group?
A. Child-centered design
B. Life-situation design
C. Experience-center design
D. Humanistic design
66. Which of the following does not belong in the
group?
A. Child-centered design
B. Life-situation design
C. Experience-center design
D. Humanistic design
67. Which is the primary characteristic of a subject-
centered design model of curriculum?
A. Interrelated
B. Interdependent
C. Correlated
D. Interdisciplinary
67. Which is the primary characteristic of a
subject-centered design model of curriculum?
A. Interrelated
B. Interdependent
C. Correlated
D. Interdisciplinary
68. As an implementer of curriculum, the teacher
has to perform which of the following task/s:
A. Write appropriate lesson plan

B. Utilize suitable instructional materials
C. Design reliable and valid assessment tools
D. All the above
68. As an implementer of curriculum, the teacher
has to perform which of the following task/s:
A. Write appropriate lesson plan

B. Utilize suitable instructional materials
C. Design reliable and valid assessment tools
D. All the above
69. Implementation means putting into practice the
experiences which has been written in all except
__________.
A. internet sources sites

B. syllabi
C. course outline
D. curriculum guides
69. Implementation means putting into practice
the experiences which has been written in all
EXCEPT __________.
A. internet sources sites

B. syllabi
C. course outline
D. curriculum guides
70. All are involved in “teaching” except
____________.
A. employing strategies
B. using instructional materials
C. utilizing varied activities
D. meeting with the parents
70. All are involved in “teaching” EXCEPT
____________.
A. employing strategies
B. using instructional materials
C. utilizing varied activities
D. meeting with the parents
71. Which of the following is/are the role/s of
stakeholders in curriculum development?
I. help in formulating the appropriate learning

experiences
II. create an environment that allows for a child’s
holistic
III. Participate in the implementation of the curriculum

71. Which of the following is/are the role/s of
stakeholders in curriculum development?
I. help in formulating the appropriate learning

experiences
II. create an environment that allows for a child’s
holistic
III. Participate in the implementation of the curriculum

72. These stakeholders are direct partners of the
school in strengthening learning experience in the
home.
A. Community
B. School administrator
C. Parents
D. Government officials
72. These stakeholders are direct partners of the
school in strengthening learning experience in
the home.
A. Community
B. School administrator
C. Parents
D. Government officials
73. These stakeholders are at the core of the
curriculum. They are the primary beneficiaries of the
curriculum.
A. Teachers
B. Learners
C. Community
D. Parents
73. These stakeholders are at the core of the
curriculum. They are the primary beneficiaries of
the curriculum.
A. Teachers
B. Learners
C. Community
D. Parents
74. All are importance of evaluating the curriculum
except:
A. To be able to boast of a new and improve

curriculum every time.
B. To constantly keep up with the changing time.
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.
74. All are importance of evaluating the
curriculum EXCEPT:
A. To be able to boast of a new and improve

curriculum every time.
B. To constantly keep up with the changing time.
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.
75. When do we need to evaluate the curriculum?
A. Every academic year

B. Every quarter
C. When somebody suggests it
D. Whenever necessary
75. When do we need to evaluate the
curriculum?
A. Every academic year

B. Every quarter
C. When somebody suggests it
D. Whenever necessary
76. Teacher Parah asked her pupils to display their
penmanship in the beginning, middle, and near the
end of the school year. Which type of portfolio is
displayed?
A. Development Portfolio
B. Evaluation Portfolio
C. Showcase Portfolio
D. Assessment Portfolio
76. Teacher Parah asked her pupils to display their
penmanship in the beginning, middle, and near
the end of the school year. Which type of portfolio
is displayed?
77. You are applying for a teaching job. Which type
of portfolio should accompany your application
letter?
77. You are applying for a teaching job. Which
type of portfolio should accompany your application
letter?
78. I have to check if my students were able to
produce the expected output as stated in my
intended learning outcome. Which type of portfolio
am I interested to see?
78. I have to check if my students were able to
produce the expected output as stated in my
intended learning outcome. Which type of portfolio
am I interested to see?
79. Teacher Alex wants his pupils to display their
favorite poem among the poems each one
composed. What type of portfolio is Teacher Alex
expecting to see?
79. Teacher Alex wants his pupils to display their
favorite poem among the poems each one
composed. What type of portfolio is Teacher Alex
expecting to see?
80. Who among the teachers described below is doing
assessment?
A. Mrs. Bautista who is administering a test to her

students.
B. Mr. Ferrer who is counting the scores obtained by the
students in his test.
C. Ms. Leyva who is computing the final grade of the
students after completing all their requirements.
D. Prof. Cuevas who is planning for a remedial
instruction after knowing that students perform poorly
in her test
IMPORTANT TERMS
TEST TESTING MEASUREMENT

◎ An instrument ◎ A strategy or a ◎A process of
method employed quantifying
designed to designed to
measure any to obtain
information for measure to which
characteristic, evaluation some/something
quality, ability, possesses a given
purposes.
knowledge of trait.
skill. ◎Assigning of
numbers to a
performance,
product, skill, or
behavior of a
student.
IMPORTANT TERMS
ASSESSMENT EVALUATION
◎ Process of gathering and ◎ A process of making
judgements about the quality of
organizing quantitative or
a performance, product, skill, or
qualitative data into an behavior of a student.
interpretable form to have ◎Includes using some basis to
a basis for judgement or judge worth or value.
decision making. ◎It involves judgment about
desirability
80. Who among the teachers described below is doing
assessment?
A. Mrs. Bautista who is administering a test to her

students.
B. Mr. Ferrer who is counting the scores obtained by the
students in his test.
C. Ms. Leyva who is computing the final grade of the
students after completing all their requirements.
D. Prof. Cuevas who is planning for a remedial
instruction after knowing that students perform poorly
in her test
81. If I have to use the most authentic method of
assessment, which of these procedures should I
consider?
A. Traditional Test
B. Performance-based Assessment
C. Written Test
D. Objective Assessment
81. If I have to use the most authentic method of
assessment, which of these procedures should I
consider?
A. Traditional Test
B. Performance-based Assessment
C. Written Test
D. Objective Assessment
82. After doing the exercise on verbs, Ms. Borillo gave a
short quiz to find out how well students have understood
the lesson. What type of assessment was done?
A. Summative Assessment
B. Formative Assessment
C. Diagnostic Assessment
D. Placement Assessment
PLACEMENT ASSESSMENT
◎ done prior to instruction
◎ Its purpose is to assess the needs of the
learners to have basis for a relevant
instruction
◎ Place students in specific learning
groups.
196
FORMATIVE ASSESSMENT
◎ done during the instruction
◎ Teacher continuously monitor the
students’ level of attainment of the
objectives
◎ for students to know their strengths and
weaknesses
197
DIAGNOSTIC ASSESSMENT
◎ done during the instruction
◎ determine students’ recurring or
persistent difficulties
◎ searches for underlying causes of the
learning problem
198
SUMMATIVE ASSESSMENT
◎ done after the instruction
◎ certify what students know and can do
and level of their proficiency or
competency
◎ usually expressed as marks, or letter
grades
◎ powerful factor for educational reforms
199
82. After doing the exercise on verbs, Ms. Borillo gave a
short quiz to find out how well students have
understood the lesson. What type of assessment was
done?
A. Summative Assessment
B. Formative Assessment
C. Diagnostic Assessment
D. Placement Assessment
83. Ms. Ortega tasked her students to show how to play
basketball. What learning target is she assessing?
A. Knowledge
B. Reasoning
C. Skills
D. Products
83. Ms. Ortega tasked her students TO SHOW how to
play basketball. What learning target is she assessing?
A. Knowledge
B. Reasoning
C. Skills
D. Products
84. Mr. Cidro wants to test students' knowledge of the different
places in the Philippines, their capital and their products and so
he gave his students an essay test. If you were the teacher, will
you do the same?
A. No, the giving of an objective test is more appropriate than

the use of essay.
B. No, such method of assessment is inappropriate because
essay is difficult.
C. Yes, essay test could measure more than what other tests
could measure.
D. Yes, essay test is the best in measuring any type of
knowledge.
84. Mr. Cidro wants to test students' knowledge of the
different places in the Philippines, their capital and their
products and so he gave his students an essay test. If you
were the teacher, will you do the same?
A. No, the giving of an objective test is more appropriate than

the use of essay.
B. No, such method of assessment is inappropriate because
essay is difficult.
C. Yes, essay test could measure more than what other tests
could measure.
D. Yes, essay test is the best in measuring any type of
knowledge.
85. What type of validity does the Pre-board
examination possess if its results can explain how
the students will likely perform in their licensure
examination?
A. Concurrent
B. Predictive
C. Construct
D. Content
VALIDITY
• is a degree to which the assessment
instrument measures what it intends to
measure.
• refers to the usefulness of the
instrument for a given purpose.
• most important criterion of a good
assessment instrument.
Ways of Establishing Validity
FACE VALIDITY
Done by examining the physical
appearance of the instrument.
CONTENT VALIDITY
done through careful and critical
examination of the objectives of
assessment.
Ways of Establishing Validity
Criterion Validity
established statistically such that a set of
course revealed by the measuring instrument is
CORRELATED with the scores obtained in another
EXTERNAL PREDICTOR OR MEASURE
Concurrent Validity
– describes the present
Predictive Validity
– describes the future performance
85. What type of validity does the Pre-board
examination possess if its results can explain
how the students will likely perform in their
licensure examination?
A. Concurrent
B. Predictive
C. Construct
D. Content
86. Ms. Aviz wants to determine if the students'
scores in their Final Test is reliable. However, she
has only one set of test and her students are already
on vacation. What test of reliability can she employ?
A. Test-Retest
B. Kuder Richardson Method
C. Equivalent Forms
D. Test-Retest with Equivalent Forms
RELIABLITY
it refers to the consistency of scores obtained
by the same person when retested using the
same instrument/ its parallel or when compared
with other students who took the same test.
Type of Reliability
METHOD Procedure Statistical Measure
Measure
Give a test twice to the same
group with any time interval
Test-Retest Measure of Stability Pearson r
between tests from several
minutes to several years
Give parallel forms of test
Equivalent Form/ Measure of Pearson r
with close time interval
Parallel Form Equivalence
between forms
Test- Give parallel forms of test
Measure of Stability Pearson r
Retest/Equivalent with increased time interval
and Equivalence
Form between forms
Type of Reliability
METHOD Procedure Statistical Measure
Measure
Give a test once. Score is
Pearson r and
Measure of Internal equivalent halves of test (e.g.
Split Half Spearman Brown
Consistency odd-and-even numbered
Formula
items)
Give the test once then
correlate the
Measure of Internal Kuder-Richardson
Kuder-Richardson proportion/percentage of the
Consistency Formula 20 and 21
students passing and not
passing a given item
86. Ms. Aviz wants to determine if the students'
scores in their Final Test is reliable. However, she
has only one set of test and her students are
already on vacation. What test of reliability can she
employ?
A. Test-Retest
B. Kuder Richardson Method
C. Equivalent Forms
D. Test-Retest with Equivalent Forms
87. In the context of the Theory of Multiple
Intelligence, which is a weakness of the paper-pencil
test?
A. It puts non-linguistically intelligent at a

disadvantage.
B. It is not easy to administer.
C. It utilizes so much time.
D. It lacks reliability.
87. In the context of the Theory of Multiple
Intelligence, which is a weakness of the paper-
pencil test?
A. It puts non-linguistically intelligent at a

disadvantage.
B. It is not easy to administer.
C. It utilizes so much time.
D. It lacks reliability.
88. Mrs. Pua is judging the worth of the project of
the students in her Science class based on a set of
criteria. What process describes what she is doing?
A. Testing
B. Measuring
C. Evaluating
D. Assessing
88. Mrs. Pua is judging the worth of the project of
the students in her Science class based on a set of
criteria. What process describes what she is doing?
A. Testing
B. Measuring
C. Evaluating
D. Assessing
89. Mrs. Acebuche is comparing measurement from
evaluation. Which statement explains the difference?
A. Measurement is assigning a numerical value to a given

trait while evaluation is giving meaning to the numerical
value of the trait.
B. Measurement is the process of gathering while
evaluation is the process of quantifying the data
gathered.
C. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
D. Measurement is a pre-requisite of assessment while
evaluation is the pre-requisite of testing.
89. Mrs. Acebuche is comparing measurement from
evaluation. Which statement explains the difference?
A. Measurement is assigning a numerical value to a given

trait while evaluation is giving meaning to the numerical
value of the trait.
B. Measurement is the process of gathering while
evaluation is the process of quantifying the data
gathered.
C. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
D. Measurement is a pre-requisite of assessment while
evaluation is the pre-requisite of testing.
90. Mrs. Robles wants to establish the reliability of her
achievement test in English. Which of the following activities
will help achieve her purpose?
A. Administer two parallel tests to different groups of

students.
B. Administer two equivalent tests to the same group of
students
C. Administer a single test but two different groups of
students.
D. Administer two different tests but to the same group of
students.
90. Mrs. Robles wants to establish the reliability of her
achievement test in English. Which of the following
activities will help achieve her purpose?
A. Administer two parallel tests to different groups of

students.
B. Administer two equivalent tests to the same group of
students
C. Administer a single test but two different groups of
students.
D. Administer two different tests but to the same group of
students.
91. Dr. Escoto, the school physician conducted a physical
examination in Ms. Manuel's class. What concept best
describes the quantitative increase observed by Dr. Escoto
among learners in terms of height and weight?
A. Development
B. Growth
C. Learning
D. Maturation
91. Dr. Escoto, the school physician conducted a physical
examination in Ms. Manuel's class. What concept best
describes the quantitative increase observed by Dr.
Escoto among learners in terms of height and weight?
A. Development
B. Growth
C. Learning
D. Maturation
92. Which situation best illustrates the concept of growth?
A. A kinder pupil gains 2 pounds within two months.

B. A high school student gets a score of 85 in mental ability
test.
C. An education student has gained knowledge on
approaches and strategies in teaching different subjects
D. An elementary grader has learned to play piano.
92. Which situation best illustrates the concept of
growth?
A. A kinder pupil gains 2 pounds within two months.

B. A high school student gets a score of 85 in mental ability
test.
C. An education student has gained knowledge on
approaches and strategies in teaching different subjects
D. An elementary grader has learned to play piano.
93. Which statements below best describes development?
A. A high school student's height increased by 5'2" to 5'4"

B. A high school student's change in weight from 110 lbs.
to 125 lbs.
C. A student had learned to operate the computer
D. A student's enlargement of hips
93. Which statements below best describes
development?
A. A high school student's height increased by 5'2" to 5'4"

B. A high school student's change in weight from 110 lbs.
to 125 lbs.
C. A student had learned to operate the computer
D. A student's enlargement of hips
94. What concept can best describe Francisco's ability to
walk without a support at age of 12 months because of the
"internal ripening" that occurred in his muscles, bones and
nervous system development?
A. Development
B. Growth
C. Learning
D. Maturation
94. What concept can best describe Francisco's ability to
walk without a support at age of 12 months because of
the "INTERNAL RIPENING" that occurred in his muscles,
bones and nervous system development?
A. Development
B. Growth
C. Learning
D. Maturation
95. Mr. Francisco was very much worried about the thumb
sucking of his son. A friend of him says that certain behavior
among infants. Who presented that notion that certain
behavior like thumb-sucking is normal behavior?
A. Sigmund Freud
B. Erick Ericson
C. John Bowlly
D. Urie Bronfrenbenner
FREUD’s PSYCHOANALYTIC
THEORY
o A person goes through the sequence of

these five stages and along the way there
are needs to be met.
o Whether these needs are met or not,
determines whether the person will
develop a healthy personality or not.
232
THEORY
ORAL STAGE (birth to 18 months)
- Erogenous Zone is the mouth
- The child focused on oral pleasure (sucking)
Fixation in Oral stage:
Oral Receptive – tendency to smoke, drink alcohol, overeat
Oral Aggressive - bite his nails or curse word or even gossip
◎ too dependent on others, easily fooled and lack leadership.
◎ they are pessimistic and aggressive in relating with people.
233
THEORY
ANAL STAGE (18 months to 3 years)
- Erogenous Zone is their anus
- Child finds satisfaction in eliminating and retaining feces.
- Needs to work on toilet training
Fixation in Anal stage:
Anal Retentive – obsession with cleanliness, perfection and control
(withholding)
Anal Expulsive – messy and disorganized (expelling)
234
THEORY
PHALLIC STAGE (3-6 years)
- Erogenous Zone is their genitals
- Children become interested in what makes boys and girls
different.
- Preschoolers will sometime be seen fondling their genitals.
Oedipus Complex – boys develop unconscious sexual attraction
towards their mother
Electra Complex – girls develop unconscious sexual attraction towards
their father
Fixation in Phallic stage could result in sexual deviances and
weak or confused sexual identity.
235
THEORY
LATENCY STAGE (age 6 years to puberty)
- Sexual desires remain repressed (subconscious)
- Focus on acquisition of physical and academic skills.
- Boys relate more with boys and girls with girls
Fixation in Latency Stage could result to recklessness, being
resolute, narcissistic, vain and proud, afraid for close love
236
THEORY
GENITAL STAGE (puberty onwards)
- Sexual urges are again awakened
- Sexual urges towards the opposite sex with pleasure centered
on the genitals.
237
95. Mr. Francisco was very much worried about the thumb
sucking of his son. A friend of him says that certain
behavior among infants. Who presented that notion that
certain behavior like thumb-sucking is normal
behavior?
A. Sigmund Freud
B. Erick Ericson
C. John Bowlly
D. Urie Bronfrenbenner
96. A newborn infant moves his whole body at one
time, instead of moving a part of it. Which of the
following principles is illustrated by his behavior?
A. Development proceeds from specific to general.

B. Development proceeds from general to specific.
C. Development follows an orderly pattern.
D. Development follows a general pattern.
Principles of Development
1. Development follows an orderly sequence which is
predictable
Patterns of Physical Development

a. Cephalocaudal Pattern – during infancy, the greatest growth
always occur at the top
b. Proximodistal Pattern – muscular control of the trunk and
arms comes earlier as compared to the hands and fingers.
2. The rate of development is unique in each individual

3. Development involves change
4. Early development is more critical than later development
240
Principles of Development
5. Development is the product of
maturation and learning.
6. Principle of inter-related development
7. There are social expectations for every
development period which are often
referred to as developmental tasks
241
96. A newborn infant moves his whole body at one
time, instead of moving a part of it. Which of the
following principles is illustrated by his behavior?
A. Development proceeds from specific to general.

B. Development proceeds from general to specific.
C. Development follows an orderly pattern.
D. Development follows a general pattern.
97. Which state of the psycho-sexual theory does
young boys experience rivalry with their father for
their mother's attention and affection?
A. Oral
B. Anal
C. Phallic
D. Latency
97. Which state of the psycho-sexual theory does
young boys experience rivalry with their father
for their mother's attention and affection?
A. Oral
B. Anal
C. Phallic
D. Latency
98. Which of the following is likely to be developed if
infants are shown genuine affection?
A. Trust
B. Autonomy
C. Initiative
D. Industry
Erik Erikson Psychosocial Theory
Erikson’s (1959) theory of psychosocial development has eight
distinct stages, taking in five stages up to the age of 18 years
and three further stages beyond, well into adulthood.
Psychosocial Crisis
• Each stage involves a psychosocial crisis of two opposing
emotional forces.
Syntonic – positive disposition in each crisis (e.g. Trust)
Dystonic – negative disposition (e.g. Mistrust)
• If a stage is managed well, we carry a certain VIRTUE or
PSYCHOSOCIAL STRENGHT
MALIGNANCY – involves too little of the positive and too much
of the negative aspect of the task
MALADAPTATION – involves too little of the negative and too

much of the positive aspect of the task
TRUST VS. MISTRUST
(Infancy)
SENSORY WITHDRAWAL
MALADJUSTMENT (Malignancy)
(Maladaptation)
Over trusting, gullible, Characterized by

cannot believe that anyone depression, paranoia,
would mean them harm possibly psychosis
HOPE
(Virtue)
The belief that even when

things are not going well,
they will work out well in
the end
AUTONOMY VS SHAME AND DOUBT
(Toddler)
IMPULSIVENESS COMPULSIVENESS
(Maladaptation) (Malignancy)
Shameless willfulness Feels as if everything

leads to jumping into must be done perfectly,
things without proper mistakes must be
consideration avoided at all costs
WILLPOWER OR
DETERMINATION
(Virtue)
“can do” attitude

INITIATIVE VS GUILT
(Preschooler)
INHIBITION
RUTHLESSNESS
(Malignancy)
(Maladaptation)
The fear that if they failed,
Heartless, unfeeling
they will be blamed
They don’t care who they
“Nothing ventured, nothing
step on
lost”
COURAGE OR ABILITY
TO TAKE RISKS
(Virtue)
The capacity for action

despite a clear
understanding of your
limitations and past failings
INDUSTRY VS INFERIORITY
(Elementary School Years)
NARROW INERTIA
VIRTUOSITY (Malignancy)
(Maladaptation)
Those who suffer
Those who aren’t inferiority complexes
allowed to be children “If at first you don’t
Pushed into one area succeed, don’t ever try
of competency again”
COMPETENCY
(Virtue)
IDENTITY VS ROLE CONFUSION
(Adolescence)
FANATICISM
REPUDIATION
(Maladaptation)
(Malignancy)
His way is the only way.
To reject
Gather around others
They reject their
there and promote their
membership in the world of
beliefs and lifestyles
adults and they reject their
without regards to other’s
need for an identity
right to disagree
FIDELITY
(Virtue)
Ability to live by society's

standard
It means you have found a
place in the community
INTIMACY VS ISOLATION
(Early Adulthood)
EXCLUSION
PROMISCUITY (Malignancy)
(Maladaptation)
Tendency to isolate oneself
Tendency to become intimate from one love, friendship and
too freely, too easily, and community and develop a
without any depth to your certain hatefulness in
intimacy compensation for one’s
loneliness
LOVE
(Virtue)
Includes not only the love we

find in a good marriage, but the
love between friends, and the
love one’s neighbor, co-worker,
and compatriot as well
GENERATIVITY VS STAGNATION
(Middle Age/ Middle Adulthood)
REJECTIVITY
OVEREXTENSION
(Malignancy)
(Maladaptation)
No longer participate in
No longer allow time for
activities or contribute
themselves
to society.
CARING
(Virtue)
INTEGRITY VS DESPAIR
(Old age)
PRESUMPTION
DISDAIN
(Maladaptation)
(Malignancy)
This is what happens when a
A contempt of life, ones own
person presumes ego
or anyone
integrity without actually
The person becomes very
facing the difficulties of old
negative and appears to hate
age
life
Believes that he alone is right
WISDOM
(Virtue)
98. Which of the following is likely to be developed if
infants are shown genuine affection?
A. Trust
B. Autonomy
C. Initiative
D. Industry
99. Christian develops an integral and coherent
sense of self. He seeks answers to the question.
"Who am I"? Which of the following is Christian likely
to develop?
A. Initiative
B. Identity and Role Confusion
C. Intimacy
D. Autonomy
99. Christian develops an integral and coherent
sense of self. He seeks answers to the question.
"Who am I"? Which of the following is Christian
likely to develop?
A. Initiative
B. Identity and Role Confusion
C. Intimacy
D. Autonomy
100. Ms. Reyes uses images and language to
represent and understand her various lessons to
preschool learners. What stage in the cognitive
theory of development explains this?
A. Sensorimotor
B. Preoperational
C. Concrete operation
D. Formal operation
COGNITIVE DEVELOPMENT
THEORY
• Developed by Jean Piaget
• Human development is qualitative (change in kind)
rather than quantitative (change in amount). Piaget
showed that young children in strikingly different ways
compared to adults.
BASIC COGNITIVE CONCEPTS

• Schema – the cognitive structure by which individuals
intellectually adapt and organized their environment
• Assimilation – the process of fitting new experiences
into an existing created schema
• Accommodation – the process of creating new
schema
• Equilibration – achieving proper balance between
assimilation and accommodation.
THEORY
STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR (birth to 2 years)
• Stage when a child initially reflexive in grasping, sucking,
and reaching becomes more organized in his movement
and activity.
• In working with children in the sensorimotor stage, they
should aim to provide a rich and stimulating environment
with appropriate objects to play with.
OBJECTIVE PERMANENCE – ability attained in this

stage where he knows that an object still exists even
when out of sight.
THEORY
PREOPERATIONAL STAGE (2 to 7 years)

• Begins to use language
• Egocentric thinking; difficulty seeing things from other
viewpoints
SYMBOLIC FUNCTION – the ability to represent objects and

events
EGOCENTRISM – the tendency of a child to only see his point of
view and assume that everyone else also has his same point of
view.
CENTRATION – the tendency of the child to only focus on one
thing or event and exclude another aspect
THEORY
PREOPERATIONAL STAGE (2 to 7 years)
LACK OF CONSERVATION – the inability that some things

remain unchanged despite looking different.
IRREVERSIBILITY – Pre-operational children still have the
inability to reverse their thinking.
ANIMISM – the tendency of the child to attribute human like traits
to inanimate objects
REALISM – believing that psychological events such as dreams
are real.
ARTIFICIALISM – the belief that natural events are man-made
THEORY
CONCRETE OPERATIONAL STAGE (7 to 11 years old)

• This stage is characterized by the ability of the child to think
logically but only in terms of concrete objects; covers the
elementary school years.
DECENTERING– ability of the child to perceive the different features

of objects and situations.
REVERSIBILITY – the ability of the child to follow that certain
operations can be done in reverse
CONSERVATION – the ability to know that certain properties of
objects like number, mass, volume, or area do not change even if
there is a change in appearance.
SERIATION – the ability to arrange things in a series based on one
dimension such as weight, volume, size, etc.
THEORY
FORMAL OPERATIONAL STAGE (11 years old and above)

• Thinking become more logical. They can now solve abstract
problems and can hypothesize.
HYPOTHETICAL REASONING – ability to come up with different

hypothesis about a problem and weigh data to make judgement
ANALOGICAL REASONING – ability to perceive the relationship in
one instance and use that relationship to narrow down possible
answers in similar problems
DEDUCTIVE REASONING – ability to think logically by applying a
general rule to particular situation.
100. Ms. Reyes uses images and language to
represent and understand her various lessons to
preschool learners. What stage in the cognitive
theory of development explains this?
A. Sensorimotor
B. Preoperational
C. Concrete operation
D. Formal operation
101. Tessa gets jealous whenever she sees her
mother showing love and affection to her father.
Which of the following is she showing according to
Freud?
A. Complex
B. Phallic
C. Electra Complex
D. Oedipus Complex
101. Tessa gets jealous whenever she sees her
mother showing love and affection to her father.
Which of the following is she showing according to
Freud?
A. Complex
B. Phallic
C. Electra Complex
D. Oedipus Complex
102. Trisha goes with her mother in school. She
enjoys the workplace of her mother. Which of the
following ecological theory is illustrated by the
situation?
A. Microsystem
B. Mesosystem
C. Exosystem
D. Macrosystem
Urie Bronfenbrenner's Ecological Theory
• This theory looks at a child’s development within

the context of the system of relationships that
form his or her environment.
• It defines complex layers of environment, each
having an effect on a child’s development.
• Renamed as Bioecological System Theory.
SOCIAL LEVELS OR SYSTEM
Microsystem
• Is the layer closest to the child and contains the
structures with which the child has direct contact.
• Family, child care services, school, local
neighborhood, memberships of clubs or organization,
or child care environments
Mesosystem
• This layer provides the connection between the
structures of the child’s microsystem
• Connection between the child’s teacher and parents,
between his church and neighborhood, etc.
Exosystem
• This layer defines the larger social system in which the child
does not function directly
• It has an indirect impact on the child’s development because
of the connection with the family unit.
• The structure in this layer impact the child’s development by
interacting with some structure in her microsystem.
• For example, a parent’s place of employment, and access to
family and community services.
Macrosystem
• Outermost layer in the child’s environment
• Comprised the cultural values, customs, and laws.
Chronosystem
• Encompasses the dimension of time as its relates to a
child’s environment
• The social ad historical time frame in which the child’s
life is set – this reflect how children change over time
• Elements within this system can be either external,
such as the timing of a parent’s death, or internal,
such as the psychological changes occur with the
aging of a child.
• As children get older, they react differently to
environmental changes and may be more able to
determine more how that change will influence them.
102. Trisha goes with her mother in school. She
enjoys the WORKPLACE of her mother. Which of
the following ecological theory is illustrated by the
situation?
A. Microsystem
B. Mesosystem
C. Exosystem
D. Macrosystem
103. Lito, a student in secondary level tends to
spend more time with his friends and his family, thus,
his behavior is greatly affected by them. In which
stage in the Psychosocial Stages of Development
does Lito belong?
A. Autonomous vs Shame and Doubt

B. Identity vs. Role Confusion
C. Intimacy vs. Isolation
D. Initiative vs. Guilt
103. Lito, a student in secondary level tends to
spend more time with his friends and his family, thus,
his behavior is greatly affected by them. In which
stage in the Psychosocial Stages of Development
does Lito belong?
A. Autonomous vs Shame and Doubt

B. Identity vs. Role Confusion
D. Initiative vs. Guilt
104. Anna believes that authority is respected. She
is now in what particular level in moral development
theory of Lawrence Kohlberg?
A. Social contract
B. Law and order orientation
C. Interpersonal concordance
D. Universal ethics orientation
Moral Developmental Theory
Kohlberg’s stages of moral development are
places of moral adequacy conceived by
Lawrence Kohlberg to explain the
development of moral reasoning. Created while
studying psychology at the University of
Chicago, the theory was inspired by the work if
Jean Piaget and a fascination with children’s
reactions to moral dilemmas. He wrote his
doctoral dissertation at the university in 1958,
outlining what are now know as his stages of
moral development.
277
Moral Developmental Theory
LEVEL 1 PRE-CONVENTIONAL (birth to 9 years)
(People in at this stage do not really understand the convention)
Stage 1. Obedience and punishment orientation
Stage 2. Instrumental Relativist Orientation
LEVEL 2 CONVENTIONAL (10-13 years)

(People in at this stage conforms to the convention)
Stage 3. Good Boy-Nice Girl Orientation
Stage 4. Law and Order Orientation
LEVEL 3 POST CONVENTIONAL (13+years)

(The moral principles that underlie the conventions of a society are
understood)
Stage 5. Social Contract Orientation
Stage 6. Universal Ethical Principle
278
104. Anna believes that authority is respected. She
is now in what particular level in moral development
theory of Lawrence Kohlberg?
A. Social contract
B. Law and order orientation
C. Interpersonal concordance
D. Universal ethics orientation
105. Which of the following is the correct order of
psychosexual stages proposed by Sigmund Freud?
A. Oral stage, anal stage, phallic stage, latency stage,

genital stage
B. Anal stage, oral stage, phallic stage, latency stage,
genital stage
C. Oral stage, anal stage, genital stage, latency stage,
phallic stage
D. Anal stage, oral stage, genital stage, latency stage,
phallic stage
105. Which of the following is the correct order of
psychosexual stages proposed by Sigmund Freud?
A. Oral stage, anal stage, phallic stage, latency stage,

genital stage
B. Anal stage, oral stage, phallic stage, latency stage,
genital stage
C. Oral stage, anal stage, genital stage, latency stage,
phallic stage
D. Anal stage, oral stage, genital stage, latency stage,
phallic stage
106. What is the best description of Erickson's
psychosocial theory of human development?
A. Eight crises all people are thought to lace

B. Four psychosocial stages in latency period
C. The same number of stages as Freud's, but with
different names
D. A stage theory that is not psychoanalytic
106. What is the best description of Erickson's
psychosocial theory of human development?
A. Eight crises all people are thought to lace

B. Four psychosocial stages in latency period
C. The same number of stages as Freud's, but with
different names
D. A stage theory that is not psychoanalytic
107. In Erickson's theory, what is the unresolved
crisis of an adult who has difficulty establishing a
secure, mutual relationship with a life partner?
A. Initiative vs. Guilt

B. Autonomy vs. Shame and Doubt
D. Trust vs. Mistrust
107. In Erickson's theory, what is the unresolved
crisis of an adult who has difficulty establishing a
secure, mutual relationship with a life partner?
A. Initiative vs. Guilt

B. Autonomy vs. Shame and Doubt
D. Trust vs. Mistrust
108. Alyssa is eight years old, and although she
understands some logical principles, she still has
troubles in understanding hypothetical concepts.
According to Piaget, Alyssa belongs to what
particular stage of cognitive development?
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational
108. Alyssa is eight years old, and although she
understands some logical principles, she still
has troubles in understanding hypothetical
concepts. According to Piaget, Alyssa belongs to
what particular stage of cognitive development?
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational
109. What is the correct sequence of prenatal
stages of development?
A. Embryo, germinal, fetus

B. Germinal, fetus, embryo
C. Germinal, embryo, fetus
D. Embryo, fetus, germinal
109. What is the correct sequence of prenatal
stages of development?
A. Embryo, germinal, fetus

B. Germinal, fetus, embryo
C. Germinal, embryo, fetus
D. Embryo, fetus, germinal
110. Which of the following will be Freud's
description of the child's behavior if he has biting,
sarcastic manner?
A. Anally expulsive
B. Anally retentive
C. Fixated in the oral stage
D. Experiencing the crisis of trust vs. mistrust
110. Which of the following will be Freud's
description of the child's behavior if he has biting,
sarcastic manner?
A. Anally expulsive
B. Anally retentive
C. Fixated in the oral stage
D. Experiencing the crisis of trust vs. mistrust
111. Who is the proponent of the preventive
discipline as an approach towards effective
classroom management?
A. Jacob Kounin
B. Lorin Anderson
C. Anita Harrow
D. Wolfgang Kohler
111. Who is the proponent of the preventive
discipline as an approach towards effective
classroom management?
A. Jacob Kounin
B. Lorin Anderson
C. Anita Harrow
D. Wolfgang Kohler
112. Teacher Cirilo is aware of what is happening
inside the classroom such as how the learners
behave when he is around or when he is not around.
This demonstrates
A. withitness
B. ripple effect
C. smoothness
D. overlapping
GOOD CLASSROOM MANAGEMENT
Withitness – is the skill to know what is going on in all

parts of the classroom at all times
Overlapping – handling two or more activities or groups
at the same time.
Smoothness – ability to make smooth lesson transitions,
keep an appropriate pace and involve all students in a
lesson. Smoothness should be present to prevent
jerkiness (the disorderly flow of activities)
“How to avoid jerkiness?”
The teacher should avoid the following:

Truncation the teacher ends an activity abruptly
Thrust – the teacher burst into activities without assessing
students readiness and gives orders, statements, or questions
that only confuse students.
Flip-flop – the teacher terminates one activity, goes to another,
and then returns to the previously terminated activity. The
teacher lacks clear direction and sequence of activities.
“How to avoid jerkiness?”
The teacher should avoid the following:

Stimulus-bound – the teacher is so immersed in a small group
of students or activities that he or she ignores other students or
misses an event that is potentially disruptive
Thrust – the teacher burst into activities without assessing
students readiness and gives orders, statements, or questions
that only confuse students.
Dangle – the teacher ends an activity or drop a topic before it is
completed
GOOD CLASSROOM MANAGEMENT
Momentum – refers to the force and flow of a lesson. An

effective lesson pulls the students along. Effective
teachers move through the lessons at a brisk pace and
appear to have very few slowdowns in the flow of
activities.
Group Focus – is the process where the whole class is
involved with the use of teacher’s alerting techniques.
“Teacher’s Alerting Techniques”
Antiseptic bouncing – is asking a student to leave the room if

he/she is uncontrollably giggling or misbehaving that affects the
majority of the class
Program Restructuring – is organizing a poor lesson or
activity and trying to replace it for something else in order to
restore a desired behavior.
Humor Effect – make use of joke to release tension in a
tensed situation.
Proximity and Touch Control – is placing the teacher’s
presence close to the misbehaving student
“Teacher’s Alerting Techniques”
Interest Boosting – is a response directed to a student that

seems to be losing interest in a lesson, pay some additional
attention to other students and their work
Signal Interference – refers to non-verbal response to stop
students’ misbehavior like for instance: Clear your throat, stare
at the offender, stop what you are saying in mid-sentence.
Planned Ignoring – refers to ignoring an action that the
student may be doing for attention
Direct Appeal – is responding when appropriate, pointing out
the connection between the conduct or misconduct and its
consequences.
112. Teacher Cirilo is aware of what is happening
inside the classroom such as how the learners
behave when he is around or when he is not
around. This demonstrates
A. withitness
B. ripple effect
C. smoothness
D. overlapping
113. While administering a quiz, Teacher Jhera was
able to check the attendance of the learners. This
ability of a teacher to attend two tasks or more at a
time is also known as _________________.
A. smoothness
B. overlapping
C. withitness
D. momentum
113. While administering a quiz, Teacher Jhera
was able to check the attendance of the learners.
This ability of a teacher to attend two tasks or
more at a time is also known as
_________________.
A. smoothness
B. overlapping
C. withitness
D. momentum
114. Teacher Nesedra is not yet finished discussing
the topic all about noun. The next day, she
proceeded to discuss a new topic about verb
wherein fact she has not completed explaining the
first topic. This event is an example of
______________.
A. thrust
B. dangle
C. flip-flop
D. stimulus bond
114. Teacher Nesedra is not yet finished
discussing the topic all about noun. The next day,
she proceeded to discuss a new topic about verb
wherein fact she has not completed explaining
the first topic. This event is an example of
______________.
A. thrust
B. dangle
C. flip-flop
D. stimulus bond
115. Which among the following keys towards
effective classroom management refer: the teacher’s
ability to keep the classroom running in an organized
fashion?
A. overlapping
B. momentum
C. smoothness
D. withitness
115. Which among the following keys towards
effective classroom management refer: the
teacher’s ability to keep the classroom running
in an organized fashion?
A. overlapping
B. momentum
C. smoothness
D. withitness
116.Teacher Alexa, an experienced teacher, has the
ability to keep all students actively participating in
her lesson. This ability is known as _____________.
A. group focus
B. overlapping
C. stimulus-bond
D. smoothness
116.Teacher Alexa, an experienced teacher, has the
ability to keep all students actively participating
in her lesson. This ability is known as
_____________.
A. group focus
B. overlapping
C. stimulus-bond
D. smoothness
310
117. How do you call a classroom management
composed of coping strategies used by effective
teachers to stop misbehavior without disrupting the
flow of the lesson?
A. low-profile
B. high-profile
C. preventive
D. disruptive
117. How do you call a classroom management
composed of coping strategies used by effective
teachers to stop misbehavior without disrupting
the flow of the lesson?
A. low-profile
B. high-profile
C. preventive
D. disruptive
118. When a student misbehaves, Teacher Jestoni
will often go near to the misbehaving student or
stand beside the student to give a signal t that
student that he should refrain from misbehaving.
This situation is an example of what low-profile
response of a teacher?
A. non-verbal gesture
B. proximity control
C. redirecting student
D. dialogue
118. When a student misbehaves, Teacher Jestoni
will often go near to the misbehaving student or
stand beside the student to give a signal t that
student that he should refrain from misbehaving.
This situation is an example of what low-profile
response of a teacher?
D. dialogue
119. Instead of saying unwholesome words, Miss
jazz resorted to frowning upon her students because
of their unruly behavior. What did she do to address
the misbehavior?
D. dialogue
119. Instead of saying unwholesome words, Miss
jazz resorted to frowning upon her students
because of their unruly behavior. What did she do
to address the misbehavior?
D. dialogue
120. This type of power is manifested by a teacher
when he shows his student his vast knowledge of a
subject matter.
A. philosophical power
B. expert power
C. legitimate power
D. referent power
Three Types of Power of a
Teacher
Expert Power
Legitimate
Referent Power
Power
When a teacher
makes his Giving studets a
Persons in
students feel sense of
authority;
that he knows belonging and
practice of loco
what he is acceptance
parentis
talking about
Coercive
Reward Power
Power
Ability to give
Ability to impose
incentives or
punishment to
reward
students
120. This type of power is manifested by a teacher
when he shows his student his vast knowledge
of a subject matter.
A. philosophical power
B. expert power
C. legitimate power
D. referent power
121. Teacher Cindy can exercise legitimate authority
in the classroom by way of
A. accepting her students, the way they are

B. acting “in loco parentis” towards all her students
C. instilling the importance of good grades
D. making them realize that she knows he subject
matter with full mastery
121. Teacher Cindy can exercise legitimate
authority in the classroom by way of
A. accepting her students, the way they are

B. acting “in loco parentis” towards all her students
C. instilling the importance of good grades
D. making them realize that she knows he subject
matter with full mastery
122. Ms. Delos Reyes is known as a firm yet fair,
compassionate, and approachable teacher. Which
kind of power does Teacher Candice yield over her
students?
A. reward power
B. expert power
C. referent power
D. legitimate power
122. Ms. Delos Reyes is known as a firm yet fair,
compassionate, and approachable teacher.
Which kind of power does Teacher Candice yield
over her students?
A. reward power
B. expert power
C. referent power
D. legitimate power
123. Dr. Agnes, a history professor, has this habit of calling
her students’ name before asking them a question. This
practice is considered:
A. Right, because it makes the student very attentive

B. Wrong, because the moment the teacher calls a name,
the rest of the class will not listen anymore to the
question since it’s not for them
C. Right, because it gives a certain formality to the
recitation
D. Wrong, because the question may not be suited for that
particular student.
123. Dr. Agnes, a history professor, has this habit of calling
her students’ name before asking them a question. This
practice is considered:
A. Right, because it makes the student very attentive

B. Wrong, because the moment the teacher calls a name,
the rest of the class will not listen anymore to the
question since it’s not for them
C. Right, because it gives a certain formality to the
recitation
D. Wrong, because the question may not be suited for that
particular student.
124. During the flag ceremony, 4th year student, Veronica,
was seen hyperventilating and was brought to the school
clinic. Veronica’s homeroom teacher took note of this
incident through a/an __________________.
A. Problem Checklist
B. Class Record
C. Anecdotal Record
D. Permanent Student Record
124. During the flag ceremony, 4th year student, Veronica,
was seen hyperventilating and was brought to the school
clinic. Veronica’s homeroom teacher took note of this
incident through a/an __________________.
A. Problem Checklist
B. Class Record
C. Anecdotal Record
D. Permanent Student Record
125. Teacher Ruben wanted his student 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 taxonomy, in which level of cognitive
processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
125. Teacher Ruben wanted his student 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 taxonomy, in which level of cognitive
processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
126. You are required to formulate your own
philosophy of education in the course, The Teaching
Profession. Based on Bloom’s revised taxonomy, in
which level of cognitive processing are you?
A. Analyzing C. Applying
B. Creating D. Evaluating
126. You are required to formulate your own
philosophy of education in the course, The
Teaching Profession. Based on Bloom’s revised
taxonomy, in which level of cognitive processing are
you?
A. Analyzing C. Applying
B. Creating D. Evaluating
127. Teacher Danny requires his class to conduct research,
write research report and defend the same before a panel
expert. In which level/s of processing will be students be
engaged?
I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge Utilization
A. I, II, III, and IV C. II, III, and IV

B. III and IV D. I, III, and IV
6 LEVEL OF KNOWLEDGE
(Kendall and Marzano, 2007)
Cognitive System
• Retrieval
• Comprehension
• Analysis
• Knowledge Utilization
Metacognitive System – specification of learning
goals, monitoring of the learners own
progress.
Self-system – importance of learning tasks,
and his/her self-efficacy. Involves emotional
response and his/her motivation regarding it.
127. Teacher Danny requires his class to conduct research,
write research report and defend the same before a panel
expert. In which level/s of processing will be students be
engaged?
I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge Utilization
A. I, II, III, and IV C. II, III, and IV

B. III and IV D. I, III, and IV
128. 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 students act?
A. Cognitive
B. Self-system
C. Metacognitive System
D. Between cognitive and metacognitive
128. 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 students act?
A. Cognitive
B. Self-system
129. Teacher Ann sees to it that her class sees the
importance of the grammar lessons in English and
gets intrinsically motivated to learn. In which level of
processing is the class expected to act?
A. Cognitive
B. Self-system
129. Teacher Ann sees to it that her class sees the
importance of the grammar lessons in English and
gets intrinsically motivated to learn. In which level
of processing is the class expected to act?
A. Cognitive
B. Self-system
130. “Your ears were made above in your heart”.
What does this passage mean?
A. Let your head rule your heart

B. Suppress your feelings and emotions
C. Emotion should be controlled by your reasons
D. Let your head govern your heart
130. “Your ears were made above in your heart”.
What does this passage mean?
A. Let your head rule your heart

B. Suppress your feelings and emotions
C. Emotion should be controlled by your reasons
D. Let your head govern your heart
131. How is the final grade per subject for Grade 11
and 12 obtained?
A. Get the average of the grades for the two

quarters.
B. Get the average of the grades for the four
quarters.
C. Get the average of the grades of all subjects for
the two semesters.
D. Get the average of the grades of all subjects for
the four semesters.
131. How is the final grade per subject for Grade
11 and 12 obtained?
A. Get the average of the grades for the two

quarters.
B. Get the average of the grades for the four
quarters.
C. Get the average of the grades of all subjects for
the two semesters.
D. Get the average of the grades of all subjects for
the four semesters.
132. Which is/are true of MAPEH when it comes to grade
computation?
I. The quarterly grade is the average of the quarterly

grades in the four areas – Music, Arts, Physical
Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health
because they are related
A. I only C. I and III

B. I and II D. II only
132. Which is/are true of MAPEH when it comes to grade
computation?
I. The quarterly grade is the average of the quarterly

grades in the four areas – Music, Arts, Physical
Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health
because they are related
A. I only C. I and III

B. I and II D. II only
133. Who is retained in the same grade levels for
Grade 1 to 10? Any students who did not meet
expectations __________.
A. in three or more learning areas

B. in two learning areas
C. in four learning areas’
D. as shown in the general average
133. Who is retained in the same grade levels for
Grade 1 to 10? Any students who did not meet
expectations __________.
A. in three or more learning areas

B. in two learning areas
C. in four learning areas’
D. as shown in the general average
134. What happens when a student in Grade 1 to 10
did not meet expectation in two learning areas?
A. Retained in the same grade level

B. Promoted to the next grade level after passing
remedial classes for learning areas with failing mark.
C. Promoted in the next grade level but has back
subjects in the lower grade level.
D. Is not accepted for enrolment in the school.
134. What happens when a student in Grade 1 to 10
did not meet expectation in two learning areas?
A. Retained in the same grade level

B. Promoted to the next grade level after passing
remedial classes for learning areas with failing mark.
C. Promoted in the next grade level but has back
subjects in the lower grade level.
D. Is not accepted for enrolment in the school.
135. For diagnostic purposes which type of rubric is
more appropriate?
A. Analytic rubric
B. General rubric
C. Holistic Rubric
D. Developmental Rubric
135. For diagnostic purposes which type of rubric
is more appropriate?
A. Analytic rubric
B. General rubric
C. Holistic Rubric
136. Which rubric cannot provide specific feedback
for improvement?
A. Analytic rubric
B. General rubric
C. Holistic Rubric
136. Which rubric cannot provide specific
feedback for improvement?
A. Analytic rubric
B. General rubric
C. Holistic Rubric
137. Which advantage does holistic rubric over that
of an analytic rubric?
A. Take less time to create C. More direct

B. Shorter in content D. More detailed
137. Which advantage does holistic rubric over
that of an analytic rubric?
A. Take less time to create C. More direct

B. Shorter in content D. More detailed
138. Because of its nature, which can be of greater
help for students self-directed learning?
A. Analytic rubric
B. General rubric
C. Holistic Rubric
138. Because of its nature, which can be of greater
help for students self-directed learning?
A. Analytic rubric
B. General rubric
C. Holistic Rubric
139. A student gets a numerical grade of 80. What is
his descriptor for his level of proficiency?
A. Satisfactory
B. Fairly Satisfactory
C. Very Satisfactory
D. Did not meet expectation
Descriptors, Grading scale and Remarks
DESCRIPTO GRADING
REMARKS
RS SCALE
Outstanding 90-100 Passed
Very
85-89 Passed
Satisfactory
Satisfactory 80-84 Passed
Fairly
75-79 Passed
Satisfactory
Did not meet
Below 75 Failed
expectation
139. A student gets a numerical grade of 80. What
is his descriptor for his level of proficiency?
A. Satisfactory
B. Fairly Satisfactory
C. Very Satisfactory
D. Did not meet expectation
140. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advanced

B. Beginning D. Outstanding
140. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advanced

B. Beginning D. Outstanding
141. Which is described as “did not meet
expectations”?
A. Below 75% C. Below 74%

B. Below 76% D. Below 72%
141. Which is described as “did not meet
expectations”?
A. Below 75% C. Below 74%

B. Below 76% D. Below 72%
142. If a student failed to meet standards, which
descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectation
142. If a student failed to meet standards, which
descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectation
143. Which assessment leads student to become
self-directed and independent learners?
A. Formative assessment
B. Summative assessment
C. Assessment as learning
D. Assessment for learning
143. Which assessment leads student to become
self-directed and independent learners?
A. Formative assessment
B. Summative assessment
D. Assessment for learning
144. Complete this analogy.
Formative Assessment: Assessment for learning

Summative assessment: _________________.
A. Assessment of learning
B. Assessment with learning
D. Assessment in learning
144. Complete this analogy.
Formative Assessment: Assessment for learning

Summative assessment: _________________.
B. Assessment with learning
D. Assessment in learning
145. 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?
B. Assessment as learning
C. Assessment for learning
D. Assessment for and as learning
145. 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?
146. 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 Teaching
Grace?
146. 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 Teaching Grace?
147. The spiral progression approach in teaching
Math in the K to 12 curriculum means that you teach
basic Math concepts from K to Grade 10 in
increasing depth and breadth across the grades.
This means that Math teaching is _______.
A. developmentally appropriate
B. inquiry-based
C. inclusive
D. integrated
147. The spiral progression approach in teaching
Math in the K to 12 curriculum means that you
teach basic Math concepts from K to Grade 10 in
increasing depth and breadth across the grades.
This means that Math teaching is _______.
A. developmentally appropriate
B. inquiry-based
C. inclusive
D. integrated
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 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
“why’s” behind the “don’ts” in focusing the
microscope. Before she did all these, she asked
the class if it is/is not important for them to learn
how to focus the microscope.
148. Based on the 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 Procedure (Physical skills)
A. I and II C. II and III

Kendall and Marzano (2007)
Three Domains of Knowledge
Information (Declarative
Knowledge)
This is declarative knowledge.
Example: facts, concepts,

generalizations, principles, and laws
Specific Example:
All right triangles have one angle of 90 degrees.

Mental Procedure (Procedural

Knowledge)
This is a procedural knowledge.
Example: Writing a term paper,

reading map, algorithm like
computing long division.
Specific Example:
Conducting proof and figuring the length of the side of a right

triangle.
Psychomotor/Physical
Procedures (Motor skills)
Example: Playing basketball,

building furniture
Specific Example:
Constructing a right triangle with a compass and a ruler.

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 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 “why’s” behind
the “don’ts” in focusing the microscope.
Before she did all these, she asked the class if it
is/is not important for them to learn how to focus
the microscope.
148. Based on the 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 Procedure (Physical skills)
A. I and II C. II and III

149. 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 “why’s” behind the “don’ts”
III. Focusing the microscope
A. I only C. II only
B. I, II, and III D. I and II
149. 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 “why’s” behind the “don’ts”
III. Focusing the microscope
A. I only C. II only
B. I, II, and III D. I and II
150. Based on Bloom’s Taxonomy, which part of
Teacher Mila’s Lesson is in the psychomotor
domain?
A. The 3 pupils focusing the microscope

B. The pupils listening to the “don’ts” in focusing the
microscope
C. Asking the class if it is important to learn how to
focus the microscope
D. Explain the “why’s” behind the “don’ts”
150. Based on Bloom’s Taxonomy, which part of
Teacher Mila’s Lesson is in the psychomotor
domain?
A. The 3 pupils focusing the microscope

B. The pupils listening to the “don’ts” in focusing the
microscope
C. Asking the class if it is important to learn how to
focus the microscope
D. Explain the “why’s” behind the “don’ts”

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Professional

A. show PowerPoint presentation of photosynthesis

A. show PowerPoint presentation of photosynthesis

I. trial and error

I. trial and error

I. Choice of teaching method

I. Choice of teaching method

A. This statement is true.

A. This statement is true.

A. begin classes at the same time at 8:00 AM

A. begin classes at the same time at 8:00 AM

A. Come to class on time.

A. Come to class on time.

A. fed the children everyday

A. fed the children everyday

A. It is part of the learning environment.

A. It is part of the learning environment.

A. money lender C. rumor monger

A. money lender C. rumor monger

A. mastery of the subject matter

A. mastery of the subject matter

A. earn a good salary

A. earn a good salary

A. I only C. II and III

A. I only C. II and III

I. master and practice the competencies of the

I. master and practice the competencies of the

A. Bachelor of Elementary Education

A. Bachelor of Elementary Education

A. a professional teacher’s license

A. a professional teacher’s license

A. Teachers shall insure that teaching upholds the

A. Teachers shall insure that teaching upholds the

A. limit her presentation to six slides with six sentences

Presentation softwares are

A. limit her presentation to six slides with six sentences

A. put animation and slide transition on each slide to sustain

A. put animation and slide transition on each slide to sustain

A. looks into the characteristics and interests of the learners

Refers not only on Refers to the

A. looks into the characteristics and interests of the learners

A. considers the learners’ multiple intelligences before

A. considers the learners’ multiple intelligences before

A. they need a big amount of computer storage to be able to

A. they need a big amount of computer storage to be able to

A. they need a big amount of computer storage to be able to

A. all courses are offered for free

A. all courses are offered for free

A. they have a guide or a syllabus that indicates content,

A. they have a guide or a syllabus that indicates content,

A. Curriculum is a list of subjects to take to complete a course

A. Curriculum is a list of subjects to take to complete a course

A. I only C. III only

A. I only C. III only

A. The concept of curriculum is based on those given by

A. The concept of curriculum is based on those given by

A. Focuses on the experiences of the students and

A. Focuses on the experiences of the students and

I. vision, mission, goals and core values of the school

A. I only C. III only