Module One And Module Two

Front 1

1. Which word best describes the role of a teacher when he is a sage on the stage?

Back 1

a. performer b. facilitator c. authority d. friend

Hint 1

c. authority

Front 2

2. Which word best describes the classroom of a guide on the side?

Back 2

I. Fun II. Content-Focused III. Outcomes-based IV. Dull

a. II and IV b. I, II, and III c. I and III d. I, II, III, IV

Hint 2

c. Fun and Outcome-based

Front 3

3. Which word is NOT related to traditional teaching?

Back 3

a. banking system b. sage on the stage c. giver of knowledge d. scaffolding

Hint 3

d. scaffolding

Front 4

4. Who does NOT belong?

Back 4

a. Dave b. Anderson c. Harrow d. Simpson

Hint 4

b. Anderson

Front 5

5. Which domain is demonstrated when the learners recite the 10 Commandments?

Back 5

a. cognitive b. psychomotor c. affective d. ALL

Hint 5

a. cognitive

Front 6

6. Which of the following is NOT graded?

Back 6

a. exam b. short quiz c. performance d. written work

Hint 6

b. Short quiz

Front 7

7. Which type of assessment helps avoid failing marks?assessment _____ learning

Back 7

a. as b. in c. for d. of

Hint 7

c. of

Front 8

8. Which of the following does NOT belong?

Back 8

a. critical thinking b. collaboration c. communication d. leadership

Hint 8

d. Leadership

Front 9

9. In a 100-item test, Jus Koh’s percentile rank in class is 30%. Which is NOT true?

Back 9

a. He scored better than 30% of the class.

b. He scored less than 70% of the class.

c. He scored more than 70% of the class.

d. He didn’t do well compared to many.

Hint 9

b. He scored less than 70% of the class.

Front 10

10. Which is INCORRECT?

Back 10

(a) The halo effect

(b) manifests when the teacher

(c) has a positive bias

(d) that doesn’t favor the student.

Hint 10

(d) that doesn’t favor the student.

Front 11

1. Tabula Rasa implies that children are vessels that need to be poured in with experiences and learning.

Back 11

True or False

Hint 11

True

Front 12

2. Random error is the test writer’s mistake.

Back 12

True or False

Hint 12

False

Front 13

3. We grade assessment for learning.

Back 13

True or False

Hint 13

False

Front 14

4. We record assessment of learning.

Back 14

True or False

Hint 14

True

Front 15

5. Quarterly assessment has the least percentage in DepEd’s grading system.

Back 15

True or False

Hint 15

True

Front 16

6. Course outcomes are broader than program outcomes.

Back 16

True or False

Hint 16

False

Front 17

7. It is acceptable to change student’s grade as you wish.

Back 17

True or False

Hint 17

False

Front 18

8. Technology is a contributor in shaping the perspective towards education.

Back 18

True or False

Hint 18

True

Front 19

9. Outcomes-based education values knowledge most.

Back 19

True or False

Hint 19

True

Front 20

10. Halo effect, being better than horns effect, is preferable.

Back 20

True or False

Hint 20

False

Front 21

1. Writing a novel as a degree project

Back 21

Deffered or Immediate

Hint 21

Immediate

Front 22

2. Topping the LET

Back 22

Deffered or Immediate

Hint 22

Immediate

Front 23

3. Participate in student exchange program

Back 23

Deffered or Immediate

Hint 23

Immediate

Front 24

4. Become a renowned lawyer

Back 24

Deffered or Immediate

Hint 24

Deffered

Front 25

5. Accomplish the highest score in NAT

Back 25

Deffered or Immediate

Hint 25

Immediate

Front 26

6. Participate in student councils

Back 26

Deffered or Immediate

Hint 26

Immediate

Front 27

7. Participate in national lectures to teach would-be teacher

Back 27

Deffered or Immediate

Hint 27

Deffered

Front 28

8. Establish a program to help instruction

Back 28

Deffered or Immediate

Hint 28

Immediate

Front 29

9. Get promoted to Grade 12

Back 29

Deffered or Immediate

Hint 29

Immediate

Front 30

10. Become one of the accreditors

Back 30

Deffered or Immediate

Hint 30

Deffered

Front 31

1. Provide numeral value to intelligence

Back 31

Write A for assessment, B for evaluation, C for measurement

Hint 31

C

Front 32

2. The decision is to reject, revise, or maintain.

Back 32

Write A for assessment, B for evaluation, C for measurement

Hint 32

B

Front 33

3. Teacher determines the quality of the output.

Back 33

Write A for assessment, B for evaluation, C for measurement

Hint 33

B

Front 34

4. Testing and Perception

Back 34

Write A for assessment, B for evaluation, C for measurement

Hint 34

C

Front 35

5. Pedro conducts a survey.

Back 35

Write A for assessment, B for evaluation, C for measurement

Hint 35

A

Front 36

6. Hannah gathers the portfolio of the students.

Back 36

Write A for assessment, B for evaluation, C for measurement

Hint 36

A

Front 37

7. Hannah checks the rubric and assign the portfolio a grade.

Back 37

Write A for assessment, B for evaluation, C for measurement

Hint 37

C

Front 38

8. Hannah describes one portfolio as passable.

Back 38

Write A for assessment, B for evaluation, C for measurement

Hint 38

B

Front 39

9. Janice counted the score of Julio.

Back 39

Write A for assessment, B for evaluation, C for measurement

Hint 39

C

Front 40

10. Edna was told that she can’t proceed to Grade 10.

Back 40

Write A for assessment, B for evaluation, C for measurement

Hint 40

B

Front 41

1. Andrew produces a product.

Back 41

Write A = as learning, O = of learning, F = for learning

Hint 41

O

Front 42

2. Gina checks the rubric to compare her progress.

Back 42

Write A = as learning, O = of learning, F = for learning

Hint 42

A

Front 43

3. Jose recognizes that his class can proceed to Grade 10.

Back 43

Write A = as learning, O = of learning, F = for learning

Hint 43

O

Front 44

4. Tina notices that her students need to be retaught.

Back 44

Write A = as learning, O = of learning, F = for learning

Hint 44

F

Front 45

5. Helena presents her research to the panel.

Back 45

Write A = as learning, O = of learning, F = for learning

Hint 45

O

Front 46

6. This promotes independence

Back 46

Write A = as learning, O = of learning, F = for learning

Hint 46

A

Front 47

7. This fosters responsibility among learners

Back 47

Write A = as learning, O = of learning, F = for learning

Hint 47

A

Front 48

8. Shiela monitors student progress.

Back 48

Write A = as learning, O = of learning, F = for learning

Hint 48

F

Front 49

9. Pepe determines outcomes achieved

Back 49

Write A = as learning, O = of learning, F = for learning

Hint 49

O

Front 50

10. Leo identifies weaknesses of Lea.

Back 50

Write A = as learning, O = of learning, F = for learning

Hint 50

F

Front 51

1. Leo wants a test that is more reliable than the other.

Back 51

Write O for objective test and S for subjective test.

Hint 51

O

Front 52

2. It is prone to guessing.

Back 52

Write O for objective test and S for subjective test.

Hint 52

O

Front 53

3. Mia wants a test that involves analysis and evaluation.

Back 53

Write O for objective test and S for subjective test.

Hint 53

S

Front 54

4. It is prone to bluffing.

Back 54

Write O for objective test and S for subjective test.

Hint 54

S

Front 55

5. Kiara wants a test that showcases student’s imagination.

Back 55

Write O for objective test and S for subjective test.

Hint 55

S

Front 56

6. Dino wants a test that covers Units 1-10.

Back 56

Write O for objective test and S for subjective test.

Hint 56

O

Front 57

7. The best test when dealing with 100+ students.

Back 57

Write O for objective test and S for subjective test.

Hint 57

O

Front 58

8. Lito wants a test that provides immediate feedback.

Back 58

Write O for objective test and S for subjective test.

Hint 58

O

Front 59

9. Hannah wants a 3-in-1 test that cover grammar, diction, and logic.

Back 59

Write O for objective test and S for subjective test.

Hint 59

S

Front 60

10. Justine enjoys a test where he can provide feedback.

Back 60

Write O for objective test and S for subjective test.

Hint 60

S

Front 61

1. Required in remediation for struggling students

Back 61

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 61

D

Front 62

2. Often conducted to determine qualification

Back 62

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 62

PR

Front 63

3. For students who don’t know what degree to take.

Back 63

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 63

AP

Front 64

4. To avoid students jumping from one degree to another

Back 64

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 64

AP

Front 65

5. For those who wish to check their potential success

Back 65

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 65

AP

Front 66

6. Divides students into groups according to level

Back 66

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 66

PL

Front 67

7. Provided to identify specific area of weakness.

Back 67

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 67

D

Front 68

8. A test conducted at the end of Grade 3,6,10,12

Back 68

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 68

AC

Front 69

9. Example includes comprehensive exam in Master’s Degree

Back 69

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 69

AC

Front 70

10. Conducted to determine beginners and intermediates

Back 70

Write AP for aptitude; PL for placement; D for diagnostic; PR for proficiency; and AC for achievement

Hint 70

PL