FIELD STUDY QUESTIONNAIRE (1-6) D.

Tall school buildings

4. A 14-year old felt ignored by

her crush whom she believes is
1. With the NCBTS as guide, an
her on true love. She is crying
ideal learning environment
incessantly and refuses to
should have the following
listen and accept sound advice
characteristics, EXCEPT
that the teacher is offering. Her
A. The learning environment
refusal to accept is because:
promotes fairness
B. Is safe and conducive for A. she thinks what she feels is
learning too special and unique, that
C. Builds many professional no one felt like this before.
linkages B. the teenager’s favorite word
D. Establishes and maintains is “no”, and she will simply
consistent standards of reject everything the teacher
learner’s behavior says.
C. 14-year old are not yet
2. Which facilities are present in a capable of perspective
health-promoting school taking and cannot take the
environment? teacher’s perspective.
D. teenagers never listen to
I. Canteen that sells all kind adult advice.
of food including junk
food
II. Comfort rooms common 5. A preschool teacher is thinking
for boys and girls about how best to develop the
III. Sanitary drinking fine motor skills of the 4year
fountains olds. Which of the following
IV. Safe playground should be best to consider? A.
Provide daily coloring book
A. II, III and IV activities.
C. I and II B. Ask the children to do
B. I, II, III, and IV repeated writing drills every
D. III and IV day.
C. Encourage children to eat
3. Which physical school independently.
environment supports learning? D. Conduct a variety of fun and
A. Availability of flexible challenging activities
classroom furniture involving hand muscles
daily.
B. Presence of spacious
classrooms
6. Science Teacher Rita showed
C. Prominence of bulletin
her class a glass of water with
boards in every building
an egg in it. She asked the
 class: “What happen to the egg clearly explains the rules she
if I add three-tablespoon salt to prepared.
the glass of water?” This is B. The learners knows the
hypothesis formulation. What punishments for not
can you infer about the following the rules.
cognitive developmental stage C. The learners participate in
of Teacher Rita’s class? the rule-making process.
A. Formal operational stage D. The teacher gives additional
B. Concrete operational stage points for those who follow
C. Pre-operational stage the rules.
D. Between concrete and
formal operational stage. 9. For a teacher to establish and
maintain consistent standards
7. Focusing on natural of learners’ behavior, they
consequences of students’ should do all EXCEPT:
behavior develop more self- A. Give immediate feedback to
regulation in the students. reinforce appropriate
Which of the following teacher behavior of learners
statements demonstrates B. Be open to exceptions each
focusing on natural time a learner misbehaves in
consequences? class
A. “Those who were noisy C. Communicate and enforce
today during seatwork will school policies and
not be allowed to play procedures clearly and
games in the computer consistently
later.” D. Handle behavior problems
B. “If it takes you longer to promptly and with due
finish the seatwork because respect to learners’ rights.
time is wasted with chatting,
then we won’t have time to
10.Which statement on student
go to the playground
anymore.” diversity is CORRECT?
C. “Those who are well- A. Teacher must do his/her best
behaved in class will be to reduce student diversity
given plus 5 points in the in class
quiz.” B. The less diversity of students
D. If you get a grade of 95 or in class, the better for
higher in the first two teacher and students.
assignments, you will be C. Teachers should accept and
exempted from the 3rd value diversity
assignment.” D. Student diversity is purely
due to students’ varied
8. Learners are more likely to cultures.
internalize and follow classroom
rules when A. The teacher
11.Which student A. The teacher groups the
thinking/behavior indicates that learners by their ability level
he/she values diversity? A. and makes the groups work
He/she regards his culture as with the same topic but
superior to other’s culture. assigns a different task
B. He/she regards his culture as appropriate for each group
inferior to other’s culture. to accomplish.
C. He/she accepts the fact that B. The teacher divides the class
all people are unique in their into three heterogeneous
own way. groups and assigns the same
D. He/she emphasizes on the activity for each group to
differences among people work on.
and disregards their C. The teacher groups the
commonalities. learner by their ability level
and assigns different content
12.What is a teaching-learning topics for the groups to work
implication of student diversity? on.
A. Compare students. D. The teacher groups the
B. Make use of variety of learner by ability levels and
teaching and assessment assigns each group a
methods and activities different task on the same
C. Do homogenous grouping for topic, and then requests
group activities. three different teachers,
each to assess one of the
D. Develop different standards
groups.
for different student groups.
15.Which teaching practice gives
primary consideration to
13.Read the following comments
individual differences?
by the teacher. Which of these
comments will most likely make A. Allowing children to show
a child try harder, rather than that they learned the stages
give up? A. Sinuwerte ka of mitosis in a way where
ngayon dito sa test, ha? they feel most comfortable.
B. Hindi ka talaga magaling B. Allowing children to show
dito sa paksang ito, ‘no? that they learned the stages
C. Nakikita ko na kailangan of mitosis in away where
mong maglaan ng mas they feel most comfortable
mahabang panahon sa except by lecturing.
paksang ito para lubos mong C. Preparing two different sets
maunawaan ito. of examination, one for the
D. Nahihirapan ka sa paksang fast learners and another for
ito. Maaari kitang tulungan. the slow learners.
D. Applying two sets of
14.Which of the following different standards.
demonstrates differentiated
instruction?
16.Which are most likely the kind A. Effective learning begins
of children raised by with setting clear
authoritarian parents? expectations and learning
I. Fearful outcomes.
II. Inhibited B. Learning is an active
III. Hostile process.
IV. Withdrawn C. Learning is the discovery of
A. I and II the personal meaning of
C. II ideas.
and III D. Learning is a cooperative
B. I, II, and III and a collaborative process.
D. I, II,
III, and IV 20.Teacher Emma noticed that in
group work, students just leave
17.If a child was raised by the work to the leader and so
authoritative parents, how will vowed never to give group work
most likely will he/she behave again. Against which principle
in class? of learning is Teacher Emma’s
decision?
A. Relates well to class
A. Learning is an active
B. Is suspicious of others
process.
C. Quarrels often with
B. Learning is the discovery of
classmates
the personal meaning and
D. Has low level of
ideas.
independence
C. Learning is a cooperative
and a collaborative process.
18.Which parenting style/s
D. Effective learning begins
contribute/s to the development
with setting clear
of children who have low level
expectations and learning
of responsibility? A.
outcomes.
Authoritarian
B. Authoritative
21.In her desire to finish the
C. Permissive
content of her course syllabus,
D. Neglecting and permissive
Teacher Love just lectures while
students listen. Which principle
19.Teacher Rose believes that of learning does Teacher Love
students need not know the violate? A. Learning is the
intended learning outcomes of discovery of the personal
her lesson. She proceeds to her meaning of ideas.
learning activities at once
B. Learning is a cooperative
without letting them know what
and a collaborative process.
they are supposed to learn for
C. Effective learning begins
the day. Which principle of
with setting clear
learning does Teacher Rose
negate?
 expectations and learning by integrating a relevant value
outcomes. in the lesson. Which principle is
D. Learning is an active applied?
process. A. Lesson
objectives/intended
22.Teacher Arielle asks her learning outcomes must
students to see the connection integrate 2 or 3 domains –
of their new lesson to their own cognitive, skill and
personal experiences and share affective or cognitive and
the same with the class. affective or skill and
Teacher believes in which affective. B. Begin with the
principles of learning? end in mind.
A. Learning is a cooperative C. Share lesson
and a collaborative process. objectives/learning
B. Effective learning begins outcomes with students.
with setting clear D. Write SMART lesson
expectations and learning objectives/intended learning
outcomes. outcomes.
C. Learning is an active
process. 25.Teacher Paz share this lesson
D. Learning is the discovery of objective/learning outcome with
the personal meaning and her students: “Before the period
ideas. ends, all of you must be able to
identify the topic sentence and
23.Teacher Lil avoids drills out of supporting sentences of a given
context. She gives real-world paragraph.” Teacher Paz drilled
Math problems for students to them on subject-verb
drill on. Teacher Lil is very agreement to ensure that they
much convinced of which can write a good paragraph
principle of learning? A. then gave a ten-sentence
Learning is an active process. paragraph for the students to
determine subject-verb
B. Learning is the discovery of
agreement before the class
the personal meaning and
period ended.
ideas.
Did Teacher Paz use the
C. Learning is a cooperative
lesson objective/learning
and a collaborative process.
outcome as guide in the
D. Effective learning begins
development of her lesson?
with setting clear
A. Yes
expectations and learning
B. No.
outcomes.
C. A little, because subject-verb
agreement is a must in
24.For meaningful teaching and
paragraph writing.
learning, it is best to connect
the lesson to the life of students D. Very much, because she
made use of a ten-sentence
 paragraph for the end-of- 28.Which part of Teacher Mila’s
theperiod. lesson consists of mental
procedure (procedural
26.Here is a lesson objective, “At knowledge)?
the end of the lesson, the I. Asking the class if the 3
students must be able to students focused the
develop a positive attitude microscope correctly
towards work.” Is this a SMART II. Explaining the “whys” behind
objective? A. Partly, it is in the the “don’ts”
affective domain. III. Focusing the microscope
B. Very much, it is specific.
C. Not at all, develop is a non- A. I only
behavioral term. C. II only
D. Yes, if the word “develop” is B. I, II, and III
replaced with “create”. D. I and II

Teacher Mila taught the parts of 29.Based on Bloom’s taxonomy,

a microscope, demonstrated how to which part of Teacher Mila’s
focus it under the low power objective, lesson is in the psychomotor
then asked 3 students to try to focus it domain?
with her under guidance as the class A. The 3 pupils focusing
looked on. She asked the class if the 3 the microscope
students did focus the microscope B. The pupils listening to
correctly and ended her lesson citing the “don’ts” in
the “don’ts” and explaining the focusing the
“whys” behind the “don’ts” in focusing microscope C. Asking
the microscope. Before she did all the class if it is
these, she asked the class if it is not important to learn
important for them to learn how to how to focus the
focus the microscope. microscope
27.Based on Kendall’s and D. Explain the “whys” behind
Marzano’s new taxonomy, in the don’ts.
what domains was Teacher
Mila’s lesson? 30.If Teacher Mila’s lesson
I. Information (Declarative objective/intended learning
Knowledge) outcome is “to focus the
II. Mental procedure microscope correctly”, could
(Procedural Knowledge) she have just shown the class
III. Psychomotor procedures how to do it without explaining
(Physical skills) the parts of the microscope and
A. I and II their corresponding function?
C. II and III A. No
B. II only B. Yes, 21st Century students
D. I, II and III learn skills very fast.
C. Yes, but risky.
 D. No, it is basic for students to using the scoring rubric which
know the function of each he explained to the class before
part. This guides the the students began with their
students on how to focus the task. Based on revised Bloom’s
microscope. taxonomy, which level of
cognitive processing are the
31.If explaining and demonstrating students?
are necessary for Teacher Mila A. Evaluating
to realize her lesson C. Applying
objective/intended learning B. Synthesizing
outcome, what does this imply D. Analyzing
on lesson planning and
development for whole and 34.You are required to formulate
meaningful learning? A. your own philosophy of
Integrate the domains of education in the course, The
learning outcomes. Teaching Profession. Based on
B. You make lesson focus only Bloom’s revised taxonomy, in
information. which level of cognitive
C. Plan a lesson that is processing are you?
exclusively for skill or for A. Analyzing
information. C. Applying
D. Always touch the affective B. Creating
domain of learning. D. Evaluating

35.Teacher Danny requires his

32.Which part of Teacher Mila’s class to conduct research, write
lesson is in the affective a research report and defend
domain? the same before a panel of
A. Asking the students of experts. In which level/s of
learning to focus the processing will the students be
microscope is important. engaged?
B. The “don’ts” in focusing the I. Retrieval
microscope. II. Comprehension
C. Teacher Mila demonstrating III. Analysis
to the class first how to focus IV. Knowledge utilization
the microscope before
asking the 3 to focus the A. I, II, III, and IV
same in order to avoid C. II, III and
accident. IV
D. Explaining the why behind B. III and IV
the “don’ts” in microscope D. I, III, and
focusing. IV

33.Teacher Ruben wanted his 36.Teacher Bing encourages her

students to rate their own work students to make the intended
 learning outcome their own and C. No, she was more subject-
explained that she expected centered and teacher-
them to monitor now and then centered.
their own progress toward the D. No, because her subject
intended learning outcome and matter was highly technical.
act accordingly. In which level
of processing will Teacher 39.Teacher Dada’s lesson was on
Bing’s student’s act? “what man can do to arrest
A. Cognitive C. climate change”. She made
Metacognitive system students do the talking, the
B. Self-system D. arguing, and the synthesizing.
Between cognitive and She gave her lecturette after
metacognitive system students have participated in
the lively discussion. Which
37.Teacher Ann sees to it that her teaching approach did Teacher
class sees the importance of Dada employ?
the grammar lessons in English A. Learner-centered approach
and so gets intrinsically C. Subject-matter
motivated to learn. In which centered approach
level of processing is the class B. Activity-centered approach
expected to act? D. Teacher-
A. Cognitive C. centered approach
Metacognitive system
B. Self-system D. 40.In this FS course, FS students
Between cognitive and are required to observe,
metacognitive system analyze and reflect on actual
38.Teacher Mylene talked all class proceedings. Which
period. She taught the class the description of the pedagogical
steps to undertake in the approach of K to 12 as cited in
conduct of an action research. the K to 12 law is observed in
She also showed a poorly done the conduct of this FS course?
action research, discussed why A. Developmentally appropriate
it is poorly done and finally C.
showed a model action Inclusive
research. Which teaching B. Reflective
approach describes Teacher D.
Mylene’s lesson development? Inquiry-based
Was Teacher Mylene’s approach
learner-centered? 41.Teacher Beth avoid giving out-
A. Yes, she taught for all of-context drills. Instead she
learners. makes use of real-world
B. Yes, she made things easy problems for her students to
for the learners. solve. Doing so makes Teacher
Beth _____ in approach.
 A. Developmentally appropriate The student’s outlines served as
C. the starting point of the class
Constructivist discussion on the steps of the
B. Reflective deductive method. Did Teacher
D. Ann go deductive?
Inquiry-based A. No, she went inductive.
C. Yes, she went
42.The subject matter is the ASEAN deductive.
Qualifications Framework B. Yes, she began with the
(AQRF). The Asian History concrete. D. Both
teacher teams up with the deductive and inductive.
Economics teacher, the
Professional Education teacher 45.Teacher Rodel said: “This is the
for a thorough discussion of rule on how to multiply
AQRF from the different fractions. To illustrate, let’s give
perspective of other disciplines. examples.” Then, he gave
Which describes the Asian fractions to the class for them
History teacher’s pedagogical to multiply. How did Teacher
approach? Rodel proceed?
A. Integrated A. Inductively
C. Constructivist C.
B. Reflective Deductively
D. Inquiry-based B. Inductively then deductively
D.
43.The spiral progression approach Deductively and inductively
in teaching Math in the K to 12
curriculum means that you 46.It is less interactive and
teach basic Math concepts from requires relatively shorter
K to Grade 10 in increasing period of time to cover content.
depth and breadth across the Which teaching method is
grades. This means that Math described?
teaching is ____. A. Inductive
A. Developmentally appropriate C. Both inductive and
C. deductive
Inclusive B. Deductive
B. Inquiry-based D. Both but more
D. deductive
Integrated
47.Which method is more
44.Teacher Ann demonstrated the interactive?
deductive method of teaching A. Deductive
in her English class. Based on B. Deductive, if teacher wants
her teaching demo, she asked to
the class to outline the steps of
C. Inductive
a deductive teaching method.
 D. Inductive, if the teacher practice is aligned with this
chooses to principle? A. Teach using mostly
verbal symbol
48.When you begin teaching with B. Employ cooperative learning
the generalization then bring in C. Invite parents as resource
details, which method do you speakers in class
employ? D. Bring students to field trips
A. Deductive with consent of school and
B. It depends on your type of parents
generalization
C. Inductive 52.A non-threatening atmosphere
D. It depends on the quantity of enhances learning. Which
details you bring in practice is an offshoot of this
principle?
49.When you begin teaching with A. No praising
concrete experiences then C. No bullying
come with conclusion, which B. No scolding
method do you employ? D. No homework
A. Deductive
B. It depends on your type of 53.Emotion has the power to
generalization increase retention and learning.
C. Inductive To apply this principle, teacher
D. It depends on the quantity of must _____.
details you bring in A. Spice class with his/her
sense of humor.
50.Learning is an active process. B. Make course difficult for
Which one is an application of students to remember and
this principle? learn
A. Let students learn the steps C. Touch students emotion
in opening a computer by when he/she teaches
making them follow the D. Be emotional when he/she
steps. teaches
B. Group students for work or
project that way project 54.Good teaching goes beyond
becomes less expensive. recall of information. So what
C. Teach your content form a must a teacher do?
multidisciplinary A. Use multisensory aids to
perspective. teaching
D. Avoid drills which are out of B. Teach as many facts as you
control. can
C. Teach for test purposes only.
51.The more senses that are Teach to the test.
involved, the more and the
better the learning. Which
 D. Make students connect facts outcomes-based teaching and
learned to form concepts learning?
and abstractions. A. Yes, the students corrected
their own work
55.Learning is meaningful when it B. No, the learning outcomes
is connected to students’ were not stated and so it
everyday life. What is an was not clear what was
application of this principle in supposed to be assessed.
teaching? C. No, the students were not
A. Teacher asks the class to shown how the answers
show application of what were derived.
they learned to their daily D. Yes, the students corrected
life. their own progress.
B. Teacher makes everyday life
the starter of his/her lesson. 58.What is an OBE/OBTL practice
C. Teacher narrates true-to-life in Teacher Jing’s class?
stories. A. The seatwork
D. Teacher asks students to B. Teacher Jing gave the
come up with clipping of answers
Filipino life
C. Students’ correcting their
own answers
56.An integrated teaching
D. None at all
approach is far more effective
than teaching isolated bits of
59.If Teacher Jing develop lesson
information. What then should
the OBTL way, what should she
teacher avoid?
do?
A. Teaching to the test
A. Make students understand
C. Summarizing
what they are expected to
lesson
know and able to do after
B. Knowledge utilization
the lesson.
D. Use of problem
B. Make seatwork as
solving method
homework.
C. Correct the seatwork.
Teacher Jing proceeded to her lesson D. Make students arrive at the
without stating the intended learning answers.
outcomes for the hour. She asked her
students to work on Seatwork #3 60.In OBTL, upon which should my
found in the Math Workbook, pp. 3-4. assessment be based?
After 40 minutes, the students A. Content
corrected their own answers as C. Scope of subject
Teacher Jing dictated the answer. matter
57.Was the development of the B. Intended learning outcome
lesson in accordance with D. Teaching and
learning activity
 65.You get a partially correct
61.I wasn’t satisfied with Student answer. You say “yes but a part
B’s yes as an answer and so I needs improvement”. How did
asked to explain why? you handle the response? A.
Which did I do? Provided a corrective feedback
A. Probing B. Provided an acceptance
C. Prompting feedback
B. Asking non-directed C. Gave appropriate praise
questions D. D. Criticized student’s
Rephrasing response.

62.Teacher Leticia claims she can’t 66.A question is raised by one

accept an “I don’t know” student. You don’t answer it but
answer. So she does ____. throw back the question to the
A. Probing class. Which is this reacting
C. behavior?
prompting A. Redirecting question to other
B. Asking non-directed question pupils
D. repeating B. Soliciting student’s questions
the question C. Providing corrective
feedback
63.To obtain well-thought out D. Asking follow up question
answers, which questioning
behavior helps? 67.Which practice doesn’t promote
A. Involving as many as interaction?
possible A. Soliciting student’s questions
B. Asking open-ended B. Rejecting student’s answer
questions outright
C. Asking non-directed question C. Rephrasing the question
D. Allowing sufficient time D. Repeating and expanding on
a student’s answer
64.This is my questioning behavior:
I ask the question, I pause for a 68.You want to develop student’s
while then call on a student. critical thinking skills. Which
Which is this questioning type of question should you
practice? ask?
A. Asking non-directed question I. Closed questions
C. Directing II. Convergent questions
a question
III. Divergent questions
B. Asking for non-volunteers
IV. Open-ended questions
D. Involving
A. III and IV
as many as possible
C. I and II
 B. II and III 72. Learning Resource/Audio-
D. I and IV visual/Educational
Technology Center sponsors
69. Which type of question will a seminarworkshop for
least promote interaction teachers and administrators
among students? on the use of the latest
A. Divergent presenter applications. This
C. Convergent fulfills which function?
B. Conceptual A. Center of resources
D. Inference B. Agent of teaching
C. Coordinating agency
70. All are responsibilities of the D. Recreational reading center
Learning Resource/Audio-
Visual/Educational 73. Examine the bulletin board
Technology Center of a display. This bulletin board
school EXCEPT _______. fulfills which primary
A. Make available technology purpose?
equipment for use of teachers (MATH MADNESS! Are you a
and students game?)
B. Conduct training for teachers on A. Instructional-interactive)
how to use technology tools B. Informational
C. Work with teachers in producing C. Motivational
instructional materials D. Decorative
D. Accomplish the students’
technology project for them 74. Examine the bulletin board
display. This bulletin board
71. The Learning fulfills which primary
Resource/Audio-visual/Educa purpose?
tional Technology Center (Best Work in the World!)
regularly provides the A. Instructional-interactive
teachers a list of websites, B. Informational
apps and instructional
C. Motivational
materials available in the
D. Decorative
city which are relevant to
the different subjects they
teach. This fulfills which 75. Examine the bulletin board
function? display. This bulletin board
fulfills which primary
A. Recreational reading center
purpose?
B. A link to other community
(Fall In Love With Reading)
resources
A. Instructional-interactive
C. Laboratory of learning
B. Informational, decorative
D. Center of resources
C. Motivational, decorative
D. Decorative, informational
76. In order for the students to C. Use a different slide design with
clearly understand the nature images for each slide to
structure and content of the sustain interest.
teacher’s presentation, the D. Put one paragraph per slide to
teacher should have _______. emphasize the facts about
A. A summary global warming.
B. Several years of experience as 79. Miss Anyayahan is planning
a presenter technology integration in her
C. A short conclusion science lesson on states of
D. A short preview matter. She is applying her
pedagogical knowledge
77. Miss Tria is preparing slides when she ______.
for her lesson A. Looks into the characteristic
demonstration, she and interest of the learners in
remembers to apply the rule order to choose activity that
of six. Most likely she will would match them.
______. B. Studies how to attack a video to
A. Limit her presentation to six her audio-visual presentation.
slides with six sentences on C. Researches further on plasma
each side as another state of matter
B. Identify six important point to
discuss, and use about six 80. Mr. Taqueban is planning
minutes to explain each point technology integration in his
C. Have six lines on each slide social studies lesson on the
with each line having not more EDSA Revolution. He is
than six words. applying his content
D. Include six paragraphs knowledge when he ______.
presented in six slides. A. Considers the learners’ multiple
intelligences before preparing
78. Miss Riel is very excited to his technology integration
do her presentation about lesson plan
the effects of global B. Includes information from EDSA
warming to Grade 5 revolution video documentaries
students. She wants to make C. Uses Prezi as an option to using
sure the children will be powerpoint in his presentation.
interested. While preparing D. Sets up a wikispaces account
her slides, she should for his students to blog about
________. the EDSA Revolution lesson.
A. Put animation and slide
transition on each slide to 81. Mrs. Gorres is implementing
sustain attention a technology-integration
B. Include pictures and a short activity for 4th graders to
video clip that captures the work on multiplication of two
effects of global warming. digit numbers. Which of the
 following illustrates the 83. Teacher A demonstrates
interaction of the teacher’s how to work with a math app
technological, pedagogical, that provides practice in
and content knowledge? adding mixed fractions. The
A. The teacher checks the math students then work
standards for 4th grades and independently with the app
based on these standards, lets to provide them sufficient
her student answer practice in adding mixed
multiplication exercises on the fraction. This shows
blackboard. technology integration which
B. The teacher makes the children is ______.
watch a video that she A. entry-active
downloaded from Youtube and B. adoption-active
ask the children to summarize C. infusion-active
it. D. transformation-active
C. The teacher evaluates math
apps on multiplication, matches 84. A Grade 7 Social Studies
them with her students skill teacher gave a project
level, demonstrates how the where her class in Manila
apps are used and allows her will work together with other
students to explore and work on Grade 7 classes in their
the apps. school campuses in Visayas
D. The teacher makes the children and Mindanao. They will
play whatever math apps they create posters and video clip
find in the internet and lets to communicate a message
them share in class about their about peace. They will use
experience. social media to spread their
peace campaign. This
82. A Science Teacher uses a project involves technology
powerpoint presentation to integration which is _______.
show the classification in A. entry-active
kingdom Animalia. The B. adoption-constructive
teacher then teachs them C. transformation-constructive
how to use a software in D. adaptation-collaborative
making graphic organizers.
Students then use this to
85. Mrs. Inton is evaluating a
create their own graphic
website for her Literature
organizers to classify
class. She is making sure
animals. This shows
that the factual pieces of
technology which is _____.
information found on the site
A. entry-constructive are well documented and
B. adoption-constructive pictures and diagrams are
C. infusion-constructive properly labeled. She is also
D. transformation-constructive checking that there are no
misspelled words nor
 grammar errors. Which A. They need a big amount of
criterion is she focusing on? computer storage to be able to
A. Appropriateness avail of a course.
B. Clarity B. They can accommodate a big
C. Motivation number of learners.
D. Accuracy C. They can only be provided by
big universities.
86. Miss Castro is evaluating an D. They were designed and
early literacy app for her created by a big group of
kindergarteners. She is experts.
making sure the app is
uncluttered in appearance, 89. MOOCs are open
is arranged in some order of because_____. A. All courses
difficulty, and that icons are offered for free
represent what they were B. Courses can be accessed by
intended to represent. Which anyone anywhere as long as
criterion is she focusing on? they are connected to the
A. Organization internet.
B. Accuracy C. Openness to ideas is a strict
C. Motivation requirement
D. Appropriateness D. One can avail of them only
during the opening of a
semester.

87. Miss Tanada is evaluating an 90. MOOCs are considered as a

app for her Grade 8 Science course because____.
class. She is finding out A. They have a guide or a syllabus
whether the app taps the that indicates contents,
skills found in the Grade 8 objectives, activities, and
standards to ensure that this assessment.
app will be helpful in B. They are always given by a
meeting her objectives. She fully-recognized university in
wants to make sure it is not the world
too easy nor too difficult for C. They are a requirement for a
her students. Which criterion Bachelor’s degree
is she focusing on? D. They are graded
A. Organization
B. Accuracy 91. In a curriculum development
C. Currency class, the teacher asked the
D. Appropriateness students to give an enriched
definition of the curriculum.
88. MOOCs are considered Which among the following
massive because____. encompasses the true
essence of the term?
 A. Curriculum is a list of subjects
to take to complete a course.
B. Curriculum is the sum total of
all the learning experiences in
the teaching-learning process.
C. Curriculum is a list of courses in
order to graduate. D.
Curriculum is a never ending
process in education.

92. Ordinary people consider

curriculum as_______.
I. a list of subjects
II. courses to complete
III. subjects to undertake

A. I only
C. III only
B. II only
D. I, II, and III

93. Curriculum may be defined

in many ways. What does
this prove?
A. The concept of curriculum is
based on those given by
experts
 D.

B. The concept is limited and 97. This curricularist uses

narrow in scope unique and out-of-the box
C. The curriculum is strategies to make his/her
characterized as fragmentary, class highly engaging.
elusive and confusing. He/She is a/an _____.
D. The concept of curriculum A. Knower
may be defined from different B. Innovator
perspectives. C. Writer
D. Implementer
94. The Philippine Association 98. This curricularist has
for Teachers and Educators published researches,
(PAFTE) proposed a new books, manuals, and other
curriculum for Teacher instructional materials.
Education to make the He/She is a/an______.
graduates globally A. Implementer
competitive. What type of B. Evaluator
curriculum is this? A.
C. Planner
Supported curriculum
D. Writer
B. Hidden curriculum
C. Assessed curriculum
99. This curricularist attends
D. Recommended curriculum seminars, workshops, and
pursues graduate work.
95. In order to have an He/She is a/an _______.
effective teaching and A. Innovator
learning, there must be an Knower
adequate utilization of Writer
learning materials. What
Evaluator
type of curriculum is this?
A. Assessed curriculum
100. When a school believes
B. Hidden curriculum that curriculum should
C. Recommended curriculum highly focus on Math,
D. Supported curriculum Science, and other
fundamental intellectual
96. When teachers conduct a disciplines, this school
series of evaluation to believes in the curriculum
determine the extent of view of _______. A. John
teaching, what must be Dewey
implemented? A. Hidden B. Hollis Caswell
curriculum C. Arthur Bestor
B. Taught curriculum D. Phillip Phenix
C. Learned curriculum
D. Assessed curriculum 101. The following are
characteristics of
 progressive curriculum, students to achieve at the
EXCEPT end of the lesson, this
A. focuses on the experiences curriculum approach is
of the students and _____.
supervised by the teacher I. curriculum as a body of
B. takes into account all the knowledge
curricular elements and II. curriculum as a process
tests these elements III. curriculum as a product
through real life IV. all of the above
application.
C. the classroom is only one A. I only C. III
place for the students to only
learn; learning can take B. II only
place anywhere. D. I, II, and III
D. knowledge that comes 104. When curriculum is viewed
from various disciplines as a process, what should
should be the focus. the teacher consider
primarily in designing
102. In analyzing the his/her lessons? A.
curriculum, the teacher Different modes of
should consider the assessments
following, except; B. Various methods and
I. vision, strategies
mission, goals C. Outcomes-based learning
and core objectives
values of the D. National competency-based
school competencies
II. learning
resources and 105. What could be the
faculties of content/topic when the
the school III. teacher asked the learners
needs and to define curriculum and
interest of the complete a matrix on the
learners IV. differences between
all must be traditional and progressive
considered. curriculum?
A. The meaning of curriculum
A. I only C. III B. Different elements that affect
only curriculum
B. II only C. Various curriculum
D. I, II and III perspectives
D. Historical and philosophical
103. Miss Lim started off her foundations of curriculum
lesson plan with the
outcomes she expects her

B.
C.
 D.

106. Which of the following biographies, encyclopedia,

processes usually comes history books and the like
first in developing during their free time. She
curriculum? is a believer of what
A. Selection of educational philosophy?
content A. Existentialism
B. Evaluating educational B. Behaviorism
experiences C. Perennialism
C. Identifying learning goals and D. Essentialism
objectives
D. Organization of learning 111. These foundations show
experiences the chronological
development of
107. Considering that curriculum, mostly using a
curriculum is a dynamic timeline. A. Historical
process, this person put foundations Legal
premium in the role of the foundations
teachers’ participation in Philosophical foundations
developing the curriculum: Psychological foundations
A. William Alexander
B. Galen Saylor 112. What axiom emphasizes
C. Hilda Taba that curriculum design
D. Ralph Tyler should be based on a
careful plan, intended
108. The best feature of Tyler’s outcomes clearly
Rationale is the _____. established, etc.?
A. Planning phase A. Curriculum change is
inevitable, necessary and
B. Identifying the purpose
desirable.
C. Organizing the experiences
B. Curriculum is a product of its
D. Evaluating the experiences
time.
C. Curriculum development is
109. All these questions should
more effective when it follows
be answered by curriculum
a systematic process.
except: A. What subjects
D. Curriculum development is
are important?
more effective if it is a
B. Who will benefit from a well-
comprehensive process,
designed learning experience?
rather than “piecemeal”.
C. What outcomes should be
achieved?
113. In order to have an
D. What qualifications should effective teaching and
teachers have? learning, there must be an
110. Mrs. Valdez asks her Grade adequate utilization of
10 class to read
 learning materials. What
type of curriculum is this? 117. Which is the primary
A. Curriculum changes made characteristic of a subject-
earlier can exit concurrently centered design model of
with newer curriculum curriculum? A. Interrelated
changes. B. Interdependent
B. Curriculum development C. Correlated
starts from where the D. Interdisciplinary
curriculum is.
C. Curriculum design should 118. As an implementer of
always be SMART. curriculum, the teacher
D. Curriculum development is a has to perform all these
cooperative group activity. tasks except ______.
A. Write appropriate lesson plans
114. Who are the primary B. Utilize suitable instructional
movers in the materials
implementation of the C. Design reliable and valid
changes made on assessment tools
curriculum? A. Teachers
D. All of the above
B. Learners
C. Parents 119. Implementation means
D. Community officials putting into practice the
experiences which has
been written in all except
115. A barangay official _____.
suggested that fishing and A. Internet resource sites
marine life be included in B. Syllabi
the barangay public school
C. Course outline
so that learners will have a
D. Curriculum guides
background on the primary
livelihood in their area.
This is based on what 120. All are involved in
curriculum design model? “teaching” except ______.
A. Subject-centered A. Employing strategies
B. Learner-centered B. Using instructional materials
C. Problem-centered C. Utilizing varied activities
D. Career-centered D. Meeting with the parents
121. The following are the roles
116. Which of the following does of the stakeholders in
not belong in the group? curriculum development
except ______.
A. Child-centered design
I. help in formulating the
B. Life-situations design
appropriate learning
C. Experience-centered design experiences
D. Humanistic design

B.
C.
 D.

II. create an environment that D. To identify which parts and

allows for a child’s holistic aspects of the implement
development curriculum needs to be
III. participate in the improved, modified or
implementation of the changed.
curriculum
IV. all are roles of the 125. Which component can be
stakeholders included in curriculum
evaluation?
A. I only A. Learning outcomes
C. III only B. Teacher performance
B. II only C. Strategies and methods used
D. I, II, and III D. Instructional materials

122. These stakeholders are 126. When do we need to

direct partners of the evaluate the curriculum?
school in strengthening
A. Every academic year
learning experience in the
B. Every quarter
home.
C. When somebody suggests it
A. Community
D. Whenever necessary
B. School administrators
C. Parents
127. Teacher Emma gave a
D. Government officials
True-False pretest on
social justice. Based on the
123. These stakeholders are at pretest results, she taught
the core of the curriculum. her class social justice by
They are the primary correcting whatever wrong
beneficiaries of the concepts the students
curriculum. have and affirmed and
A. Teachers expounded on their correct
Learners concepts. After correcting
Community their wrong concepts and
Parents affirming their correct
answers, Teacher Emma
124. All are importance of gave the class a posttest.
evaluating the curriculum Among the forms of
except: assessment explained,
A. To be able to boost of a new which one/s did Teacher
and improved curriculum Emma do?
every time. A. Assessment OF learning C.
B. To constantly keep up with Assessment FOR learning
the changing times B. Assessment AS learning D.
C. To answer to the changing Assessment FOR and AS
needs of the learners learning
128. The class was taught how
to conduct an action
research and was required
an endof-the-term written
research report. The class
was taught how to do the
research report and was
show an Analytic Scoring
Rubric for them to know
how they will graded. The
class took the Scoring
Rubric as guide in the
making of their research
report. They were all
motivated to pass an
excellent research report.
They were all motivated to
pass an excellent research
report and as a group
checked now and then if
they were true to the
qualities of an excellent
research report as seen in
the scoring rubric. What
form of assessment is
described?
A. Assessment OF learning C.
Assessment FOR learning
B. Assessment AS learning D.
Assessment FOR and AS
learning

129. Teacher Julie sees to it that

she checks for
understanding as she
teachers to ensure that
every student can follow
the lesson. With what
form/s of assessment is
Teacher Julie occupied
with?
A. Assessment OF learning C.
Assessment FOR learning

B.
C.
 B.

Assessment AS learning Summative Assessment:

Assessment FOR and AS learning ____________________

130. Teacher Grace is done with A. Assessment of learning

Unit 1. She wants to know C. Assessment as
how well her students learning
could demonstrate the B. Assessment with learning
knowledge and skills D. Assessment in
targeted at the beginning learning
of the Unit. Into what form
of assessment is Teacher 134. Emphasize on self-
Grace? assessment. Teacher Lyn
A. Assessment OF learning C. applies this principle by
Assessment FOR learning ____. A. Making her student
B. Assessment AS learning D. check their own papers.
Assessment FOR and AS B. Motivating her students to set
learning their personal learning goals
and track their progress
131. Which assessment is/are against that goal.
used to determine grade of C. Preparing her students for
students? higher-order thinking
I. Formative Assessment questions.
II. Summative Assessment D. Requiring them scoring rubric
III. Assessment of Learning as project.

A. II and III 135. Assessment should be on

C. I and II real-world application and
B. I and III not on out-of-context drills.
D. I only To apply this principle, what
should Teacher Nancy do?
132. Which assessment leads A. Assess students’ English oral
student to become self- communication skills in a
directed and independent graduation program
learners? simulation where each
A. Formative Assessment student has a speaking
C. Assessment assignment.
AS learning B. Gives a 20-point quiz asking
B. Summative Assessment students to determine
D. Assessment FOR whether or not the sound of
learning “a” is long or short.
C. Gives students a matching
133. Complete this analogy. type of test on vocabulary.
Formative Assessment: D. Gives a 10-item quiz on
Assessment for learning adding dissimilar fractions
 B.

which is the weakness of

students. 140. Teacher Annie explains to
her class: “Each one is
136. If you emphasize on expected to spell 10 words
assessing higher-order out of 10 words correctly.
thinking skills, which This is a mastery test.”
should you do? Teacher Annie’s behavior
A. Avoid paper-and-pencil test. in keeping the principle to
B. Give students problem to set acceptable standards
solve. of success. A. No, the
C. Give oral examinations. standard she set is too
high.
D. Do less formative assessment.
B. No, she is not setting the
standards. She is just
137. On which should a teacher
explaining the meaning of
base his/her assessment?
mastery test.
A. Learning outcome C.
C. Yes, it is. The standard is
Developmental stage of
clear.
learners
D. Yes, she sees to it that every
B. Learning content D.
student agrees.
Learning resources

141. Teacher Jocelyn considers

138. In Outcomes-Based
the multiple-choice type of
Education or Outcomes-
test the best among the
Based Teaching-Learning,
type of test, so for
the assessment task
assessment of learning she
should match with the
uses only multiple choice
_______. A. Learning
type of test. Is this in
resources C.
accordance with principle
learning outcome
of assessment?
B. References
A. Yes, well-formulated multiple
content
choice test measures HOTS.
B. Yes, for as long as the
139. “Very good. You are doing
multiple choice tests measure
very well, Johann!” says
low and high level thinking
Teacher Jona. Teacher was
skills.
referring to Johann’s word
C. No, she has only one source of
problem-solving skills. Is
data.
this in accordance with
giving specific feedback? D. No, she should make use of
varied tools for assessment
A. Yes C. Very
data-gathering.
much, the feedback is clear
enough.
142. A professor does not give
B. No. D. No, it is
quiz at all. The student’s
exaggerated.
grades are based only on
 the summative assessment A. Performance test
results. Does he violate an C. Short answer
assessment principle? A. B. Submission of a report
No, that is academic D. Essay
freedom.
No, he assesses learning and 147. Performance test:
gives grades anyway. Psychomotor skills
C. Yes, assessment data to be Paper-and-pencil test:
reliable should come from _____________
multiple sources.
D. Yes, he does not consider A. Declarative knowledge
multiple intelligences and C. Motor
learning styles. skills
B. Psychomotor procedure
143. Which does NOT belong to D. Procedural
the group? knowledge
A. Completion test
C. Matching type 148. Teacher Peter wants to
B. Multiple Choice know how well his students
D. Alternate have imbibed the virtue of
response honesty. Which tool is
most appropriate?
144. Which does NOT belong to A. Personality test
the group? B. Student interview
A. Completion test C. Reflective journal on “How
C. multiple Honest Am I?”
choice D. Written test
B. Problem solving 149. Which assessment task is
D. short answer most fit for logic-smart
learners?
145. Which type of test A. Solving a puzzle
measures student’s B. Showing the steps through a
thinking, organizing and diagram
written communication C. Describing the solution
skills? D. Composing a song
A. Extemporaneous speech
C. Multiple choice 150. Which assessment task
B. Completion type works best for language-
D. Essay smart learners?
A. Oral presentation
146. Teacher Dada wants to B. By the uses of graphic
test student’s acquisition organizers
of declarative knowledge. C. Dance
Which test is appropriate?
D. By demonstration
 B.

A. Gives the students a written

151. In which level is identifying test and ask them to
the authors of given paraphrase the poem
literary pieces? B. Gives an oral test and asks
A. Understanding them to recite the poem with
C. Recalling feelings
B. Applying C. Gives a written test and asks
D. Synthesizing the students what the poem
expresses
152. The students were D. Makes them memorize the
expected to be able to poem then recite it with
develop a lesson plan feelings to prove
following Outcomes-based understanding
Education (OBE) principles.
Based on Kendall’s and 155. Is the test item “classify
Marzano’s taxonomy, in the given teaching
which level is the intended methods” aligned to this
learning outcome? intended learning outcome
A. Analysis “to select the appropriate
C. Knowledge teaching method?”
utilization A. Yes
B. Retrieval B. No
D. Metacognitive C. A little because classify and
system select are related
D. Yes, if you change “select” in
153. You have to remember the the learning outcome changed
steps in opening a to classify
computer if you want to do
it on your own. In what 156. Here is a lesson
level of assessment is objective/intended learning
remembering the steps? outcome: “illustrate the
A. Retrieval C. law of supply and demand
Comprehension your original concrete
B. Analysis example”. For content
D. Knowledge utilization validity, which test item is
aligned?
154. Teacher Joji’s intended A. Define the law of supply and
learning outcome is this: demand and illustrate it with
“interpret the given an example
poem”. B. Illustrate the law of supply
Which assessment task is and demand with a drawing
aligned? Teacher Joji C. Illustrate the law of supply
and demand with a concrete,
original example.
 D. Explain the law of supply and C. Observe if aerial plants can
demand and illustrate it with a survive when planted in soil.
diagram. Note your observations and
present them in class.
157. Teacher Joji wrote this D. Research on the answers to
learning outcome: “To this scientific problem: Can
interpret a given aerial plants survive when
quotation.” For content transferred in soil?
validity which should she
ask? 159. Here is an intended
A. Interpret Nietsche’s learning outcome of a
statement: “He who has a why Health teacher: “Identify
to live for can bear with skill-related fitness and
almost any how.” suitable for the individual.”
Did you believe in Nietsche’s Does her test item
statement “He who has a why measure this particular
to live for can bear with outcome and therefore has
almost any how” content validity?
C. What is true in Nietsche’s Question
statement “He who has a why 1. Identify the components of
to live for can bear with Physical Fitness under the skill-
almost any how?” related activities.
D. Nietsche was an atheist. Do A. Body composition
you believe that he can give C. flexibility
this statement “He who has a B. Agility D.
why to live for can bear with organic vigor
almost any how” A. Yes, very much.
B. Yes because it asks
158. After teaching them the something about skill-
process of experimenting, related activities
Teacher Joe wanted his C. No.
students to be able to set D. No, the options have
up an experiment to find nothing to do with skill-
an answer to a scientific related activity.
problem.
Which will he ask his students to 160. In Teacher Lea’s Table of
do? Specifications (TOS), 60
A. Set up and experiment to find percent of the 1st grading
out if aerial plants can also test items are applying
live on land. questions based on
B. Can aerial plants also to live Bloom’s taxonomy. A
on land? Research on review of her test shows
experiments already that 50% are remembering
conducted. items, 20% are analyzing
questions and 30% are
 B.

applying questions. Does A. Development portfolio

Teacher’s test coincide C. Showcase
with her TOS? portfolio
A. No B. Evaluation portfolio
B. No, her analyzing questions is D. Assessment
supposes to be 60% portfolio
C. Yes.
D. Yes, her applying questions 164. Teacher Alex wants his
are also analyzing questions, pupils to display the
too. favorite poem the poems
each one composed. What
161. Teacher Parah asked her type of portfolio is Teacher
pupils to display their Alex expecting to see?
penmanship work in the A. Development portfolio
beginning, middle and near C. Showcase
the end of the school year. portfolio
Which type of portfolio is B. Evaluation portfolio
displayed? D. Assessment
A. Development portfolio portfolio
C. Showcase
portfolio 165. Which portfolio enable you
B. Evaluation portfolio to determine if you
D. Assessment realized your intended
portfolio learning outcome?
A. Development portfolio
162. You are applying for a C. Showcase
teaching job. Which type of portfolio
portfolio should B. Evaluation portfolio
accompany your D. Assessment
application letter? portfolio
A. Development portfolio
C. Showcase 166. For diagnostic purposes
portfolio which type of rubric is
B. Evaluation portfolio more appropriate?
D. Assessment A. Analytic rubric
portfolio C. Holistic
B. General rubric
163. I have to check if my D.
students were able to Developmental rubric
produce the expected
output as stated in my 167. Which rubric CANNOT
intended learning provide specific feedback
outcome. Which type of for improvement?
portfolio am I interested to
see?
 A. Analytic rubric
C. Holistic
B. General rubric
D.
Developmental rubric

168. Which advantage does a

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

169. Because of its nature,

which can be of greater
help for student self-
directed learning?
A. Analytic rubric
C. Holistic
B. Developmental
D. Combination
of holistic and analytic

170. Which is the percentage

contribution of quarterly
assessment to the grade of
the student from Grades 1
to 10?
A. 15% C.
25%
B. 20% D.
30%

171. Does quarterly assessment

have the same percentage
weighs for all the subjects,
for all the tracks in Grades
11-12?
 A. Yes C. descriptor for his level of
Yes, only for the academic proficiency?
track A. Satisfactory
B. No D. It C. Very
depends on schools satisfactory
B. Fairly satisfactory
172. Which is the percentage D. Did not meet
contribution of written work expectations
to the grade of the Grade
110 student in Science and 176. I get a grade of 90. What is
Math? its descriptor?
A. 50% A. Very satisfactory
C. 40% C. Advanced
B. 20%
D. 30%
B. Beginning
173. In MAPEH and TLE, which D. Outstanding
contribute/s heaviest to the
student grade? 177. Which is described as “did
A. Performance tasks not meet expectations”?
C. quarterly assessment A. Below 75%
B. Written work C. Below 74%
D. quarterly assessment B. Below 76%
and performance tasks D. Below 72%

174. Based on percentage 178. If a student failed to meet

contribution to the grade, standards, which descriptor
what can be inferred from applies?
the DepEd’s emphasis on A. Developing C.
learning and assessment? Poor
A. The emphasis depends on B. Beginning D. Did
the grade level of the not meet expectations
subjects.
B. All components are being
179. How is the final grade per
emphasized
subject for Grades 11 and 12
C. The emphasis for all Grades obtained? A. Get the
1-10 subjects is on average of the grades for
performance task the 2 Quarters.
D. The emphasis in on quarterly B. Get the average of
assessment. the grades for the 4
Quarters.
175. A student gets a numerical C. Get the average of
grade of 80. What is his the grades of all
subjects for the 2
 semesters. D. Get the General Average. III. The
the average of the Final Grade per learning area
grades of all and the General Average are
subjects for the 4 reported as whole numbers.
semesters. 180. A. I and II
Which is/are C. I and III
TRUE of MAPEH B. II and III
when it comes to D. I, II and III
grade computation?
I. The quarterly grade is the 183. Who is retained in the
average of the quarterly same grade level for
grades in the four areas – Grades 1 to 10? Any
Music, students who did not
Arts, Physical Education and meet expectations
Health (MAPEH) ___________.
II. Individual grades are given A. In three or more learning
to each area (MAPEH) areas
III. There is one grade for Music B. In 2 learning areas
and Arts, PE and Health
C. In four learning areas
because they are related.
D. As shown in the general
A. I only
average
C. I and III
B. I and II
184. What happens when a
D. II only
student in Grade 1 to 10
did not meet
181. Which is TRUE of expectations in two
Kindergarten grades? learning areas?
A. Grades are computed like A. Retained in the same grade
the grades in Grade 1. level.
B. There are numerical grades B. Promoted to the next grade
with descriptions. level after passing remedial
C. There are no numerical classes for learning areas
grades. with failing mark.
D. Remarks like Passed and C. Promoted in the next grade
Failed are used. level but has back subjects
in the lower grade level D. Is
182. At the end of the school not accepted for enrolment
year, which is/are TRUE in the school
of grades?
I. The General Average is
185. Why must grades be
computed by dividing the sum
reported to parents?
of all final grades by the total
I. Promote ongoing
number of learning areas.
formative feedback
II. Each learning area has
to students
equal weight in computing for
 II. Ensure 188. What is an essential step
alignment of in reporting grades to
curriculum, parents?
instruction, and I. Explain that grades give a
assessment III. picture of student’s
Promote, to parents performance
and students, II. Explain that grades
credible and useful compare students’
feedback. against the established
A. I only standards. III. Explain that
C. II only grades compare students’
B. I and III performance against
D. I, II and III other students’
performance.
186. What must be done to A. I and II
make grade reporting C. I, II, and III
meaningful? I. The B. II only
grading system must be D. III only
clear to all concerned.
II. The standards and 189. What is the right
competencies are known and philosophy that every
understood by all. teacher should follow
III. The grading system must be when teaching?
numerical. I. Pragmatism
A. I and II II. Perennialism
C. I, II, and III III. Existentialism
B. II only A. I only
D. III only C. I and II
B. II only
187. To make grade reporting D. I, II, and III
meaningful, which must
be done? 190. Mr. Balgos teaches
A. Announce names of students Science in the Junior High
who need to help School. He taught the
B. Rank the Report Cards from concept that sunlight is
highest to lowest then necessary for the plants
distribute the same in the process of
according to rank. photosynthesis. Applying
C. Explain how the grades were the philosophy of
computed. pragmatism, Mr. Balgos
D. Console parents whose should ______. A. Show a
children are non-performing PowerPoint presentation
by telling them that nobody of photosynthesis
fails. B. Ask the student to bring
plant leaves in school
 C. Draw the leaves of the plant the morning and goes
and color this green home late.
D. Ask the students to do a Officially, the
simple experiment about number of
photosynthesis hours spent
in school
191. A philosophy that should be
believes in prior learning ______. A. 6
or what the learners hours B.
already know is ______. 8 hours
C. 4 hours
A. Essentialism
D. 3 hours
C.
constructivism
B. Behaviorism 195. As required, all teachers
d. should eat lunch at
naturalism exactly 12:00 noon
because it’s their noon
break.
192. Behaviorism is a A. This statement is true.
philosophy that has been B. This statement is false.
anchored on the theories C. This statement is doubtful.
that related to _____. D. This statement is a rule.
I. trial and error
II. stimulus and response 196. As observed, all teachers
III. brain and thinking in the whole school
A. I only _______.
C. I and II A. Begin classes at the same
B. II only time at 8:00 AM
D. I, II, and III B. Ends classes at the same
time at 5:30 PM
193. The teacher’s teaching C. Wear the same school
philosophy is reflected by uniform
which of the following? D. Live in the same village
I. choice of teaching methods
II. choice of circle of friends 197. Which of these activities
III. choice of how to use leisure is NOT required of a
time teacher in school? A.
A. I only Come to class on time.
B. II only B. Att
C. I and II en
D. I, II and III d
the
194. A classroom teacher fla
comes to school early in g
 cer C. There are no learning
em resources in the community.
on D. It serves as a school garden.
y
C. Att 200. The barangay officials if
en asked as a resource
d person can best speak on
sch ______.
ool I. community governance
act II. health and well being
ivit III. literacy program
ies A. I only
D. C. I and II
Ta B. II only
ke D. I, II, and III
a
na
201. Natural resources like
p
rivers, lakes, mountains
at
and hills found in the
no
community can be used
ont
best as resources in
im
teaching _______.
e.
A. Mathematics
C. English
198. Aside from teaching and
B. Science
guiding the learners in
D. Physical
the classroom, a teacher
Education
has to do other things.
This one activity should
202. It is always important for
be to ______.
a teacher to transfer
A. fed the children everyday
learning and practices
B. see to it that the classroom from the school to the
is conducive for learning C. _______.
provide school materials for
A. Church
the whole year
C. city
D. sell snacks in the classroom.
B. Community
D. sports complex
199. Which statement is TRUE
about the community
203. The community holds
where the school is
high respect of a teacher
located? A. It is part of
if he/she is a ____.
the learning
A. Money lender
environment.
C. rumor monger
B. It is outside and so is not
part of the school.
 B. Role model well teach in any ASEAN
D. gambler country.” This statement
_______.
204. The most challenging A. is false
components of teaching C. an overstatement
in another country is B. is true
_____. D. cannot be determined
A. Mastery of the subject
matter 208. For a Filipino teacher to
B. Making instructional succeed in teaching in
materials the country and
C. Adjusting to cultural elsewhere in the world,
differences he or she should _______.
D. Constructing assessment I. master and practice the
tool competencies of the NCBTS
II. be multilingual and
205. Teaching is a universal multicultural
vocation. Wherever the III. think and act both locally
teacher is assigned, his and globally
or her primary concern is A. I only
to _____. C. I and II
A. Earn a good salary B. II only
C. be the most D. I, II and III
important person
209. After the 1987 Philippine
B. Make the students learn Constitution, the first
D. do self-sacrifice legal basis to make
teaching as profession
206. In the 21st century, the and consider teachers
fastest development or are professionals was
change that the teacher _____.
should catch up with as a A. RA 7836
teacher is in the ______. C. RA 7640
I. use of technology B. PD 1006
II. knowledge of globalization D. Code of Ethics for
III. practice of collaboration Professional Teachers
A. I
C. II and III 210. Who among these
B. I and II graduates is not qualified
D. I, II, and III to take the Licensure
Examination for Teachers
207. “If you are an excellent (LET)?
teacher here in the A. Bachelor of Elementary
Philippines, you can very Education
 B. Bachelor of Agricultural
Education 213. What should be the best
C. Associate in Arts description of teaching as
D. Bachelor of Science in a profession?
Mathematics A. Teaching is the noblest
profession.
211. All Filipino professional B. Teaching is a lucrative job in
teachers must have this country.
_______. C. Teaching requires less
A. A professional teacher’s preparation.
license
B. A recognized master’s
degree
C. Teaching experience
D. Published research article

212. 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. Teacher shall establish
maintain cordial relations
with parents.