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100 Cards in this Set
- Front
- Back
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1. Based on CHED Memo #20 s.2014, institutional outcomes for all HEI’s must include the development of interdependence among learners.
A. True B. False |
✔️B. False |
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2. English and Filipino are two languages that Filipinos should develop because they are the lingua franca and official languages of our country.
A. True B. False |
✔️A. True |
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3. Benjamin Bloom proposes the taxonomies in order to facilitate a more holistic form of education.
A. True B. False |
✔️A. True |
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4. The use of behavioral verbs in the cognitive taxonomy is the influence of the learning theory cognitivism.
A. True B. False |
✔️B. False |
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5. In the revised taxonomy, verbs are used in naming the levels as they reflect the active engagement thinking processes require.
A. True B. False |
✔️A. True |
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6. All learning experiences are identical, and educational objectives present an equal level of cognitive complexity.
A. True B. False |
✔️B. False |
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7. LOTS are important but are less important than HOTS.
A. True B. False |
✔️B. False |
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8. HOTS are prerequisite for LOTS.
A. True B. False |
✔️B. False |
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9. HOTS emphasizes thinking inside the box.
A. True B False |
✔️B. False |
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10. HOTS are useful in spelling, syntax coding, vocabulary building.
A. True B. False |
✔️B. False |
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11. It is breaking down concepts into parts.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️a. Analyzing |
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12. It is putting elements together to create a whole.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️c. Creating |
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13. It is to produce the right information from memory.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️e. Remembering |
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14. It is the construction of meaning.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️f. Understanding |
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15. It is judging the value of something.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️d. Evaluating |
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16. Practice measuring the length of objects using non-standard units like paperclips or cubes
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️d. Evaluating |
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17. Demonstrate how to add single digit numbers
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️b. Applying |
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18. Label the parts of the flower.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️e. Remembering |
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19. Critique the proposal of building a nuclear power plant in Iloilo.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️d. Evaluating |
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20. Justify your choice of president.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
✔️d. Evaluating |
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21. Knowledge utilization is a lower cognitive process compared to comprehension.
A. True B. False |
✔️B. False |
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22. Retrieval is a metacognitive process that involves clarifying and accuracy of the learner's learning.
A. True B. False
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✔️B. False |
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23. In the self-system, learners examine their emotional response to learning tasks.
A. True B. False |
✔️A. True |
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24. Self-efficacy is not part of the self-system in knowledge processing.
A. True B. False |
✔️B. False |
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25. Metacognitive processing involves learners specifying learning goals and monitoring their own learning process.
A. True B. False |
✔️A. True |
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26. Reflex movements are learned, voluntary reactions.
A. True B. False |
✔️B. False |
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27. The highest level of Harrow’s taxonomy is the ability to play sports.
A. True B. False |
✔️B. False |
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28. Physical abilities highlight fitness which comprises stamina, strength, agility, etc.
A. True B. False |
✔️A. True |
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29. A model is necessary in the lowest level “Imitate” of Dave’s psychomotor taxonomy.
A. True B. False |
✔️A. True |
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30. Precision to Dave is the ability to perform with minimal errors and more precision.
A. True B. False |
✔️A. True |
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31. Lucas is aware of his weakness when analyzing stories.
a. Conceptual Knowledge b. Factual Knowledge c. Metacognitive Knowledge d. Procedural Knowledge |
✔️C. Metacognitive Knowledge |
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32. Pia can identify the elements that make up a good short story.
a. Conceptual Knowledge b. Factual Knowledge c. Metacognitive Knowledge d. Procedural Knowledge |
✔️A. Conceptual Knowledge |
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33. Jack knows what a theme is.
a. Conceptual Knowledge b. Factual Knowledge c. Metacognitive Knowledge d. Procedural Knowledge |
✔️B. Factual Knowledge |
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34. Betty knows the steps in analyzing a story.
a. Conceptual Knowledge b. Factual Knowledge c. Metacognitive Knowledge d. Procedural Knowledge |
✔️D. Procedural Knowledge |
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35. Ed applies strategies in identifying elements quickly and efficiently.
a. Conceptual Knowledge b. Factual Knowledge c. Metacognitive Knowledge d. Procedural Knowledge |
✔️C. Metacognitive Knowledge |
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36. Achieving this level indicates basic proficiency.
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Set |
✔️D. Mechanism |
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37. This involves applying changes to meet needs.
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Set |
✔️a. Adaptation |
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38. It is the first attempt at a physical skill and includes imitation.
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Se |
✔️c. Guided Response |
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39. “I am ready.”
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Set |
✔️g. Set |
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40. “to produce new choreography.”
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Set |
✔️e. Origination |
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41. “I bring together values.”
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️d. Organizing |
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42. “I participate. I react.”
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️c. Responding |
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43. “I accept. I commit.”
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️e. Valuing |
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44. “I internalize my values.”
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️a. Characterizing |
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45. “I pay attention.”
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️b. Receiving |
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46. To arrange values in terms of importance
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️d. Organizing |
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47. To demonstrate empathy consistently in all hypothetical scenarios
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️a. Characterizing |
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48. To express positive agreement towards tasks
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️c. Responding |
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49. To debate on an issue one strongly believes in
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️e. Valuing |
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50. To listen with full attention
a. Characterizing b. Receiving c. Responding d. Organizing e. Valuing |
✔️b. Receiving |
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51. What are the three domains of educational objectives according to Bloom's Taxonomy? A. Affective, Psychomotor, and Cognitive B. Emotional, Psychomotor, and Behavioral C. Psychological, Cognitive, and Affective D. Cognitive, Behavioral, and Emotional |
✔️A. Affective, Psychomotor, and Cognitive |
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52. Mission and Vision and core values play a role in classroom assessment.
A. True B. False |
✔️A. True |
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53. Effective assessment is achieved through activities that can be related and also isolated or unrelated.
A. True B. False |
✔️B. False |
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54. Assessment works best when it is continuous, ongoing, and episodic. A. True B. False |
✔️B. False |
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55. It's refers to the usual paper-and-pencil test.
A. Traditional Assessment Methods B. Authentic Assessment Methods B. A and B |
✔️A. Traditional Assessment Methods |
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56. It is also called alternative assessment, being an alternative to traditional assessment.
A. Traditional Assessment Methods B. Authentic Assessment Methods C. A and B |
✔️B. Authentic Assessment Methods |
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57. What Authentic Assessment Methods that product is a tangible creation by a student that could take the form of a poster, drawing, invention, etc.
A. Product B. Performance C. Portfolio D. All of the above
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✔️A. Product |
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58. What Authentic Assessment Methods that requires students to demonstrate or apply their knowledge, skills, and strategies by creating a response or doing a task. Examples of Performance: oral presentations, debates. A. Product B. Performance C. Portfolio D. All of the above |
✔️B. Performance |
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59. What Authentic Assessment Methods purposeful collection of student work or documented performance (e.g. video of dance) that tells the story of student achievement or growth. A. Product B. Performance C. Portfolio D. All of the above |
✔️C. Portfolio |
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60. It explains the nature of the student's work. A. Table of contents B. Cover Sheet C. Cover pages D. Work samples |
✔️B. Cover Sheet |
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61. In what year they group comprised thecognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists published a revision of Bloom's Taxonomy. That has new titled calledA Taxonomy for Teaching, Learning, and Assessment.
A. 2011 B. 2002 C. 2001 D. 2015 |
✔️ C. 2001 |
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62. This is essential for Critical Thinking. A. LOTS B. HOTS C. Analytical Thinking D. A and B |
✔️B. HOTS |
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63. It's declare information, facts, ideas. A. Define B. List C. Identify D. State |
✔️D. State |
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64. Enumerate a series of items. A. Describe B. Label/Name C. List D. State |
✔️C. List |
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65. Attach a name or category to something. A. Describe B. Label/Name C. List D. B and C |
✔️B. Label/Name |
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66. Draw an image or write a scenario that represents the concept. A. Illustrate B. Exemplify C. Discuss D. Classify |
✔️A. Illustrate |
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67. This is to use procedure through executing or implementing (practical application).
A. Evaluate B. Understand C. Apply D. Create |
✔️C. Apply |
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68. Perform a task repeatedly to refine and reinforce one’s abilities. A. Practice B. Use C. Demonstrate D. Dramatize |
✔️A. Practice |
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69. Identify which level the teacher taps with the given activity. State the outcome.
Teacher Blossom creates a flashcard game where students match terms related to photosynthesis (e.g., sunlight, carbon dioxide, chlorophyll) with their corresponding definitions
A. Remember B. Understand C. Apply |
✔️A. Remember |
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70. Identify which level the teacher taps with the given activity. State the outcome.
Teacher Misty provides scenarios (e.g., "What happens to a plant when it is placed in a dark room for a week?") and has students predict the outcomes based on their understanding of photosynthesis.
A. Remember B. Understand C. Apply |
✔️C. Apply |
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71. Identify which level the teacher taps with the given activity. State the outcome. Teacher Ash showed a simple diagram or animation of photosynthesis and asked students to explain the key steps in their own words, and discussed the role of sunlight, carbon dioxide, water, and chlorophyll.
A. Remember B. Understand C. Apply |
✔️B. Understand |
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72. Describe the differences between two ore more objects, ideas, concepts a.Analyze b.Compare c.Contrast d.Deduce e.Examine f. Experiment |
✔️c. Contrast |
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73. Identify the similarities between two or more objects, ideas, concepts a.Analyze b.Compare c.Contrast d.Deduce e.Examine f. Experiment |
✔️b. Compare |
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74. Conduct controlled tests to gather data and observe a situation especially to understand its parts a.Analyze b.Compare c.Contrast d.Deduce e.Examine f. Experiment |
✔️e. Examine |
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75. Reach a judgment based on an assessment of information.
a. Argue b. Conclude c.Criticize d.Critique e. Defend/Justify f. Rate |
✔️b. Conclude |
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76. Identify which level the teacher taps with the given activity. State the outcome.
In small groups, Teacher Andrea has students create a visual representation (e.g., a poster, a diorama, or a PowerPoint presentation) that explains the process of photosynthesis, highlighting its key components and importance.
A. Analyze B. Evaluate C. Create |
✔️C. Create |
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77. Identify which level the teacher taps with the given activity. State the outcome.
Teacher Brock presents students with different environmental conditions (e.g., varying light intensities, temperatures, or carbon dioxide levels) and have them analyze how each condition might affect the rate of photosynthesis.
A. Analyze B. Evaluate C. Create |
✔️A. Analyze |
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78. Identify which level the teacher taps with the given activity. State the outcome.
Teacher Mariel engages students in a class discussion or debate about the significance of photosynthesis for all living organisms and the potential consequences if photosynthesis were to cease.
A. Analyze B. Evaluate C. Create |
✔️B. Evaluate |
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79. What is the Purpose of LOTS lower-order thinking skill in Student basic education? A. Enable student to think critically for solving a problem. B. Essential for building a foundation understand of any subject. C. Essential for solving real world problem. |
✔️B. Essential for building a foundation understand of any subject. |
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80. Thinking skills that encourages deeper understanding of concern. A. LOTS B. HOTS |
✔️HOTS |
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81. Make judgements based on sound Analysis.
A. Create B. Evaluate C. Analyze |
✔️B. Evaluate |
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82. Use existing information to make something new.
A. Create B. Evaluate C. Analyze |
✔️A. Create |
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83. Use existing knowledge in new context.
A. Remember B. Understand C. Apply |
✔️C. Apply |
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84. Retain and Recall information.
A. Remember B. Understand C. Apply |
✔️A. Remember |
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85. Explore relationships, causes, and connections.
A. Create B. Evaluate C. Analyze |
✔️C. Analyze |
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86. Grasp the meaning of something .
A. Remember B. Understand C. Apply |
✔️B. Understand |
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87. Explain the purposes and functions of declarative, interrogative, imperative, and exclamatory sentences in communication.
A. Create B. Evaluate C. Analyze D. Apply E. Understan F. Remember |
✔️E. Understand |
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88. List the types of volcanic eruptions, such as explosive and effusive.A. CreateB. EvaluateC. analyzeD. ApplyE. UnderstandF. Remember
A. Create B. Evaluate C. analyze D. Apply E. Understand F. Remember |
✔️F. Remember |
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89. Design a lesson plan or instructional materials to teach sentence types effectively to others. A. Create B. Evaluate C. analyze D. Apply E. Understand F. Remember |
✔️A. Create |
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90. Critique and assess volcanic hazard preparedness plans in different regions of the world. A. Create B. Evaluate C. Analyze D. Apply E. Understand F. Remember |
✔️B. Evaluate |
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91. Which rubric should be used in this situation? You required your class to write a three-paragraph essay about their holiday. This class is composed of 50 students. The rule demands that teachers submit their assessment the next day. A. Holistic Rubric B. Analytic Rubric C. A and B |
✔️A. Holistic Rubric |
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92. Which rubric should be used in this situation? You discussed with the students the elements of persuasive writing and you want to grade them based on their performance for each element. A. Holistic Rubric B. Analytic Rubric C. A and B |
✔️B. Analytic Rubric |
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93. Which rubric should be used in this situation?
You are tasked (1) to diagnose a student’s acting skill by identifying areas of weakness and (2) to commend areas of strengths.
A. Holistic Rubric B. Analytic Rubric C. A and B |
✔️B. Analytic Rubric |
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94. Which rubric should be used in this situation? You are requested to judge the paint-me-a-picture activity where students portray scenes in quick and rapid succession. You have to judge the best group every scene. A. Holistic Rubric B. Analytic Rubric C. A and B |
✔️A. Holistic Rubric |
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95. Which rubric should be used in this situation? You are going to conduct research on the comprehension skill level of students in the following areas: literal, inferential, and evaluative comprehension. A. Holistic Rubric B. Analytic Rubric C. A and B |
✔️B. Analytic Rubric |
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96. In your English Composition you required your students to compile all their work for each type of poem and essay that they wrote in class. This portfolio is a compilation of all the output they have made. A. Process B. Product C. Evaluation |
✔️B. Product |
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97. Elements of Portfolio in which state the student’s target and personal goal after the course. A. Comments. B. Cover Sheet C. Future Goal |
✔️B. Future Goal |
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98. Elements of Portfolio in which facilitate proof of growth over time ( for development portfolio). A. Dates B. Time C. Work Samples |
✔️A. Dates |
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99. Elements of Portfolio in which show attempts in write-ups or essays ( for development portfolio). A. Comments B. Work Samples C. Drafts |
✔️C. Drafts |
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100. Elements of Portfolio in which includes the title of each part and its page number. A. Cover Sheet B. Self Assessment C. Table of Contents |
✔️C. Table of Contents |
