Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
118 Cards in this Set
- Front
- Back
|
1. According to CHED Memo Order #20, s.2014, what outcomes should all HEIs observe alignment in order to ensure quality graduates? A.Institutional Outcomes B. Course Outcomes C. Program Outcomes D. Student Learning Outcomes |
C. Program Outcomes |
|
|
2. Based on the same memo, students should be able to communicate effectively in which languages?
A. Mother Tongue B. Tagalog and English C. English, Filipino, Mother Tongue D. English and Filipino |
D. English and Filipino |
|
|
3. Which of the following are mentioned in the same memo?
I. ethical responsibility II. historical and cultural heritage III. latest developments IV. independence and teamwork
A. I, II, III, V B. I and II C. I and III D. II, III, IV |
A. I, II, III, V |
|
|
4. Which statement/s is/are TRUE about the contributions of Bloom in the field of education?
I. Education should be holistic. II. In writing the objectives, behavioral verbs should be used. III. Each taxonomy is organized into levels. IV. The levels are given equal importance.
A. I and II B. I, II and III C. I and III D. I, II, III, IV |
B. I, II and III |
|
|
5. In the revised taxonomy, why is there a need to change the nouns into verbs? A. Verbs suggest active teacher engagement B. Verbs suggest active student engagement C. Verbs suggest thinking, feeling and doing are active. D. Verbs suggest that learning is doing.
|
B. Verbs suggest active student engagement |
|
|
6. Which of the following does NOT belong? A. Understanding B. Analyzing C. Evaluating D. Applying |
A. Understanding |
|
|
7. Which of the following verb is behavioral?
A. Describe B. Know C. Understand D. Learn |
A. Describe |
|
|
8. Which of the following does NOT belong? A. Explain B. Define C. List D. Recognize |
A. Explain |
|
|
9. Which behavioral verb involves declaring information, facts, and ideas? A. List B. Identify C. Define D. State |
D. State |
|
|
10. Which behavioral verb involves drawing an image or writing a scenario that represents the concept? A. Infer B. Discuss C. Draw D. Illustrate |
D. Illustrate |
|
|
11. You want your students to give examples of a concept. Which is the best behavioral verb for this? A. Explain B. Exemplify C. Classify D. Discuss |
B. Exemplify |
|
|
12. You want students to display their knowledge visibly and publicly. Which is the best behavioral verb for this? A. Exhibit B. Use C. Dramatize D. Demonstrate |
A. Exhibit |
|
|
13. You want your students to identify the similarities between two concepts. What are asking of them to do? A. Contrast B. Examine C. Compare D. Agree |
C. Compare |
|
|
14. You want your students to examine both pros and cons of something. What are asking of them to do? A. Defend B. Argue C. Critique D. Criticize |
C. Critique |
|
|
15. You want your students to assign a score to a given work based on criteria. What are asking of them to do? A. Assign B. Rate C. Conclude D. Number |
B. Rate |
|
|
16. Which diagram is best when requiring students to compare and contrast? A. Ishikawa B. Concept Map C. Venn D. Gantt
|
C. Venn |
|
|
17. Which cognitive level is tapped in the given scenario? Teacher Dina Macuja creates a memory game where students have to label the parts of a flower on the board. A. Remembering B. Understanding C. Applying D. Analyzing |
A. Remembering |
|
|
18. Which cognitive level is tapped in the given scenario? Teacher Halina Tayo reguires her shudents to watch the president's SONA of the previous year, argue whether not his promises have been accomplished, and rate his overall performance at the present. A. Applying B. Analyzing C. Evaluating D. Creating |
C. Evaluating |
|
|
19. Which cognitive level is tapped in the given scenario? Teachers Anne Bajo and Dina Lego teach English and computer, respectively. They collaborated and required their students to design a simple program which they will present to a group of young audiences. A. Evaluating B. Creating C. Applying D. Understanding |
B. Creating |
|
|
20. Which outcome is of the lowest level of cognitive domain? A. Compare the results of experiment A with experiment B. B. Illustrate the different ways to recycle. C. Define recycle, reuse, and reduce. D. Discuss the different levels of thinking.
|
C. Define recycle, reuse, and reduce. |
|
|
21. Which outcome is of the highest level of cognitive domain? A. Generate new mathematical model to address novel problems. B. Make judgments about the effectiveness and efficiency of two mathematical strategies. C. Utilize mathematical concepts to solve real-world problems. D. Interpret mathematical charts to draw conclusion. |
A. Generate new mathematical model to address novel problems. |
|
|
22. Which does not belong?
A. Imitation B. Set C. Adaptation D. Mechanism |
A. Imitation |
|
|
23.Which statement is true about SET of the psychomotor domain level?
A. It is the use of sensory cues to guide motor activity. B. It is the ability to convert learned simple responses into habitual actions. C. It refers to readiness to act D. It refers to the ability to skillfully perform a task.
|
C. It refers to readiness to act |
|
|
24. Which psychomotor domain level is tapped when students make their first attempt at a physical activity?
A. Mechanism B. Guided Response C. Perception D. Adaptation |
B. Guided Response |
|
|
25. Which psychomotor domain levels according to Simpson is the lowest and the highest respectively?
A. Perception; Origination B. Imitation; Origination C. Guided Response; Complex Overt Response D. Perception; Non-Discursive Communication |
A. Perception; Origination |
|
|
26. Which statement/s is/are TRUE? I. Reflex movements are learned, voluntary reactions. II. The highest level of Harrow's taXonomy is the ability to play sports. III. Physical abilities highlight fitness which comprises stamina, strength, agility, etc. A. I and II B. I and III C. III only D. I, II, III |
C. III only |
|
|
27. Who among the following made taxonomies for the psychomotor domain? I. Simpson II. Bloom III. Dave IV. Harrow V. Anderson A. I and III B. II and IV C. I, III, IV D. I, II, III, IV, V |
C. I, III, IV |
|
|
28. Which of the following shows the highest level of psychomotor domain according to Harrow? A. Advanced learned movements as one would find in acting B. Development of fitness with focus on areas like flexibility and core strength. C. Response to stimuli such as visual and auditory. D.Use effective body language such as gestures and facial expressions. |
D.Use effective body language such as gestures and facial expressions. |
|
|
29. Harrow's psychomotor domain starts with ____? A. Fundamental movements B. Non-discursive communication C. Reflex movement D. Perception |
C. Reflex movement |
|
|
30. Which of the following does NOT belong? A. Imitation B. Articulation C. Precision D. Mechanism |
D. Mechanism |
|
|
31. Which statement is TRUE about the affective domain?
A. It emphasizes thinking processes. B. Learner's emotional experiences are considered at the highest levels of the taxonomy. C. Outcomes of this domain include fostering enthusiasm and development of positive attitudes. D. The affective domain is less relevant in education compared to the cognitive domain.
|
C. Outcomes of this domain include fostering enthusiasm and development of positive attitudes. |
|
|
32. What does assessment of student start with? A. Institution's vision, mission, and core values B. Student learning outcomes C. CHED recommendations as stated in the memo D. Institutional, Program, and Course outcomes
|
A. Institution's vision, mission, and core values |
|
|
33. Which of the following exemplifies good practice of assessing learning outcomes? A. Arranging standalone activities to address immediate needs. B. Informing students of the SLOS at the beginning, middle and end of instruction. C. Having the content as basis of one's assessment task. D. Setting criteria or standard of success to help interpret results
|
D. Setting criteria or standard of success to help interpret results |
|
|
34. Which of the following is NOT İdeal in assessing learning outcomes? A. Using real-world application B. Allowing students to practice self-assessment C. Providing specific feedback D. Emphasizing both LOTS and HOTS
|
D. Emphasizing both LOTS and HOTS |
|
|
35. In the instructional cycle, which phase concludes the cycle? A. Summative assessment of Outcomes B. Formative Assessment of Outcomes C. Mastery Learning D. Institutional Vision-Mission |
A. Summative assessment of Outcomes |
|
|
36. Which of the following phases is first? A. Deciding the lesson focus B. Supporting student activities C. Diagnostic Assessment D. Formative Assessment |
C. Diagnostic Assessment |
|
|
37. What does diagnostic assessment identify? A. Strengths B. Weaknesses C. Both A and B D. Levels |
C. Both A and B |
|
|
38. Based on the instructional cycle, how can we ensure mastery learning? A. Review/Reteach B. Lesson Focus C. Clear desired SLOS D. Summative Assessment |
A. Review/Reteach |
|
|
39. The SLO is "to interpret a given poem." Which assessment task aligns? A. A multiple-choice test where student selects the correct meaning of specific words in the poem B. An essay where students analyze the theme and symbolism based on their own understanding C. A recitation exercise where students memorize and recite the poem D. A quiz that requires them to remember the poem's author, title and publication date. |
B. An essay where students analyze the theme and symbolism based on their own understanding |
|
|
40. The SLO is "to express opinion on the current issue related to the West Philippine Sea." Which assessment is least preferred? A. a vlog B. performance C. an essay D. editorial cartoon
|
B. performance |
|
|
41. You wish to see your students' progress in writing from the beginning of the school year till the end. So, yourequire that they compile all their outputs, drafts, revisions, and final products. A. Development B. Process C. Product D. Showcase |
A. Development |
|
|
42. To help your graduating students become more bankable in the industry, you require them to gather all theiroutputs that are commendable and exemplary. You then instruct them that they need to bring this in theirinteryiews. This may include their lesson plans, their rubrics, their seatwork activities in the practicum, etc. A Process B. Showcase C. Evaluation D. Product |
B. Showcase |
|
|
43. You inform your class that they are to stage a dramatic performance using the model of Viola Spolin. You thenrequire them to document the entire procedure starting with the planning, then the performance, and theaftermath which may comprise audience's and performer's feedback. A. Evaluation B. Development C. Product D. Process |
D. Process |
|
|
44. What element differentiates evaluation portfolio from other types of portfolios? A. stating the course outcomes and the corresponding activities to meet them B. the evaluation and comment of the teacher on the provided work C. the best work of the students based on the evaluation of the teacher D. including the steps in achieving the desired output |
A. stating the course outcomes and the corresponding activities to meet them |
|
|
45. Which element of a portfolio is most important and is found in all types of portfolios? A. dates B. self-assessment C. cover sheet D. work samples |
D. work samples |
|
|
46. When using authentic assessment methods, how do we ensure reliable measurement? A. Set criteria for grading. B. Use rubrics C. Involve experts in evaluating work D. Refer to standards in evaluating tasks. |
B. Use rubrics |
|
|
47. Which of the following statements is TRUE about rubrics? A. Holistic rubrics provide specific feedback. B. Holistic rubric is best when dealinq with time constraint and a large number of students. C. Analytic rubric is easy to create. D. Analytic rubric fails to identify strengths and weaknesses. |
B. Holistic rubric is best when dealinq with time constraint and a large number of students. |
|
|
48. "I participate. I react. a. Characterizing b. Receiving c. Responding |
c. Responding |
|
|
49. "I internalize my values."
a. Characterizing b. Receiving c. Responding |
a. Characterizing |
|
|
50. "I pay attention."
a. Characterizing b. Receiving c. Responding |
b. Receiving |
|
|
51. This is the epitome and goal of learning.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
c. Creating |
|
|
52. This involves separating concepts into components and elements.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
a. Analyzing |
|
|
53. This level is achieved when learners state information in their own words.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
f. Understanding |
|
|
54. This is all about judging the worth or value of something.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
d. Evaluating |
|
|
55. This is all about making sense of texts and images.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
f. Understanding |
|
|
56. It requires producing definitions and facts from memory. a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
e. Remembering |
|
|
57. This is also known as the transfer of learning.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
b. Applying |
|
|
58. This level involves using what was learned in similar but new situations.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
b. Applying |
|
|
59. This is the foundational level that starts the process of learning.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
e. Remembering |
|
|
60. This involves synthesizing elements to produce something new.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
c. Creating |
|
|
61. In Bloom's taxonomy, evaluating is deemed most complex of all skills.
TRUE or FALSE |
TRUE |
|
|
62. Critical thinking skills and higher order thinking skills are different from one another.
TRUE or FALSE |
FALSE |
|
|
63. HOTS are most useful in spelling, vocabulary learning, and syntax coding.
TRUE or FALSE |
FALSE |
|
|
64. The four categories of knowledge focus on how you learn and use what you know while the types of learning focus on what you know.
TRUE or FALSE |
FALSE |
|
|
65. The highest level of processing according to Kendall and Marzano is self-system.
TRUE or FALSE |
TRUE |
|
|
66. The sixth level of processing involves thinking about thinking.
TRUE or FALSE |
FALSE |
|
|
67. Knowledge utilization is higher than retrieval and analysis.
TRUE or FALSE |
TRUE |
|
|
68. Self-system includes monitoring one's learning process and clarifying the accuracy of one's learning.
TRUE or FALSE |
FALSE |
|
|
69. Pestalozzi believes that children ought to learn by head, hand, and heart.
TRUE or FALSE |
TRUE |
|
|
70. MELCs, which stands for most essential learning competencies aims to guide educators in designing their class instruction.
TRUE or FALSE |
TRUE |
|
|
71. Gerald knows what metacognitive knowledge is.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive
|
A. Factual Knowledge |
|
|
72. Felicidad has a clear idea about the many definitions of love.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
A. Factual Knowledge |
|
|
73. Thelma follows the steps by Jon Mueller in conducting authentic Assessment.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
C. Procedural |
|
|
74. Esther outlines the principles in assessing learning.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
B. Conceptual |
|
|
75. Mario knows what photosynthesis is.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
A. Factual Knowledge |
|
|
76. Yelina is aware of her learning gaps in trying to grasp the concept of relativity.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
D. Metacognitive |
|
|
77. Oliver identifies which strategies can help him best in reading 10 papers in a week.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
D. Metacognitive |
|
|
78. Water can explain the theoretical model of his research paper.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
B. Conceptual |
|
|
79. Philip knows that the task is difficult for him so he chunked it into manageable bits.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
D. Metacognitive |
|
|
80. Rene follows the scientific method in conducting his research.
A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive |
C. Procedural |
|
|
81. The ideal behavior of this level is showing enjoyment or pleasure in an activity.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing
|
C. Responding |
|
|
82. This is the highest level of the affective domain.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
A.Characterizing |
|
|
83. This level involves prioritizing values and resolving conflicts between them.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
D. Organizing |
|
|
84. It involves being aware of a phenomenon due to attentiveness.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
B. Receiving |
|
|
84. It involves being aware of a phenomenon due to attentiveness.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
B. Receiving |
|
|
85. The ultimate goal of this level is committing or assuming responsibility.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
E. Valuing |
|
|
86. This level requires consistency and that values become part of one's lifestyle.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
A.Characterizing |
|
|
87. The learner actively participates in group discussion.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
C. Responding |
|
|
88. "I listen attentively and pay close attention."
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
B. Receiving |
|
|
89. Example of an outcome in this level is "to strike balance between work and leisure,"
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
D. Organizing |
|
|
90. Learners rally in support of a minority group that faces discrimination.
A.Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
E. Valuing |
|
|
91. Examples include diagrams, research, advertisements.
A. Performance B. Portfolio C. Product D. All of the Above |
C. Product |
|
|
92. It involves identifying task criteria. A. Performance B. Portfolio C. Product D. All of the Above |
D. All of the Above |
|
|
93. This is a purposeful collection of student work. A. Performance B. Portfolio C. Product D. All of the Above |
B. Portfolio |
|
|
94. This pertains to all actual concrete creations. A. Performance B. Portfolio C. Product D. All of the Above |
C. Product |
|
|
95. This is used to present student growth over time. A. Performance B. Portfolio C. Product D. All of the Above |
B. Portfolio |
|
|
96. Examples include experiments, simulation, recitals. A. Performance B. Portfolio C. Product D. All of the Above |
A. Performance |
|
|
96. Examples include experiments, simulation, recitals. A. Performance B. Portfolio C. Product D. All of the Above |
A. Performance |
|
|
96. Examples include experiments, simulation, recitals. A. Performance B. Portfolio C. Product D. All of the Above |
A. Performance |
|
|
97. Choosing this goes through a process that starts with identifying standards.
A. Performance B. Portfolio C. Product D. All of the Above |
D. All of the Above |
|
|
98. This is a demonstration of one's knowledge. A. Performance B. Portfolio C. Product D. All of the Above |
A. Performance |
|
|
99. This is an example of alternative assessment.
A. Performance B. Portfolio C. Product D. All of the Above
|
D. All of the Above |
|
|
100. It requires the use of rubrics.
A. Performance B. Portfolio C. Product D. All of the Above |
D. All of the Above |
|
|
101. Learning outcome: Dance tango
Assessment Task: Trace the history of tango
ALIGNED OR NOT |
NOT |
|
|
102. Learning Outcome: Present a report with PowerPoint.
Assessment Task: Communicate your findings through a PowerPoint presentation
ALIGNED OR NOT |
ALIGNED |
|
|
103. Learning Outcome: Trace the historical development of the Philippines basic education curriculum.
Assessment Task: Illustrate the progression of the educational curriculum in the Philippines using and appropriate graphical organizer.
ALIGNED OR NOT |
ALIGNED |
|
|
104. Learning Outcome: Interpret a given poem
Assessment Task: What is your favorite line in the poem? Why is it your favorite line?
ALIGNED OR NOT |
NOT |
|
|
105. Learning Outcome: Pronounce short a sound correctly.
Assessment Task: Encircle the words with short a sound.
ALIGNED OR NOT |
NOT |
|
|
Which rubric should be used in this situation. 106. 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.
HOLISTIC RUBRIC OR ANALYTIC RUBRIC |
HOLISTIC RUBRIC |
|
|
107. You discussed with the students the elements of persuasive writing and you want to grade them based on their performance for each element. HOLISTIC RUBRIC OR ANALYTIC RUBRIC |
ANALYTIC RUBRIC |
|
|
108. You are tasked (1) to diagnose a student's acting skill by identifying areas of weakness and (2) to commend areas of strengths. HOLISTIC RUBRIC OR ANALYTIC RUBRIC |
ANALYTIC RUBRIC |
|
|
109. 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.
HOLISTIC RUBRIC OR ANALYTIC RUBRIC |
HOLISTIC RUBRIC |
|
|
110. You are going to conduct research on the comprehension skill level of students in the following areas: literal, inferential, and evaluative comprehension. HOLISTIC RUBRIC OR ANALYTIC RUBRIC |
ANALYTIC RUBRIC |
|
|
111. 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 |
|
|
112. 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 |
|
|
113. 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. Set |
c. Guided Response |
|
|
114. "I am ready."
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Set |
g. Set |
|
|
115. "to produce new choreography."
a. Adaptation b. Complex Overt Response c. Guided Response d. Mechanism e. Origination f. Perception g. Set |
e. Origination |
