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100 Cards in this Set
- Front
- Back
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In Bloom's taxonomy, evaluating is deemed most complex of all skills. A. True B. False |
A. True |
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Critical thinking skills and higher order thinking skills are different from one another. A. True B. False |
B. False |
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HOTS are most useful in spelling, vocabulary learning, and syntax coding. A. True B. False |
B. False |
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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. A. True B. False |
B. False |
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The highest level of processing according to Kendall and Marzano is self-system. A. True B. False |
A. True |
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The sixth level of processing involves thinking about thinking. A. True B. False |
B. False |
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Knowledge utilization is higher than retrieval and analysis. A. True B. False |
A. True |
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Self-system includes monitoring one's learning process and clarifying the accuracy of one's learning. A. True B. False |
B. False |
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Pestalozzi believes that children ought to learn by head, hand, and heart. A. True B. False |
A. True |
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MELCs, which stands for most essential learning competencies aims to guide educators in designing their class instruction. A. True B. False |
A. True |
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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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LOTS are important but are less important than HOTS. A. True B. False |
A. True |
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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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HOTS are useful in spelling, syntax coding, vocabulary building. A. True B. False |
B. False |
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A model is necessary in the lowest level “Imitate” of Dave’s psychomotor taxonomy. A. True B. False |
A. True |
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According to CHED Memo Order #20, s.2014, what outcomes should all HEI’s observe alignment in order to ensure quality graduates? A. Institutional Outcomes B. Course Outcomes C. Program Outcomes D. Student Learning Outcomes |
C. Program Outcomes |
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Based on the same memo, students should be able to communicate effectively in which languages? A. Mother Tongue B. English, Filipino, Mother Tongue C. Tagalog and English D. English and Filipino |
D. English and Filipino |
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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, IV B. I and II C. I and III D. II, III, IV |
A. I, II, III, IV |
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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 |
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In the revised taxonomy, why is there a need to change the nouns into verbs? A. Verbs suggest active teacher engagement B. Verbs suggest thinking, feeling and doing are active. C. Verbs suggest active student engagement D. Verbs suggest that learning is doing. |
C. Verbs suggest active student engagement |
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Which of the following does NOT belong? A. Understanding B. Analyzing C. Evaluating D. Applying |
A. Understanding |
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Which of the following verbs is behavioral?
A. Describe B. Know C. Understand D. Learn |
A. Describe |
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Which of the following does NOT belong? A. Explain B. Define C. List D. Recognize |
A. Explain |
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Which behavioral verb involves declaring information, facts, and ideas?
A. List B. Identify C. Define D. State |
D. State |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Which diagram is best when requiring students to compare and contrast? A. Ishikawa B. Concept Map C. Venn D. Gantt |
C. Venn |
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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 |
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Which cognitive level is tapped in the given scenario? Teacher Halina Tayo requires her students to watch the president’s SONA of the previous year, argue whether or not his promises have been accomplished, and rate his overall performance at the present.
A. Applying B. Analyzing C. Evaluating D. Creating |
C. Evaluating |
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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 |
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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. |
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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. |
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Which does not belong? A. Imitation B. Set C. Adaptation D. Mechanism |
A. Imitation |
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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 |
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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 |
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Which psychomotor domain levels according to Simpson is the lowest and the highest respectively?
A. Perception; Origination B. Guided Response; Complex Overt Response C. Imitation; Origination D. Perception; Non-Discursive Communication |
A. Perception; Origination |
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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 |
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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 V C. I, III, IV D. I, II, III, IV, V |
C. I, III, IV |
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Which of the following shows the highest level of the 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. |
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Harrow’s psychomotor domain starts with ______.
A. Fundamental movements B. Reflex movement C. Non-discursive communication D. Perception |
B. Reflex movement |
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Which of the following does NOT belong? A. Imitation B. Articulation C. Precision D. Mechanism |
D. Mechanism |
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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. |
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What does the assessment of students start with?
A. Institution’s vision, mission, and core values B. CHED recommendations as stated in the memo C. Student learning outcomes D. Institutional, Program, and Course outcomes |
A. Institution’s vision, mission, and core values |
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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 the 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. |
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Which of the following is NOT ideal in assessing learning outcomes?
A. Using real-world application B. Providing specific feedback C. Allowing students to practice self-assessment D. Emphasizing both LOTS and HOTS |
D. Emphasizing both LOTS and HOTS |
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In the instructional cycle, which phase concludes the cycle? A. Summative assessment of Outcomes B. Mastery Learning C. Formative Assessment of Outcomes D. Institutional Vision-Mission |
A. Summative assessment of Outcomes |
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Which of the following phases is first? A. Deciding the lesson focus B. Diagnostic Assessment C. Supporting student activities D. Formative Assessment |
B. Diagnostic Assessment |
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What does diagnostic assessment identify? A. Strengths B. Weaknesses C. Both A and B D. Levels |
C. Both A and B |
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Based on the instructional cycle, how can we ensure mastery learning? A. Review/Reteach B. Clear desired SLOs C. Lesson Focus D. Summative Assessment |
A. Review/Reteach |
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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 |
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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 |
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You wish to see your students’ progress in writing from the beginning of the school year till the end. So, you require that they compile all their outputs, drafts, revisions, and final products.
A. Development B. Process C. Product D. Showcase |
A. Development |
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To help your graduating students become more bankable in the industry, you require them to gather all their outputs that are commendable and exemplary. You then instruct them that they need to bring this in their interviews. 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 |
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You inform your class that they are to stage a dramatic performance using the model of Viola Spolin. You then require them to document the entire procedure starting with the planning, then the performance, and the aftermath which may comprise the audience’s and performer’s feedback. A. Evaluation B. Development C. Product D. Process |
D. Process |
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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 |
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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 |
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When using authentic assessment methods, how do we ensure reliable measurement?
A. Set criteria for grading. B. Involve experts in evaluating work C. Use rubrics D. Refer to standards in evaluating tasks |
C. Use rubrics |
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Which of the following statements is TRUE about rubrics? A. Holistic rubrics provide specific feedback. B. Holistic rubric is best when dealing 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 dealing with time constraint and a large number of students. |
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This is the epitome and goal of learning.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
c. Creating |
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This involves separating concepts into components and elements.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
a. Analyzing |
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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 |
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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 |
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This is all about making sense of texts and images.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
f. Understanding |
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It requires producing definitions and facts from memory.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
e. Remembering |
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This is also known as the transfer of learning.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
b. Applying |
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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 |
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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 |
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This involves synthesizing elements to produce something new.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
c. Creating |
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Label the parts of the flower.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
e. Remembering |
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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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Justify your choice of president.
a. Analyzing b. Applying c. Creating d. Evaluating e. Remembering f. Understanding |
d. Evaluating |
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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. Analytical Rubric B. Holistic Rubric |
B. Holistic Rubric |
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You discussed with the students the elements of persuasive writing and you want to grade them based on their performance for each element. A. Analytical Rubric B. Holistic Rubric |
A. Analytical Rubric |
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You are tasked (1) to diagnose a student’s acting skill by identifying areas of weakness and (2) to commend areas of strengths. A. Analytical Rubric B. Holistic Rubric |
A. Analytical Rubric |
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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. Analytic Rubric B. Holistic Rubric |
B. Holistic Rubric |
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You are going to conduct research on the comprehension skill level of students in the following areas: literal, inferential, and evaluative comprehension. A. Analytical Rubric B. Holistic Rubric |
A. Analytical Rubric |
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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 |
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This is the highest level of the affective domain. A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
A. Characterizing |
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This level involves prioritizing values and resolving conflicts between them. A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
D. Organizing |
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It involves being aware of a phenomenon due to attentiveness. . A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
B. Receiving |
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The ultimate goal of this level is committing or assuming responsibility. A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
E. Valuing |
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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 |
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The learner actively participates in group discussion. A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
C. Responding |
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“I listen attentively and pay close attention.” A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
B. Receiving |
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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 |
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Learners rally in support of a minority group that faces discrimination. A. Characterizing B. Receiving C. Responding D. Organizing E. Valuing |
E. Valuing |
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The definition of a noun: A noun is a word that represents a person, place, thing, or idea.
a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
a. Factual Knowledge |
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Recognizing that nouns can be categorized into different types, such as common nouns, proper nouns, abstract nouns, concrete nouns, and collective nouns. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
c. Conceptual Knowledge |
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Evaluating your ability to explain photosynthesis to others and adapting your explanations based on your audience's level of understanding. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
d. Metacognitive Knowledge |
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Knowing how to set up experiments to measure the rate of photosynthesis under different conditions, such as using a photosynthesis chamber and measuring oxygen production. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
b. Procedural Knowledge |
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Grasping the importance of photosynthesis in the food chain: Photosynthesis is the foundation of the food chain, as it provides energy-rich glucose for plants, which are then consumed by herbivores and so on up the chain. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
c. Conceptual Knowledge |
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Definition of photosynthesis: Photosynthesis is the process by which green plants, algae, and some bacteria convert carbon dioxide and water into glucose (sugar) and oxygen, using sunlight as an energy source. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
a. Factual Knowledge |
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Knowing when and how to capitalize proper nouns.
a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
b. Procedural Knowledge |
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Evaluating your ability to apply the rules for forming plurals or creating possessive nouns and making adjustments as needed. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
d. Metacognitive Knowledge |
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The recall of basic facts, terminology, and details about a topic. It includes remembering specific information without necessarily understanding its deeper meaning or context.
a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
a. Factual Knowledge |
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This pertains to knowing how to perform specific tasks, solve problems, or carry out procedures. It involves the ability to apply rules, algorithms, or techniques to achieve a particular goal or complete a task. a. Factual Knowledge b. Procedural Knowledge c. Conceptual Knowledge d. Metacognitive Knowledge |
b. Procedural Knowledge |
