Field Study 1 & 2 Reviewer PDF

FIELD STUDY 1 (REVIEWER) MIDTERM 1. With the PPST as guide, an ideal learning environment should have the following characteristics, EXCEPT _______________. A. the learning environment promotes fairness B. is safe and conducive for learning C. builds many...

FIELD STUDY 1 (REVIEWER) MIDTERM 1. With the PPST as guide, an ideal learning environment should have the following characteristics, EXCEPT _______________. A. the learning environment promotes fairness B. is safe and conducive for learning C. builds many professional linkages D. establishes and maintains consistent standards of learners’ behavior 2. Which are present in a health-promoting environment? I. Canteen that sells all kinds of food including junk food II. Comfort rooms common for boys and girls III. Sanitary drinking fountains IV. Safe playground A. II, III, and IV B. I, II, III, and IV C. I and II D. III and IV 3. Which physical school environment supports learning? A. Availability of flexible classroom furniture B. Presence of spacious classrooms C. Prominence of bulletin boards in every building D. Tall school buildings 4. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional-interactive B. Informational C. Motivational D. Decorative 5. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional-interactive B. Informational C. Motivational D. Decorative 6. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying incessantly and refuses to listen and accept the sound advice that the teacher is offering. Her refusal to accept is because A. she thinks what she feels is too special and unique, that no one has felt like this before. B. The teenager’s favorite word is “no,” and she will simply reject everything the teacher says C. 14-year-olds are not yet capable of perspective-taking and cannot take the teacher’s perspective. D. Teenagers never listen to adult advice. 7. A preschooler teacher is thinking about how best to develop the fine motor skills of the 4-year-olds. Which of the following should he best consider? A. Provide daily coloring book activities B. Ask the children to do repeated writing drills every day. C. Encourage the children to eat independently. D. Conduct a variety of fun and challenging activities involving hand muscles daily. 8. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class: “What happens to the egg if I add three tablespoons of salt to the glass of water?” This is hypothesis formulation. What can you infer about the cognitive developmental stage of Teacher Rita’s class? A. Formal operational stage B. Concrete operational stage C. Pre-operational stage D. Between concrete and formal operational stage. 9. Which statement on student diversity is CORRECT? A. The teacher must do his/her best to reduce student diversity in the class. B. The less the diversity of students in class, the better for the teacher and students. C. The teacher should accept and value diversity. D. Student diversity is purely due to students’ varied cultures. 10. Which student’s thinking/behavior indicates that he/she values diversity? A. He/She regards his culture as superior to other’s cultures. B. He/She regards his culture as inferior to other’s cultures. C. He/She accepts the fact that all people are unique in their own way. D. He/She emphasizes the differences among people and disregards their commonalities 11. What is the teaching-learning implication of student diversity? A. Compare students. B. Make use of a variety of teaching and assessment methods and activities. C. Do homogenous grouping for group activities. D. Develop different standards for different student groups. 12. All are features of the Indigenous Peoples Education Curriculum, EXCEPT; A. Affirms and strengthens indigenous cultural identity. B. Makes education exclusive to the indigenous culture. C. Revitalizes, regenerates, and enriches IKSPS and indigenous languages. D. Anchors the learning context on the ancestral domain, the community’s worldview, and its indigenous cultural institutions. 13. All are best practices in using learning resources for indigenous learners, EXCEPT; A. Culturally generated learning resources only include group’s artifacts, stories,dances, songs, and musical instruments. B. The language used in instructional materials, especially in primary years, which highlight the mother tongue, is consulted with the indigenous community. C. Cultural sensitivity and protocols are observed in the development and use of instructional materials. D. The indigenous community’s property rights are upheld in publishing learning resources. 14. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT; A. Including the practice of competencies in actual community and family situations. B. Applying higher-order thinking skills and integrative understanding across subject areas. C. Using international context in the assessment standards and content faithfully without modification. D. Including community-generated assessment processes that are part of indigenous without system 15. Read the following comments by the teacher. Which of these comments will most likely make a child try harder, rather than give up? A. Sinuwerte ka ngayon dito sa test, ha? B. Hindi ka talaga magaling dito sa paksang ito, ‘no? C. Nakikita ko na kailangan mong maglaan ng mas mahabang panbahon sa paksang ito para lubos mong maunawaan ito. D. Nahihirapan ka sa paksang ito. Maaari kitang tulungan. 16. Which of the following demonstrates differentiated instruction? A. The teacher groups the learners by their ability level and makes the groups work with the same topic but assigns a different task appropriate for each group to accomplish. B. The teacher divides the class into three heterogenous groups and assigns the same activity for each group to work on. C. The teacher groups the learners by their ability level and assigns different topics for the groups to work on. D. The teacher groups the learners by ability levels and assigns each group a different task on the same topic, and then requests three different teachers, each to assess one of the groups. 17. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT; A. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable. B. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable except by lecturing. C. Preparing two different sets of examinations, one for the fast learners and another for the slow learners. D. Applying two sets of different standards. 18. What is most likely the kind of children raised by authoritarian parents? I. Fearful II. Inhibited III. Hostile IV. Withdrawn A. I and II. II and III B. I. , II, and III D. I, II, III, and IV 19. If a child was raised by authoritative parents, how will most likely will he/she behave in class? A. Relates well to classmates B. Is suspicious of others C. Quarrels often with classmates D. Has a low level of independence 20. Which parenting style/s contribute/s to the development of children who have a low level of responsibility? A. Authoritarian C. Permissive B. Authoritative D. Neglecting and permissive 21. Focusing on the natural consequences of students’ behavior develops more self-regulation in the students. Which of the following teacher statements demonstrates focusing on natural consequences? A. “Those who were noise today during seatwork will not be allowed to play games on the computer later.” B. “It if takes you longer to finish the seatwork because time is wasted on chatting, then we won’t have time to go to the playground anymore.” C. “Those who are well-behaved in class will be given plus 5 points in the quiz.” D. “If you get a grade of 95 or higher in the first two assignments, you will be exempted from the 3rd assignment.” 22. Learners are more likely to internalize and follow classroom rules when ____________. A. the teacher clearly explains the rules she prepared B. the learners know the punishments for not following the rules C. the learners participate in the rule-making process D. the teacher gives additional points to those who follow the rules 23. For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all EXCEPT ____________________. A. give immediate feedback to reinforce appropriate behavior of learners B. be open to exceptions each time a learner misbehaves in class C. communicate and enforce school supplies and procedures clearly and consistently D. handle behavior problems promptly and with due respect to learners’ rights. 24. What term applies to the established ways of managing a classroom into a more organized and systematic structure? A. Classroom Routine B. Positive Discipline C. Classroom Discipline D. Classroom Management 25. When is the best time to establish classroom routines? A. At the start of the year B. At the end of the class C. At the start of the activity D. At the start of the discussion 26. What is the primary reason for the establishment of classroom routines? A. To ensure order B. To eliminate stress C. To be fair at all times D. To control the class 27. To ensure order in the transition activities, what must be done? A. Assign a leader. B. Post the rules. C. Let the students work in groups. D. Set the rules before the activity. 28. What routine must be set to guarantee the safety of the students? A. Assign a leader. B. Let them work in pairs. C. Let them work individually. D. Set the dos and don’ts in every activity 29. How will you prevent truancy among students? A. Check attendance regularly. B. Allocate budget for each student. C. Improve sanctions on absences. D. Prepare and teach your lessons effectively at all times. 30. What will be the most effective way of dealing with non-participative students? A. Let them do what pleases them. B. Refer the matter to Guidance Counselor. C. Employ engaging and enjoyable activities. D. Give them the grades they deserve based on their performance. 31. How will you help the shy and timid students in your class? A. Treat them naturally. B. Let them be as they are. C. Refer them to the Guidance Office. D. Encourage them to join as many activities in class. 32. How will you put to optimum use the leadership skills of your students? A. Recognize their leadership skills. B. Let them just do what they please. C. Refrain from calling them all the time. D. Empower them to initiate activities in class. 33. To discipline unruly students, Teacher Helen always tells her students, “Remember I am the person in authority here. I have the power to pass or fail you.” Do you agree with Teacher Helen’s reference to power? A. We need more data to give a categorical answer. B. Yes, passing and failing are in the hands of a teacher. C. Yes, one may use the power given to you to blackmail students D. No, the teaching authority is not meant to be used to pass or fail students. 34. When we say school curriculum, it refers only to the K to 12 curriculum. A. This statement is true. B. This statement is not true. C. This statement is half true. D. This statement is silly. 35. A professional teacher should possess the following skills to address the need for a curricularist EXCEPT one. Which one is not? A. Knower of the curriculum B. Believer of the curriculum C. Implementer of the curriculum D. Writer of the curriculum 36. The influence of multimedia, peers, community traditions, and advancement in technology, though not deliberately taught in lessons, will influence the curriculum. This is referred to as ___________________. A. Written curriculum B. Recommended curriculum C. Implemented curriculum D. Hidden curriculum 37. Which two components of the lesson plan (as a minuscule curriculum) should be aligned? I. Outcomes and Assessment II. Assessment and Teaching Methods III. Outcomes and Teaching Methods A. I only B. II only C. III only D. I, II, and III 38. What is the most important reason why there should be a constructive alignment of the components of the curriculum? A. For ease of correcting by the school principal. B. To assure that each component contributes to the attainment of the learning outcomes. C. As a required template when starting to write a lesson plan. D. As a model of other lesson plans written and published.  FINALS 39. Teacher Rose believed that students need to know the intended learning outcome of her lesson. She proceeds to her learning activities at once without letting them know what they are supposed to learn for the day. Which principle does Teacher Rose negate? A. Effective learning begins with setting clear expectations and learning outcomes. B. Learning is an active process. C. Learning is the discovery of the personal meaning of ideas. D. Learning is a cooperative and collaborative process. 40. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on. Teacher Lil is very much convinced of which principle of learning? A. Learning is an active process. B. Learning is the discovery of the personal meaning of ideas. C. Learning is a cooperative and collaborative process. D. Effective learning begins with setting clear expectations and learning outcomes. 41. For meaningful teaching and learning, it is best to connect the lesson to the life of students by integrating a relevant value in the lesson. Which principle is applied? A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains – cognitive, skill and effective or cognitive and affective or skill and effective. B. Begin with the end in mind. C. Share lesson objectives/intended learning outcomes with students. D. Write SMART lesson objectives/intended learning outcomes. 42. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained to the class before the students began their task. Based on revised Bloom’s taxonomy, at which level of cognitive processing is the students? A. Evaluating C. Applying B. Synthesizing D. Analyzing 43. You are required to formulate your own philosophy of education in the course “The Teaching Profession.” Based on Bloom’s revised taxonomy, at which level of cognitive processing are you? A. Analyzing C. Creating B. Applying D. Evaluating 44. Learning is an active process. Which one is an application of this principle? A. Avoid drills that are out of context. B. Teach your content from a multidisciplinary perspective. C. Group students for work or project, the way project becomes less expensive. D. Let students learn the steps in opening a computer by making them follow the steps. 45. The more senses that are involved, the more and the better the learning. Which practice is aligned with this principle? A. Employ cooperative learning. B. Teach using mostly verbal symbols. C. Invite parents as resource speakers in class. D. Bring students to field trips with the consent of the school and parents. 46. In OBTL, upon which should my assessment be based? A. Content B. Intended Learning Outcome C. Scope of the Subject Matter D. Teaching and Learning Activities 47. Which type of question will least promote interaction among students? A. Divergent B. Conceptual C. Convergent D. Inference 48. To obtain well-thought-out answers, which questioning behavior helps? A. Allowing sufficient time B. Asking open-ended questions C. Asking non-directed question D. Involving as many as possible 49. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual pieces of information found on the site are well-documented, and pictures and diagrams are properly labeled. She is also checking that there are no misspelled words nor grammar errors. Which criterion is she focusing on? A. Appropriateness C. Motivation B. Clarity D. Accuracy 50. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the app is uncluttered in appearance, is arranged in some order of difficulty, and that icons represent what they were intended to represent. Which criterion is she focusing on? A. Organization C. Motivation B. Accuracy D. Appropriateness 51. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out whether the app taps the skills found in the Grade 8 standards to ensure that this app will help meet her objectives. She wants to make sure it is not too easy nor too difficult for her students. Which criterion is she focusing on? A. Organization C. Motivation B. Accuracy D. Appropriateness 52. A Science teacher uses a PowerPoint presentation to show the classification of kingdom Animalia. The teacher then teaches them how to use the software in making graphic organizers. Students then use this to create their own graphic organizers to classify animals. This shows technology integration which is _________________. A. Entry-constructive C. Infusion-constructive B. Adoption-constructive D. Transformation-constructive 53. Teacher A demonstrates how to work with a math app that provides practice in adding mixed fractions. The students then work independently with the app to provide them sufficient practice in adding mixed fractions. This shows technology integration which is ___________. A. Entry-active C. Infusion-active B. Adoption-active D. Transformation-active 54. A grade 7 Social Studies teacher gave a project where her class in Manila will work with other Grade 7 classes on their school campuses in Visayas and Mindanao. They will create posters and video clips to communicate a message about peace. They will use social media to spread their peace campaign. This project involves technology integration which is __________________. A. Entry-active C. Transformation-constructive B. Adoption-constructive D. Adaption-collaborative 55. All are responsibilities of the Learning Resource/Audio-Visual/Educational Technology Center of a school EXCEPT ______________________. A. Make available technology equipment for the use of teachers and students. B. Conduct training for teachers on how to use technology tools. C. Work with teachers in producing instructional materials. D. Accomplish the students’ technology project for them. 56. The Learning Resource/Audio-Visual/Educational Technology Center regularly provides the teachers with a list of websites, apps, and instructional materials available in the city which is relevant to the different subjects they teach. This fulfills which function? A. Recreational reading center B. A link to other community resources C. Laboratory of learning D. Center of resources 57. The Learning Resource/Audio-Visual/Educational Technology Center sponsors a seminar workshop for teachers and administrators on the use of the latest presenter applications. This fulfills which function? A. Center of resources C. Coordinating agency B. Agent of teaching D. Recreational reading center 58. MOOCs are considered massive because __________. A. They need a big amount of computer storage to be able to avail a course B. They can accommodate a big number of learners C. They can only be provided by big universities D. They were designed and created by a big group of experts 59. MOOCs are open because ______________. A. All courses are offered for free B. Courses can be accessed by anyone anywhere as long as they are connected to the internet C. Openness to ideas is a strict requirement D. One can avail of them only during the opening of a semester 60. MOOCs are considered as a course because ______________. A. They have a guide or a syllabus that indicates content, objectives, activities, and assessment B. They are always given by a fully-recognized university in the world C. They are a requirement for a Bachelor’s degree D. They are graded 61. The primary purpose of assessment is to ensure learning. Which assessments are referred to? I. Assessment as Learning II. Assessment for Learning III. Assessment of Learning A. I, II, and III C. I and II B. I and III D. II and III 62. Research shows that when students help develop questions for an assessment and have a deeper understanding of what they are expected to learn before they take the assessment, they take greater responsibility for their own learning. Which assessment is referred to? A. Assessment as Learning C. Assessment for Learning B. Assessment of Learning D. Assessment in Learning 63. DepEd Order No. 8, s. 2015 states, “Assessment is a process used to keep track of learners’ progress in relation to learning standards…, to promote self-reflection and personal accountability among students about their own learning…” Which assessments are referred to by the DepEd memo? I. Assessment as Learning II. Assessment for Learning III. Assessment of Learning A. I only C. I and II B. II and III D. I, II, and III 64. You check for understanding in the midst of your lesson. In which form/s of assessment are you engaged? A. Assessment as Learning C. Assessment of Learning B. Assessment for Learning D. Assessment of and for Learning 65. Assessment FOR learning is an ongoing statement that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. Is this statement TRUE? A. Yes C. Somewhat B. No D. TRUE except the clause after “and” 66. It develops and supports students’ metacognitive skills. Which is referred to? A. Assessment as Learning C. Assessment of Learning B. Assessment for Learning D. Assessment in Learning 67. Which form of assessment is crucial in helping students become lifelong learners? A. Assessment of Learning C. Assessment as Learning B. Assessment for Learning D. Assessment in Learning 68. Which is characterized by students reflecting on their own learning and making adjustments so that they achieve deeper understanding? A. Assessment of Learning C. Assessment as Learning B. Assessment for Learning D. Assessment in Learning 69. Which practices are required for assessment as learning to be effective? I. Discuss the learning outcomes with the students. II. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered. III. Help them set goals to extend or support their learning as needed in order to help them meet the expectations. IV. Provide reference points and examples for the learning outcomes. A. I, II, and III C. III, IV, and V B. I, III, IV, and V D. I, II, III, IV, and V 70. In which type of assessment are students expected to go beyond completing the tasks assigned to them by their teacher and so students move from passive learners to active owners of their own learning? A. Assessment as Learning C. Assessment of Learning B. Assessment for Learning D. Assessment in Learning 71. Which assessment is likened to tasting the soup while in the process of cooking the soup? A. Assessment of Learning C. Assessment in Learning B. Assessment for Learning D. Assessment as Learning 72. Here is a learning outcome: Describe a person by the use of a metaphor Here is the test item: Describe a classmate or teacher by way of a metaphor. Is the test item aligned with the learning outcome? A. No C. Yes B. Somewhat D. Yes, if the teacher is not included 73. Learning outcome: Conduct an investigation to prove that plants can manufacture their own food. Test item: Can plants manufacture their own food? Explain your answer. Is the test item aligned with the learning outcome? A. No C. Yes B. Somewhat D. Yes, if the teacher is not included 74. Learning outcome: Demonstrate the inductive method of teaching. Test item: Outline the steps of the inductive method of teaching. Is the test item aligned with the learning outcome? A. No C. Yes B. Somewhat D. Yes, if the teacher is not included 75. Which assessment task is aligned to this learning outcome: Compute the mean if the scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40. A. What is a mean? B. Is mean a measure of variability? C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40? D. Is the mean the same as the average? 76. Learning outcome: To observe subject-verb agreement as one speaks. Test item: Give the correct form of the verb. 1. Dogs (howl). 2. A cat (meow). 3. Birds (fly). Is the test item aligned with the learning outcome? A. No C. Yes B. Somewhat D. Yes, if the teacher is not included 77. Here is a lesson objective/intended learning outcome: “illustrate the law of supply and demand with your original concrete example.” For content validity, which test item is aligned? A. Define the law of supply and demand and illustrate it with an example. B. Illustrate the law of supply and demand with a drawing. C. Illustrate the law of supply and demand with a concrete, original example. D. Explain the law of supply and demand and illustrate it with a diagram. 78. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity, which should she ask? A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any how.” B. Do you believe in Nietzsche’s statement: “He who has a why to live for can bear with almost any how.”? C. What is true in Nietzsche’s statement: “He who has a why to live for can bear with almost any how.”? D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has a why to live for can bear with almost any how.”? 79. After teaching them the process of experimenting, Teacher J wanted his students to be able to set up an experiment to find an answer to a scientific problem. Which will he ask his students to do? A. Set up an experiment to find out if aerial plants can also live on land. B. Can aerial plants also live on land? Research on experiments already conducted. Present your findings in class. C. Observe if aerial plants can survive when planted in soil. Note your observations and present them in class. D. Research on the answers to this scientific problem: Can aerial plants survive when transferred in soil? 80. Here is an intended learning outcome of a health teacher: “Identify skill-related fitness and activities suitable for the individual.” Does her test item measure this particular outcome and therefore has content validity? Question I. Identify the components of Physical Fitness under the skill-related activities. A. Body composition B. Agility C. Flexibility D. Organic Vigor A. Yes, very much B. Yes, because it asks something about skill-related activities. C. No. D. No, the options have nothing to do with skill-related activities. 81. Which assessment task is aligned with the learning outcome given above? A. True-False Test – An assessment task must be aligned to the learning outcome. B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks. Determine alignment of assessment with the learning outcome. C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction. D. Is an essay more reliable than a multiple-choice test? 82. What’s WRONG with this TRUE-FALSE test item? Filipinos are sociable but lazy. A. Opinionated C. Very short B. Not fit for a T-F test. D. Sweeping 83. Is the test item in accordance with the rules on test instruction? Write everything you learned from this course. A. No C. Somewhat B. Yes D. No, opinionated. 84. In a matching type of test, which should be found in the first column. A. Options C. Distracters B. Premises D. Jokers 85. In a multiple-choice type of test, one option among 4 was not chosen by any examinee. What is TRUE of that option? A. Implausible C. Plausible B. Realistic D. Unattractive 86. The students were at a loss as to what answer to give in a completion type of test since there were so many blanks. Which is TRUE of the test item? A. Too complex C. Over mutilated B. Unattractive D. Implausible 87. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help? I. Analytic II. Holistic A. I only C. II only B. I and II D. No need for a rubric 88. I want to know how skilled the students have become in the research report. Which assessment task will be valid? A. Make students defend the research report before a panel. B. Make students write the research report. C. Group the students for research report writing. D. Make students conduct an action research. 89. I want to get a global view of a student’s performance. Which rubric is most fit? A. Analytic C. Holistic B. Itemized D. Analytic and Holistic 90. Which can prove that students are now capable of sewing after a 200-hour course? A. Presentation of a product they have sewn. B. Operation of the sewing machine. C. Drawing a pattern for a set of pajamas. D. Labeling the parts of a sewing machine. 91. Which is the most reliable way of determining whether or not the student can now dance the tango? A. Performance Test B. Oral Test C. Written test on steps of Tango D. Written Test illustrating the steps 92. A portfolio is synonymous with a folder of files. Is this CORRECT? A. No C. Yes B. Somewhat D. Sometimes 93. Which is an essential part of a portfolio? A. Student’s reflection on his portfolio B. Display portfolio for everyone to see student development C. Artistic design to show student’s artistic talent D. Student’s self-rating 94. I need to prove that I have fully developed the skill of writing a research report. Which type of portfolio is MOST APPROPRIATE? A. Showcase Portfolio C. Development Portfolio B. Assessment Portfolio D. Process Portfolio 95. Which portfolio can prove that an improvement has taken place in the way students pronounce words? A. Showcase Portfolio C. Assessment Portfolio B. Development Portfolio D. Process Portfolio 96. I want to know if my students can now focus the microscope properly. With which portfolio am I concerned? A. Showcase Portfolio C. Assessment Portfolio B. Development Portfolio D. Process Portfolio 97. “Is my thinking CORRECT?” asks a student to himself. At which level of cognitive process is he? A. Self-system C. Metacognition B. Analysis D. Application 98. Formulate a 5-item imperfect matching type of test, is a test item in the level of which cognitive process? A. Creating C. Self-system Thinking B. Analyzing D. Evaluating 99. Which one demonstrates self-system thinking? A. Ask the question “What has this lesson to do with me?” B. Critic your thinking process. C. Come up with a solution to the given problem. D. Relate your present lesson to the past lesson. 100. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for ____________. A. Analyzing B. Understanding C. Evaluating D. Applying 101. How would you rate students’ ability to reason out logically is a question to test students’ ability to ____________. A. Engage in metacognition B. Analyze C. Do self-system thinking D. Evaluate 102. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1st grading test items are applying questions based on Bloom’s Taxonomy. A review of her test shows that 50% are remembering items, 20% are analyzing questions and 30% are applying questions. Is the Teacher’s test aligned with her TOS? A. No. B. No, her analyzing questions are supposed to be 60%. C. Yes. D. Yes, her applying questions are also analyzing questions too. 103. What is a function of a TOS? A. Content validity of a test C. Reasonable length of a test B. Productive validity of a test D. Predictive validity of a test 104. A TOS ensures alignment of a test with learning outcomes. Is the statement TRUE? A. Very true C. False B. Sometimes true D. Sometimes true, sometimes false 105. In a TOS, the number of hours spent on learning outcome determines the number of test items to be asked. Is this CORRECT? A. No C. Not always B. Yes D. Depends on the level of the question asked 106. The following are found in a TOS, EXCEPT ____________. A. Teaching-Learning Activities B. Number of hours devoted to a topic C. Cognitive level of test item D. Number of test items 107. “It’s not just fair. I studied everything we discussed in the class about the Philippines and the things she made big deal about, like comparing the Philippines. And to think all she asked was ‘What’s the capital of Singapore?” What does the conversation imply about the kind of test they took? A. Lacks content validity B. Has content validity C. Lacks reliability D. Lacks construct validity 108. What is the percentage contribution of quarterly assessment to the grade of the student from Grades 1 to 10? A. 15% B. 20% C. 25% D. 30% 109. Does the quarterly assessment have the same percentage weights for all the subjects, for all the tracks in Grades 11-12? A. Yes B. No C. Yes, only for the academic track D. It depends on the schools 110. What is the percentage contribution of written work to the grade of the Grades 1-10 students in Science and Math? A. 50% B. 20% C. 40% D. 30% 111. In MAPEH and TLE, which contribute/s the heaviest to the student grade? A. Performance Tasks B. Written work C. Quarterly Assessment D. Quarterly Assessment and Performance Tasks 112. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis on learning and assessment? A. The emphasis depends on the grade level of the subjects. B. All components are being emphasized. C. The emphasis for all Grades 1-10 subjects is on performance tasks. D. The emphasis is on quarterly assessments. 113. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency? A. Satisfactory B. Fairly Satisfactory C. Very Satisfactory D. Did not meet expectations 114. I got a grade of 90. What is its descriptor? A. Very Satisfactory B. Beginning C. Advanced D. Outstanding 115. Which is described as “did not meet expectations?” A. Below 75% B. Below 76% C. Below 74% D. Below 72% 116. If a student failed to meet standards, which descriptor applies? A. Developing B. Beginning C. Poor D. Did not meet expectations 117. How is the final grade per subject for Grades 11 and 12? A. Get the average of the grades for the 2 Quarters. B. Get the average of the grades for the 4 Quarters. C. Get the average of the grades of all subjects for the 2 semesters. D. Get the average of the grades of all subjects for the 4 semesters. 118. Which is/are TRUE of MAPEH when it comes to grade computation? I. The quarterly grade is the average of the quarterly grades in the four areas – Music, Arts, Physical Education, and Health (MAPEH) II. Individual grades are given to each area (MAPEH) III. There is one grade for Music and Arts, PE and Health because they are related A. I only B. I and II C. I and III D. II only 119. Which is TRUE of Kindergarten grades? A. Grades are computed like the grades in Grade 1. B. There are numerical grades with descriptions. C. There are no numerical grades. D. Remarks like Passed and Failed are used. 120. At the end of the school year, which is/are TRUE of grades? I. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. II. Each learning area has equal weight in computing for the General Average. III. The Final Grade per learning area and the General Average are reported as whole numbers. A. I and II B. II and III C. I and III D. I, II, and III 121. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectations ____________. A. in three or more learning areas. B. in two learning areas. C. in four learning areas. D. as shown in the general average. 122. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas? A. Retained in the same grade level. B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark. C. Promoted to the next grade level but has back subjects in the lower grade level. D. Is not accepted for enrollment in the school. 123. Why must grades be reported to the parents? I. Promote ongoing formative feedback to students. II. Ensure alignment of curriculum, instruction, and assessment. III. Promote to parents and students credible and useful feedback. A. I only B. I and III C. II only D. I, II, and III 124. What must be done to make grade reporting meaningful? I. The grading system must be clear to all concerned. II. The standards and competencies are known and understood by all. III. The grading system must be numerical. A. I and II B. II only C. I, II, and III D. III only 125. To make grade reporting meaningful, what must be done? A. Announce names of students who need help. B. Rank the report Cards from highest to lowest then distribute the same according to rank. C. Explain how the grades were computed. D. Console parents whose children are non-performing by telling them nobody fails. 126. What is an essential step in reporting grades to the parents? I. Explain that grades give a picture of students’ performance. II. Explain that grades compare students’ performance against the established standards. III. Explain that grades compare students’ performance against other students’ performance. A. I and II B. II only C. I, II, and III D. III only 127. What does criterion-referenced grading mean? A. Grading on the curve. B. Grading against standards. C. Comparing grades with the average grade. D. Interpreting grades based on the Mean. 128. What must be done to make grades meaningful? A. Interpret grades against standards. B. Compute grades accurately. C. Compare individual grades against the mean. D. Compare grades of boys and girls. 129. Any teacher currently teaching is called a professional because he/ she _____________. I. Is a licensed teacher II. Has personal qualities appropriate to be a teacher III. Possesses the characteristics given in A, B, C A. I only B. II only C. III only D. I, II, and III 130. Which of the following is a quality that is unbecoming of a teacher? A. Patience and understanding B. Humble and open-minded C. Aggressive and dominating D. Dignified and accommodating 131. Which statement is TRUE about the spirituality of the teacher? I. Goes to church every day II. Gives contribution to church activities III. Behaves according to the beliefs, mores, and traditions of the community A. I only B. II only C. III only D. I, II, and III 132. What could be the best practice of a professional teacher? A. Burns midnight candle every night writing a lesson plan. B. Utilizes knowledge of the learners’ characteristics while teaching. C. Expects equal performance of learners in lessons taught D. Masters one teaching method and use it all the time. 133. The saying goes “Many are called, but few are chosen.” How is this directly related to teachers? A. There are many teachers but few are qualified. B. There are many professionals who shift to teaching. C. Teaching is a very lucrative job. D. The teachers assigned in the senior high school are the chosen teachers. 134. Anywhere in the world, when you embrace teaching as a profession, you should be prepared to do ____________. I. Actual teaching II. Manage learners and learning III. Do administrative work A. I only B. II only C. III only D. I, II, and III 135. Quality teacher is equipped with personal qualities and attributes that go beyond the ordinary, that is why in the Philippines, he/she is described as _____________. A. Teacher of the World B. Global Teacher C. My Teacher, My Hero D. CNN Heroes 136. Which one of these descriptors exemplifies a glocal teacher? A. Teacher who has taught successfully abroad or overseas. B. Teacher who remains to teach in the community until retirement. C. Teacher who teaches in the community but the quality of teaching meets global standards. D. Online teacher teaching learners all over the world. 137. One of the fundamental requirements of a 21st-century classroom that will address globalization is the provision of conditions that allow ___________________. A. Collaboration, seamless use of technology, flexible student groupings. B. Use of technology teacher-led activities, and isolated subjects. C. Teacher Centeredness and use of textbooks to the maximum. D. Use of technology, purely lecture, needs to memorize and recall. 138. The new type of teachers in the 21st century is those who are _____________. I. Well-traveled, global citizens, unmindful of their roots. II. Multi-literate, innovative and creative, multicultural. III. Masters of the discipline, excellent in English, multi-talented A. I only B. II only C. III only D. I, II, and III 139. In its vision and mission statements, DepEd wants to develop learners… “whose values and competencies enable them to reach their full potential….” On which philosophy of education is this mission anchored? A. Existentialism C. Essentialism B. Empiricism D. Pragmatism 140. Based on DepEd’s mission statement, “quality basic education means that students learn in a child-friendly, gender-sensitive, safe, and motivating environment.” This implies that DepEd believes that the environment affects learning. Which philosophy of education is this? A. Utilitarianism C. Essentialism B. Empiricism D. Behaviorism 141. Field Study 1 which is primarily observation of classes and teachers, is based on which philosophy of education? A. Utilitarianism C. Essentialism B. Empiricism D. Behaviorism 142. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of which philosophy? A. Rationalism C. Existentialism B. Utilitarianism D. Progressivism 143. It’s Valentine’s Day. The lesson is a part of the human digestive system – the stomach. Students bargain with the teacher and so ask if they can discuss the heart in place of the stomach. The teacher responds “Let’s talk about the stomach which is the lesson for today, then go to the heart when we are done with the stomach.” Based on philosophies of education, which is TRUE of the teacher? A. Is essentialist in the sense that she stuck to the subject matter for the day and progressivist since she also considered students’ interests. B. Is pragmatic because it was practical to give way to students’ requests even if she prepared for the day’s lesson. C. Is a utilitarianist because she considered both lessons useful. D. Is an empiricist, she used visual aids for her lesson. 144. What do the DepEd vision and mission statements and core values imply about the Philippine educational system? I. It is highly essentialist and perennialist II. It believes in universal, objective, unchanging values. III. It is reconstructionist. A. I only B. I and III C. II and III D. I, II, and III 145. 7. For a lesson on developing classifying skills, instead of making students bring objects to classify, the teacher considers it most practical to simply use the students’ body parts like kinds of ear lobes, kinds of hair lines, or lesson on classifying. On which philosophy is the teacher’s practice anchored? A. Pragmatism B. Progressivism C. Utilitarianism D. Empiricism 146. 8. The history of curriculum development in the Philippines shows a reduction of units in the humanities but an increase in the natural and physical sciences. On which thought is this action based? A. Perennialism B. Progressivism C. Utilitarianism D. Empiricism 147. 9. There are a number of laws in the Philippines requiring the teaching of subject matter such as taxation and agrarian reform, etc. This proves that schools must bring about reform in society. On which philosophy of education is this based? A. Perennialism B. Progressivism C. Empiricism D. Reconstructionism 148. 10. Teacher makes use of moral dilemmas to enable students to make a stand on moral issues. Which word CORRECTLY applies to the teacher’s teaching practice? A. Behaviorist B. Existentialist C. Rationalist D. Pragmatist  FIELD STUDY 2 (REVIEWER) MIDTERM 1.Teacher Rose believes that students need not know the intended learning outcome of her lesson. She proceeds to her learning activities at once without letting them know what they are supposed to learn for the day. Which principle of learning does Teacher Rose negate? A. Effective learning begins with setting clear expectations and learning outcomes. B. Learning is an active process. C. Learning is the discovery of the personal meaning of ideas. D. Learning is a cooperative and a collaborative process. 2. Teacher Emma noticed that in group work, students just leave the work to the leader and so vowed never to give group work again. Against which principle of learning is Teacher Emma's decision? A. Learning is an active process. B. Learning is the discovery of the personal meaning of ideas. C. Learning is a cooperative and a collaborative process. D. Effective learning begins with setting clear expectations and learning outcomes. 3. In her desire to finish the content of the course syllabus, Teacher Love just lectures while students listen. Which principle of learning does Teacher Love violate? A. Learning is the discovery of the personal meaning of ideas. B. Learning is a cooperative and a collaborative process. C. Effective learning begins with setting clear expectations and learning outcomes. D. Learning is an active process. 4. Teacher Arielle asks her students to see the connection of their new lesson to their own personal experiences and share the same with the class. Teacher believes in which principle of learning? A. Learning is a cooperative and a collaborative process. B. Effective learning begins with setting clear expectations and learning outcomes. C. Learning is an active process. D. Learning is the discovery of the personal meaning of ideas. 5. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on. Teacher Lil is very much convinced of which principle of learning? A. Learning is an active process. B. Learning is the discovery of the personal meaning of ideas. C. Learning is a cooperative and a collaborative process. D. Effective learning begins with setting clear expectations and learning outcomes. 6. For meaningful teaching and learning, it is best to connect the lesson to the life of students by integrating a relevant value in the lesson. Which principle is applied? A. Lesson objectives /intended learning outcomes must integrate 2 or 3 domains -cognitive, skill and affective or cognitive and affective or skill and affective. B. Begin with the end in mind. C. Share lesson objectives/intended learning outcomes with students. D. Write SMART lesson objectives/intended learning outcomes. 7. Teacher Paz shared this lesson objective/learning outcome with her students: “Before the period ends, all of you must be able to identify the topic sentence and supporting sentences of a given paragraph.” Teacher Paz drilled them on subject-verb agreement to ensure that they can write a good paragraph then gave a ten-sentence paragraph for the students to determine subject-verb agreement before the class period ended. Did Teacher Paz use the lesson objective/learning outcome as guide in the development of her lesson? A. Yes. B. No. C. A little, because subject-verb agreement is a must in paragraph writing D. Very much, because she made use of a ten-sentence paragraph for the end-of the-period quiz 8. Here is a lesson objective: “At the end of the lesson, the students must be able to develop a positive attitude towards work.” Is this a SMART objective? A. Partly, it is in the affective domain. B. Very much, it is specific. C. Not at all, develop is a non-behavioral term. D. Yes, if the word "develop” is replaced with "create” Teacher Mila taught the parts of a microscope, demonstrated how to focus it under the low power objective, then asked 3 students to try to focus it with her guidance as the class looked on. She asked the class if the 3 students did focus the microscope correctly and ended her lesson citing the “don’ts” and explaining the "why’s” behind the “don’ts” in focusing the microscope. Before she did all these, she asked the class if it is/is not important for them to learn how to focus the microscope. 9. Based on Kendall's and Marzano's new taxonomy, in what domains was Teacher Mila lesson? I Information (Declarative knowledge) II. Mental procedures (Procedural knowledge) III. Psychomotor procedures (Physical skills) A. I and II B. II only C. II and III D. I, II and III 10. Which part of Teacher Mila's lesson consists of mental procedure (procedural knowledge)? I. Asking the class if the 3 students focused the microscope correctly II. Explaining the “why’s” behind the “don'ts” III. Focusing the microscope A. I only B. I, II and III C. II only D. I and II 11. Based on Bloom's taxonomy, which part of Teacher Mila's lesson is in the psychomotor domain? A. The 3 pupils focusing the microscope B. The pupils listening to the “don'ts” in focusing the microscope C. Asking the class if it is important to learn how to focus the microscope D. Explain the “why's” behind the don'ts 12. If Teacher Mila's lesson objective /intended learning outcome is "to focus the microscope correctly", could she have just shown the class how to do it without explaining the parts of the microscope and their corresponding functions? A. No. B. Yes, 21st Century students learn skill very fast. C. Yes, but risky, D. No, it is basic for students to know the function of each part, This guides the students on how to focus the microscope 13. If explaining and demonstrating are necessary for Teacher Mila to realize her lesson objective/intended learning outcome, what does this imply on lesson planning and development for whole and meaningful learning. A. Integrate the domains of learning activities. B. You make lesson focus only information. C. Plan a lesson that is exclusively for skill or for information. D. Always touch the affective domain of learning. 14. Which part of Teacher Mila's lesson is in the affective domain? A. Asking the students if learning to focus the microscope is important B. The “don'ts” in focusing the microscope C. Teacher Mila demonstrating to the class first how to focus the microscope before asking the 3 to focus the same in order to avoid accident D. Explaining the why behind the “don'ts” in microscope focusing 15. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained to the class before the students began with their task. Based on revised Bloom's taxonomy, in which level of cognitive processing are the students? A. Evaluating B. Synthesizing C. Applying D. Analyzing 16. You are required to formulate your own philosophy of education in the course, The teaching Profession. Based on Bloom's revised taxonomy, in which level of cognitive processing are you? A. Analyzing B. Creating C. Applying D. Evaluating 17. Teacher Danny requires his class to conduct research, write a research report and defend the same before a panel of experts. In which level/s of processing will the students be engaged? I. Retrieval II. Comprehension III. Analysis IV. Knowledge utilization A. I, II, III and IV C. II, III and IV B. III and IV D. I, III and IV 18. Teacher Bing encourages her students to make the intended learning outcome their own and explained that she expected them to monitor now and then their own progress toward the intended learning outcome and act accordingly. In which level of processing will Teacher Bing's students act? A. Cognitive B. Self-system C. Metacognitive system D. Between cognitive and metacognitive system 19. Teacher Ann sees to it that her class sees the importance of the grammar lessons in English and so gets intrinsically motivated to learn. In which level of processing is the class expected to act? A. Cognitive B. Self-system C. Metacognitive system D. Between cognitive and metacognitive system 20. Teacher Myleen talked all period. She taught the class the steps to undertake in the conduct of an action research. She also showed a poorly done action research, discussed why it is poorly done and finally showed a model action research. Which teaching approach describes Teacher Mylene's lesson development? Was Teacher Mylene's approach leamer-centered? A. Yes, she taught for all learners. B. Yes, she made things easy for the learners. C. No, she was more subject matter-centered and teacher-centered. D. No, because her subject matter was highly technical. 21. Teacher Dada's lesson was on "what man can do to arrest climate change". She made students do the talking, the arguing, the synthesizing. She gave her lecturette after students have participated in the lively discussion. Which teaching approach did Teacher Dada employ? A. Learner-centered approach C. Subject matter-centered approach B. Activity-centered approach D. Teacher-centered approach 22. In this FS course, FS students are required to observe, analyze and reflect on actual class proceedings. Which description of the pedagogical approach of K to 12 as cited in the K to 12 law is observed in the conduct of this FS course? A. Developmentally appropriate C. Inclusive B. Reflective D. inquiry-based 23. Teacher Beth avoids giving out-of-context drills. Instead she makes use of real-world problems for her students to solve. Doing so makes Teacher Beth approach. A. Developmentally appropriate C. Constructivist B. Reflective D. inquiry-based 24. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher teams up with the Economics teacher, the Professional Education teacher for a thorough discussion of AQRF from the perspective of other disciplines. Which describes the Asian History teacher's pedagogical approach? A. Integrated B. Reflective C. Constructivist D. inquiry-based 25. The spiral progression approach in teaching Math in the K to 12 curriculum means that you teach basic Math concepts from K to Grade 10 in increasing depth and breadth across the grades. This means that Math teaching is A. developmentally appropriate C. inclusive B. inquiry-based D. integrated  FIELD STUDY 2 (REVIEWER) FINALS 26. Teacher Ann demonstrated the deductive method of teaching in her English class. Based on her teaching demo, she asked the class to outline the steps of a deductive teaching method. The student's outlines served as the starting point of the class discussion on the steps of the deductive method. Did Teacher Ann go deductive? A. No, she went inductive. C. Yes, she went deductive. B. Yes, she began with the concrete. D. Both deductive and inductive. 27. Teacher Rodel said: "This is the rule on how to multiply fractions. To illustrate, let's give examples.” Then he gave fractions to the class for them to multiply. How did Teacher Rodel proceed? A. Inductively C. Deductively B. Inductively then deductively D. Deductively then inductively 28. It is less interactive and requires relatively shorter period of time to cover content. Which teaching method is described? A. Inductive C. Both inductive and deductive B. Deductive D. Both but more deductive 29. Which method is more interactive? A. Deductive B. Deductive, if teacher wants to C. Inductive D. Inductive, if the teacher chooses to 30. When you begin teaching with the generalization then bring in details, which method do you employ? A. Deductive B. It depends on your type of generalization C. Inductive D. It depends on the quantity of details you bring in 31. When you begin teaching with concrete experience then come in with conclusion, which method do you employ? A. Deductive B. It depends on your type of generalization C. Inductive D. It depends on the quantity of details you bring in 32. Learning is an active process. Which one is an application of this principle? A. Let students learn the steps in opening a computer by making them follow the steps. B. Group students for work or project that way project becomes less expensive C. Teach your content from a multidisciplinary perspective. D. Avoid drills which are out of context. 33. The more senses that are involved, the more and the better the learning. Which practice is aligned with this principle? A. Teach using mostly verbal symbol. B. Employ cooperative learning. C. Invite parents as resource speakers in class. D. Bring students to field trips with consent of school and parents. 34. A non-threatening atmosphere enhances learning. Which practice is an offshoot of this principle? A. No praising C. No bullying. B. No scolding D. No homework 35. Emotion has the power to increase retention and learning. To apply this principle, teacher must A. spice class with his/her sense of humor B. make course difficult for students to remember and learn C. touch students' emotion when he/she teaches D. be emotional when he/she teaches 36. Good teaching goes beyond recall of information. So what must a teacher do? A. Use multisensory aids to teaching. B. Teach as many facts as you can. C. Teach for test purposes only. Teach to the test. D. Make students connect facts learned to form concepts and abstractions. 37. Learning is meaningful when it is connected to students' everyday life. What is an application of this principle in teaching? A. Teacher asks the class to show application of what they learned to their daily life. B. Teacher makes everyday life the starter of his/her lesson. C. Teacher narrates true-to-life stories. D. Teacher asks students to come up with clippings of Filipino life. 38. An integrated teaching approach is far more effective than teaching isolated bits of information. What then should teacher avoid? A. Teaching to the test B. Knowledge utilization C. Summarizing lesson D. Use of problem solving method Teacher Jing proceeded to her lesson without stating the intended learning outcomes for the hour. She asked her students to work on Seatwork # 3 found in the Math Workbook, pp. 3-4. After 40 minutes, the students corrected their own answers as Teacher Jing dictated the answer. 39. Was the development of the lesson in accordance with outcomes-based teaching and learning? a. Yes, the students corrected their own work. b. No, the learning outcomes were not stated and so it was not clear what was supposed to be assessed. c. No, the students were not shown how the answers were derived.  d. Yes, the students corrected their own papers. 40. What is an OBE/OBTL practice in Teacher Jing's class? a. The seatwork b. Teacher Jing gave the answers c. Students' correcting their own answers d. None at all 41. Teacher Jing develops lesson the OBTL way, what should she do? a. Make students understand what they are expected to know and able to do after the lesson. b. Make seatwork as homework. c. Correct the seatwork. d. Make students arrive at the answers. 42. In OBTL, upon which should my assessment be based? a. Content b. Intended learning outcome c. Scope of subject matter d. Teaching and learning activity 43. I wasn't satisfied with Student B's yes as an answer student B's yes as an answer and so I asked her to explain Which did I do? A. Probing B. Asking non-directed question C. Prompting D. Rephrasing 44. Teacher Leticia claims she can't accept an “I don't know” answer. So she does A. probing B. asking non-directed question C. prompting D. repeating the question 45. To obtain well-thought out answers, questioning behavior helps. A. Involving as many as possible B. Asking open-ended questions C. Asking non-directed question D. Allowing sufficient time 46. This is my questioning behavior: I ask the question, I pause for a while then call on a student. Which is this questioning practice? A. Asking non-directed question B. Asking for non-volunteers C. Directing a question D. Involving as many as possible 47. You get a partially correct answer. You say “yes but a part needs improvement”. How did you handle the response? A. Provided a corrective feedback B. Provided an acceptance feedback C. Gave appropriate praise D. Criticized student's response 48. A question is raised by one student. You don't answer it but throw back the question to the class. Which is this reacting behavior? A. Redirecting questions to other pupils B. Soliciting students' questions C. Providing corrective feedback D. Asking follow up question 49. Which practice doesn't promote interaction? A. Soliciting students' questions B. Rejecting student's answer outright C. Rephrasing the question D. Repeating and expanding on a student's answer 50. You want to develop students’ critical thinking skills. Which type of questions should you ask? I. Closed questions II. Convergent questions III. Divergent questions IV. Open-ended questions A. III and IV B. II and III C. I and II D. I and IV 51. Which type of question will least promote interaction among students? A. Divergent B. Conceptual C. Convergent D. Inference