,_ 1'- .,J , Lym,rn vg 11b y Centrum . ~ ~8 Mag saysay Ave nue , i,agu, o '2,1 y 1v i .. , -.

~ J· -
UCENSURE EXAMINATION FOR TEACHERS (LETl
PROFESSIONAL EDUCATION
FOR SlRC T OPMOTCHERS ONLY
u1LALA, RN, LJ>T,CSE,MAEd ,Ed ,D
SETB ()EUAE 8 . Q . ·tes told his a ud ie nce:
• e graduation ri
guest spe aker in on t be " The gue st
15 --""at you choose O ·
" Remind er, you are'" "
The teacher begins to use tec.hnology tools to deliver speake r is more of a / an .
l,, . . c. idealist
curriculum content to the students. A. reahst1c . D. eidstent iallst
a . Transformation c. Active ey raamattst - st d t progress
~ e teacher used inferen_ces a~ U! u en
b / Adoption E,.Jntry . 1
a . Assessment Of teaming ,
~ - ,. The students use technology tools to ~ la borate with
b . Assessment AS learning V· ~ -
other rather tt,an working individually at all times. 1
c. Goal directed c. Assessment FOR learning J.c- • •
a. Collaborative
·b.,.-'"Authentic d. Infusion ...
d. Summative assessment . .
• Is commonly known as formative and DiagnoStlC
V Students use technology tools to set ,oals, plan act1vit1es, 17
monitor progress and evaluation result rather ~an Assessment
simply completing assignments without reflection . ~- Assessment FOR learning
b. Assessment A5 learning
a Goal directed c. Adoption
c. Assessment OF learning
1i: ./ eonstructi11e d . Entry
4:---'The teacher directs students in ~~I and d . Summat1ve assessment
18. The teachers are now afforded the chance t o adjust
procedural use of technology tool.
classroom instruction based upon the needs of the
a. Infusion c. Entry
b.,,..--t"onstructive _~-Adoption st"uaents.
~./ The teat her encourages the ~ II..!:_ use of technology a . Assessment AS learning
b. Summative assessment
tools.
a. Active c. Adaptation c. Assessment OF learning
b. Transformation d. Adoption ' d' Assessmen t FOR lea rning
6. ~ l!Cfinology tools are used to facilitate higher order ....:::,, commonly known as Su mmative Assess ment
19.
- learning activities that may not have been possible a . Diagnostic Assessment
without the use of technology. b. Assessment AS leaning
a. Adaptation c. Active S Assessment OF learning
b/ Adoption d. Transformation d . Assessment FOR learning
-z_./The teacher provides the learning content and the 20. When the teacher use evidence of stude nt learn ing to
student choose technology tools to achieve outcomes. make judgements on student achieve ment goals and
a. Adoption _s_lnfusion standards.
b._..,..Adaptation d. Entry a. Assess'Tlent FOR learning
S:'' "The teacher facilitates students indep~ndently using b . Assessment AS learning
technology tools.
a. Entry c. Adaptation Cu Assessment OF learning
d . __,,-5ummative assessment
b. __,.-lflfusion cf Adoption · 21,.. ..-feacher sees to it that she checks for unde rstanding to
~ tudents a re actively engaged in using technology as a ensure that every student can follow the lesson .
toll rather than passively receiving information from the a. Assessment FOR learning
technology. b. Assessment AS learning
a. Goal directed £· Active c. Assessment OF learn ing
b/ Authentic d . Collaborative d. Summative assessment
l0'."' Students use technology tools to link learning activities to
22. Teacher gave a True- False pretest on social justice. Based
the world beyond the instructional setting rather than on the pretest results, she ta ugh t her class socia l justice
working on decontextualized assignment. by correcting what e ve r wrong conce pts the students
a. Entry c. Authentic
have and affirmed a nd expounded o n their correct
b._.,..,.lnfusion d. Goal directed concepts. After correcting their wrong concep ts and
1)./Stude n~ use technology tools to connect new
affirming their correct a nswers, the t eacher gave t he
information to their prior knowledge rather than
class a posttest. Among the forms of assessment
passively receive information.
explained, which o ne did Teacher Emma do?
a. Collaborative c. Goal directed
b. Constructive d. Active J, ,.. Assessm ent OF Learning
12. Teacher allows for the creation of new tasks, previously b. Assessment AS Learning
inconceivable. ~· Assessment FOR Leaning
a. SJbstltution c. Augmentation d. Assessm ent FOR and AS Le aming
~ Redefinition d . Modification 23 ....J:each er sees to it tha t s he checks for understanding as
13/'Teacher acts as a direct tools subst itute with functional ...,,. she t eaches to e nsure that every student can follow the
improveme nt . lesson. Wit h what form/s of asse ssment is Teacher
"· Substitution _c0 Augmenta tion occupied with?
b Redefinition d. Modification a . Assessment OF Learning
14., ieacher allows significant t ask r.~design. b. Assessment AS Learning
a Substitution c. Augmentation _s Assess ment FOR leaning
b. Redefinition d . Mod ificat ion d . Assessm e nt FOR a nd AS Leaming
24. Teacher Deejae Gand a is done with Unit I. She wants t o
know how well her studenn co uld demonstrate the

ST LOU IS REVIEW CENTER 8Ar.1JTO r.TTY C()7 ,l.1 A. A I" OM I" '""A I"
 ~•111w1r 11 .,,
l ll'lit Ir K ,111r1 ,k11t, !.1 h t eact,er advises.
l(u \.\tli ~t I i)(l'll'11,,t 1hr brtt l11 11 111 11 nl thl' 36 What is being employed when t '-' nd inspires ,
' ) \ ' Q I fl\ n f :IS,
''r , 1 \ r,,rrH••n1 ,, 1,·JdH•1 l,1 nrt' roaches, inspires. mo11vates. remi nd s, urges a ·
\ , I\, I Ill ll[ I I , I 11lnt1
;.. Multiple response c Clanfica tion .
•, l\s r 'h11111I .11, I '
l\ 111111111 b ) p, nptin d Concept rev1s1o n ~
d lu'C'" 111'nt . I l)",, l N1nl11i. .n. reacher Bessy a~nds out -of · conte.d dn·ns Instead she
Jc
..,, Wh11h'"''~•r111 , l·OR 111
· li 4$ I r,,mlng ma~cs use of real world problem for his students to
~ r , , n,t'nV, I,/
t udl'nts t Ol"I" u~ro 11, dctcrinine grJdr of solve This make teacher Bess y _ in approac.h.
I , ~- Inquiry- based c. developmentally appropnate
II ~t-rni:it1w: J S.\t' • mcnt b. Constructivist d renect1 ve
; un,n,nt1w: Mws:smr111 38. What type of test items requires students toJ:!lend,
11
A ~r~s1n i-11t <'I lrarntn11 combine. !use or ~ tgr~!_e dea1, or concepts?
_.1 . If ,111.t Ill r I .111{1 II
a. Application c. Synthesis
b. 1,HH1111 d I I
76, If · <ln Y I;>, Evaluation _g.. Analym
you r mphJ,br ,m a<, r,,1111, hljlhrr ,wdt•r 1hh1~ing s~ill< j9: Under RA 10912 or the Continuing Professional
wh ich _h9~1\j vou do~ , Development Act of 2016, how many CPD units are
11
Avoid Pllpr1 ,1nd penr il tt' ~t required for the renewal of the teacher's professional ID
b.
Give studr11ts problem to <olvc card every three years7
c. Glw ,>rat t'~Jmlnntlon ii 36 C. 45
d. Do lr<s form,1tivr nssc-ssmcrll b. , t> d. 40
21 On wh1r h shnuld ,1 tr:ichN l>J,c hi~ her J ~,·«men! 7 40. These .tre universal moral values lXCEPT_ _ _ __
o. Learning ou tn ,mc a Integrity c. Justice
b I earning ronh'nt b. Democracy d love
c Orvclupmental StJi;c p f 11:'arnp~ 41 in her desire to finish the content of the curriculum
d. l e;irninjl rl!sourccs guide/ plan, Teacher Yvonne just lectures while the
26, fh Ou t omc- tl:t cd Edu.-,1t1on ,x Outcom!'s• Ba sed students listen. Wh ich principle of learning is violated in
Teachln('- learning, thr ,usessmrnt tJs~ should m.:,tch this c.ise?
with the Leaming is collaborative and cooperative process
a. Leaming re,o,irccs ~ Leaming outcome b.' Learning is an active process
b . Reference d. Contl'nt c. Learning is the discovery of personal meaning of ideas
~ - EmphJme on srlf -.issessmcnt. Teacher Lyn, applies this d L rning begins with setting of clear expectations and
principll' by _ _ . rn,ng outcome
J Ma~1ng her studen~ ch!'c~ their own pJpers 4 two indicators promote purposive learning among
b Motivating her studen~ to set their personal learning students? - --
goals and track their prog~ss .:ig;iinst that go.:il 1. General knowledge of teaching methods
c Preparing her studen ts for higher- order thinking II. Recognition of specific learning needs
questions Ill. Cultivation of good study habits
d Requmng them scoring rubric as project IV. Tutorial on learning principles
✓Assessment should be on real-world api,llcatlon and not a. II! and IV 91 and Ill
on out-of-context drills. To 'i;pty this pri~ci ple, what b. I and Ill d. I and II
should the teacher do 7 43. How is "truancy" best 1Jnderstood so that apprnpn ate
a. Assesses students' English Oral communication skills responses can be made for 1t?
in a graduation simulation where each student as a a. Absences due to family problems
spealing assignment CE) Absences wit hout good reason
b . Gives a 20-polnt quiz asking students to determine c. Absences without permi ssion
wh ether or not the sound of • a• is long or short d. Absences due to sickness
c. Gives students a matching type of test on vocabulary 44. What type of learners learns better than others,
d Gives a 10- Item quiz on adding dissimilar fractions particularly during class discussions and other forms of
which 1s the weakness of the students oral communication discourse?
31 What learning style is characterized by doing things that a, Tactile learners c. Visual learners
have 1mmed1atl! practical use for the learner? C,·'
A.l;ditory learners d. Kinesthetic learner
a Intuitive- fee Ing - - c. Sensing- feeling 41::.,what comprises the spiral approach in teaching Math in
b Intuitive• th1nk1ng d. Sensing-thinking the I( to 12 curriculum?
32. ow Is the npple effect illustrated in the class of Teacher a. Teach Algebra, Geometry and Trigonometry in Grade
Elena? 7, 8 and 10 respectively
(a Misbehavior escalates In the classroom b. Give autonomy to schools in c.hoice of Math subi ects
11'. D1sc1pllnes takes more than teaching c. Teach Algebra, Geometry and Trigono metry only to
s_ Learning is transmitted row -by-row ,,. higher grades
d. Jeacher exhau stion grows during class ~ Progressively teach Math from Grade 1 Jnd contin ued
3l,..,-'l'he AV Technology resource center regularly provides _ _)J>Gfade 2
th e teacher a list of websites, appliu tion and ~ lch of the following Is t he best question to as~ 1n order
Instructional materlah ava ilable In the city. Th is fulfills to relate wJter conservdt1on to the lives of students?
whic.h function of the center? a. In what wa~ do people add to water wastage?
a. Recreational reading b. In sum which communities ob erved water
b. Laboratory of learning conservdtlon 7
~ link to community resour ce~ c Wha t 1s therefo1 e the meaning of w ate1
d Center of resources f,,., ,, , conse at Ion?
34 What cr iterion I~ achieved by a bullell~ board dl~play thJt I can you help con t>ive w.:it r?
has repeated ~hapes or colors, al~o using borders 10 hold at do global lcJrner) enjoy most f
the display together? J 11
J ,1.., ' ~. ' J a Generdli1atlon from details
a Balance , r,t,,b \rti, •,po, .. •~. Durability ..., ~ 10 ''' 1'"'' ' ' ' " ""1 "~ "'1' b Specific d~slgnlng
-- - ( .t t re h v, 1 • """'-''"'"'t-,, 1
b. Correctness ~Jil<~]-;;tef d Unity ( , 0 , ,..,.,., 1 ,, ·' " ""' ,1,.,, kl~ c W~rd and s1tu,1tlonal puzzles
35. Which is the highest le el Ill t11e revised Bloom) and r , " •I I d. _.,,,itfort term planning
Anderson t axonomy? ~ ''~' "'' '"'' '' 11 • ••1• • ' 4.!}..,,AVhal technology Integration 1s achieved by teacher Nero
,iJ-r Evaluation of answers '" ,"'' • "l ,.,,,.,, ' " "'• who cre.ites a rich environment in which students
1•1 1• 11t "1 I
b. Application o f princlp Ie in
' rea 1111e , ,.1.11' "<- "' 11 v• \•I ,;MIi • re~ularfy r ngage In Jcti11ltles that would have not

.( c.
d.
Scoring rubrics for a researc.h report
Analysis of causes of a phenomenon
"Yr ' ,..,11 ,, ,l'cS- I'"' nr•
·h tit ,,.., t 1,, J ~ .. )
impossible t o achieve without t echnology, e.g. their own
powerpoint presentation
~ I<,:, ,II.Ii I 'f I( ~,,- ~ ') •
•~.,_,1,,1111,,v I . ,,~o••" 'Ju,,... , r I f .
n usion C, Adoption
 •a. ~equeri ·•v, matlori
I. Ce the Process f d. Adaptation c. ldeahst
A. reahstic
II Lif e support o the zygote becoming an embryo g._,xistentialist
CI syst em d . 8 pragmatist
Iii. e I d1fferenr evelop for the embryo
Ectoderm I lation intensifies 62 The best way for a guidance counselor to begrn to
nervous •kav,ers develop into body systems( develop study skills and habrt1 In underachiev,ng stud.ent
IV. , • e etal re • would be to _ _ _ _ .
0 rgans a ' spiratory, etc.)
PPear A. have these underachieving studenu observe the study
./ a. 1,111,11 and Ill habits of eXLelllng st udents
50. . /
How
b . ill II I
• , and 111
can teachers be e .
~ I, I, Ill and 111
,11,111 and Ill
ts·
t ncourage students to talk about study habits from
Problems e Hective change agents to sexuality ' tlle,r own experiences
8
a Sern· · · more teen pregnancies? C. have them view film strips about various study
.b inars on sex education approaches
· Integrat e holistic D. ~ve out a list of effective study approaches
c. id sex education in the curriculum
ance and Counseling
6 Principal C shares this thought with his teachers: Subject
~- . Educational television
maner should help students understand a~d appreciate
S1 Since students hav d"tt
intelli e e i erent learnln11 styles and multiple themselves as unique individuals who accept complete
g nces, th e teacher must come up with responsibility for their thoughts, feelings, and actions.
assessing learning. - -
From wh,ch philosophy is this thought based?
.a. vanety
A. Perennialism C. Existentialism
b.
c.
both qualitative and quantitative methods
quantified
8. Essentialism D.
Progressivism

d. gteat bulk 64. With indirect instruction in mind, wh ich does NOT belong
to the group7 -
S2. Ass~sment of learning is __ part of the teaching•
learning process. A. Problem solving .£:_Inductive reasoning
IB"tecture•recitation D Discovery
a corollary c.. enrichment
~
9, intecral
-
d add·t·
. I~
6~ his second item analysis, Teacher H found out that
; .,Wftat is tne mo st appropriate reason for the teacher's more from the lower group got the test item # 6
engagement in the process of assessment? correctly. This means that the test item _ _ __
a. To find out if the lesson was presented well. ~ has a negative discriminating power
b. To find out if proper teaching methods were used B. has a lower validity
!;> To find out if lesson objectwe.s were attained. C. has a positive discriminating power
d · , fe1i°nd out if the teacher was effective In teaching. 0. ~ high reliability
~,,,These are particularly remarkable about Montessori 66;,---Mfer giving an input on a good paragraph, Teacher W
schools for pre-school ,EXa2I. asks her students to rate a given paragraph along the
jl.. Restricted dass movement elements of a good paragraph. The students' task is In
b. Tactile learning materials level of _ _ __
c.. "going out" field work · A. application C. evaluation
d. hands-on-learning _B. analysis D. synthesis
55. Which program directly embodies both pre-service and
67_;,)loben is very attached to his mother and Ruth t o her
in-service programs?
father. In what development al stage are they according
a. BE5RA• Basic Education Sector Reform Agen_da
to Freudian psychological theory?
@ TEDPA- Teacher Educ;ition Development Program
~Phallic stage C. Anal stage
S,... K-12
B. Latent stage D. PrP.-gi!nital stage
d. llEC· Basic Educational Curriculum
56. In what sening is differentiated and multi- lingual ~ c h e r V does norm-referenced interpr etat ion of scores
teaching most effective Which of the following does she do?
a. Special children classes A. She describes group performance in relation t o a level
,b--,
M ulti -grade classes of mastery set.
~ Childr en with diverse cultural background B. She uses a specified content as its frame of refefence.
d. Pre-school children · C. She compares every individual student's scores with
5 7 Among styles of classroom management, which expects crthers' scores.
t eachers to specify rules of behavior, consequence of D. She describes what should be their performance
di'.>Dbeying them and to communicate these rule and
69y-Wfio among the following puts more emphasis or. core
consequenc.es clearly? requirements, longer school day, longer academic year
a. BusIn~s· aµidemic style and more challenging textbooks?
b. Beh avior mod1f1cation style / 1 0 ' r FO 'r ' 0 c
& Perenn iaiist C. Progressivist
c Group managerial style 'I '1 o EXJstentialist
6 Assertive style
8. Essentialist

se,..:::orw butegor,es of t each er movement behavior, wh at Is 70. What is the mean of this s ore d1stnbut1on 4, 5 6, 7 8. 9.
happening wh en the t eacher burru Into activities 10?
withou t assessing stud ent r ead Ines) and 11ives order, A. 6 C. 8.5
statements or questions that contuse the students? B, 7 D. 7.5
a. Stimulus Bound c. Dangle 71. Of subcat egories of movement behavior what is
g, Thru st d . Flip Flop happening wh en th e te.icher goes from topic or activity
to other topics or activities, lackin11 clear direction and
~9., Teacher A disw vered that his puprls ar e very good in
sequence of act111ttles?
dramatlz.Jng. Wh ich tool must have helped him dhcover
A. Dangle C. lhrust
his pupils' strength"/
A. Portfolio asses\mcnt C. Journal entry e, flip flop D. Truncation ,

-
8 . Performante t est D. Paper •dnd•penr.11 ICSI
60. NSAT and NEAT results a,e Interpreted agdlm t set
masJ,CI:Y~ This means that NSAr and NEAT fall under
72. Tearhcr 01 Ganda makes cenain content interesting to
his students. Focusing on learners, he also uses many
simple e•drnplcs. metaphors and stories. What is the
quality ot le~son content?
A. Balance C. Feasibility
A. Intelligence t est <Ccntcrlon-reterenced t est B Interest 0 . Self · sufficiency
~ptitude test D. norm -referenced test 73. From cluster s of meaningful learn ing activities, which
6l,_.A guest speaker in one graduation rites t old his audience. does not belon& t o Spatial learning activities?
" Reminder, you are what you choose to be." The suest j;. Visualization C. Peer tutoring
speaker is more of a/an _ _ _ _ B. Concept-making D. Art projects

ST. LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/0915-188-9987 /0912-880-5017 Page 3
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~ From du st er of meaningful team ing actMties, which d~ d . learns how to scan Picrures to indude 1n hl!f
OT belong lo Verbal-Linguistic tntelfilence l@am ing? pf'esentallor
~ - Etologic Field Trip C. Journal Writing 83 Mr Taqueban is planning technology 1ntegrat1on 1n htS
B. ,...Debates D. Reading social studies lesson on the EOSA A.evolution. He 1s '
7
y School Division Superintendent h~ a license as a applying his tonteflt knowledge when he _ _ _ __
Supenntendent but not as a Prole5$00nal Teacher. Can his a. cons,den the leame"' multiple 1r,telli1ences
license as Superintendent takes the place of a / before prepanng his tecMoloCY
Professional Teacher's fic~se?
inter, al'IOfl lesson plan •
~
A. Yes, If he has been Superintendent for at least 3 years
8
- Yes, beuuse a Superintendent position is higher than
b lndudes information from EDSA ,evolution :•
that of a Professional teacher.
'- video dOCtJmenta nes
c. u~ Pre:zl as an option to using po-rpoint in
••
C. Yes
O,,_ No
h,s presentation •'•
I
d . sets up a wildspaces account for his students
7
••

-
6, All are responsibilities of the Leaming Resource/ Audlo- / to blog about the EDSA Revolutlon lesson
Vlsual/Educational Technology Center of a school EXCEPT S!v.' Mrs. Gorres is impleme nting a technology-Integration 'i
actlvity for 4th gnders to wortc on multiplication ol two
a . make available technology equipment IOf use ol digit numbers. Which of the following illustrates the
teachers and students interaction of the teache r's technologic21, pedagogical,
b . co nd uct training for teachers on how to use and rontent knowledge?
ted'lnoloev too s - a . The teacher checks the math standards for 4th graders and
s.:_wonc with tnchers in Producing instructional matenals bas~ on these s~ndards, let her rtudents a nswer
~ - accomplish the students' technology project for them multiplicatJon uerc1ses on the blatlcboard.
77; The leamm1 Resource/ Aud10--visual/ Educ.banal b. The teacher makes me children watch a video that she
Technology Center regularly provides the teacher.; a list of download~ from Youtube and asks the children to
websites, apps and instn.rctional matenals available in the· summarue it.
city which are relevant to the different subjects they teach. _;....T he teacher evaluates math apps on multiplic.atiori, matdies
This fulflRs which function? them with her students sluU level, demonstrat~ how the
a . Recreational reading center apps used, and allows her students to explore and work on
~- A link to other community resources the apps.
_ c. Laboratory ol leaming d. The teacher makes the children play whatever math apps
' · d. Center of resources · ~ d in_ the internet and lets them share in class about
7J!.-"'rhe Leaming Resource/ Audio-visual/ Educational r expenence.
Tethnology Center sponsors a seminar-workshop for . A Science teacher uses a powerpoint present.itJon to
teachers and administrators on the use of the latest show the class~tion in kingdom Anlmalia. The teacher
presenter applications. This fulfills which function? then teaches them how to use a software in malcing
~Center of resources graphic organizers . Students then use this to create their
b . A,ent of teaching own graphic organizers to classify animals. This shows
c. Coordinating agency technology integration which is _ _ _ __
d. Recreational reading center a. entry-constructive c. infusion-constructive
79. In order for the st\ldents to dearly understand the b. adoption-constructive d . transformation-constructNe
structure and content of the teacher's presentation, the 86. Teacher A demonstrates how to work with a math app
teacher should have _ _ _ _ __ that provides practice in adding mixed fractions. The
~ summary students then wor1r. independently with the aP.P to
b. several years of experience as a presenter provide them sufficent practice In adding mixed fraction .
c. a short conclusion This shows technology integration which is
d. short preview
80. Miss Tria is preparing slides for her lesson a:entry-active c. infusion-active
demonstration, she remembers to apply the rule of six. . adoption-active d.
transfonnation-active
Most likely she will _ _ _ _ _ __ 87. A Grade 7 Sodal Studies teacher gave a project where her
a . limit her presentation to six slides with six class in Manila will worir. together with other Grade 7
sentences on each slide classes in their school campuses in Visayas and
b . identify six important points to discuss, and Mindanao. They will create pos ters and a video clip to
;;'se about six minutes to explain each point communicate a message about puce. They will use sooal
-c.h ave six lines on each slide with each Line media to spread their peace campaign. This project
...- having not more than six words involves technology intetiration which is _ _ _ __
•• / d . include six paragraphs presented in slx slides a. entry-active
7 ~ 1ss Riel is very ewted to do her presentation about the b. adoption-contructive

L
effects of global warming to Grade 5 students. She wants c. nsforma tion-<:onstructive
to make sure the ch ildren will be interested. While _!i, adaptation-collaborative
preparing her slides, she should _ _ _ _ _ __ rs. lnton is evaluating a website for her Literarure class.
a . put animation and slide transition on each She is making sure that factual pieces of information
slide to sustain attention found on the site are well documented and pictures and
b. includ e pictures and a short video clip that diagrams are properly la beled. She Is also checking th at
- captures the effects of global warmin1 there are no misspelled words nor gra mmar erro,s.
c. use a different slide design with nature images Which criterion Is she focusing on?
for each slide to ,ustaln interest a . Appropriateness c. Mot11,ation
d . put one p aragra ph pe r slide to emphasize the _/ b . Oarity d . Accvracy
/ lacu about global warmln& 89:""'""Miss Castro Is evaluating an early literacy app for her
82/ Miss Anyay.iha n 1s planning technol<>iY lntegr1tlon In her klnder1ar1eners. She Is m.lk.lng sure the app is
/ science lesson on stat~ of matter. She Is 1pplyln& her uncluttered In appe arance, Is arranged in some order ol
pedagogical knowled1e when she _ _ _ __ difficulty, and that Icons re present what they were
a. looks into the characte ristics and lnten11ts of Intended to r<'present. Which criterion Is she foc using
/
the le arners in order to choose on?
activities that would match them ~. Organization c. Motivation
b . studies how to attach a video to h e r audio- b. Accuracy d . Appropriateness
. visual pres.entation
c . researchers further on plasma as another state
of matter

ST. LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/0915-188-9987 /0912· 880-5017 Page 4
 ~ '.°ih
Is curricularist has published rpseMche, hoo~s
90 3 M1s\ Tanada" evaluating an app for her Gr.:idc 8 m~nual~. 3nd other mslruI tion,1I matr•r,at, He/sh,. Is ~/1'
~."?I rlas, ) hp 1, finding out whetht'r the .:,pp taps the
~ round n the Grade 8 st andards t o en~urc that this a 1mplcment ~r c. planr,e,
app will be helpful in meeting her object ives. She wants b. cv~uator g_, write r
to m ake sure it is not too easy nor too r:11ff1cult tor her 103. This curricului&t attends seminars, workshops and
students Which criterion Is she focusing on 7 pursues graduate w ork He/ she Is a/an _ _ __
a Organization c Currency a . lnnovato~ r •,1riter
b Accuracy fcJ'
Appropriateness J>. ~ower ,, , aluator
91. MOOu are considered massive because _ _ _ _ __ 19Jv.'When a school br lt<" •~~ that curriculum should highly
\ } they need a big amount of computer storage focus 0 11 Math, Sclente ~nd ot her fundamP.nt al intellectual
\ , '- t o be able t o avail of a course d1sc,plines, th1\ school br>lwve~ in the curriculum view o f
'p. they can accom modate a big number of
learners J· Joh n Dewey c. Artnur Best or
c. they can only be provided by big univers1lles b Hollis Caswell d . Phillip Phenii
/ / d they were designed and created by a big 105. The following arc chara~terisucs of progressrve
./ group of experts curriculum except
9V MOOu are open because _ _ __ _ _ a f ocuses on th e Pxperiences of the students and supervl\cd
a all courses are offered for free by the teacher
~ courses can be accessed by anyone anywhere as long as b takes int~ account all the curricular elements and tests
they are connected to the internet these elements through re;il hfc apphc.a1Ion
c. openness to ideas is a strict r equirement c. the classroom ,s only orie place fo r 1t,e students to learn;
d. o n ~ avail of them only during the opening of a semester
9~00Cs are consider ed as a cour se because

~ they have a guide or a syllabus that indicates content,

r: learning can take place anywhere
knowledge that comes from various d1sopl1ne\ should be
~ thejpe(fs.
lOp,-111analyzing the curriculum, the teacrier shouid consider
objectives, activities, and assessment the following .,-,_.
b. they are always given by a fully-recognized university in the I. vision, mission, goals and core values of the school
world II. learning resources and faculties of the school
c.. they are a requirement for a Bachelor's degree Ill. needs and interests of the learner s
d . they are graded IV. all must be considered
~ nculum development class, the teacher asked the a. I only c. Ill only
students to give an enriched definition of the curriculum. b. II only ,,9, I, II, and Ill I •
Which among the following encompasses the true essence of 107. Miss Lim started off her lesson plan with the 01.<tcomes
theterm? ~ ,- {c , \ - . ~'1r,,· 1-. she expect s her students to achieve at the end of the lesson,
a. Curriculum is a list of subjects to take to complete a course. this curriculum approach is _ __ __
!::_ Curriculum is the sum total of all the learning experiences in I. curriculum as a body of knowledge
the teaching-learning process. II. curriculum as a process
c Curriculum is a list of cou~es in order to graduate. Ill. curriculum as a product
d. Cu~lum is a never ending process in education IV. all of the above
~dinarv people consider curriculum as _ _ _ __ a. I only,
/;
s, IIll only
I. a hst of subjects b)J.only . dJ I, 11 and Ill
II. rnu rses to complete lOlt.'When a cu rriculum i'S'v1ewed as a process what shoula
Ill. subjects to undertake the teacher consider primarily in designing his/her lesso s?
a. I only c. Ill only a. Different modes of assessments
,,. b. II only 9, I, II and Ill b. Various methods and st rategies
96 urriculum may be defined in many ways. What does this f 0\Cl comes-based learning objectives
prove? o National competency-based competencies
a The conc.ept of curriculum is based on those gi11en by 109. What could be the content/topic when the teacher asked
expHts the learners to define curriculum and complete J matm on
b . The concept is limited and narrow in scope. t he differences between traditional and progressi~e
c_The curriculum Is characterized as fragmentary, elusive and curriculum7
confusing a. The m eaning of curric ulum
~ The conc~t of curriculum m ay be defined from different b. Different element s that affect curriculum
pe~a.lves ~arious curriculum pe~pecti11es
9~e Philippines Association fo r Teachers and Educators d . His.t oncJI and ph1losopt,,c I found~tions of curnc~lur.i
(PAFTE) propo\ed a ne.-J curriculum for Teacher Education to 110. Which of the following proce ses usually comes ltr;t In
mok.e the graduates globally competitive. What type of developing curriculum 7
c.urncul1Jm Is th is' a Selection of ,, dur:1t1onal content
a Supported Curriculum f:
As~es sed Curr iculum b Evalu ating educational experiences
b. Hidfa!nCurric.u lum p\
Recommended Curriculum s.,Jdent1fv1ng learning goals and obIett1\es
'.l~ order to have an effective teaching anrJ learning, lherc cl 01gan1zatlun of lt'am111g e>.prrlene,
must be an adequate ut1ll1ation nf learning m aterials. What 111 Considering ! hat curnculum Is d dynJmK pr0<e~ this
type of curric.ulum is this? pei \ Oil put prem ium In the I llil' l't the tt•<1d1ers· part;e1patIvn
a As~essed Curriculum 11 , ,i~11,,Iu1J1n~ the CIH I iculurn
b Hidden C.urnculurn J W1ll1.im Ale~.1nd~1 C H1ldJ , aba

c. Recof,Jlmended Curriculum b ualt:n Saylor d R<1lph Tyler

4)ullported Cun lcu lurn \ 12 llw uc , 1 fcJ1ur,• o f 1ylC'1' s flat ,unalc Is the'
9~hen t each ers condur.t a serJJJ, o f evalu,11lrn1l o
determine the eitent of l eathing, Whdt m u~t be 1 plc111111111~plid'il'' c orgornzmg tht e,cpcnenLC\
implem ented? 11. 11 lent1fvmg the purpOSl' d evalu.-ung the <?xperlrn, <"S
a. Hidden Curriculum , Learned Cu1rltu lu1n 1 JJ All tht'se questions , hould be answcr~d by wrnculuin
b. Taugh·c Curriculum d . Assessed Curriculum e, r ept
101. This curricularist uses uniqu;a11 d out-of -the-liox ,1 Wl,at subj~ch Jre ,mportan!?
strategies to make his/her class highly engaginK. He/she is I., Who will benrf11 from , W(?li de, 1gnpd learni ng
a/an _ _ _ _ __ experience?
a. knower c. writer C. What outcomt!s should be achieved?
Jj}1nnovator .'.:,_implementer ~,,.What qualifications should teacher; have?

ST. LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/0915 -188-9987/ 0912-880-50 17
 I t 4 These foundations show the chronologica l develop ment c. To answ er t o the changing needs of the le,1rnP1 ~
of ltlmlulur,, mostly ~hown using a t1meline d. To identify which parts and ~~pect s c,f tl,r 1mplPmt>nl
a H" \oncal Founda\lons c Philosophical Foundations curriculum needs to be 1mpro~t'd mod1f1ed or changed
b legal f oundations d . Psychological Foundations 128. Which component v3n bf' 1ncludPd 111 cun 1culum
11 S. What axiom emphasizes t ha t curriculum design should be evaluation 7
hased on a careful plan, intended out comes clearly ~J.earnlng outc!)m es
~tabllshed, etc. 7 !,'reacher perfof'TTlance
a. Curriculum change is Inevitable, necessary and c. Strategies and methods used
desirable. d . Instruct ional m at erials
b . Curriculum is a product of its ti me. 129. Wh en d o we need to evaluat e the cu rriculum?
S, Curriculum development is more effective when It ~ very academic year
, follows a syst ematic process. Every quarter
d. turriculum developmen t is more effective if it is a c. When somebody suggests it
com prehensive process, rather than " piecemeal" . d. Whenever necessary
116 . In ord er t o have an effective teaching and learning, there 130. The class was taught how to conduct an action r esearch <1nd
must be an adequate utilization of learning materials. What was required·an end-of -the-t erm written research report. The class
type o f curricu lum is tnfsT - - --
was t,iught how to do t he research report and was shown an
a Curriculum changes made earlier ca n exist concurrently
Analytic Scoring Rubiic for them to know how they w ill gr ad ed. The
with newer curriculum changes. .
b. Cu rricu lum development starts from where the class took the scoring Rubric as guide in the making of their research
curriculum is. report. They were all motiva t ed to pass an excellen t research repo rt
.'< Curriculum design should always be SMART. and as a group checked now and then If they w ere tr ue to th e
,d. Curriculum development is a cooperative group activity. qualities of an excellen t research report as seen in the scoring r ubric.
117 :Who are the primary movers in the implementation of
Wha t form of assessment Is described ?
the changes m ade on curriculum?
a~ ssessment of learning y Asses sment for learning
2-· Teachers c. Parents
b . Learners d. Community officials l tl:fssessment as learning d. Assessment for and a_s learning
118 . A baranga y official suggested that fishing and .marine life 11'_1,,.wfuch assessment leads studen~ to become self -directed
be included in the barangay public school so that learners wlll and independen t learners?
have a backgro und on the primary livelihood in their area. This a. Forma tive assessment c. Assessment as learning
is b ased on what curriculum design model? d . Assessment for learning
b. Sumniati11e assessm ent
a. subject -centered c. problem-centered / .
132. Complete this analogy.
b. learner-centered d career-centered
Formative assessment: Assessment for learning
li.9. Which of the following does ~-ot belong in the group?
a. Child-centered design Summative assessment: _ _ _ __ _ __ _
p Life-situations design a. Assessment of learning c. Assessment as learning
c. Experience-centered design b . Assessment with learn ing d . Assessm ent in learning
d . Humanistic design 133_,..fmphasize on sel f-assessment. Teacher Lyn applies th is principle
120.Whlch is the primary characteristic of a subject-centered by_ _ _ __ _ _
d esign m odel of curriculum?
a M aking her students make their own papers
~ int errelat ed c. co rrelated
b. M otivating her students t o set their personal learning goals and
b . inter dependent d. interdisciplinary
121. As an implem enter of curr icu lum, the teacher has to t rack their progress against that goal
perform all t hese tasks pt_~ - -- - c. Preparing her student s for higher -order thinking questions
a. w rit e appropr iate lesson plans d . Requiring them scoring rubric as project
E, utilize suitable instructional m aterials 134. "Very good. You are doing very well, Johann I " , says Teacher
c design reliable and valid as sessment tools Jona. Teacher was referring to Johann's wo rd problem solving skills.
~ all of the above _ Is this is accordance with givi ng specific feedback?
12?,.Jmplem ent ation mean s putting Into practice the ~ es c. Very much, the is clear enough
experiences w hich has been w ritten in all except _ _ _ _ b . No .,. d . No, it is exaggerated
!I- internet reso urce sit es c. courseo ut line 135. T er Annie el(Jllains t o her class. "Each one is expected 10
b . syllabr d. curriculum guides s 10 words out of t en words correctly. Th is is a ma stery te~t• Is
1~ rar e involved in "teach ing" ~x~ep.L~- - - - teacher Annie' s b'ehavior in keeping with t he principle to set
.implo ying strat egies acceptable st andards of success?
b instruct ion al m aterials a. No, the standard she set is too high.
c. u tilizing varied activities b. No, She is not setting t he standards. She Is just expl aining the
q. meeting with t he p arents meaning of a m astery t est.
12f The follow ing are the roles of the stakeholder s in c.·Yes, It is. The standard is clear.
cu rriculum develo pmen t -t.!_~ _ __ __ . . d. Yes, she sees t o it that every student s agrees.
I. help m formulating the ap propriate learn ing experiences 136. Teacher Jocelyn considers the multiple choice type of a te~t the
II. crea t e an enviro nment that allows for a child' s holistic best among t he written types of t es t, so for asses~ment of
development assessment she uses only m ull1ple choice t ype of t est Is this in
Ill. participate in the implem entation of the curricu lum alcordance w ith t he prmciple of assessm ent?
J Yes, well-fon 11ulated multlple-choicl' t est s measure HOTS
IV. all are roles of the st akeholdPrs
a I only c. Ill only ~ es, for as long as the multiple choice test me.isur e tow and
high level thinking skill s.
b . 11 only d l II, and Ill
o she ha• only 011e sour ce of data
1i5. These stakehold ers -are direct p artne_rs of th e sch ool In
d. No, , he_should make use of varied tools for asse,sment dJ! a-
stren gthening learning experience in the home.
.,-,-gathcring.
a. Community c. Parents
1 J./ A professor docs nor given quiz at all. The student s grddes are
b . School admini strat or s d.
Government official
bJsed only on the sumrnative as~essment results. Dot!s he v,ol.ite
126.Th~se stakeholder s are the core of the curriculum They
an a~sessment principle 7
arethe primary beneficiaries of t he curriculum a. No. that is academic freedom .
a. Teachers c. Comm unity b. No, he assesses learning and give grades anyway.
b Learners d . Parents _ _ c; Yes, assessment data to reliable should come from the multiple
,.· e of evaluat ing the curriculum eMcept .
127. All are 1mportanc . ved curricu lum every sources.
a. To be able to boast of a new a nd ,mpro · d. Yes, he does not consider multiple intelligences and learning
r,me . st yles.
b To constantly keep up with th e changing t imes.

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ST LOUIS REVIEW CENTER BAGUIO C
131! Which IS OT b
a Completion tl'sl~ ong to the group? ~ e you easily upset by petty thing1? Do you wnrrv lr,tJ no vnu
b Multiple rhoic1> -t c M ~tch111g type pan Ir whl'n pr essured 1 Do ynu oftPn f~el thar you ~re ro bP hl.1rnr 1P
l 3'l W "4ch does NOT b d Alternat e response What pPr\ onal quahty do you lack·>
a Co mpletio n clong t o lhC! group? a lnn11vat111c ness c. Cooperallve11c,1
Ies t r \.._
b Pr9blem solvin c JTIUltrrle choice b Emotional St ability d. Heliab1lhy
140 W.l)ictr ty f l! d Short answer
w ritten com Pe
O
te st m easure ~tudent's thinking, organizing and 1S4. Do y;;;have higher order thinking abilities? Do you e• c••I in
municat ion skills' your abilities rn any of How ard Gardner's M ultiple lnt elll gE-ncc>s I Do
a h tem po ran
b C . eous speech c. Short answer you act quickly on p roblems o f Immediate co ncern I
ompletron type
141 Teacher O d ~usay_. What personal quality do you possess I
k a a wants to t est student s acquIsrt1on of declarative a Innovativeness c. Self-co nfidenr e
now Iedge. Which t est is appropria te?
a Perform ance t est /c \hort answ er test ..,-b. Compassion ..!!_ lntelligenc"
b. S~ isslon o f a report Yes say . What Is the right philosoph y that every tearher shoulrl follow
14)<11erfo rmance te st : Psycho motor skills w hen teaching?
1
Paper-and -penci l t est ·_ _ _ _ _ _ ~ Pra gmatism \.I II. Perennialtsm
_!;..Declarative knowledge c. M oto r skill s 111 Existcnt iahsm
b Psychomotor procedures d. Procedural knowledge C. I and II
a. I only
143. Teacher Pet er w ants to know how will his students have
b . II only d I, II, and 111
imbibed the v irt ue of honesty
W hich t ool is appro priate ? 156:)Af'."Balgos teaches sci ence m°"i"he Junior High School He taught

a Personality t est (c.TRefl ec tive Journal on " How Honest Am I?" tt<e'co ncept t hat sunlight rs necessary for the plants rn the proress of
b Students interview d . Wr itten test photosynthesis. Applying the phrlo~o phy of pragm ati~m. Mr Balgos
l~ hich assessment task is m ost fit for logic-smart learners? sho uld _ _ _ __
J• Solving a puzzle a. show a PowerPoint presenta tion of photosynthe~1s
b . Sho wing the steps through diagram
b ask t he students to bring plant leaves In school
c. Describing the solution
c. draw t he leaves of the plant and co lor this gieen
d . <;:omposing a song
148'.'which assessment t ask works best for l anguage-smart j,.J1sks the student s to do a 11mple e~periment about
learner s? pho tosynth esis
a. Or al presentation c. Dance 157 Behavionsm i s a p hilo sophy that has been anchored on th e
t( By the use of graphic organizers. d . By demon stration theories that relate to _ _ __
146. In .wtlich level is identifying the authors of given literary pieces ? ..!!_stimulus and respome
I. trial and error
- 'a. Understanding b Recalling
Ill. brain and thinking
b . Applying d . Synthesizing
a I only c. I and II
147. The students we re expected to be able to develop a lesson plan
tallowing outcomes-Ba se Education (OBE) pr inciples. Based on _ / _b, II only . d I 11, and Ill
Kendall's taxonomy, In which level is the intended learning is-{The teacher's teac~ philosophy is reflected by whrch of the
outcome? following?
a . Ana lysis c.l<now ledge utilization I Choice of teaching methods
b . Retr ieval d. M etaco gnitive syst em II. Choice of circle of friends
148. You have t o rem ember the steps o f opening a computer if you
111. Choice of how t o use leisure time
wan t to do it on your o w n . In what level of assessment is
; ) only c I and II
remembering the steps?
a:-Reirr eval c. Comprehension b. II only d . I, II, and Ill
b. Analysis d . Knowledge utilizatro n ~ lassroom teacher co mes to schoo l ea rly In the morning Jnd
l ~ er Joj i' s intended learning outcome is this: Interpret the goes home late Officially, the number of hours spent m school
grven poem" . W hich assessment task is aligned ? Teacher Joji should be _ __ _
a Gives the students a written test and asks them to paraphrase th e A. 6 hours c. 4 hours
poem.
,b. 8 hours d 3 hours
b Gives an or al test and ask them to r ecite the poem with feelings.
160. As required, all_teachers should eat lpnch at exactly 12:00 noor
c Gives a written test and asks the st udents what poer'n expresses.
d. Makes th em m emorize the poem then recite with f eelings to because rt's t heir noon break. P,-+ '
pr ove underst anding. a, Ibi s st atem ent is t rue rr C This statement IS doubtful
b . This st atement is f alse. d This statement Is a rule
150.1. Are you a person, someone can lea n on? Are you honest and l ~ s o bserved, all t eacher s in the whole school _ _ __
sincer e in words and actio n? Are yo u con sistent in your actions and a begin classes at t he same time at 8 00 AM
responses t o d ifferent sit uations' b ends classes Jt t he same t ime at S 30 PM
What personal qu ality do yo u possess7 S w ear the sJme school uniform
a Innovativeness c. Buoya ncy /,, d hvc in the same village
b . Intelligence g..Reli abllity 181. Which of thesf' actlVlties is II.OT required of a teach!'f In school?
151 Do you easily give up? Are you moody, a loner? Does press ure a Come to class on ttme
in work m ake you surrender? Is 11 diff1Cult for you to succeed after b . Ancnd the flag ceremo11y
you fa il ? Do you have poor intrapersonal relationship? c Attend school dctiv1t1cs
What quality d o you lack7 d Take a nap on noontime
a. Buoyancy c. f<eliabiliry l 63 Aside from t earhm s and g111d1ng t he learners In the classroom
1
b Cooperatr~eness j Fai rness a teacher t1as to rto othr r things This one act ivity should be to
believe in yourself and in what you can do / Can you
15 2 Do you .
t h ut asking help froin othe~ 7 Do you believe rn the a fed the children e~erydJV
work alone w I 0
. g " No guts, no glory"? b se~ to 11 that t he classroom Is conducive for learning
say1n c pro"1de ~chool mat prials for tt1e whole year
What q u ality do you have?
c Compassionate d sell snacks rn t he classroom
a, self-confidence
d Emotronal Stabrlity
b . innovat iveness

CENTER BAGUIO CITY (074) 445-8085/0915-188-9987 /0912 -880-5017

ST LOUIS REVIEW
 164 -...'h h
,c statement ,, l RUE about the community where tt>e 176 AO Filipino profess,onal tea chers must I-ave _ _ __
'' hool , loca ted ?
V pro•e,s,onal tCJr.t-er's hreese
a It "part of the learnmg environfTlt'nt b a recognued master's cegree
b It 1s outsiac and so Is not part of the school
c teaching e,cpenence
c. There are no learning resources in the community. d published research a rtJ cle
d. tt serves as a school garden.
117. Which of the following practices 1s NOT allowed ,n the Code of
165. The barangav olfic,als tf asked as a resource person can best
speak on _ _ __ Eth1e1 for Professional Teachers?
a Teachers shall insure that the teaching upholds t+>e
i community governance
highest standards.
II t>ealth and w ell being
ill. literacv program
a I only c. I and II
C
-- Teachers shall accept tutorial fees for the slow
learners ,n her class
c. Teachers shall live wrth d1i;n•ty tn all places at aM omes
b. 11 only ~- I, II and Ill d Teacher s shall estabhsh mamta,n cordial relations wrth
166. Natural resources like rivers, lakes, mountains and hills found in parents
the community can be used best as resources in tea ching l 7'1. Wh at should be the best descnpttor, of teaching as a
profession ?
a Mathematics C. English
.!,.Teaching ,s the noblest profession.
b Science d. Physical Education b. Tea ching is a lucrative I0b on this country.
167. It Is always important for a teacher to transfer learning and c. Teaching requires less preparation
practices from the school to the _ _ _ . l ~ere Is a lesson object1ve/ 1ntended learning outcome."
a church C. City Illustrate the law of supply and demand with your original c.oncret!!
b, community d. sports comple• example" For content validity, Which test ,tern Is aligned~
168. The community holds high respect of a teacher if he/she is a a. Define the law of supply an d demand illustrate rt w,tt- ar,
example.
b. rnustrate the law of supply and dem.;rd wrth a drawing.
a. money lender c. rumor monger
c) llustrate the law of supply and demand wrth conuete, original
b. role model d. gambler ; example.
l~The most challenging components of teaching in another d. Explain the law of supl)ly and demand and illustrate tt with a
COUntrv IS _ _ __ gjagram.
a. masterv of the subject matter ~ f t e r teaching them the process of experimen tin g, Teacher 1~
b ma~mg instructional materials wanted his student to be able set up an experiment to find an
answer to a scientific problem. Which will he ask hos students to do'
c adjusting to cultural differences
a.,..Set up and experiment to find out if aerial plants c:.;n also l,ve or,
d. constructing assessment tool land.
119. Teaching is a universal vocation. Wherever the teacher Is b. Can aerial plants also live on land? Research or expenmer ts
assigned, his or her primary concern is to _ _ _ __ already conducted
a earn a good salarv c. be the c. Obser.1e if aerial plants can survive when planted tn soil. "late
your observations and present ttiem in dass
most important per~n
d. Research on the answers to this scientific problem· Car, aeral
b male th!: studen~ learn d . do self-
plans survive when transferred tn soil?
;amfu:e 181 . Teacher Parah asked her pupils to display their pe~mar~ ,o
111, In the 21" century, the fastest development or change that the work in the beginning, middle and near the erid of the sc~ool ~t>ar
teacher should catch up w ith as a teacher is in the _ _ _ __ W,hich type of portfoho is displayed?
I. use of te<hnology ( A.,Development portfolio ':_Showecse portfolio
);:'Evalu~on portfolio ~d. Assessment po<tfolio
II. knowledge of globalization
l ~ u are applying for a job. Which type of portfolio should
Ill practice of collaboration
accompany your application letter,
a. I only c. II and Ill
a. Development portfolio c. Showase portfoho
,,.( ' b. I and II d. J, II, and Ill o. Evaluation portfolio d Assessmer.t portfolto
171, If yo1, are an excellent teacher here m the Philippines, you can 183. I have to check if my students were able to procuce the
verv well teach ,n any ASEAN country". This statement _ _ _ __ expected output as stated i:, my intended learning oucome wnlCii
a ,s f2lse c. an overstatement type of portfolio am I interesteo to see'
a. Development portfolio c. Showcase portfoi o
• .!l, Is true d cannot be detenmined
oJvaluation portfolio d. Assessmen t po<tfol,o
113( For a Filipino teacher to succeed in teaching in the country and
'rt!4. Teacher Alex wants his pupils to display the,r fa,onte p.:>em
elsewhere m the wor1d, he or she should _ _ __
a,.;,ong the poems each one composed What type of portfoho "'
I. master and practice the competencies of the NCBTS
Teacher Alex expecting to see?
11. be multilingual and multicultural
a Development po rtfoI.10 c. Showc:ise pcrtfolioi
Ill think and act both locally and globally 10
b. Evaluation portfoho d. Assessmert portfo
· d ne ,f you rt'Jlll~ ~our
a I only c. I and 11 l~. Which portfolios enable you to eterm,
b. II only d. I, 11, and 111 intended learning outwme?
c :,ltowc a,e ocrtfoho
174. After the 1987 Philippine Constitution, the first legal basis a Development portfo I10 rtf
10 b [va luation portfolio d A,ses,ment po CMII)
make teaching as a profernon and c.onslder teachers arc
186. for diagnostic purposes w ,c h h t "t! Ltl I ubnc ,s mere
r.-
professionals was _ _ __
a ...RA 7a36 approp11ate ?
c. RA 7640 d Ana lyt ic I ub11, c. H,,i,,tir
b PO 1006 d. Code of Ethics for Professional Teachers d 0 ~, el.:ipme11tal I ubnc
b GenerJJrob•• b er t~Jt of an Jnalytu:
l.J5".'Whc, among these graduates is not Qualified to take the 1 ~ i c h advantage docs d hoh, t1c ru ric O '
Licensure Examination for Teachers (LET)?
rubric? c Mort' a,rect
a. Bachelor of Elementary Education ii Takes fl! s ttme to Lrea te d
n More detat Ie
b. Bachelor of Agricultural Education b. Shor1~r In contPnt lb t,on of quarterly assessment
.5:. Associate in Arts 188 Whteh Is the percentage contr u
· de l to 10 7
to the grade of the student from grij
d. Bachelor of Science in Mathematics
r:·
l:20%
15% c.,JS%
d 30%

ST LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/09 15-188-9987 /0912-880-5017

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1' 11 1" 1''11\ l ' I I I .111(1 111 whl, t, , 1,11trlb11tP/s lw,1vlc<t to thl' \ludent
.;, :111,· '
; I f 1· 1f1 11J ll ..11 I\ t• L,J , ~ \

b W11t t r 11 '-'i 111~

, l )1 1111 1, 1 11\ ,\ \ 'H"\ ,111, •111

d l t11.1'1 r 1Iv ·""'" "'-tll l tJlld J)t•rfoun.:.n cf' f cl\ ~ S

•l .' 11,, _,,11 " " p,·,i ,•11ta~,· r nnt, lb11tl on to ttw wade, what can be
11tf,•,, ,,,1 r, '"" 1111• d,•pl n', ,•mpt,a, ls o n ll'n1 nlng and ~Hr.s~mPnt?
., 11 .. , 1·11 ,ph,I\I, ,kpPnth 011 " " ' !lldde ICvl'I nf lht• <u bjrcts
) J All, 11111p1>111' 11h Ml' lH'ln111·111ph11,lr!'rl
\. ' I h ,• ,•111pl,," ' ' fu1 .111 .:1 Jtfc-, l lO <ubJec~ I, on pe rfo rmance tasks.
ti , Ill,· mpl ,., •. 1, 1, ,,., q ud1l<' 1ly .1~>1·,,m cnt
, •>J. A •,!11,l,·111 .:..i, ,11n,mell, j l g, ,11I,· o f 110. Wh,H Is his dc<criptor
fu, 1,1, 1,·vl'I ;,f i'' ufl r lenr.y l
., ~,i ll•, l.1o 1,1,y , . Very S,11isl~ctory
li. I ~1,11 ,.,t h t.11 1,;1y d . Did nut meet cxpxctatron
t· •~ w1t1, It 1, ,i.-", lbi· ,1' "clul 1101 meet eMpectatfon~"?
., 11..t, 1w / '•'In 1\-· Oe low 74 %
I• lh·l11 w /lJ'~, rt Oe to w 7 2%
10•, ' '""' h tl11 · rl11,1I 11rJu1' p..r ,ubjc•cts ro,
Wddes 11 and 12
uh1 ~1111•d ,'
, .1 <,,,, tli ,· i1vt•1,111(' ol th e t1rild<·, to,
the 2 qua rters
b l;,. , 1111• ,,vu, ~11•· of the gr,irf,,s for th e
4 quaners
, ( ,.,, 1111· .,vi,rngc• o l lht• l(rddc~ of all ~ubjects for tl1t' 2 seme~ters
d c.. •t thr• .111,•r.11w ol llw sr.,de, u f,;ill ~ubject, lor th e 4 sem esters
I 'lb Wt111 t, r< I HI It o f Klrukr !Jill te n g, adcs?
., l,1,,d,·, ,,, r ulll 1111 1t f'd like the grades 111 Grade 1.
t, I h,•, , ..,r,• numN lul 11• .1des wltl, descriptions.
l 1llt•f 1· Lu•· l\ l.\ 11u11lt•rh ,,1 ~r..ldc~ .
d H,·r11.rr ~, Ir~,• PJ>Sl'd <1nd Failed .1rc u~ed .
J \1/ w1,., I\ r, •1,,11wd 111 th o.: ~;in,e g, ade level for Grades l to 10? Any
, 111d,•nt-. wl111 did II L'I rno.:, •t ,•xpc, tatlons __________
., 111 1lu,•1.• ,u 1110 1t' 1,,.,.l,1Hng ,11 ca~
, Ill ) h-fll lllllij .lft'J ~
, 11 1 l 1 1 11 r lt·.,,nlnt( .1,c.ls
d , .. l11 •wn 11, llif' gener.il .111f'r;igi;
1'l:l Wt,.,1 hjp11r·M w h1 ·n .J studl•nt In Gra de 1 lo 10 did not meet
,' 111lh'11.,tI,11a In 1w,I h-'t1 1nlntJ are.ls ?
,, tk1.1111<'U In th,• ,arnr· gr ,1d,• lf'vel
11 1,•1111, 1,•d to th r llL' ~t 11r,1rte IPvel alter p,hsing remedial classes
for l, ·.11 1111,R nrr.i , w11h f;illrng 111.1rk
• """"""'d 111 tl 11• n l·•I sradc le vel but has back subjects In the
1,,wt·t g1~,d,, lrv,·I
cJ h 11111 j u r-p1<•rt lor enrollment In the school
1•1'> Why n11,, 1 wJde, be 1c ponccJ to pa re nts?
I r , ,11111111· ,>11~0l1111 for rn atlvf' fPed bJLk to s tudent~

II I 11>111c Jl1gn111 ..n1 of turrtculum, i11strucl1on , and ass~,ment

Ill 1' 11 ,m,llr tu µ.ir,•r,h and stude nt>, ucdlblC' ,ind useful feedback
. , I ,111tv ( Ii only
~t, I .,orl Ill !i, I. 11 anrl 111
Jon Ip mukt I!' Jolt> 1,•µurt l11 11 meaningful, which must be do ne ?
" A11no urrce 11M 11(•, u l s tudcm~ who nc,•d to help.
h ll.111 ~ th1· llc p o t l ( ,ird, h orn hight''! to lo wc,1 the n dis tr lbutt• th e
"""'' .H, o rdln11 t o I dn~
i.. I xpl.il11 how it,,, gr dd,•, wo:1 c cn111µut1 •d

d c unwl!! p dr ,•111' who"-' ctilld r, •11 n,,. nu11 performing l.Jy lc lllnR
th1•111 l h,i r 11ub0Jy f,1lh

ST 1.0III S Hl'. VIEW CENTEH DAGUIO CITY (074) 445 -8 085/09 1S-180-9987/091 2•A80 -5017
 rStnST.LOVIS
~ REV/£WCE \ T£R

.I 13. l.t. Berna/do, a cmruumconsullant on Ec.onomics inlllll 1tial in $Bllldil1ll

the aJITiajJm COOM. I is bet1er that throughout 1he high school years,
econorric geography ooncepll be used to reo, and be , . . , wilh depth for
el!actiYe leaming What crl9rion In content setection ii 9hoMl hefe?
a Valt!/l:y b. CoothJily c. Signlllcance d. LelfTllll)ay

14. The fllipino feamelS envllioned by the Department of Education (DepE.d) In

the lght of K· 12 Ci.n11::uUn If
a Tedr.ologk:aly titeralll ex klg.lslically dewioped Flipino
b FunctJcnaly i1era1a ex logmx:afy dMIDped Biro>
c. Scierdlcalfy Advanced and Values Oriented Fipino
2. Teacher L1y >10Ut1 lb to lake part in deYalopi-1g asubjad-cenlBrad d. Natin1 Orienl8d and lntBmalionllY ~ F"llipinos
ru~m because she be ves that al Sl.()jed5 In llus type of a.rm.un ae
geamd ~ Ille llolistlC ~ of the lllaner. Is he( belilf abolA the 15. Teadr,r Oonw,guilo beieves that a,- respect for the child ls fundamental
subjed<&'llMld Cl.mCUlJm rrue? In cum::utJ111. Thus, a1 adMlies in the aassroom n geared ~ .the
a. Yes, because !he subjed-cemered CIITicwm focuses on the leamerli needs, ~ al Iha cnld • lhe centier of lhe educati¥e process. To wllich
inlel8sls and di1ies 8J)l)r0adl in wnt:u1Lm does Teadler Oori,guito adhere?
b No, because l 15 the ~ n t 8 ' 8 d CUITicWm t h a t ~ the ~~ C. Probiem<:enind
teaching of facts and kno'Ml!dge for Mute use b. Sut>,eci<:entered d. Pragmatic
c Yes, because the ~ CUTIQIUll inYoM1s CXlOplltW,'8 control.
d No because • IS Ille e.q,eri!lna! cen!er8d and nol the Sllblecl-cenlet8d 18. lits. Manuel, the Prilcipci of Bagong a.rio EJe,nenta,y School invited lhe
c:umcoom lhal 8llp/laslz8s irrlpgli!OOn of habits and skis in lea-ning the Bigy. Cap '.ain in the school lo l0lidl Inputs t,r a ,_ etniculum in Social_
kno,-4edqe cxmment "subject <nas. Science ~ hd1 hirJhllghts indigenous knowledge in the community. What is
shown in tlis sitllalioo?
J. In ihe elementary leYel, Engish i!eratln and Social studies relate Ylel. While a ConmJnity members as supportsrs of curriculum
histo,y IS berig stucfied, ddJerent itercry pias dt.mg the hism::al penod is b CoomJ/lly membe(s as CtKnCUfwn res01.W'ye5
bei'lg studed as i.et Whal CUITicuAim des.lgn is shown here? C. Conr'J!uni!y merrt>er1 IS manaoe,s of rurriculum
a. Separate wbjed design c. Disci>h design d. Cornn IIUlity members as beoeficiwies of curricuklm
b Cooalalion des.gn d. Broad fllltl des.lgn
17 Tead1er Belt puts emphasis on the immediate felt interesls and needs of his
4. This phase of am:ulum ~ ffiOMIS decisions, an-ong other studen1J and not on the anticipated needs and interests. What type of
lhirlgs, on grade placement and sequenci,g of c:oreit. Which phase IS this? curricull.m does teacher Bert adheres?
8 CoobJun PBV1119 C. Curn::wmOf!I~ a Subje ~~ntered C. Expenence-oentered
b. CUITl(llkJ/n evaluaoon d. Qm:lbn ~ b. l.8amv<en18red d. Culture-blsed

5. 01e el8lllJle of this desi;Jn of subjed-centel8d CUITicuktm is that ~icll 18. What type of rurricum divides the school day Into diffel9nt periods such as
st:ows soaal Sllldies being COtlYllll8d ~ geography, civics, cull1n and hlstD,y languag11 arts, social studies, science and healtll, arilhmetic, etc.7
lo ~ subfed .-ea. Wilch design is tnis? a. Comi ated b. Broad fiek!s c. Integrated d. Separata Subject
a Correlated b. Btoactfiet1s c. $epal3(a Subject d. Core
19. Whl.:h cumcutum design element is talcing place when Eduardo, a 4th year
6. Ms. Ortiz. as Scienc:e leaciler tries to enfdl the conlent of her lesson by student can COllnect the lessons he teamed in • slJ)ject 818a to a related
identdyr1g rllial8d coocapls in Ma1tl. What pallem of organimg subjects did Ms. content in another subject na?
Ortiz consider? a. Attic ulation b. Balance c. Continuity d. Integration
a Broadfield b. Com!lalld c. Core d. 5ep.Yate Subject
20. Th a following curricular changes took place ~ what particvlar period?
7 Whdi des;,in is easy to deliver because ~ books n1 rreterials Resta.'8 Grade VII, doubl&-single session was abofished and more textbooks
are c:oornen::ialy available? Ml1'8 •Nri11sn by Filipino authors.
a. Expene,1C8 ceniw8d design c. Process desi,jn a. Arr~ Peood c. Japanese Oa:upalion
b. Problem design d. Su!Jject centered design b. Pti;gne Reoubfic d. New Society

8. What refers to the mald1i'lg between curriculum and tBst to be uS3d to 21. T"his concept includes the sub-processes of t\lrricuklm planning,
assess the leiwners? organization, implementation and evaluation. Which concept Is lllis?
a. Aignmenl b. Auditing C. Aloculation d. Deivery !....C urricufum development c. Cuniculum ~ I
b. Curriculum assessment d. Curriculum and Instruction
9. Ms. Maleo, a History teachef consde!s the element mline in a,rr,gilg
content ct hei lessons in WOl1d History What wt of estabishing sequence is 22. If cumculum is the 'mearw', ~t is the 'end'?
gMlll enl)l'lasls l1y Ms. Mateo? a. f3tratagles b. lnstrudion c. Tedlnique d. ApprollCtles
a. Sinl)le IO ~lex C. Coocnlle i) abstract
b. Part t o ~ d. Chronolog,cal 23.. The aniculum used during the period in Philippine history tem1inated the
USIB ci Englisll as a medium of lnstruciion, What penod is !Ills?
10. Mr. Rivera, a new teacher belieYBS 1tlal educ:alion is a process of a. Arrerican b. Sparush c. Comroonwea/lh d. Japanese
dewbpmeot in1 is Ide rlselt; lhefefore, expenence related to Ille c:M fs need
and interest should be gNetl prinaty COOSlderaooo. Whal edla!iYB 211. Which of the following stalsr!llnls about the COCIC8pt of curriculum Is NOT
phibsophy is beilg exhibllsd by""· Rivera? q1.Jfte ICCePtabie?
a. Idea/IS/Tl b. Reconstructionism C. Progressivism d. Realism a. It rtfers to all experiences that both the school end the teacher provide the
~ludents l'lttl.
11. A stakeholder in currnilum de...elopment. Mr. Cruz. a district superviso( and b1. It Is the set of acquired knowledge, habits and skjJjs
a /'1'l8ffJ:J6f of the schoOI board has one af the ~ pritMty roles. ~ ' It g,nslSts of SW!fYtlllQg that goes WT!hln the sehool.
a. SUpporl and pafi;ipale 11 parent-~ orgaruzaoon ~ - . GI. ti is aplanned action for ins1ruction
b. Aufhorize schoOI expenditlJres for currx;ulwn deve~ rlllnt. ,mplementation
andawbatic¥J :!5._'Mlat process Is being undertaken by curriculumdevelopers when they
c. Enact lagisl.aoon to eff8ct currx:ulum improvement onrich or rrodify certaln espeds of aparticular programwithout changing its
d R8CX>nrMnrl dlanges ,n CtJrricufum.
Iunda/lllntal ex>nceptions?
•~ 9Jrrioom A!!Qvement
The schools in Iha frst District plan to ~ the reading program used in lhe b. Curriculumchalge
1~-
lhitl lflS!rict What leYel of am:ulum imprOV8m80I is INllfl
c Curriculum design •
a. Variation b. VakJe Orientaoon c. SubstitJJtiQn d. Resi'uctllring d. Cum=ulum ~ lementation