FIELD STUDY QUESTIONNAIRE

1. With the NCBTS 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 learner’s behavior

2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind 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 C. I and II

B. I, II, III, and IV 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. A 14-year old felt ignored by her crush whom she believes is her on true love.
She is crying incessantly and refuses to listen and accept 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 felt like this
before.
B. the teenager’s favorite word is “no”, and she will simply reject everything the
teacher says.
C. 14-year old are not yet capable of perspective taking and cannot take the
teacher’s perspective.
D. teenagers never listen to adult advice.

5. A preschool teacher is thinking about how best to develop the fine motor
skills of the 4year olds. Which of the following should be best to consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills every day.
 C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.

6. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class: “What happen to the egg if I add three-tablespoon 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.

7. Focusing on natural consequences of students’ behavior develop more self-

regulation in the students. Which of the following teacher statements
demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play
games in the computer later.”
B. “If it takes you longer to finish the seatwork because time is wasted with
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.”

8. Learners are more likely to internalize and follow classroom rules when
A. The teacher clearly explains the rules she prepared.
B. The learners knows the punishments for not following the rules.
C. The learners participate in the rule-making process.
D. The teacher gives additional points for those who follow the rules.

9. 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 policies and procedures clearly and
consistently
D. Handle behavior problems promptly and with due respect to learners’
rights.

10.Which statement on student diversity is CORRECT?

A. Teacher must do his/her best to reduce student diversity in class
B. The less diversity of students in class, the better for teacher and students.
 C. Teachers should accept and value diversity
D. Student diversity is purely due to students’ varied cultures.

11.Which student thinking/behavior indicates that he/she values diversity?

A. He/she regards his culture as superior to other’s culture.
B. He/she regards his culture as inferior to other’s culture.
C. He/she accepts the fact that all people are unique in their own way.
D. He/she emphasizes on the differences among people and disregards their
commonalities.

12.What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of variety of teaching and assessment methods and activities
C. Do homogenous grouping for group activities.
D. Develop different standards for different student groups.

13.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 panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maaari kitang tulungan.

14.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 heterogeneous groups and
assigns the same activity for each group to work on.
C. The teacher groups the learner by their ability level and assigns different
content topics for the groups to work on.
D. The teacher groups the learner 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.
15.Which teaching practice gives primary consideration to individual
differences?
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 away
where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and
another for the slow learners.
 D. Applying two sets of different standards.

16.Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III
B. I, II, and III D. I, II, III, and IV

17.If a child was raised by authoritative parents, how will most likely will he/she
behave in class?
A. Relates well to class
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

18.Which parenting style/s contribute/s to the development of children who have

low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive

19.Teacher Rose believes that students need not know the intended learning
outcomes 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.

20.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 and ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning
outcomes.
21.In her desire to finish the content of her 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.

22.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 principles 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 and ideas.

23.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 and ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning
outcomes.

24.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/learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

25.Teacher Paz share 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-theperiod.

26.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
under 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 “whys” behind the “don’ts” in focusing the microscope. Before she
did all these, she asked the class if it is not important for them to learn how to focus
the microscope.

27.Based on Kendall’s and Marzano’s new taxonomy, in what domains was

Teacher Mila’s lesson?
I. Information (Declarative Knowledge)
II. Mental procedure (Procedural Knowledge)
III. Psychomotor procedures (Physical skills)
A. I and II C. II and III
B. II only D. I, II and III

28.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 “whys” behind the “don’ts”
III. Focusing the microscope

A. I only C. II only
B. I, II, and III D. I and II

29.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 “whys” behind the don’ts.

30.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
function?
A. No
B. Yes, 21st Century students learn skills 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.

31.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 outcomes.
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.

32.Which part of Teacher Mila’s lesson is in the affective domain?

A. Asking the students of 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.

33.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, which level of cognitive processing
are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing

34.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 C. Applying
B. Creating D. Evaluating
35.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

36.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 student’s act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system

37.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 C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system
38.Teacher Mylene 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 learner-centered?
A. Yes, she taught for all learners.
B. Yes, she made things easy for the learners.
C. No, she was more subject-centered and teacher-centered.
D. No, because her subject matter was highly technical.

39.Teacher Dada’s lesson was on “what man can do to arrest climate change”.
She made students do the talking, the arguing, and 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

40.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

41.Teacher Beth avoid giving out-of-context drills. Instead she makes use of real-
world problems for her students to solve. Doing so makes Teacher Beth _____
in approach.
A. Developmentally appropriate C. Constructivist
B. Reflective D. Inquiry-based

42.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 different
perspective of other disciplines. Which describes the Asian History teacher’s
pedagogical approach?
A. Integrated C. Constructivist
B. Reflective D. Inquiry-based

43.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

44.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.

45.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 and inductively

46.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

47.Which method is more interactive?

 A. Deductive
B. Deductive, if teacher wants to
C. Inductive
D. Inductive, if the teacher chooses to

48.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

49.When you begin teaching with concrete experiences then come 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

50.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 form a multidisciplinary perspective.
D. Avoid drills which are out of control.

51.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

52.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

53.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

54.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.

55.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 clipping of Filipino life

56.An integrated teaching approach is far more effective than teaching isolated
bits of information. What then should teacher avoid?
A. Teaching to the test C. Summarizing lesson
B. Knowledge utilization 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.

57.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 progress.

58.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

59.If Teacher Jing develop 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.

60.In OBTL, upon which should my assessment be based?

A. Content C. Scope of subject matter
B. Intended learning outcome D. Teaching and learning activity

61.I wasn’t satisfied with Student B’s yes as an answer and so I asked to explain
why?
Which did I do?
A. Probing C. Prompting
B. Asking non-directed questions D. Rephrasing

62.Teacher Leticia claims she can’t accept an “I don’t know” answer. So she does
____.
A. Probing C. prompting
B. Asking non-directed question D. repeating the question

63.To obtain well-thought out answers, which questioning behavior helps?

A. Involving as many as possible
B. Asking open-ended questions
C. Asking non-directed question
D. Allowing sufficient time

64.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 C. Directing a question
B. Asking for non-volunteers D. Involving as many as
possible

65.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.

66.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 question to other pupils
 B. Soliciting student’s questions
C. Providing corrective feedback
D. Asking follow up question

67.Which practice doesn’t promote interaction?

A. Soliciting student’s questions
B. Rejecting student’s answer outright
C. Rephrasing the question
D. Repeating and expanding on a student’s answer

68.You want to develop student’s critical thinking skills. Which type of question
should you ask?
I. Closed questions
II. Convergent questions
III. Divergent questions
IV. Open-ended questions
A. III and IV C. I and II
B. II and III D. I and IV

69. Which type of question will least promote interaction among students?
A. Divergent C. Convergent
B. Conceptual D. Inference

70. All are responsibilities of the Learning Resource/Audio-Visual/Educational

Technology Center of a school EXCEPT _______.
A. Make available technology equipment for 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

71. The Learning Resource/Audio-visual/Educational Technology Center

regularly provides the teachers a list of websites, apps and instructional
materials available in the city which are 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

72. Learning Resource/Audio-visual/Educational Technology Center sponsors a

seminarworkshop for teachers and administrators on the use of the latest
presenter applications. This fulfills which function?
A. Center of resources
 B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

73. Examine the bulletin board display. This bulletin board fulfills which
primary purpose?
(MATH MADNESS! Are you a game?)
A. Instructional-interactive)
B. Informational
C. Motivational
D. Decorative

74. Examine the bulletin board display. This bulletin board fulfills which
primary purpose?
(Best Work in the World!)
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

75. Examine the bulletin board display. This bulletin board fulfills which
primary purpose?
(Fall In Love With Reading)
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Decorative, informational

76. In order for the students to clearly understand the structure and content
of the teacher’s presentation, the teacher should have _______.
A. A summary
B. Several years of experience as a presenter
C. A short conclusion
D. A short preview

77. Miss Tria is preparing slides for her lesson demonstration, she remembers
to apply the rule of six. Most likely she will ______.
A. Limit her presentation to six slides with six sentences on each side
B. Identify six important point to discuss, and use about six minutes to explain
each point
C. Have six lines on each slide with each line having not more than six words.
D. Include six paragraphs presented in six slides.
78. Miss Riel is very excited to do her presentation about the effects of global
warming to Grade 5 students. She wants to make sure the children will be
interested. While preparing her slides, she should ________.
A. Put animation and slide transition on each slide to sustain attention
B. Include pictures and a short video clip that captures the effects of global
warming.
C. Use a different slide design with nature images for each slide to sustain
interest.
D. Put one paragraph per slide to emphasize the facts about global warming.
79. Miss Anyayahan is planning technology integration in her science lesson
on states of matter. She is applying her pedagogical knowledge when she
______.
A. Looks into the characteristic and interest of the learners in order to choose
activity that would match them.
B. Studies how to attack a video to her audio-visual presentation.
C. Researches further on plasma as another state of matter

80. Mr. Taqueban is planning technology integration in his social studies

lesson on the EDSA Revolution. He is applying his content knowledge
when he ______.
A. Considers the learners’ multiple intelligences before preparing his technology
integration lesson plan
B. Includes information from EDSA revolution video documentaries
C. Uses Prezi as an option to using powerpoint in his presentation.
D. Sets up a wikispaces account for his students to blog about the EDSA
Revolution lesson.

81. Mrs. Gorres is implementing a technology-integration activity for 4 th

graders to work on multiplication of two digit numbers. Which of the
following illustrates the interaction of the teacher’s technological,
pedagogical, and content knowledge?
A. The teacher checks the math standards for 4 th grades and based on these
standards, lets her student answer multiplication exercises on the
blackboard.
B. The teacher makes the children watch a video that she downloaded from
Youtube and ask the children to summarize it.
C. The teacher evaluates math apps on multiplication, matches them with her
students skill level, demonstrates how the apps are used and allows her
students to explore and work on the apps.
D. The teacher makes the children play whatever math apps they find in the
internet and lets them share in class about their experience.

82. A Science Teacher uses a powerpoint presentation to show the

classification in kingdom Animalia. The teacher then teachs them how to
 use a software in making graphic organizers. Students then use this to
create their own graphic organizers to classify animals. This shows
technology which is _____.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive

83. 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 fraction.
This shows technology integration which is ______.
A. entry-active
B. adoption-active
C. infusion-active
D. transformation-active

84. A Grade 7 Social Studies teacher gave a project where her class in Manila
will work together with other Grade 7 classes in their school campuses in
Visayas and Mindanao. They will create posters and video clip 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
B. adoption-constructive
C. transformation-constructive
D. adaptation-collaborative

85. Mrs. Inton is evaluating a website for her Literature class. She is making
sure that the 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
B. Clarity
C. Motivation
D. Accuracy

86. 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
 B. Accuracy
C. Motivation
D. Appropriateness

87. 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 be helpful in meeting 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
B. Accuracy
C. Currency
D. Appropriateness

88. MOOCs are considered massive because____.

A. They need a big amount of computer storage to be able to avail of 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.

89. 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.

90. MOOCs are considered as a course because____.

A. They have a guide or a syllabus that indicates contents, 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

91. In a curriculum development class, the teacher asked the students to give
an enriched definition of the curriculum. Which among the following
encompasses the true essence of the term?
A. Curriculum is a list of subjects to take to complete a course.
B. Curriculum is the sum total of all the learning experiences in the teaching-
learning process.
 C. Curriculum is a list of courses in order to graduate. D. Curriculum is a never
ending process in education.

92. Ordinary people consider curriculum as_______.

I. a list of subjects
II. courses to complete
III. subjects to undertake

A. I only C. III only

B. II only D. I, II, and III

93. Curriculum may be defined in many ways. What does this prove?
A. The concept of curriculum is based on those given by experts
 B. The concept is limited and narrow in scope
C. The curriculum is characterized as fragmentary, elusive and confusing.
D. The concept of curriculum may be defined from different perspectives.

94. The Philippine Association for Teachers and Educators (PAFTE) proposed a
new curriculum for Teacher Education to make the graduates globally
competitive. What type of curriculum is this?
A. Supported curriculum
B. Hidden curriculum
C. Assessed curriculum
D. Recommended curriculum

95. In order to have an effective teaching and learning, there must be an

adequate utilization of learning materials. What type of curriculum is this?
A. Assessed curriculum
B. Hidden curriculum
C. Recommended curriculum
D. Supported curriculum

96. When teachers conduct a series of evaluation to determine the extent of

teaching, what must be implemented?
A. Hidden curriculum
B. Taught curriculum
C. Learned curriculum
D. Assessed curriculum

97. This curricularist uses unique and out-of-the box strategies to make
his/her class highly engaging. He/She is a/an _____.
A. Knower
B. Innovator
C. Writer
D. Implementer
98. This curricularist has published researches, books, manuals, and other
instructional materials. He/She is a/an______.
A. Implementer
B. Evaluator
C. Planner
D. Writer

99. This curricularist attends seminars, workshops, and pursues graduate

work. He/She is a/an _______.
A. Innovator
B.Knower
 C. Writer
D. Evaluator

100. When a school believes that curriculum should highly focus on Math,
Science, and other fundamental intellectual disciplines, this school
believes in the curriculum view of _______.
A. John Dewey
B. Hollis Caswell
C. Arthur Bestor
D. Phillip Phenix