Finals Reviewer

FIGHTING FUTURE LPT! FOURTH YEAR, HERE I GO!
c. Prepare a single teaching strategy on the next lesson

ASSESSMENT OF LEARNING 2 d. Cater the average students through group activities
(PROFED 10)
If a class’ scores is negatively skewed after an examination, what
A checklist was given to student by Teacher Mark to keep track whether they intervention must be done by the teacher afterwards?
have accomplished correctly the crafting of a sock puppet. What guideline of a. Proceed to the next lesson
task designing is observed? b. Give a remedial examination
a. Free from prejudice and bias c. Announce the low scorers
b. Sufficiently flexible d. Give a star to the low scorers
c. Opportunity for self-assessment
d. Interpreted by the students and designer correctly In designing a learning task for a performance-based assessment, which of
the following concept is highly important?
After a performance assessment, Teacher Ben identified that one of his a. An evidence of the output must be presented
students named Brick is timid and does not go along with his classmates. b. The context is taken into consideration
Teacher Ben then plans to design a task that would boost Brick's self-esteem. c. One competency is tapped and measured
What type of performance based assessment are given in this scenario? d. It should be process-oriented
a. Written works
b. Performance task In order to produce a desirable students' outputs, teacher Jake made sure the
c. Product-oriented task is suited to the grade level of his students. What concept is this?
d. Process-oriented a. Goal-based
b. Appeal
Creativity as one of the criteria for a product-oriented task observes what c. Locality
guideline in task designing? d. Ability Ranged
a. Free from prejudice and bias
b. Sufficiently flexible Janice's score of 45 in a Math quiz is at 98th percentile. What does this
c. Opportunity for self-assessment mean?
d. Interpreted by the students and designer correctly a. Janice ranks 98th in their class on that Math quiz
b. Janice score is equivalent to 98% of the correct answers
For a product to be desirable, teacher must design a task that provides c. Janice’s score is greater than 98% of her classmates’ score
students a clear vision of what will be their output. What concept should be d. 98% of Janice’s classmates also got 45 in the Math quiz
observed to attain this?
a. Appeal Jeremy crammed in making his project lantern made of recycled materials.
b. Locality So he just complied with the required parts of the project. At what level will
c. Goal-based his output be LIKELY to fall?
d. Ability range a. Amateur
b. Expert
If a class has a large standard deviation after an examination, what c. Beginner
intervention must be done by the teacher afterwards? d. Skilled
a. Allow the learners to select their next sitting arrangement
b. Identify extreme scorers and devise alternative plans for them
Mrs. Dimasacat's class performed poor in a Science quiz. How can you Teacher Den made sure that a task she designed is clearly aligned to what
describe the skewness of the class' score distribution? learning competency is required of students to accomplish. What principle of
a. Positively skewed task designing is observed?
b. Above average a. Aims
c. Negatively skewed b. Interaction Patterns
d. Average c. Gaps
d. Walk-Through
One of the major concerns of performances is the presence of bias when
assessing. What role of a scoring rubric play in performance tasks to alleviate Teacher Jay is to facilitate his class with the topic: Conservation of Energy.
such concern? What possible task do you think is best designed among the following that is
a. It makes the task less subjective process-oriented in nature?
b. It provides opportunity for learners to grow a. Venn diagramming of direct ad alternating current
c. It gives specific set of criteria b. Recycling waste materials such as polyethylene
d. It creates an atmosphere of self-development c. Making an electric circuit
d. Self-checklist about the length of appliances being open
One way to identify in which level a student perform in a task is through the
use of scoring rubric. Which of the following is NOT a reason why we Teacher Karen assigned a project to his class about electric circuits. Mike
should include the levels of performance? submitted his work in the form of a mini-Christmas village using Christmas
a. Consistent documentation lights as the bulb of the circuit. What level of product does this show?
b. Clearer expectations a. Amateur
c. Better feedback b. Expert
d. Objective assessment c. Beginner
d. Skilled
Patch submitted a flower stand that can hold five pots at the same time when
in fact they are just told to submit flower pot. What level do you think does Teacher Kiko used Mobile Legends heroes as characters of a situation in his
Patch portrayed? designed task. Through this, Leo, one of his students, was able to remember
a. Skilled the lesson. What characteristic of the task is being observed by this scenario?
b. Amateur a. Locality
c. Beginner b. Appeal
d. Expert c. Ability Range
d. Goal-based
Ryan is one standard deviation above the mean of his group in Science and
one-half standard deviation above the mean of his group in English. What Teacher Max used "he/she" in stating scenarios in a task for his students.
does this mean? What guideline on task designing is present in this situation?
a. Ryan is better in English than in Science a. Interpreted by the students and designer correctly
b. Ryan is better in Science than in English b. Free from prejudice and bias
c. Ryan excels in both Science and English c. Sufficiently flexible
d. Ryan does not excel in Science nor in English d. Opportunity for self-assessment
Teacher Vicky assigned the class differentiated task in groups. She provide b. Mode and Median
each group the rubrics with one of the descriptors stating "The group presents c. Median only
collaboratively" for 4 points. What type of performance-based assessment is d. Mode only
being taken into account?
a. Product-oriented Which statement is true about mean?
b. Performance task a. It refers to the average score in a distribution
c. Written works b. It is a sample of measurement of variability
d. Process-oriented c. It is equivalent to the 50th percentile in a score distribution
d. It talks about the most frequent data in a score distribution
The task designed by Teacher Janina for the life cycle of a plant required
students to get a seed from any fruit available in their immediate Which among the following learning competencies is process-oriented in
surroundings and follow the procedures listed on the task to successfully see nature?
the seed's growth. What guideline in task designing did Teacher Janina a. Make a compost pit
observed? b. Write an expository essay
a. Authentic and in realistic context c. Perform multiplication of matrices
b. Holistic and not fragmented d. Design an e-greeting card
c. Not repetitive
d. Worthwhile learning activity Which group of scores is less varies?
a. sd = 1.50
What does a negatively skewed score distribution mean? b. sd = 1.75
a. The students must be academically poor c. sd = 2.00
b. The scores are concentrated on the right side of the curve d. sd = 1.25
c. The scores are concentrated on the left side of the curve
d. The scores are equally spread in the distribution Which group of scores is most varied?
a. sd = 2.00
What does a normal score distribution mean? b. sd = 1.25
a. The class is negatively skewed c. sd = 1.75
b. The class is heterogeneous d. sd = 1.50
c. The class is homogeneous
d. The class is positively skewed Which of the following criteria do you think provides opportunity for
learners to achieve “skilled” level of output?
What does standard deviation generally tell to a score distribution? a. Aesthetics
a. It tells the average score of the class b. Quality
b. It pinpoints the position of a score in the distribution c. Creativity
c. It refers to the average distance from the mean d. Accuracy
d. It pertains to the homogeneity of the class
Which of the following criteria do you think provides opportunity for
What measure(s) of central tendency does the number 23 represent in the learners to achieve “expert” level of output?
following score distribution: 30, 15, 20, 23, 17, 23, 25, 27, 23? a. Quality
a. Mean and Mode b. Creativity
c. Aesthetics
d. Accuracy Who among the following teacher is NOT observing the guidelines in
designing a task?
Which of the following is NOT TRUE about mode? a. Teacher D who asks learners to buy their projects
a. Mode is a measure of dispersion b. Teacher A who uses gender-neutral words in the task
b. Modes can be more than one c. Teacher B who designs a task according to millennial trends
c. Mode is the most frequent scores d. Teacher C who requires learners to think “outside-the-box”
d. Mode is observable in the distribution
What kind of rubric is best to use in rating students’ projects done for one
Which of the following is one of the prime purpose of tasks? day?
a. For students to demonstrate how well they achieved intended a. Holistic
learning outcomes b. Either holistic or analytic
b. For the school to design programs to enhance student learning c. Analytic
c. For teachers to identify how good students perform d. Both holistic and analytic
d. For the community to participate in school development activities
Teacher Juan gave a failing score in the performance of a student who had a
Which of the following is product-oriented? history of disrespect against him. What error does the teacher committed?
a. Sing a love song with appropriate emotions a. Leniency Bias
b. Recite an oratorical piece with connect dynamics b. Horns Effect
c. Write a 15 page journal about science trivia’s c. Halo Effect
d. Retell a short story wearing proper costume d. Strictness Bias
Which of the following learning competency is process-oriented? The following scenarios guide teachers to use analytic rubrics in assessing
a. Dissect a frog using appropriate tools performance-based assessment EXCEPT for?
b. Create a Christmas lantern made of plastics a. To utilize peer-assessment
c. Write a poem with AABB rhyme scheme b. To promote self-assessment
d. Build a prototype of a vendo machine c. To provide diagnostic information
d. To improve formative instruction
Which of the following statements best describe/s a positively skewed score
distribution? When a teacher considers a students’ behaviour and attitude in class without
a. The mean and median are equal writing it down, he/she is assessing a student performance. What type
b. Most of the students’ scores are high instrument is the teacher using?
c. The mode is high a. Formal observation
d. Most of the scores of the students are low b. Informal observation
c. Rating scale
Which of the following tasks is product-oriented? d. Memory approach
a. Executing a dance routine
b. Performing a pantomime What performance criteria would “Aesthetics” in a Mosaic activity belong?
c. Reciting a declaration a. Impact of Performance
d. Writing an expository essay b. Adequacy of Method and Behaviour
c. Validity of Content
d. Work Quality and Craftsmanship What scoring rubric shall Teacher Joyce make if she wanted to evaluate the
Teacher Mike designed a task to assess whether his students' ideas generated overall quality of the students’ performances?
on the topic is correct. So he put "Content" as the highest weighted criteria. a. Anecdotal Record
What type of performance criteria does this fall? b. Checklist
a. Validity of Content c. Analytic Rubric
b. Impact of Performance d. Holistic Rubric
c. Adequacy of Method And Behaviour
d. Work Quality and Craftsmanship If Teacher Mike wants to monitor the day-to-day activity of his pupils, what
type of performance instrument can he used?
Teacher Maria developed his own rating system to determine at what level of a. Anecdotal Record
proficiency are her students on regarding the usage of microscope. What does b. Checklist
Teacher Mary created? c. Scoring Rubric
a. Scoring Rubric d. Criteria
b. Checklist
c. Criteria Grade 10 Section 1 was assigned to follow a procedure in manoeuvring a
d. Anecdotal Record molecular microscope in their Biology class. What domain of performance-
based assessment is this?
What performance criteria would “Formation and Blocking” in a Speech a. Scientific Skills
Choir performance belong? b. Concept Acquisition
a. Impact of Performance c. Psychomotor Skills
b. Adequacy of Method and Behaviour d. Affective Skills
c. Work Quality and Craftsmanship
d. Validity of Content In a speech class, Peter was tasked to deliver an impromptu speech. What
skill was measured in this performance?
These are 5 students who are in verge of NOT graduating to failing test a. Phonetic Awareness
results. Teacher A assigned a performance to the class, and gave these 5 b. Linguistic Competence
students the highest possible rate he/she should give for these students to pass c. Concept Acquisition
his/her subject. Is this erroneous? Why or Why not? d. Communication Skills
a. Yes. He committed leniency bias
b. No. a teacher can give grades based on his/her discretion The act of highlighting key words in your notes belongs to what domain
c. Yes. A leniency bias happened of performance-based assessment?
d. No. mass promotion is mandated a. Psychomotor Skills
b. Concept Acquisition
What domain of performance-based assessment does obeying wearing face c. Scientific Skills
mask and face shield when going out for essential purposes only belong? d. Affective Skills
a. Psychomotor Skills
b. Concept Acquisition The pupils are to be judged individually on their mastery of the singing of the
c. Scientific Skills national anthem so their teacher let them sing individually. What should the
d. Affective Skills
teacher use in rating the performance of the pupils if the teacher has the d. Criteria
entire week to assess?
a. Both Holistic and Analytic
b. Either Holistic or Analytic
c. Holistic Teacher Rowena rates how students cook in a Cook Fest in line with the
d. Analytic celebration of the Nutrition Month. She keenly observes the materials,
equipment and hygiene of the cooking area. What assessment is she
Which among the following statement(s) is/are the boons of performance- employing?
based assessment? a. Traditional Assessment
I. It assesses process as well as the product. b. Process-oriented Performance-Based Assessment
II. It involves the students in the process of assessing their own c. Product-oriented Performance-Based Assessment
growth. d. Portfolio Assessment
III. It assesses the progress as well as the performance.
IV. It measures limited learning objectives. Teacher Siri gave a lower grade to Mike than JM based on the comparison of
the aesthetics of their output. What error could have Teacher Siri incurred?
a. I, II, III and, IV a. Contrast Effect
b. II, III and IV b. Strictness Bias
c. I, II and III c. Leniency Bias
d. I, II and IV d. Similar-To-Me-Effect
Which is NOT TRUE about an analytic rubric If Mr. Paraiso will have to make a scoring rubric for the student's output,
a. It is easier to construct than the holistic rubric what format is better to construct considering that the teacher has extended
b. It allows one to pinpoint he strengths and weaknesses of one’s work time to evaluate their work?
c. It gives one’s level of performance per criterion a. Holistic Rubric
d. It is time consuming to make b. Either A or B
c. Neither A nor B
To maximize the class time spent for performance-based assessment, which d. Analytic Rubric
one should be done?
a. Limit the task to one meeting only What are the elements that must be included in a scoring rubric?
b. Set objectives only for cognitive domains I. Objective in a high level of cognitive behaviour
c. Plan a task that can be used for instruction and assessment at the II. Multiple criteria in assessing learning
same time III. Quantitative descriptions of the quality of work
d. Assess one objective for one performance task IV. Qualitative descriptions of the quality of work
Every after performance of his students, Teacher Calvin writes a narrative a. I, II and IV
report of the students’ behaviour during each performance. What do you call b. I, II and III
this way of assessing performance task? c. I, II, III, and IV
a. Scoring Rubric d. II, III and IV
b. Anecdotal Record
c. Checklist Which statement about performance-based assessment is FALSE?
a. It emphasizes merely process c. Impact of Performance
b. It accentuates on process as well as product d. Sophistication of knowledge employed
c. It also stresses doing, not only knowing Which of the following describes an advantage of a holistic rubric?
d. Essay tests are an example of performance-based assessments a. It provides efficient, combined and quick score
b. It has more descriptors for every criteria
Despite an average performance in a Speech class, Teacher JL gave a high c. It provides specific feedback for improvement
score to May who is known to be good in Technical Writing. What error d. It does not give a specific feedback
could the teacher possible incurred?
A. Halo Effect Jake was given a low score in a culminating activity despite having a good
B. Leniency Bias performance. The teacher explained that he was doing poor in the past
C. Strictness Bias performances. Do you think this is a grading error?
D. Horns Effect a. Yes, it is recency bias
b. Yes, similar-to-me-effect
Performance-based assessment aims to elicit original and critical responses c. No, well-justified
from the thinking skills of the learners. This is further explained by Gronlund d. Yes, horns effect
(1998). Which feature supports this claim?
a. Greater time needed for assessment What should be done last when planning for a performance-based
b. Greater use of judgment in scoring assessment?
c. Greater complexity of task a. Set the competency to be assessed
d. Greater realism of task b. Set the criteria in scoring the task
c. Determine the Table of Specifications of the tasks
Ms. Camba aims to measure a performance of learning. Which of these d. Prepare a scoring rubric
objectives will she most likely set for her instruction?
a. Create a synopsis from the reading selection Which of the following is recommended when using performance
b. Show positive attitude towards learning common nouns assessments in the classroom?
c. Construct a paragraph using common nouns a. Define the tasks ambiguously
d. Write a sentence using common nouns b. Standardize administration procedures as much as possible
c. Specify the scoring criteria on the last minute
What performance criteria would "Relevance" in an Argumentative Essay d. Allow students to use notes to complete the assessment
writing task belong?
a. Impact of Performance Teacher Jay gave a high score in Mike's product because the latter utilized
b. Validity of Content some raw materials that Teacher Jay would have also used if he was to
c. Work Quality and Craftsmanship produce the same output. What grading error is incurred in this situation?
d. Adequacy of Method and Behaviour a. Recency Bias
b. Leniency Bias
Teacher A included a performance criterion that describes the overall quality, c. Similar-To-Me-Effect
organization and difficulty of the work in a task. What does this criterion d. Halo Effect
refer to?
a. Work Quality and Craftsmanship Mike is asking for his performance records for his Science subject because
b. Adequacy of Method and Behaviour despite achieving perfect scores in his exams, he still gets a line of 8 grade.
Teacher Jake said that the highest grade he only gives is 90. Is this Writing down some notes in a typical classroom setting, Teacher Jay
reasonable? observes the class behavior. What could be the tool he is trying to do?
a. Yes. The competencies are being standardized a. Rubrics
b. No. it is strictness bias b. Checklist
c. Yes. Teachers have to set standards c. Rating Scale
d. No. it is horns effect d. Anecdotal Record
Providing a scoring rubric in a performance task enables students for self- Jade thanked her teacher because she was able to express her problems at
assessment. What does this improve on learners? home that really affect her performance in school. She also told her teacher
a. Sense of responsibility that she loves the activities being done, however, her situation made her
b. Sense of competence uncomfortable to perform better. What is the MOST likely method used by
c. Sense of enthusiasm the teacher in order to know this information?
d. Sense of humor a. Questionnaire Method
b. Interview Method
Writing a thesis is what type of performance task? c. Structured Observation
a. Subjective Type d. Peer Assessment
b. Scholarly Assessment
c. Restricted Response If a teacher pre-identify the list of behavior he/she will assess in class, what
d. Extended Response could have been the assessment tool he/she prepared?
a. Structured Teacher Observation
Why is it more advisable to use a 4-point scale in rubric-making? b. Peer Rating
a. To analyse growth of students c. Self-Assessment
b. To avoid central tendency bias d. Unstructured Teacher Observation
c. To give exact feedback to students
d. To lessen the descriptors needed Teacher Rye let his students select among to options to assess the newly-
introduced activity to the class. The options go like this: "Enjoyable or
What performance criterion pertains to the quality of procedures and manner Boring". What tool was used here?
of presentation prior to and during the performance of the learners in a task? a. Semantic Differential Scale
a. Sophistication of knowledge employed b. Rating Scale
b. Adequacy of method and behaviour c. Checklist
c. Work quality and craftsmanship d. Scoring Rubrics
d. Impact of performance
One of the key factors in the success of implementing the portfolio
What type of portfolio is a form of diagnostic and formative assessment in assessment is that it should be shared. What is the simplest action or process
which student works are used to design teacher’s future instruction method? that supports this?
a. Showcase Portfolio a. Cooperative Learning
b. Teacher’s Portfolio b. Student-Teacher Conference
c. Process Portfolio c. Shared Values
d. Documentary Portfolio d. PTA Meeting
Teacher Jamie wanted to conduct a more systematic record on assessing his During laboratory experiments, write-ups of the procedures, materials,
students' affective traits. Which one is best fitted? objectives and conclusions are needed to be compiled by the learners using
a. Peer Rating flow charts and graphic organizers. What type of portfolio is this?
b. Self-Assessment a. Teacher’s Portfolio
c. Portfolio Assessment b. Process Portfolio
d. Teacher Observation c. Documentary Portfolio
d. Showcase Portfolio
To know how students will easily acquire the procedures in solving
mathematical problems, Teacher Oberyn decided to have reflective journal All forms of assessment must start with the clarification of the learning
writing in math. In this, students are to write their insights on how they targets. In portfolio assessment, why is it necessary?
acquired an answer by step-by-step procedure. What type of portfolio can a. To list down the skills required to students for the next school year
this be considered? b. To identify the weaknesses and strengths of the learners in the
a. Showcase Portfolio process
b. Process Portfolio c. To alleviate the chances of guessing what the learners need to
c. Documentary Portfolio complain
d. Teacher’s Portfolio d. To be clear about the what the teacher hopes to achieve in
students’ work
A portfolio assessment is to be utilized and designed by the teacher if the
learning outcomes are parallel to it. What does this mean? Assessing student' perception on BreakOut Rooms in Zoom Meetings,
a. Portfolio must have content that match the competencies to be Teacher Shey let her students rate the activity from 1 to 5 using a google
achieved form. What format is used by the teacher here?
b. Portfolio must be used to assess whether students can write a. Interview Format
c. Portfolio must be align to the school’s vision, mission and goals b. Peer Rating
d. Portfolio must contain contents that are visually appealing c. Selected Response
d. Constructed Response
Which of the following is NOT a purpose of portfolio assessment?
a. It is used for documentation Grade-3 pupil Jasmine has a record of whether she kiss her mother before
b. It gives profile of the learners leaving the house and when she arrives home. This is designed by her
c. It reveals students strengths and weaknesses teacher. What tool is this?
d. It is utilized to criticize and mock students work a. Scoring Rubrics
b. Rating Scale
In which method of assessment allows the teacher to have more freedom in c. Semantic Differential Scale
recording information observed in class? d. Checklist
a. Structured Observation
b. Semantic Differential Scale Which of the following skills is most likely to be unveiled by a portfolio
c. Unstructured Observation assessment that cannot be revealed by traditional assessment?
d. Sociogram a. Conceptual organization
b. Critical thinking
c. Creative aesthetics
d. Mathematical skills
b. Observation techniques
Which of the following scenario uses portfolio assessment to develop social c. Sociogram
skills? d. Self-report
a. Teacher A tasks students to create an output on social welfare
b. Teacher C tasks students to compose a song about social As a class adviser, you are preparing for a Parents-Teacher Conference. What
development consideration should you have prepared about your students' affective
c. Teacher D tasks students to make a poem about society by pair learning outcomes?
d. Teacher B tasks students to make a poster about social awareness a. Classroom result
b. Peer result
Which of the following is NOT a feature of portfolio assessment? c. Group results
a. The criteria for selecting and assessing the portfolio contents must be d. Student’s individual result
clear
b. A portfolio let students to do together with their teacher. As a new teacher in a school, you deided to frequently use peer rating in your
c. Portfolio is a collection of teacher’s work for students class to know your students better since they are block section since Grade 7.
d. Portfolio represents a selection of what the students believe are best What approach did you use here?
a. Sociogram
The overall portfolio is to be 10% of the grade of the Grade-10 students. b. Sociometric approach
Which of the following is needed to assess them objectively? c. Memory approach
a. Teacher Observation d. Guess-who approach
b. Answer Key
c. Scoring Rubrics As the teacher utilizing portfolio assessment, you need to explain that the
d. Learning Log portfolio could be attractive but still clear. What principle does this support?
a. Quality over quantity
Which element of portfolio summarizes the evidence of student’s learning b. Porma and quantity
and progress? c. Content over “porma”
a. Entries d. Quantity over quality
b. Cover letter
c. Table of content Teacher Mike informed the students that he will conduct a classroom
d. Reflection observation. Which tool will be the LEAST likely to be used?
a. Checklist
Which is the most reliable tool for seeing the development in your pupil’s b. Anecdotal record
ability to write? c. Rating scale
a. Portfolio assessment d. Rubrics
b. Essay
c. Thesis Teacher Kyle tasks his students to observe their classmates and choose who
d. Summative assessment among them is the most funny. What tool should he use here?
a. Sociogram
What method of assessing affective learning outcomes needs the teacher as b. Guess-who approach
the main focal persona? c. Memory approach
a. Rating scale d. Sociometric approach
What type of portfolio is to be used by a Kinder teacher who systematically
If the portfolio is for formative purposes wherein the content of the said collects his pupil's alphabet tracing and put them in their respective
portfolio are audio-visual outputs such as poems, poster, etc. What tool is portfolios?
best use to assess? a. Teacher’s portfolio
a. Answer key b. Process portfolio
b. Learning log c. Showcase portfolio
c. Teacher observation d. Documentary portfolio
d. Scoring rubrics
Is there a need to decide what type of observation will be used by the
teacher? Why or why not?
If the portfolio is for formative purposes wherein the content of the said a. Yes. The process will be clear after the identifying the type
portfolio is journal write-ups. What tool is best use to assess? b. Yes. The principal or school head should know
a. Teacher observation c. Not at all. Teacher is the manager of his/her class
b. Learning log d. Not necessarily. It can go spontaneously
c. Scoring rubrics
d. Answer key Why did portfolio assessment become one of the most used type of
assessment in our educational system?
Teacher Moy ask his students to complete a statement as a way to assess a. It creates authentic opportunity for learners to show their skills
whether students learned something from the lesson. What format is utilized b. It provides an avenue for school principals to be informed
here? c. To supplement Parent-Teachers Conference
a. Peer rating d. To answer the parents’ clamour to a more transparent grading
b. Interview format
c. Constructed response Teacher Mike asks his students to compile all their window cards outputs in
d. Selected response Mathematics. This is for the purpose to easily have the evidence in recording
their scores. What tool is best use to assess?
Which of the following is NOT necessarily included in general criteria in a. Answer key
portfolio assessment and is considered to be a discretionary criterion? b. Teacher observation
a. Thoughtfulness c. Learning log
b. Aesthetics d. Scoring rubrics
c. Appropriateness
d. Completeness and correctness Teacher Jim groups his class according to their friends. He thinks that his
students will perform best when they are within their circle of friends. What
This allows the teacher to probe and clarify information in order to avoid approach was used by the teacher in this scenario?
ambiguity, though students cannot be unanimous with their information. a. Memory approach
What is this? b. Guess-who approach
a. Questionnaire method c. Sociometric approach
b. Survey method d. Sociogram
c. Anecdotal record
d. Interview method What tool should you use if you want your students to assess the level of
their acceptance to BreakOut Rooms activity during Zoom Session?
a. Scoring rubrics How do I display students’ progress or strengths and weaknesses, to students
b. Rating scale and their parents?
c. Semantic Differential Scale
d. Checklist Educational Evaluation
- Measurement and assessment of learning – first two steps
Teacher Juan concluded that Jake, one of his Grade 4 pupils has a bad sense - Grading and reporting – two terminal stages in the process
of cooperation because of what he observed in a group activity once. Is the
conclusion acceptable?
a. Yes. Teacher observation is reliable as one of the methods to assess
b. Not enough. Teacher Juan should focus on all pupils equally FUNCTIONS OF GRADING AND REPORTING SYSTEMS
c. Not enough. The teacher needs to observe more using other
approach 1. Enhancing Students Learning
d. Yes. Informal observation is authentic that lingers in the memory - Clarifying instructional objectives for them
- Showing students’ strength and weaknesses
Which of the following supports the idea that portfolio is a "shared and - Providing information on personal-social development
active" assessment? - Enhancing students’ motivation (e.g., short term goals)
a. The portfolio is prepared at each step of the process, the students - Indicating where teaching might be modified
need to refer to the agreed set of criteria for the construction and This can be achieved through day-to-day tests, feedback, integrated periodic
development of the portfolio. tests
b. A portfolio represent a selection of what the students believe are
best. 2. Reports to Parents/Guardians
c. A portfolio is a form of assessment that students do together with - Inform parents/guardians on the progress of their child
their teachers. - Communicate objectives to parents so they can help promote
d. A portfolio provides samples of the students work which show learning
growth over time. - Communicate how well objectives are met so parents can plan better
GRADING and REPORTING SYSTEMS 3. Administrative and Guidance Uses

- Helps to decide promotion, graduation, honors, athletic eligibility
Aims of Grading and Reporting System - Report achievement to other schools or to employers
- To provide results in brief, understandable form for various users - Provide input for realistic, educational, vocational, personal
counselling
What should I count?
- Just achievement or effort too? 4. Grades and Report Cards
How do I interpret a student’s score? - Should promote and enhance learning rather than frustrate and
Do I compare it to: discourage students
- Other students’ scores (norm referenced) - Given to students and parents are asked to sign this
- A standard of what they can do (criterion-referenced) - Call for parent-teacher conferences such that report cards will
- Some estimate of what they are able to do l(learning potential, or effectively function as motivation for further learning
self-refferenced)
What should my distribution of grades be and how do I determine it? TYPES OF GRADING AND REPORTING SYSTEMS
1. Traditional Letter-Grade System 4. Letters to Parents/Guardians
- Students’ performance are summarized by means of letters - Useful supplement to grades
- Easy to understand but is of limited value when used as the sole - Limited values as sole report
report o Time-consuming to prepare
- They end up being a combination of achievement, effort, work o Accounts of weaknesses are often misinterpreted by parents
habits, behaviour and guardians
- Difficult to interpret o Not systematic nor cumulative
- Do not indicate patterns of strengths and weaknesses
A- Excellent 5. Portfolios
B- Good - A set of purposefully selected work, with commentary by student
C- Average and teacher
D- Needs Improvement - Useful for:
E- Failure o Showing students’ strength and weaknesses
o Illustrating range of students’ work
2. Pass-Fail System o Showing progress over time or stages of a project
- Utilizes a dichotomous grade system o Teaching students about objectives/standards they are to
- Popular in some courses in college; not very much practiced in basic meet
education
- Does not provide much information 6. Parent-Teacher Conferences
- Students tend to work to the minimum (just to pass) - Mainly used in elementary school
- In mastery learning courses, no grades are reflected until “mastery” - Requires parents of pupils to come for a conference with the teacher
threshold is reached to discuss the pupil’s progress
- Useful for two-way flow of information and getting more
3. Checklist of Objectives information from parents
- Objectives of the courses are enumerated - Limited value as a report because most parents do not come for such
- After each objective, the students’ level of achievement is indicates conferences
- Very detailed reporting system
- More informative for parents and students DEVELOPMENT OF GRADING AND RPEORTING SYSTEM
- Time-consuming to prepare
- POTENTIAL PROBLEM: keeping list manageable and Grading and Reporting
understandable - Based on clear statement of learning objectives
- Consistent with school standards
Objective 1 – Fair - Based on adequate assessment
Objective 2 – Outstanding - Based on the right level of detail
Objective 3 – very Good - Providing for parent-teacher conferences as needed
Objective 4 – Poor
Objective 5 – Good ASSIGNING LETTER AND GRADES FOR COMPUTING
- Grades must:
Grades o Clearly define the domain
- Must include only achievement o Clearly define and justify the performance standards
- Avoid the temptation to include effort for less able to students o Be based on criterion-referenced assessment
o It is difficult to assess effort/potential - Conditions are hard to meet except in complete mastery learning
o It is difficult to distinguish ability from achievement setting
- If achievement and effort are combined in some way, grades would
mean different things for different individuals Score Compared to Learning Potential
- Grades are reflected on reports cards are number of numerical - Grades are inconsistent with a standards-based performance
quantities arrived at after several data on the students performance o Each child has his/her own standard
are combines - Reliably estimating learning ability is very difficult
- One cannot reliably measure change with classroom measures
Guidelines - Should only be used as supplement
- Properly weight each component to create a composite DISTRIBUTION OF GRADES AND GUIDELINES FOR EFFECTIVE
- Normally agreed upon by school officials GRADING
- Principal Components Analysis – more scientific approach; hardly
practiced in schools because of difficulty Norm-Referenced or Relative Performance
- Put all component on same scale to weight properly: - Normal curve is defensible only when
o Equate range of scores o When “grading on the curve”
o Covert all to T-scored or other standard scores o When “grading on the curve”, any pass-fail decision should
be based on an absolute standard (failed the minimum
essentials)
NORM OR CRITERION-REFERENCED GRADING - Standards and ranges should be understood and followed by all
teachers
Norm-Referenced Grading System
- Grades may reflect relative performance Criterion-Referenced or Absolute Grading System
o Scores compared to other students (rank) - Seldom uses letter-grade alone
- Grades depends on what group you are in, not just your own - Often includes checklists of what has been mastered
performance - The distribution of grades is not predetermined
- Typical grade may be shifted up or down, depending on group’s
ability Guidelines for Effective Grading
- Widely used; most classroom testing is norm-referenced 1. Describe grading procedures to students at the beginning of
instruction
Criterion-Referenced Grading System 2. Clarify that course grade will be based on achievement only.
- Grades may reflect absolute performance 3. Explain how other factors (effort, work habits, etc.) will be reported
o Score compared to specified performance standards (what 4. Relate grading procedures to intended learning outcomes
you can do) 5. Obtain valid evidence (tests) for assigning grades
- Grade does not depend on what group you are in, but only on your 6. Try to prevent cheating
own performance compared to a set of performance standards 7. Return and review all test results as soon as possible
- Grading is a complex task
8. Properly weight the various types of achievements included in the Classroom Assessment - an ongoing process of identifying, gathering,
grade organizing, and interpreting quantitative and qualitative information about
9. Do not lower an achievement grade for tardiness, weak effort, what learners know and can do.
misbehaviour
10. Be fair. Avoid bias. When in doubt, review the evidence. If still in How is Learner Progress Recorded and Computed?
doubt, give the higher grade
 For Kindergarten
CONDUCTING PARENT-TEACHER CONFERENCES o Issued in a different Memorandum or Order
 For Grades 1 to 12
Parent-Teacher Conference o In a grading period:
- Productive  One (1) Quarter Assessment
o When carefully planned  Written Work
o When the teacher is skilled in handling such conferences  Performance Tasks.
- The teacher’s skill can be developed
Guidelines for a Good Conference

1. Make plans Components of Summative Assessment
a. Review your goals
b. Organize the information to present Components Purpose When given
c. Make a list of points to cover and questions to ask Written Work 1. Assess learners’ At the end of the
d. If using portfolios, select and review carefully (WW) understanding of concepts topic or unit
2. Start positive and maintain a positive focus and application skills
a. Present student’s strong points first 2. Prepare learners for quarterly
b. Be helpful to have example of works to show needs assessments
c. Compare early vs. late work to show learning progress Performance 1. Involve students in the At the end of a
3. Encourage parents to participate and share their ideas Task (PT) learning process lesson focusing
a. Be willing to listen 2. Give students opportunities on a topic/skill
b. Be willing to answer questions to demonstrate and integrate lesson
4. Plan actions cooperatively their knowledge,
a. What steps you can each take? understanding and skills Several times
b. Summarize at the end 3. Give students the freedom to during the
5. End with a positive comment express their learning in quarter
a. Should not be a vague generality appropriate and diverse ways
b. Should be true Quarterly Synthesize all the learning skills, Once, at the end
6. Use good human relation skills Assessment concepts, and values learned in an of the quarter
(QA) entire quarter
DepEd Order No. 8 s. 2015 – Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program Grading System
 The K-12 Basic Education Program (BEP) uses a standards-based
and competency-based grading system.
 All grades will be based on the weighted score of the learner’s
summative assessments.
 The minimum grade to pass a specific learning area is 60, which
transmuted to 75 in the Report Card
 The lowest mark that can appear on the Report Card is 60 for
Quarterly Grades and Final Grades
 Learners from Grades 1 to 12 are graded on Written Work (WW),
Performance Tasks (PT), and Quarterly Assessment (QA) every
quarter.
 These three are given specific percentage weights that vary
according to the nature of the learning area.
Weight of the Component G1 to 10

MAJOR 16 – Teaching PE and HEALTH in Elementary Education
Component Language A Es Scienc Mat MAPE EPP/
What is Nutrition?
s P P e h H TLE
- The study of how your body uses the food that you eat.
Written 30% 40% 20%
Work
What is a Nutrient?
Performanc 50% 40% 60%
- A nutrient is a chemical substance in food that helps maintain the
e Task
body. Some provide energy. All help build cells and tissues, regulate
Quarterly 20% 20% 20%
bodily processes such as breathing. No single food supplies all the
Assessment nutrients the body needs to function.
How is learner progress recorded and computed? The Six Classifications of Nutrients
- The following table shows the step-by-step way of computing the
 Vitamins
grades.
 Minerals
 Water
 Protein
 Carbohydrates
o Sugars
o Starches
o Cellulose
 Fats
Nutrients that have Calories:  Mental: mind development
 Proteins  Emotional: feelings
 Carbohydrates  Social: interactions and relationships with others
 Fats  All four types above occur in each stage
Definition of a Calorie: Principles of Growth and Development
o A unit of measure for energy in food  Development is a continuous development
 Development follows a pattern
Calories per gram:
 Developments proceeds from general to specific responses
Protein 1 Gram = 4 calories
 The rate of development is not uniform throughout life
Carbohydrates 1 Gram = 4 calories
Fat 1 Gram = 9 calories  Most of the traits are correlated in the process of development
 There is wide individual difference in development
Variables which affect nutrient needs  Development is the product of the interaction between the organism and
1. Age his environment
2. Gender  Development is cumulative
3. Activity Level  Development is application oriented
4. Climate
5. Health Difference between Growth and Development
6. State of Nutrition
Growth
Aim for Fitness  It is a narrow term referring only to the physical growth
1. Aim for healthy weight  Refers to increase in size, height, weight, length etc
2. Be physically active each day  It is quantitative in nature and can be measured in terms of meter, gram etc
(Build a Healthy Base) which are standard units.
3. Let the pyramid guide your choices  Growth stops when maturity is reached
4. Choose a variety of grains daily, especially whole grains  It is structural in nature
5. Choose a variety of fruits and vegetables daily  Describes changes in particular aspects of the body
6. Keep food safe to eat
(Choose Sensibly) Development
7. Choose a diet that is low in saturated fat and cholesterol and  It is much broader and comprehensive term referring to all aspects of
moderate in total fat human personalityphysical, social, mental, emotional etc
8. Choose beverages and foods to moderate your intake of sugars  Refers to overall changes in shape, form or structure.
9. Choose and prepare food with les salt
 It is qualitative in nature and difficult to measure
10. If you drink alcoholic beverages do so in moderate
 It is a continuous and lifelong process
HUMAN GROWTH AND DEVELOPMENT  Development is functional in nature resulting in efficiency and maturity
 Describes changes in the organism as a whole
Four main types of Growth and Development
 Physical: body growth 1. Life Stages
 Growth and development begins at birth and ends at death  Physical development – growth slower than in infancy. Muscle
 During an entire lifetime, individuals have needs that must be met coordination allows the child to run, climb, move freely. Can write, draw, use
 Health care workers need to be aware of the various stages and needs of a fork and knife
the individual to provide quality health care  Mental development – verbal growth progresses, short attention span, at
end of stage ask questions, recognize letters, and some words
Infancy: birth to 0-2 year Emotional development – develop self-awareness and recognize the effect
Conflict –Trust vs. Mistrust they have on other people and things. Children feel impatience and
 Dramatic and rapid changes frustration as they try to do things beyond their abilities. This lead to temper
 Physical development– roll over, crawl, walk, grasp objects tantrums (the terrible two’s)
 Mental development—respond to cold, hunger, and pain by crying. Begin  Social development – at beginning of stage very self-centered one year
to recognize surroundings and become aware of surroundings and people old to sociable six year old. Strong attachment to parents. Needs are food,
 Emotional development – show anger, distrust, happiness, excitement, shelter, protection, love and security.
etc.  Social development – self-centeredness concept of the newborn to
recognition of others in their environment Late childhood: 6-12 years
 Infants are dependent on others for all needs  Conflict – Industry vs. inferiority
 Physical development– slow but steady. Muscle coordination is well
developed and children can engage in physical activity that require complex
Educational implication of infancy stage motor-sensory coordination
 Children should be given opportunity to develop good habits through  Mental development – developing quickly and much of the child’s life
constant practice, repetition and conditioning like self feeding, toilet training, centers around school. Reading and writing skills are learned, understand
dressing etc abstract concepts like honesty, loyalty, values and morals
 They should be able to manipulate objects by allowing them to touch, play, Emotional development -- the child achieves greater independence and a
break and construct to experience and develop ideas of form, shape, size and more distinct personality. Fears are replaced by the ability to cope.
color.  Social development – changes from activities by themselves to more
 The home and family environment should be conducive for full group oriented. They are more ready to accept the opinions of others and
development learn to conform to rules, and standards of behavior. Needs are the same as
 Parents love and affection necessary for emotional stability infancy and early childhood along with the need for reassurance, parental
 The children's questions must be properly attended to approval, and peer acceptance.
 Speech training and simple stories should be told so the child is given
Educational implications of childhood stage
opportunity to listen, imitate to facilitate his power of expression
 The school, home, community environment should provide opportunity for
 Unhealthy behavior should be avoided and ignored
physical development like running, climbing, jumping etc
 Should not impose or pressurize in doing intellectual tasks
 Since the child is sensitive and curious their questions should be addressed
correctly with factual information
Early childhood: 3-6 years
 Teachers, parents must help develop good habits, values, outlook, attitude,
Conflict:
interest and guide them in the right direction
 Toddler 1 to 3 years -Autonomy vs. shame and doubt
 To motivate the inquisitiveness of children different child centered
 Preschool 3 to 6 years – Initiative vs. guilt
methods of teaching like project method dramatization, learning by doing etc
should be used
 Co-curricular activities such as debates, discussions, seminars should be  Seeking “instant gratification”
organized to encourage group activities  Hereditary traits or cultural influences
 Fine arts to satisfy emotions and instinct
 Self-discipline should be cultivated Educational implications of adolescence stage
 Proper understanding by parents and teachers on the nature of growth and
Adolescence: 12-20 years development
 Conflict – Identity vs. Role Confusion  Healthy home, school and community environment for full personality
 Physical development – growth spurts, muscle coordination slows. development
Development of sexual organs and secondary sexual characteristics  Imparting sex education to adolescence by school stage
(puberty). Secretion of sex hormones leads to the onset of menstruation in  Treat adolescent in a friendly manner as they could show some typical
girls and the production of sperm and semen in boys. Body shape and form shocking behavior
changes.  Proper social groups, friends should be encouraged
Mental development – most foundations have been set. Development  Provision for NSS, NCC, scouts and guides, educational tours games and
primarily involves an increase in knowledge and sharpening of skills. Learn sports to satisfy their gregarious instinct
to make decisions and accept responsibility for actions.  Organize artistic and literary programs
 Emotional development – emotional development is often stormy and in  Encouraged to study biographies and auto biographies of great men
conflict. Adolescents try to establish their identities and independence. They  Proper educational and vocational guidance should be provide
respond more and more to peer group influences
Social development – spending less time with family and more time with Early adulthood: 20-40 years
peer groups. They attempt to develop self-identity and independence and Middle adulthood: 40-65 years
seek security from their peers. Toward the end of this stage they develop a Late adulthood: 65 years and up
more mature attitude and develop patterns of behavior that they associate
with adult behavior.
 Need for reassurance, support and understanding. Problems that DISEASE PREVENTION and CONTROL
develop in this stage can be traced to conflict and feelings of inadequacy and
insecurity. Communicable Disease
- It is any illness that you can “catch” or can be passes from one to
Substance Abuse another person. An illness due to specific infectious agent or its toxic
 Use of alcohol or drugs with the development of a physical and/or mental products capable of being directly or indirectly transmitted from man
dependence on the chemical to man, animal to man, or from the environment ( air, dust, soil,
 Can occur at any life stage, but frequently begins in adolescence water, and food)
 Can lead to physical and mental disorders and diseases
 Treatment towards total rehabilitation Infection
- It is an invasion of microorganisms into the body that are capable of
Reasons Chemicals Used producing a disease.
 Trying to relieve stress or anxiety
 Peer pressure Contact or mode of transmission
 Escape from emotional or psychological problems  It is a common form of transmitting diseases and virus. There two
 Experimentation types of contact or mode transmission: direct and indirect
 Direct contact transmission – occurs when there is physical contact  COVER –mouth, and nose when sneezing or coughing.
between an infected person and a susceptible person.  Maintain good indoor ventilation.
 Indirect contact transmission – occurs when there is no direct human-
to-human contact. Contact occurs from a reservoir to contaminated  CLEAN AND DISENFECT properly the surroundings, Maintain
surfaces or object, or to vectors such as mosquitoes, flies, mites, also environmental hygiene to prevent breeding of
fleas, ticks, rodents or dogs. mosquitoes/insects.
 Recently another communicable disease hit the world by this
pandemic called “COVI19”. A disease cause by a new strain of
coronavirus. ‘Co’ stands for Corona, ‘VI’ for virus, and D for
disease. Formerly, this disease referred to as “2019 novel
coronavirus” or 2019 nCoV. Currently evidence suggest that
COVID19 spread between people through direct, indirect (through
contaminated objects or surfaces), or close contact with infected
people via mouth and nose secretions. This include saliva,
respiratory secretions or secretion droplets.
Most Common Communicable Disease

- Communicable disease refer to diseases that can be transmitted from
organism to another and make people ill. They are caused by
infective agents called pathogens include viruses, bacteria, fungi and
parasites, which invade the host ( human or animal) and multiply or Take personal protection to prevent mosquito/insect bites.
release toxins to cause damages to normal body cells and their  PREPARE FOOD SAFELY – keep counters and other kitchen
functions. surfaces clean when preparing meals. Ensure all foods are adequately
- In severe cases, it may lead to death. These infective agents can cooked.
spread from a source of infection (patients, sick animals) to a person  DON’T SHARE PERSONAL ITEMS – Use your own clothes,
through various routes of transmission. towel, toothbrush, and other personal items. Avoid sharing drinking
- Diseases such as heart disease, cancer or diabetes mellitus, which are glasses or dining utensils.
not cause by infectious agents and are not transmitted between  TRAVEL WISELY – seek medical immediately if unwell.
people, are called NON-COMMUNICABLE.
ACCIDENT PREVENTION and FIRST AID
PREVENTIVE HEALTHFUL PRACTICES
Follow this steps to decrease the risk of disease and infection: Accident Prevention
 WASH YOUR HANDS – This is specially important before and - Refers to the plans, preparations, and actions taken to avoid accidents
after preparing food, before eating, and after using the toilet. And try or stop them from taking place.
not to touch your eyes, nose or mouth with your hands, that’s a
common way germs enter the body. Safeopedia Explains Accident Prevention
 NOT HUMAN CONTACT – Adopt proper isolation for the sick. - The old proverb that "an ounce of prevention is better than a pound
 GET VACCINATED – Vaccination can drastically reduce your of cure" holds true for workplace accidents.
chances of contracting many diseases. Make sure to keep up to date
on your recommended vaccination. Many accidents occur due to human factors, such as:
- Unsafe behavior
- Inattention  After determining the problem, the next step in providing help is to
- Negligence determine the responsiveness of the injured or ill person. The best
- Lack of knowledge way to determine this is to tap the person and talk loudly to them:
- Inadequate training “Are you okay?” After determining responsiveness, yell for help.
Look for any medical identifications, such as a necklace or a
Preventions requires the following actions: bracelet. This may provide a valuable clue to the cause of the
 Conducting a risk assessment to identify hazards situation
 Using research and development to optimize work processes and
eliminate hazards Scene Safety
 Taking unsafe machinery and tools out of service immediately - Assessing the safety of the surroundings is critical when
 Improving working conditions and the workplace environment approaching any scene. You do not want to become another
 Ensuring all employees have the right training person who is injured or ill, so look for any potential dangers.
Remove the person from any dangers, such as the presence of
First Aid water at the scene. Be especially alert to avoid danger from
- Refers to the emergency or immediate care you should provide when automobile traffic.
a person is injured or ill until full medical treatment is available.
- For minor conditions, first aid care may be enough. Hand Washing and Personal Protective Gear
For serious problems, first aid care should be continued until more - Hand washing is essential in the prevention of disease and illness.
advanced care becomes available. Wash your hands after each episode of care and after taking off
gloves. When a sink is not available, use hand sanitizers. (Most hand
First Aid Basics sanitizers are alcohol-based and are a substitute for hand washing
 The first step in any emergency is the recognition of the problem and when needed.)
providing help. When in doubt or when someone is seriously injured
or ill, you should always activate the emergency response system by Proper hand washing technique is fairly simple:
calling 911 in the United States, or your own locality’s Emergency  Completely wet your hands and generously apply soap.
Medical Services (EMS) number. If you’re not sure how serious the  Rub vigorously for at least 20 seconds .
situation is, the 911/EMS operator will ask you a series of questions  Rinse your hands with plenty of running water.
to determine the severity of the situation.  Dry your hands with a towel or air dryer.
 Remain on the line until additional help arrives, or until the 911/EMS
operator tells you to hang up. Emergency system dispatchers can Using personal protective gear is an important strategy to minimize the
guide you through the steps of performing cardiopulmonary risk of blood and bodily fluid exposure. If the person is bleeding, always
resuscitation (CPR), using an automated external defibrillator wear gloves and protective eyewear when giving first aid care. The universal
(AED), or delivering basic care until additional help arrives. precaution is to use personal protective equipment whenever there is possible
. exposure to blood or bodily fluids; it reduces the risk for both the rescuer and
the injured/ill person to be exposed to a blood-borne disease. Gloves protect
 Whether you are at home, work, or school, know where the first aid your hands from exposure to blood and other bodily fluids, while eye
kit and the AED are kept and be familiar with their contents. Know protection prevents accidental exposure from splashing fluids.
how to activate the Emergency Medical Services (EMS) in your area.
Be aware of any policies in the workplace regarding medical  When taking off the gloves, avoid touching the outer contaminated
emergencies. surface.
 Slowly pull one glove off while turning it inside out (Figure 2a). 1. Check the Scene and Victim
 Place the glove in the palm of the other gloved hand (Figure 2b), and a. Make sure the area is safe for you and the victim
 Then remove the second glove while turning it inside out (Figure 2c). b. Move the victim only if they are in danger
2. Call for Help
Consider purchasing a commercially available first aid kit or making your a. Call 911 or local EMS (Emergency Medical Service)
own. Having a kit in your home, your car, and at your place of work is 3. Care for the person until help arrives
essential to stay prepared. a. Use first aid techniques to treat the victim until help arrives.
Life-Threatening Emergencies
Common items found in a first aid kit are: 1. The person has stopped breathing
 Bandages, roller bandages, and tape 2. The person has no heartbeat
 Sterile gauze 3. The person is bleeding severely
 Antiseptic wipes and swabs 4. The person is choking
 Absorbent compresses 5. The person has swallowed poison
 Antibiotic cream 6. The person has been severely burned
 Burn ointment
 Mask for breathing (rescue breathing/CPR) First Aid for Severe Bleeding
 Chemical cold pack ● Wear gloves if possible and wash you hands after
 Eyeshield and eyewash ● Sit or lay the victim down
 First aid reference guide that includes local phone numbers ● Elevate the wound above the heart
● Apply direct pressure with a clean cloth
● Wrap the wound
INJURY PREVENTIONSAFETY and FIRST AID ● Apply pressure to the artery
● Get them professional treatment
Accidental Injuries
- Injuries caused by unexpected events First aid for choking
● Know universal sign for choking
Accident Chain ● Ask “are you choking”
- A sequence of events that often leads to an accident injury ● Use abdominal thrusts- upward pulls into the diaphragm to force
out the object blocking the airway.
Elements of an Accident ● For an infant you will give them 5 back blows and five chest
● For an accident to occur, three elements must be present compressions. Using fingertips on breastbone
○ The Situation ● If they become unconscious call 911
○ The Unsafe Habit
○ The Unsafe Act First aid for poisoning
First Aid • Call 911
● The care given to an injured or ill person until regular medical care
can be supplied. First aid for burns
Kinds of Burns First Degree
The Three C’s • Burn in which only the outer part of the skin is burned and turns red
• Treatment-Cool the burned area with cold water (15 min.) and cover
with a clean dry dressing.
Second Degree
• A serious burn in which the damaged area blisters or peels.
• Treatment-Cool the burned area with cold water (15 min.) and
elevate. Wrap loosely with clean dry dressing. DO NOT POP
BLISTERS!
Third Degree
• A very serious burn in which deep layers of skin and nerve endings
are damaged.
• Treatment-Cool the burned area with cold water as best as you can.
Call 911 immediately.
First Aid for Breaks
Fracture- Break in a bone

● Ask questions- did you hear a snap or does the are hurt when
touched.
● If you suspect a break call 911 do not attempt to move them.
Sprain- when a joint is stretched or twisted causing damage to the tendons

and ligaments
● Use the R.I.C.E. method
● Rest. Ice. Compression. Elevation. FILIPINO II – PANITIKAN NG PILIPINAS
Rescue Breathing Jose Corazon de Jesus

● A substitute for normal breathing in which someone forces air into - Tinawag na King of Balagtasan mula sa National Capital Region
the victim’s lungs. (NCR)
1. Listen close to the victim’s nose and mouth Kwentong-bayan
2. Tilt the head back to open the airway - Mga kuwentong may kinalaman sa kultura ng isang bansa
3. Pinch the nose shut and give two slow breaths. The chest should rise with Palaisipan
each breath – mapanghamong tanong sa isip ng mambabasa. Kkatulad ito ng
4. If the victim begins to breathe normally stop bugtong ngunit ito ay isang tuluyan
Dulang panlibangan
- ang Santacruzan ay isang Dulang Panlibangan na nakilala noong
Panahong ng Kastila
Salubong
- ang pagsasadula sa muling pagkabuhay ni Kristo at pagkikita nila ng
Birheng Maria
Pasyon
- isang awut na pabasa tungkol sa buhay ni Kristo - Isang bayani mula sa NCR na sumulat ng tulang Pag-ibig sa
Pilipinong bayani Tinubuang Lupa. Ang Ama ng Himagsikan ng Pilipinas
- ang karaniwang manunulat noong Panahon ng Kagandahang asal Sinaunang Panahon
Talumpati - Ang alamat, mitolohiya at mga karunungang bayan ay sumikat sa
- ito ay pagpapahayag ng sariling opinion, kaisipan at ideyang sinaunang panahon
binibigkas sa harap ng maraming tao Alamat
- naglalaman ng opinion at damdamin ng manunulat sa paraang - Mga kwento tungkol sa pinagmulan ng bagay-bagay
pasalita Talambuhay
Mitolohiya - Kuwentong may kinalaman sa totoong buhay ng isang tao
- mga kwento tungkkol sa mga Diyos at Diyosa Haiku
Genre - Ang tulang ipinaman sa atin ng mga Hapon. Ito ay may 17 pantig sa
- ang tawag sa iba’t – ibang akdang pampanitikan 3 taludtod
Don Carlos Memorial Award Pabula
- ang nagbibigay parangal sa mga mahuhusay na manunulat na - Genreng pampanitikan na ang mga gumagalawa at nagsasalita ay
Pilipino mga hayop
Nobela Pasalindila
- genreng pampanitikan na nahahati sa iba’t – ibang kabanata at may - Ang karaniwang pagpapasa ng panitikan noong Sinaunang Panahon
maraming bilang ng tauhnag nagsisipagganap Pag-ibig
Severino Reyes - Ang pangunahing paksa ng panitikan sa Panahon ng Amerikano
- Kilala sa pen name na Lola Basyang mula sa Maynila, siya rin ang Kapaligiran at Kalikasan
Ama ng Sarsuwela at Dulang Tagalog - Nakabatay ang sinaunag panahon sa panitikan na ito
Kathang buhay Dekada ‘70
- Isang mahabang kwento na nahahati sa kabanata na bunga ng - Sa Batas Militar sumikat ang nobelang ito
malikhaing pag-iisip Sanaysay
Ang Panitikan ng Panahon ng Kastila ay nahahati sa dalawa panahon - Naglalaman ng opinion at damdamin ng manunulat at ginagawa sa
Pasulat na paraan
Sinakulo/Senakulo Balita
- Ang pagsasadula sa paghihirap ni Kristo - Uri ng tuluyan na naglalahad ng totong pangyayari sa loob at labas
Anekdota ng bansa
- Hindi pangkaraniwan o ang nakakatawang kuwento ng buhay ng Maikling kwento
isang tao na kapupulutan ng aral.Halimbawa ang mga kwento - Genreng pampanitikan na may iilang tauhan lamang at maaaring
tungkol kay Joseph Estrada at Mirriam Defensor Santiago. matapos sa isang upuan lamang
- Ang pinkatampok na genreng pampanitikan noong Panahon ng
Nananatili Hapon
- Ang hindi totoo tungkol sa Kasaysayan ng Pilipinas Jose Dela Cruz
NCR – National Capital Region - Tinaguriang Hari ng Makata mula sa NCR o National Capital Region
- Ang bahay kuboy ang pinakakilalang Folk-song sa Pilipinas na at nagtago sa pangalan/pen name na HUSENG SISIW
nagmula sa NCR Parabula
Andres Bonifacio - Kwentong hango sa bibliya
La Solidaridad
- Pahayagang bumatikkos sa mga Kastila na pinangunahan ng mga Lope K. Santos (born Lope Santos y Canseco, September 25, 1879 – May 1,
Propagandista 1963) was a Filipino Tagalog-language writer and former senator of the
Panahon ng Hapon Philippines. He is best known for his 1906 socialist novel, Banaag at Sikat
- Ang GInintuang Panahon ng Panitikang Nobelang Tagalog and to his contributions for the development of Filipino grammar and
Dula Tagalog orthography.
- Mahabang akdang tuluyan binubuo ng mga yugto, maraming tauhan
at maraming pangyayari at itinatanghal sa tanghalan Antonio "Tony" Velasquez (29 October 1910 – 1997) is a Filipino
Doctrina Cristiana illustrator regarded as the Father of Tagalog comics and as the pioneer and
- Unang aklat na nailimbang sa Pilipinas founding father of the Philippine comics industry. He was the creator of
Kenkoy, an “iconic Philippine comic strip character”.
Famous Persons in NCR
Ildefonso Santiago Santos was a Filipino educator, poet, and linguist.
Lualhati Torres Bautista (born Manila, Philippines December 2, 1945) is Recognized as one of the finest poets in Tagalog,[1] Santos was also
one of the foremost Filipino female novelists in the history of contemporary renowned with his translations of Rubaiyat of Omar Khayam and of the
Philippine Literature. Her novels include Dekada '70, at Bata Bata, Pa'no Ka Philippine National Anthem, and for his use of the ancient Filipino form of
Ginawa? poetry known as Tanaga.
Roberto T. Añonuevo is a Filipino poet and author of award-winning Pablo S. Gomez (January 25, 1929 – December 26, 2010), was one of the
anthologies. He was inducted into the Don Carlos Palanca Memorial Awards top komiks writers in the Philippines. He was also a screenwriter and
Hall of Fame for his poems from Talaang Ginto: Gawad Collantes (1990, director. His most popular works include Kurdapya and Petrang Kabayo
1993, 1999) Panorama Poetry Contest (1993) at Diyaryo Filipino (1990). He among others.
was one of the honored representatives of the Philippines in the Second
ASEAN Poetry Conference Workshop in 1995. Juan Miguel Severo is a Filipino actor and is a spoken word artist who rose
to fame with his performances that usually focus on unrequited love. His
Teo Antonio is a Filipino poet. He garnered numerous Carlos Palanca loves poems, like “Ang Huling Tula na Isusulat Ko para sa Iyo,” had been
Memorial Awards for Poetry in 1973. 1975, 1976. 1986 and 1998. He also going viral in the Net. Severo describes himself as “a writer who performs
received top prizes during the Centennial Literary Contest for his epic poem and a performer who writes.”
Piping-Dilat in 1998 as well as Manila Critics' Circle National Book Awards
in 1982, 1991 and 1992. He also received a grant as Philippine Alejandro Roces is a Filipino author, short story writer and essayist a
Representative to the World Poetry Reading Summit in Kuala Lumpur, National Artist of the Philippines for literature. He is known for his widely
Malaysia in 1996. anthologized “My Brother’s Peculiar Chicken.” In his innumerable
newspaper columns, he has always focused on the neglected aspects of the
Francisco V. Coching was a Filipino comic books illustrator and writer and Filipino cultural heritage.
is regarded as one of the “pillars of the Philippine Komiks Industry”.He
served as both illustrator and writer for his comic book stories,Coching is
referred to as the "King of Komiks", and as the "Dean of Philippine
Comics".In 2014, he was posthumously conferred as a National Artist for
Visual Arts, the highest honor for artists in the Philippines.
John Dewey
- The philosopher that once said “learning by doing” is the best
learning
Resiliency
- Trait of an entrepreneur allows him/her to face setbacks and recover
from them
Mark Zuckenberg
- Created Facebook and one of the richest man in the world
1987 Philippine Constitution Article II, Section 17
- The legal basis of teaching of Technical and Livelihood Education
Entrepreneurship
- It refers to the concept of developing and managing a business
venture in order to gain profit by taking several risks in the corporate
world
- The process of discovering new ways of combining resources
True
- Integrative learning is authentic and teaching EPP makes use real
world problem and real world tasks
True
- Entrepreneurship is very important to be included in school
curriculum the capacity to not only star companies, but also to think
creatively and ambitious
Pauline Salvana Bautista
- The woman who is an advocate of EPP subject an educator and home
economist who explains the value of teaching and learning the
philosophy of teaching Edukasyong Pantahanan at Pangkabuhayan
Yes
- Entrepreneurship has played a vital role in the economic
development of the expanding global marketplace. This statement is
correct
EPP with ENTREPRENEURSHIP Entrepreneurship education:
I. Creates opportunities
What is an entrepreneur? II. Ensures social justice
- A person who organizes and operates a business or businesses III. Instills confidence
- The person doing entrepreneurial activity willing to bear risk of a IV. Stimulates the economy
business venture where there is a significant chance of making a
profit
Entrepreneur No, it is incorrect
- Is a latin word “entreprendre” meaning to do something or to - Education is the is not a driving force behind every country’s
undertake economy, directly or indirectly but it is entrepreneurship
Yes, it is true The philosophy in Teaching EPP
- For holistic and meaningful EPP teaching and learning values and - To have happy and healthy productive life
life skills should be integrated Contextualized Learning
RA 10647 - Is learning in context such as teaching entrepreneurship concepts
- An Act Strengthening the Ladderized Interface Between Technical- and the common competencies in the context of EPP specialization.
Vocational Education and Training in Higher Education Yes, it is TRUE
Grade 4 - Edukasyong Pantahanan at Pangkabuhayan is most effectively taught
- Basic concepts in entrepreneurship and ICT, Agriculture, Home with the use of the entrepreneurial, experiential, authentic and
Economics and Industrial Arts toward the improvement of personal constructivist teaching -learning approach.
life, family and community is the Key Stage Standard for Yes, it is incorrect
- Authentic learning is making students learn real-life tasks in real-
Grade 5 world context. It is learning by solving real -word problems. It brings
- The learner demonstrates increased knowledge, skills and values in into play multiple disciplines, multiple perspective, different ways
entrepreneurship, and ICT, agriculture, home economics, and of working which are true of real community. Is this statement
industrial arts toward improving family life and the community. This incorrect?
is the grade Level standard intended in EPP Experiential Learning
5,689 competencies - It is learning by doing, learning by action and learning through
- In the advent of Covid 19 that caused Pandemic 2020 , as part of the experience it is considered as one of the best methods used in
Basic Education Continuity Plan ( BE- LCP) learning competencies teaching skill subjects like, EPP and MAPEH.
were reduced to 60% Personal Life, family, and community
14,171 competencies - The Key Learning standard in Edukasyong Pantahan at
- Total number of learning competencies found in the K to 12 Pangkabuhayan is...The learner demonstrates an understanding of the
Curriculum Guide 2016 basic knowledge and skills in entrepreneurship and ICT,
Goal-setting Capacity Agriculture, Home Economics and Industrial Arts toward the
- Enables an entrepreneur to make plans carefully, intensely and improvement
realistically and to anticipate problems Working Skills
Agriculture - Not needed skills by an entrepreneur
- The science and art of systematic production of useful plants and Entrepreneurs create wealth for themselves and others
animals for man’s use and consumption through human management Has a Vision
Yes - Common characteristic of an entrepreneur
- Many schools have adapted to modernization, and have started Yes, it is true
making students work in groups to solve problems, learn online and - The curriculum guide shows that the teaching of EPP starts at Grade
integrate science with arts 4 and culminates in Grade 12
MELC
- Most Essential Learning Competencies MULTIGRADE TEACHING
False
- All entrepreneurs have a college degree Material designer
Rationale - What role does a teacher assume when he/she designs and makes
- The part of the business plan which gives the reason why you small boards, flash cards, etc. to save time in the classroom and to
venture on a certain kind of business maximize the time which pupils spend on learning tasks?
Multigrade Teaching Teach one group while others work, dependently, teach all group
- Generally refers to a teaching situation where a single teacher has to together
take responsibility for teaching pupils across more than one
curriculum grade within a timetabled period. Schools with - This is an instructional strategy in a multigrade class in which older
multigrade classes are referred to as multigrade schools. students work with younger ones both for better learning and to build
- It is a situation in which one teacher has to teach many grades, all at a sense of classroom solidarity.
the same time. It happens in all schools where there are more
learners than teachers. ... The learners in each grade are usually of Lack of support from stakeholders
the same age but may differ in abilities. - The following are the challenges of multigrade teaching in the
Parents' desire to have their children grouped together in one class Philippines except
- The following are the reasons why multigrade classes exist EXCEPT No
Evaluator - In order to be effective multigrade school ,teachers must utilize very
- Role which the teacher must carry out is to monitor the progress of good planning and develop teaching and learning strategies specially
pupils’ learning so as to ensure quality of education targeted for their classrooms. Above all they must be dedicated and
How do I teach? willing to work hard to overcome the problems and the peculiarities
- When strategies and methodologies are being considered in of multigrade education. Is this statement incorrect?
DO 81, s. 2009
planning for a lesson, which of the following questions is
- Department order issued on July 24, 2009 also known as the
addressed? Strengthening of the Implementation of Multigrade program in
Yes, it is true Philippine Education
- In multigrade teaching, the teacher can follow different approaches UNSECO
like direct observation, guidance of peer group students, lesson - United Nations Educational, Scientific and Cultural Organization
oriented teaching, group learning and supervision method. A single False
teacher may face a situation to handle two or three or five classes at a - In Dep ED Order No. 81, s. 2009 it is stated that, teachers assigned
time. Is this statement correct? shall be trained on multigrade instruction through a continuing
Values and skills standards-based professional development program managed by a
- The main function of multigrade teacher is the development of core of division and regional MG trainers; The Bureau of Elementary
students into persons who have some knowledge, skills, and shared Education (BEE) shall provide the Multigrade Training Resource
desirable Package (MGTRP) and the Multigrade Teach-Learn Package (MG-
True TLP). The second contains lesson plans and areas
- To address recurring issues in the implementation on “Policies
and Guidelines in the Organization and Operation of
Multigrade (MG) Classes” the guidelines is the Strict Educational attainment and Socio-economic status of parents
- The diversity of learners in a diverse type of learning environment
implementation of Special Hardship Allowance for Multigrade
should be considered in teaching multi grade classes. The following
Teachers as contained in Department of Budget list reflects some of the diversities among students and need to be
- Based on DO. 81, S 2009, Regular monitoring and technical appreciated by the teachers. EXCEPT:
assistance on the implementation of MG program shall be Multigrade Education
conductedat the division level. Monitoring report on the - It is one of the Department's strategies to provide access to quality
findings/results shall serve as basis for planning enhancement education for all school-age children in remote communities where
programs and policy formulation at all levels. enrolment does not warrant the organization of monograde classes.
TRUE - Since 1988 UNESCO has been implementing program that aimed at
- In Multigrade class environment, each teacher is expected to know improving single-teacher schools and multi-grade classes. In
and be able to teach effectively, different subject areas at different cooperation with other institutions, UNESCO conducted two series
grade levels. of case studies. An interregional Workshop held in Norway in
- The Teacher is expected to have an array of skills and talents in 1996, . The study was undertaken in fourteen countries: Australia,
addition to those required in the specific subject learning area within Bolivia, Burkina-Faso, China, Korea, France, Greece, Lesotho, Mali,
the normal teaching curriculum. the Philippines, Portugal, Tanzania, Russia and Zaire. IS THIS
Multi-Grade STATEMENT CORRECT?
- It is defined as a class of 2 or more grades under one teacher in a DO 96, S. 1997
complete or incomplete elementary school - Dep.ed order issued on November 14,1997 that states the policies
TRUE and guidelines in the organization and operation of Multigrade (MG)
- Frequently, multigrade teaching is required not by choice but through classes
force circumstance the multigrade class may be a reflection of
extreme-socio-economic constraint or small population
- Schools with multigrade classes are referred to as multigrade schools
- The main function of the multigrade teacher is the development of
students into persons who have some knowledge, skill and share
desirable values and attitudes
Outdoor space
- The following are some basic features that should be considered in
planning the layout of multigrade classroom. Environment Except
Yes, it is correct
- Frequently multigrade teaching is required not by choice but through
force of circumstances
Based from The Handbook for MULTIGRADE classes ( UNESCO).
The prime reasons for multi-grade classes may be placed into the following
major categories:
I. Low (or reduced) community population, possibly due to
migration, or an increased death rate;
II. Poor economic conditions, resulting in inadequate teaching
resources;
III. The persistence of cultural practices which would impede the
attendance of students at school;
IV. Geographical location of the school, which may be in a remote,
inaccessible vi//age; + Some students may be mentally
challenged, and there are no provisions for special education
nearby.
YES, it is correct

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