FIELD STUDY QUESTIONNAIRE (1-6)

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 4- year 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 3 rd
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. You got lucky today in the test, huh?
B. You're not really good at this subject, are you?
C. I see that you need to spend more time on this topic to fully understand it.
D. You are struggling with this subject. I can help you.

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. 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-the- period.

25. 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.

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.
Yes, if the word “develop” is replaced with “crea
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 III Divergent questions
II. Convergent 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 seminar- workshop 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 4th 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

101. The following are characteristics of progressive curriculum, EXCEPT

A. focuses on the experiences of the students and supervised by the teacher
B. takes into account all the curricular elements and tests these elements through real life application.
C. the classroom is only one place for the students to learn; learning can take place anywhere.
D. knowledge that comes from various disciplines should be the focus.

102. In analyzing the curriculum, the teacher should consider the following, except;
I. vision, mission, goals and core values of the school
II. learning resources and faculties of the school
III.needs and interest of the learners
IV. all must be considered.

A. I only C. III only

B. II only D. I, II and III

103. Miss Lim started off her lesson plan with the outcomes she expects her students to achieve at the end
of the lesson, this curriculum approach is .
I. curriculum as a body of knowledge
II. curriculum as a process
III.curriculum as a product
IV. all of the above

A. I only C. III only

B. II only D. I, II, and III
104. When curriculum is viewed as a process, what should the teacher consider primarily in
designing his/her lessons?
A. Different modes of assessments
B. Various methods and strategies
C. Outcomes-based learning objectives
D. National competency-based competencies

105. What could be the content/topic when the teacher asked the learners to define curriculum and
complete a matrix on the differences between traditional and progressive curriculum?
A. The meaning of curriculum
B. Different elements that affect curriculum
C. Various curriculum perspectives
D. Historical and philosophical foundations of curriculum
106. Which of the following processes usually comes first in developing curriculum?
A. Selection of educational content
B. Evaluating educational experiences
C. Identifying learning goals and objectives
D. Organization of learning experiences

107. Considering that curriculum is a dynamic process, this person put premium in the role of the
teachers’ participation in developing the curriculum:
A. William Alexander
B. Galen Saylor
C. Hilda Taba
D. Ralph Tyler

108. The best feature of Tyler’s Rationale is the . A. Planning

phase
B. Identifying the purpose
C. Organizing the experiences
D. Evaluating the experiences

109. All these questions should be answered by curriculum except:

A. What subjects are important?
B. Who will benefit from a well-designed learning experience?
C. What outcomes should be achieved?
D. What qualifications should teachers have?

110. Mrs. Valdez asks her Grade 10 class to read biographies, encyclopedia, history books and the like
during their free time. She is a believer of what philosophy?
A. Existentialism
B. Behaviorism
C. Perennialism
D. Essentialism

111.These foundations show the chronological development of curriculum, mostly using a timeline.
A. Historical foundations
B. Legal foundations
C. Philosophical foundations
D. Psychological foundations

112. What axiom emphasizes that curriculum design should be based on a careful plan, intended
outcomes clearly established, etc.?
A. Curriculum change is inevitable, necessary and desirable.
B. Curriculum is a product of its time.
C. Curriculum development is more effective when it follows a systematic process.
D. Curriculum development is more effective if it is a comprehensive process, rather
than “piecemeal”.

113. 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. Curriculum changes made earlier can exit concurrently with newer curriculum changes.
B. Curriculum development starts from where the curriculum is.
C. Curriculum design should always be SMART.
D. Curriculum development is a cooperative group activity.

114. Who are the primary movers in the implementation of the changes made on curriculum?
A. Teachers
B. Learners
C. Parents
D. Community officials
115. A barangay official suggested that fishing and marine life be included in the barangay public
school so that learners will have a background on the primary livelihood in their area. This is based on
what curriculum design model?
A. Subject-centered
B. Learner-centered
C. Problem-centered
D. Career-centered

116. Which of the following does not belong in the group?

A. Child-centered design B. Life-
situations design
C. Experience-centered design
D. Humanistic design

117.Which is the primary characteristic of a subject-centered design model of curriculum?

A. Interrelated
B. Interdependen
C. Correlated
D. Interdisciplinary

118. As an implementer of curriculum, the teacher has to perform all these tasks except
.
A. Write appropriate lesson plans
B. Utilize suitable instructional materials
C. Design reliable and valid assessment tools D. All of the
above

119. Implementation means putting into practice the experiences which has been written in all except
.
A. Internet resource sites
B. Syllabi
C. Course outline
D. Curriculum guides

120. All are involved in “teaching” except .

A. Employing strategies
B. Using instructional materials
C. Utilizing varied activities D. Meeting
with the parents
121. The following are the roles of the stakeholders in curriculum development except
.
I. help in formulating the appropriate learning experiences
II. create an environment that allows for a child’s holistic development
III.participate in the implementation of the curriculum
IV. all are roles of the stakeholders

A. I only C. III only

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

122. These stakeholders are direct partners of the school in strengthening learning experience in the
home.
A. Community
B. School administrators C. Parents
D. Government officials

123. These stakeholders are at the core of the curriculum. They are the primary beneficiaries of the
curriculum.
A. Teachers
B. Learners
C. Community
D. Parents
124. All are importance of evaluating the curriculum except:
A. To be able to boost of a new and improved curriculum every time.
B. To constantly keep up with the changing times
C. To answer to the changing needs of the learners
D. To identify which parts and aspects of the implement curriculum needs to be improved, modified
or changed.

125. Which component can be included in curriculum evaluation?

A. Learning outcomes B. Teacher
performance
C. Strategies and methods used
D. Instructional materials

126. When do we need to evaluate the curriculum?

A. Every academic year B. Every
quarter
C. When somebody suggests it
D. Whenever necessary

127. Teacher Emma gave a True-False pretest on social justice. Based on the pretest results, she taught her
class social justice by correcting whatever wrong concepts the students have and affirmed and expounded on
their correct concepts. After correcting their wrong concepts and affirming their correct answers, Teacher
Emma gave the class a posttest. Among the forms of assessment explained, which one/s did Teacher Emma do?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

128. The class was taught how to conduct an action research and was required an end- of-the-term written
research report. The class was taught how to do the research report and was show an Analytic Scoring Rubric
for them to know how they will graded. The class took the Scoring Rubric as guide in the making of their
research report. They were all motivated to pass an excellent research report. They were all motivated to pass
an excellent research report and as a group checked now and then if they were true to the qualities of an
excellent research report as seen in the scoring rubric. What form of assessment is described?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

129. Teacher Julie sees to it that she checks for understanding as she teachers to ensure that every
student can follow the lesson. With what form/s of assessment is Teacher Julie occupied with?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

130. Teacher Grace is done with Unit 1. She wants to know how well her students could demonstrate the
knowledge and skills targeted at the beginning of the Unit. Into what form of assessment is Teacher Grace?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

131. Which assessment is/are used to determine grade of students?

I. Formative Assessment
II. Summative Assessment
III.Assessment of Learning

A. II and III C. I and II

B. I and III D. I only

132. Which assessment leads student to become self-directed and independent learners?
A. Formative Assessment C. Assessment AS learning
B. Summative Assessment D. Assessment FOR learning

133. Complete this analogy.

Formative Assessment: Assessment for learning Summative
Assessment:
A. Assessment of learning C. Assessment as learning
B. Assessment with learning D. Assessment in learning
134. Emphasize on self-assessment. Teacher Lyn applies this principle by .
A. Making her student check their own papers.
B. Motivating her students to set their personal learning goals and track their progress against that goal.
C. Preparing her students for higher-order thinking questions.
D. Requiring them scoring rubric as project.

135. Assessment should be on real-world application and not on out-of-context drills. To apply this
principle, what should Teacher Nancy do?
A. Assess students’ English oral communication skills in a graduation program simulation where
each student has a speaking assignment.
B. Gives a 20-point quiz asking students to determine whether or not the sound of “a” is long or short.
C. Gives students a matching type of test on vocabulary.
D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of students.

136. If you emphasize on assessing higher-order thinking skills, which should you do?
A. Avoid paper-and-pencil test.
B. Give students problem to solve.
C. Give oral examinations.
D. Do less formative assessment.

137. On which should a teacher base his/her assessment?

A. Learning outcome C. Developmental stage of learners
B. Learning content D. Learning resources

138. In Outcomes-Based Education or Outcomes-Based Teaching-Learning, the assessment task

should match with the .
A. Learning resources C. learning outcome
B. References D. content

139. “Very good. You are doing very well, Johann!” says Teacher Jona. Teacher was referring to
Johann’s word problem-solving skills. Is this in accordance with giving specific feedback?
A. Yes C. Very much, the feedback is clear enough.
B. No. D. No, it is exaggerated.

140. Teacher Annie explains to her class: “Each one is expected to spell 10 words out of 10 words
correctly. This is a mastery test.” Teacher Annie’s behavior in keeping the principle to set acceptable
standards of success.
A. No, the standard she set is too high.
B. No, she is not setting the standards. She is just explaining the meaning of mastery test.
C. Yes, it is. The standard is clear.
D. Yes, she sees to it that every student agrees.

141. Teacher Jocelyn considers the multiple-choice type of test the best among the type of test, so for
assessment of learning she uses only multiple choice type of test. Is this in accordance with principle of
assessment?
A. Yes, well-formulated multiple choice test measures HOTS.
B. Yes, for as long as the multiple choice tests measure low and high level thinking skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for assessment data-gathering.

142. A professor does not give quiz at all. The student’s grades are based only on the summative
assessment results. Does he violate an assessment principle?
A. No, that is academic freedom.
B. No, he assesses learning and gives grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligences and learning styles.

143. Which does NOT belong to the group?

A. Completion test C. Matching type
B. Multiple Choice D. Alternate response

144. Which does NOT belong to the group?

A. Completion test C. multiple choice
B. Problem solving D. short answer
145. Which type of test measures student’s thinking, organizing and written communication
skills?
A. Extemporaneous speech C. Multiple choice
B. Completion type D. Essay

146. Teacher Dada wants to test student’s acquisition of declarative knowledge. Which test is
appropriate?
A. Performance test C. Short answer
B. Submission of a report D. Essay

147. Performance test: Psychomotor skills Paper-and-pencil

test:

A. Declarative knowledge C. Motor skills

B. Psychomotor procedure D. Procedural knowledge

148. Teacher Peter wants to know how well his students have imbibed the virtue of honesty. Which tool
is most appropriate?
A. Personality test
B. Student interview
C. Reflective journal on “How Honest Am I?”
D. Written test
149. Which assessment task is most fit for logic-smart learners?
A. Solving a puzzle
B. Showing the steps through a diagram
C. Describing the solution
D. Composing a song

150. Which assessment task works best for language-smart learners?

A. Oral presentation
B. By the uses of graphic organizers
C. Dance
D. By demonstration

151. In which level is identifying the authors of given literary pieces?

A. Understanding C. Recalling
B. Applying D. Synthesizing

152. The students were expected to be able to develop a lesson plan following Outcomes-based
Education (OBE) principles. Based on Kendall’s and Marzano’s taxonomy, in which level is the
intended learning outcome?
A. Analysis C. Knowledge utilization
B. Retrieval D. Metacognitive system

153. You have to remember the steps in opening a computer if you want to do it on your own. In what
level of assessment is remembering the steps?
A. Retrieval C. Comprehension
B. Analysis D. Knowledge utilization

154. Teacher Joji’s intended learning outcome is this: “interpret the given poem”. Which assessment
task is aligned? Teacher Joji
A. Gives the students a written test and ask them to paraphrase the poem
B. Gives an oral test and asks them to recite the poem with feelings
C. Gives a written test and asks the students what the poem expresses
D. Makes them memorize the poem then recite it with feelings to prove understanding

155. Is the test item “classify the given teaching methods” aligned to this intended learning outcome “to
select the appropriate teaching method?”
A. Yes
B. No
C. A little because classify and select are related
D. Yes, if you change “select” in the learning outcome changed to classify
156. Here is a lesson objective/intended learning outcome: “illustrate the law of supply and demand
your original concrete example”. For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example
B. Illustrate the law of supply and demand with a drawing
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

157. Teacher Joji wrote this learning outcome: “To interpret a given quotation.” For content validity
which should she ask?
A. Interpret Nietsche’s statement: “He who has a why to live for can bear with almost
any how.”
B. Did you believe in Nietsche’s statement “He who has a why to live for can bear with almost any how”
C. What is true in Nietsche’s statement “He who has a why to live for can bear with almost any how?”
D. Nietsche was an atheist. Do you believe that he can give this statement “He who has a why to live for can
bear with almost any how”

158. After teaching them the process of experimenting, Teacher Joe wanted his students to be able to
set up an experiment to find an answer to a scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also to live on land? Research on experiments already conducted.
C. Observe if aerial plants can survive when planted in soil. Note your observations and present them in
class.
D. Research on the answers to this scientific problem: Can aerial plants survive when transferred in soil?

159. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness and suitable
for the individual.” Does her test item measure this particular outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related activities.
I. Body composition III. C. flexibility
II. Agility IV. organic vigor
A. Yes, very much.
B. Yes because it asks something about skill-related activities
C. No.
D. No, the options have nothing to do with skill-related activity.

160. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the 1st grading test items are
applying questions based on Bloom’s taxonomy. A review of her test shows that 50% are remembering
items, 20% are analyzing questions and 30% are applying questions. Does Teacher’s test coincide with her
TOS?
A. No
B. No, her analyzing questions is supposes to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.

161. Teacher Parah asked her pupils to display their penmanship work in the beginning, middle and
near the end of the school year. Which type of portfolio is displayed?
A. Development portfolio C. Showcase portfolio
B. Evaluation portfolio D. Assessment portfolio

162. You are applying for a teaching job. Which type of portfolio should accompany your application
letter?
A. Development portfolio C. Showcase portfolio
B. Evaluation portfolio D. Assessment portfolio

163. I have to check if my students were able to produce the expected output as stated in my intended
learning outcome. Which type of portfolio am I interested to see?
A. Development portfolio C. Showcase portfolio
B. Evaluation portfolio D. Assessment portfolio

164. Teacher Alex wants his pupils to display the favorite poem the poems each one composed. What
type of portfolio is Teacher Alex expecting to see?
A. Development portfolio C. Showcase portfolio
B. Evaluation portfolio D. Assessment portfolio
165. Which portfolio enable you to determine if you realized your intended learning outcome?
A. Development portfolio C. Showcase portfolio
B. Evaluation portfolio D. Assessment portfolio

166. For diagnostic purposes which type of rubric is more appropriate?

A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric

167. Which rubric CANNOT provide specific feedback for improvement?

A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric

168. Which advantage does a holistic rubric over that of an analytic rubric?
A. Take less time to create C. More direct
B. Shorter in content D. More detailed

169. Because of its nature, which can be of greater help for student self-directed learning?
A. Analytic rubric C. Holistic
B. Developmental D. Combination of holistic and analytic

170. Which is the percentage contribution of quarterly assessment to the grade of the student from Grades
1 to 10?
A. 15% C. 25%
B. 20% D. 30%

171.Does quarterly assessment have the same percentage weighs for all the subjects, for all the tracks in Grades
11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools

172. Which is the percentage contribution of written work to the grade of the Grade 1- 10 student in Science
and Math?
A. 50% C. 40%
B. 20% D. 30%

173. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks C. quarterly assessment
B. Written work D. quarterly assessment and performance tasks

174. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis
on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized
C. The emphasis for all Grades 1-10 subjects is on performance task
D. The emphasis in on quarterly assessment.

175. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very satisfactory
B. Fairly satisfactory D. Did not meet expectations

176. I get a grade of 90. What is its descriptor?

A. Very satisfactory C. Advanced

B. Beginning D. Outstanding

177. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%

178. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
179. How is the final grade per subject for Grades 11 and 12 obtained? A. Get the average
of the grades for the 2 Quarters.
B. Get the average of the grades for the 4 Quarters.
C. Get the average of the grades of all subjects for the 2 semesters.
D. Get the average of the grades of all subjects for the 4 semesters.

180. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas – Music, Arts, Physical
Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III.There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only

181. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions. C. There are no
numerical grades.
D. Remarks like Passed and Failed are used.

182. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number of learning
areas.
II. Each learning area has equal weight in computing for the General Average.
III.The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III

183. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet
expectations .
A. In three or more learning areas
B. In 2 learning areas
C. In four learning areas
D. As shown in the general average

184. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas?
A. Retained in the same grade level.
B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark.
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrolment in the school

185. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III.Promote, to parents and students, credible and useful feedback.
A. I only C. II only
B. I and III D. I, II and III

186. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III.The grading system must be numerical.
A. I and II C. I, II, and III
B. II only D. III only

187. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
188. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of student’s performance
II. Explain that grades compare students’ against the established standards.
III.Explain that grades compare students’ performance against other students’ performance.
A. I and II C. I, II, and III
B. II only D. III only

189. What is the right philosophy that every teacher should follow when teaching?
I. Pragmatism
II. Perennialism
III.Existentialism
A. I only C. I and II
B. II only D. I, II, and III

190. Mr. Balgos teaches Science in the Junior High School. He taught the concept that sunlight is
necessary for the plants in the process of photosynthesis. Applying the philosophy of pragmatism, Mr. Balgos
should .
A. Show a PowerPoint presentation of photosynthesis
B. Ask the student to bring plant leaves in school
C. Draw the leaves of the plant and color this green
D. Ask the students to do a simple experiment about photosynthesis

191. A philosophy that believes in prior learning or what the learners already know is
.
A. Essentialism C. constructivism
B. Behaviorism d. naturalism

192. Behaviorism is a philosophy that has been anchored on the theories that related to .
I. trial and error
II. stimulus and response
III.brain and thinking
A. I only C. I and II
B. II only D. I, II, and III

193. The teacher’s teaching philosophy is reflected by which of the following?

I. choice of teaching methods
II. choice of circle of friends
III.choice of how to use leisure time A. I only
B. II only
C. I and II
D. I, II and III

194. A classroom teacher comes to school early in the morning and goes home late. Officially, the
number of hours spent in school should be .
A. 6 hours B. 8 hours C. 4 hours D. 3 hours

195. As required, all teachers should eat lunch at exactly 12:00 noon because it’s their noon break.
A. This statement is true. B. This
statement is false.
C. This statement is doubtful.
D. This statement is a rule.

196. As observed, all teachers in the whole school .

A. Begin classes at the same time at 8:00 AM
B. Ends classes at the same time at 5:30 PM
C. Wear the same school uniform
D. Live in the same village

197. Which of these activities is NOT required of a teacher in school?

A. Come to class on time.
B. Attend the flag ceremony
C. Attend school activities
D. Take a nap at noontime.
198. Aside from teaching and guiding the learners in the classroom, a teacher has to do other things. This
one activity should be to .
A. fed the children everyday
B. see to it that the classroom is conducive for learning
C. provide school materials for the whole year
D. sell snacks in the classroom.

199. Which statement is TRUE about the community where the school is located? A. It is part of the
learning environment.
B. It is outside and so is not part of the school.
C. There are no learning resources in the community.
D. It serves as a school garden.

200. The barangay officials if asked as a resource person can best speak on .
I. community governance
II. health and well being
III.literacy program
A. I only C. I and II
B. II only D. I, II, and III

201. Natural resources like rivers, lakes, mountains and hills found in the community can be used best as
resources in teaching .
A. Mathematics C. English
B. Science D. Physical Education

202. It is always important for a teacher to transfer learning and practices from the school to the .
A. Church C. city
B. Community D. sports complex

203. The community holds high respect of a teacher if he/she is a .

A. Money lender C. rumor monger
B. Role model D. gambler

204. The most challenging components of teaching in another country is .

A. Mastery of the subject matter
B. Making instructional materials C. Adjusting to
cultural differences
D. Constructing assessment tool

205. Teaching is a universal vocation. Wherever the teacher is assigned, his or her primary concern is
to .
A. Earn a good salary C. be the most important person
B. Make the students learn D. do self-sacrifice

206. In the 21st century, the fastest development or change that the teacher should catch up with as a
teacher is in the .
I. use of technology
II. knowledge of globalization
III.practice of collaboration
A. I C. II and III
B. I and II D. I, II, and III

207. “If you are an excellent teacher here in the Philippines, you can very well teach in any ASEAN
country.” This statement .
A. is false C. an overstatement
B. is true D. cannot be determined

208. For a Filipino teacher to succeed in teaching in the country and elsewhere in the world, he or she
should .
I. master and practice the competencies of the NCBTS
II. be multilingual and multicultural
III.think and act both locally and globally
A. I only C. I and II
B. II only D. I, II and III
209. After the 1987 Philippine Constitution, the first legal basis to make teaching as profession and
consider teachers are professionals was .
A. RA 7836 C. RA 7640
B. PD 1006 D. Code of Ethics for Professional Teachers

210. Who among these graduates is not qualified to take the Licensure Examination for Teachers (LET)?
A. Bachelor of Elementary Education
B. Bachelor of Agricultural Education
C. Associate in Arts
D. Bachelor of Science in Mathematics

211. All Filipino professional teachers must have . A. A

professional teacher’s license
B. A recognized master’s degree
C. Teaching experience
D. Published research article

212. Which of the following practices is NOT allowed in the Code of Ethics for Professional
Teachers?
A. Teachers shall insure that teaching upholds the highest standards
B. Teachers shall accept tutorial fees for the slow learners in her class.
C. Teachers shall live with dignity in all places at all times.
D. Teacher shall establish maintain cordial relations with parents.

213. What should be the best description of teaching as a profession?

A. Teaching is the noblest profession.
B. Teaching is a lucrative job in this country.
C. Teaching requires less preparation.