Activity 28

1. What are the necessary requirements for teachers and administrators to implement a standards-based
curriculum?

•The standards must be rational and stated understandably.

•The standards must be possible.

•The standards must be aligned with the curriculum.

•The standards must be known and understood and accepted.

•Administrators must have been teachers; otherwise they are useless and should not be involved.

•Standards must never be used as a tool of evaluation.

•Teachers and administrators must accept that standards-based education is of value. This is called the buy-
in concept. All the latest data show that buy-in is the single most important issue for a successful program .

2. What are the possible pitfalls of a standards-based curriculum?

One possible pitfall is that all students are placed under the same demands and expectations.
Students learn in different ways and at different speeds. A standard-based curriculum might not take that into
consideration. Despite these efforts, some challenges still remain like the quality can vary between
regions,unclear or vague standards, a disciplinary aspect of standards can encourage segregation and/or
hierarchy between subject areas,too many standards for one level of instruction, some standards may not be
worth achieving and can be irrelevant.Another issue with standards is that they are often used to put pressure on
a school to perform, thus creating a school culture that gravitates around the “teach to the test” approach. This
can lead to hungry brains of learners left with plates of facts and rote memory skills, while teachers may
perceive their role as unmotivating.

3. How can curriculum standards influence assessment of learning?

Standards-based instruction guides the planning, implementation and assessment of student

learning. The use of standards to streamline instruction ensures that teaching practices deliberately focus on
agreed upon learning targets. Expectations for student learning are mapped out with each prescribed
standard and the road map to mastery is clearly defined within the adopted curriculum. Teachers align
classroom instructions and assessments with the standards, ensuring that their students will meet these high
demands. This approach may be used by teachers to track student performance and plan focused instructions
to meet the specific needs of students.
 Activity 30

1. What indigenous knowledge can be integrated in the curriculum?

•Construct knowledge so that young children understand how experiences, personal views, and other
peoples’ ideas influence the development of scientific knowledge.
•Use instructional strategies that promote academic success for children of different cultures.
•Integrate contents and activities that reflect the learner’s culture, history, tradition, and indigenous
knowledge in the curriculum.
•Utilize community cultural, material and human resources in the development and implementation of
the curriculum.

2. What are examples of indigenous curriculum implemented in the Philippines?

Department of Education offers an alternative learning system curriculum to members of indigenous
cultural communities to address their learning needs. Supported by DepEd order No. 101 s. 2010, the
Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IPs) Education was developed in
coordination with the National Commission on Indigenous Peoples (NCIP) and validated by IP leaders in IP
communities.“The curriculum was specifically-written to be culture-sensitive with the end-view of helping
them become functionally literate and be net contributors to our society,”
 Activity 31

1. How can teachers develop an ideal curriculum and learning environment that support the principles of
brain-based education?
1. Set a positive tone from the beginning- Often, students must feel physically and emotionally safe in the
classroom for real learning to take place. By creating a positive classroom environment where students feel
supported and encouraged, you’ll open up the doors for your students to learn the best.
Welcoming your students in class each day can increase student engagement, and many educators have found
that setting a positive tone at the beginning of the day with classroom greetings creates a sense of community.
2. Establish “turn and talk” time- When students talk about concepts they’ve learned, they’re more likely to
retain the information. Implementing “turn and talk” time into your lessons can help students process what
they’ve just read, discuss ideas before sharing them with the class, and clarify problems they may have had
while completing homework. This strategy can be implemented as a warm-up activity, during class discussions,
or as a closing activity to round out the day.
3. Incorporate visual elements- Many people are visual learners who absorb and recall information best by
seeing.
4. Break learning into chunks- Chunking, or breaking down difficult or large pieces of text into smaller pieces,
has been proven to help students identify key words and phrases, paraphrase, and understand the text in their
own words.
5. Get moving- Brain breaks are a great way to get your students up and moving, and they have been shown to
increase brain activity.

2. What are examples of brain-compatible curriculum implemented in the Philippines and other countries?
‘Brain compatible’ is the new buzzword in education, an approach of instruction that weaves maths,
geography, science, social science and physical education together along with movement and arts.
1.Emotional Climate
2.Physical Environment
3.Learning Design
4.Teaching for Mastery
5.Teaching for Application ·
6.Evaluating learning
 Activity 32

1. Identify examples of curriculum models for gifted learners in the Philippines.

• Schoolwide Enrichment Model
• Parallel Curriculum Model
• Autonomous Learner Model
• Integrated Curriculum Model
• Kids Academia Model

2. What are the special features of these gifted curriculum models implemented in Philippines?
•Schoolwide Enrichment model has learning experiences and higher learning standard for children has
three goals which is developing talents in all children second is providing a broad range of advanced level in
Enrichment experiences for all students and providing advanced follow-up of fortunate is for young people
based on their strength in interest.
•Parallel curriculum model helps teacher to determine the current student performance level and develop
intellectual challenges to move learners along a continuum toward expertise.
•Autonomous learner model features learner differentiated adoptions where students are self-directed in
teachers provide opportunities for the learners to be in charge of their learning.
•Integrated curriculum model has advance content dimension process product dimension issues themes
dimension.
•Kids academia model is a form of curriculum innovation that shows how the expert in tertiary education
could help strengthen teaching and learning in basic education.
 Activity 34

1. How can ICT integration in education help to address educational issues on quality and access?
ICT allows students to monitor and manage their own learning, think critically and creatively,
solve simulated real-world problems, work collaboratively, engage in ethical decision-making, and adopt a
global perspective towards issues and ideas. The use of technology during whole-class instruction can foster
student engagement for auditory and visual learners. Integrating simple technologies Power Points, games,
internet homework assignments, or online grading systems can be difference makers in students' growth in the
classroom. Information and Communications Technology (ICT) can impact student learning when teachers are
digitally literate and understand how to integrate it into curriculum. Schools use a diverse set of ICT tools to
communicate, create, disseminate, store, and manage information. Technology in education enables children to
adjust to their own pace of learning. Students who need extra time can spend more time going over exercises
until they understand, while students who need less support can continue ahead. It also frees up the teacher to
help kids who need more support on an individual level. Furthermore, the adoption and use of ICT in schools
can promote collaborative, active and lifelong learning, increase students' motivation, offer better access to
information and shared working resources, deepen understanding, help student think and communicate
creatively. Students with the opportunity to use technology in the classroom have many inarguable qualities
such as; engaged way of learning, encouraged individual learning and growth, and also more engaged and
successful teachers that will help do anything to benefit their students.

2. What are the different curricular and instructional innovations related to ICT integration being
implemented in Philippine schools?
The Philippine educational system is one of the priorities of the national government. In fact, the
most recent innovation that took place is the implementation of the new curriculum which is the K-12. Over the
last two decades, the rapid growth of ICT has become one of the most important topics discussed by the
scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and
learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily
teaching and replace their traditional methods with modern tools and facilities. The main focus of this paper is
on effectiveness of ICT integration in education. More specifically, this paper aims at identifying the level of
computer skills and knowledge of primary school teachers in the teaching and learning process. Moreover, the
objective of this paper is to identify the level of ICT integration in teaching and learning process in classroom
by primary school teachers. n addition, ICT has the potential in preparing students for life in the 21st century.
Through learning ICT skills, students are ready to face future challenges based on proper understanding
(Grimus, 2000). Bransford, Brown, and Cocking (2000) believe that ICT use can help students to develop the
competencies needed for the current globalization. This is because ICT can help students to develop their skills,
boost up their motivation and widen their knowledge and information (Grabe & Grabe, 2007; Hussain et al.,
2011).
 Activity 37

1. What are the challenges that K-12 teachers are currently facing in their schools?
Major challenges included:
(1) lack of student participation and engagement (or lack of parental support),
(2) students without access to technology,
(3) concerns about students' well-being,
(4) no face-to-face interactions with students,
(5) no work-life balance, and
(6) learning new technology

2. What leadership functions of teachers need strengthening?

Teachers determines students’ success within the classroom. Research supports the notion that
the teacher is the single greatest factor that determines students’ growth in the classroom. Effective teachers
need to be leaders for their students. It is critically important that teachers possess leadership skills because it is
a fundamental factor that is required to enhance the instructional quality of teachers both inside and outside the
classroom. Teacher leaders possess excellent class management skills and are more capable of driving students
toward academic success. In the current body of work, limited studies have focused on the impact of teacher
leaders on student learning and academic success, while having leadership responsibilities inside the classroom.
The hallmark of good leadership in education is to take responsibility and accept accountability for learning.
Educational leaders have traditionally focused on management roles such as planning, budgeting, scheduling,
maintenance of facilities, teacher evaluation, Making Feedback and Professional Learning Personally
Meaningful and Relevant.Valuing Inquiry, Curiosity and Exploration.Reinforcing and Rewarding Effort.
 Activity 38

Identify the important traits of teachers as curriculum leaders in 21st century learning. Write your answer
below. Share your answer to the class.

The important traits of teachers as curriculum leaders in 21st century learning are:

1. Be independent thinkers; think before they act

2. Be more self-motivated
3. Be more inquisitive
4. Pay attention to detail; take pride in work
5. Be more diligent and persistent
6. Enjoy working through the work
7. Think for themselves; not always follow another’s lead
8. Generate their own thoughts
9. Be self- directed, use strategies of problem solving
10. Transfer knowledge and apply to new situations
11. Have confidence; be able to take the risk
12. Support answers so they can show evidence of their thinking
13. Communicate with each other; work it out together
 Activity 36

1. Write your own definition of curriculum leadership?

Curriculum leadership is the act of performing duties that make it possible for a school to attain
its objective of offering high-quality instruction. The term "curriculum leadership" refers to both objectives and
functions. To ensure that the curriculum objectives are met, a curriculum leader must be in control. You have a
part to play in assisting the school community in achieving its objectives. The term "curriculum" describes all of
the educational activities that students go through. The duty for all of these pre-planned experiences rests with
the school. The leadership of your curriculum forces you to perform tasks that help you reach your objective of
giving your students a high-quality education. The curriculum leader is directly involved in the design and
implementation of curriculum, instruction, and assessment practices; it is his/her knowledge of instructional
strategies, current research, and application of student achievement data that gives shape to instructional
programming.

2. Identify the roles of teachers as curriculum leaders that you observed from teachers in your school.
1. Resource Provider- Teachers help their colleagues by sharing instructional resources.
2. Instructional Specialist- An instructional specialist helps colleagues implement effective teaching strategies.
3. Curriculum Specialist- Understanding content standards, how various components of the curriculum link
together, and how to use the curriculum in planning instruction and assessment is essential to ensuring
consistent curriculum implementation throughout a school.
4. Classroom Supporter- Classroom supporters work inside classrooms to help teachers implement new ideas,
often by demonstrating a lesson, coteaching, or observing and giving feedback.
5. Learning Facilitator- Facilitating professional learning opportunities among staff members is another role for
teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves
student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and
aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in
many schools.
6. Mentor- Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role
models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum,
procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a
significant contribution to the development of a new professional.
7. School Leader- Being a school leader means serving on a committee, such as a school improvement team.
8. Data Coach- Teacher leaders can lead conversations that engage their peers in analyzing and using this
information to strengthen instruction.
9. Learner- Among the most important roles teacher leaders assume is that of learner.
 Activity 39

Interview some teachers. Ask them to discuss their involvement in selecting textbooks and other
instructional materials. Write a summary of the results of your interview.

Teachers have to follow the curriculum and provide, make, or choose materials. They may
adapt, supplement, and elaborate on those materials and also monitor the progress and needs of the students and
finally evaluate students. I interview one of the teacher that I know. Her name is Myrna Sanchez and here is the
summary or conclusion about her involvement in selecting books and other instructional materials. Textbooks
are not the only source of instructional materials that teachers routinely use in their classrooms. In the focus
groups conducted for this brief — in which teachers in six cities talked about how they obtain, judge the quality
of, and select instructional materials — all teachers made it clear that they use materials that they have sourced
themselves to supplement the required text materials. A separate brief in this series, Teachers’ Perceptions and
Practices Related to the Adoption of Instructional Materials, documents teachers’ descriptions of their reasons
for and sources of their supplementation choices. The fact that all teachers in the focus groups reported that they
are using supplemental materials raises the question of how they judge the quality of the materials that they
select. This brief describes the criteria that teachers indicated that they apply when judging the quality of
instructional materials. In most of the focus groups, teachers indicated that when they began the process of
vetting instructional materials, they typically did not have a formally defined rubric or set of criteria for
selecting materials. Instead, criteria emerged as they engaged with the materials, thought about what they did or
did not like about the materials, and discussed the materials with colleagues. According to focus-group
participants, the vetting process could be as simple as teachers being given a few hours to review the materials
in the school library and then voting on their preferences, or could be a yearlong effort involving multiple
committees reviewing the materials. When districts or schools adopt new materials, teachers need time to learn
how to use them. In particular, teachers may need extra time if changes in instruction are needed in order to
focus on the standards that are addressed in the materials. Some of the teachers in the focus groups said that
their districts provided extensive support to help them understand how to use newly adopted materials. Other
teachers said that the materials “just showed up,” with no explanation or support, and that they never used those
materials. Most teachers indicated that they worked with other teachers to figure out how to use new materials.
Several teachers complained that their districts or schools change curriculum materials too frequently. Most
teachers in the focus groups reported that they have considerable autonomy to supplement the district- or
school-adopted instructional materials with additional materials that they select. They also have leeway to
determine whether the supplemental materials that they select are aligned with standards and with the goals of
their classroom, grade level, and school. Teachers described the importance of developing their own
professional judgment to select supplemental materials. When asked whether they had a formal set of criteria
that they used when selecting supplemental materials, most teachers responded that classroom needs drove their
search but that they did not have a formal set of criteria that they applied. Instead, teachers sought materials that
would address their students’ learning needs, and many considerations affected their decisions about potential
new materials. Many teachers said that they knew from experience what to look for in supplemental materials
and that they knew the indicators of which materials should be eliminated from consideration for their
classroom. Most teachers indicated that they are allowed to use their professional judgment in selecting
supplemental materials and crafting lessons to meet the needs of their students. Many teachers voiced strong
support for the notion that teaching is an art and that their job is to use their knowledge and experience in
finding the right materials and the right ways to use those materials.
 Activity 40

How can a teacher influence other teachers to become a curriculum leaders? Write your
answer below.
Teacher leaders are educators who lead within and beyond the classroom; identify with and
contribute to a community of teacher learners and leaders; influence others toward improved educational
practice; and accept responsibility for achieving the outcomes of their leadership". The role of teachers in the
curriculum process is to help students develop an engaged relationship with the content. Active learning will
increase the focus and retention of the curriculum, resulting in an exciting learning environment. Learning how
to communicate effectively, take initiative and share your expertise are among a few skills that distinguish
teacher leaders. Teacher leadership emphasis placed on how educators can build these qualities and put them
into practice. Teacher leader step outside the classroom to bring their expertise to a larger platform, influencing
educational culture, practice and growth in their communities. They may help other teachers improve their
ability to instruct students, or they may lead teams to better meet the needs of the students, school and
community. Some focus much of their time on helping parents better work with their children, while others
push for reform through political means. In short, the list of responsibilities teacher leaders take on is seemingly
endless. A teacher leader does not always have authority over peers. In fact, it may be better if they don’t. The
Center for Comprehensive School Reform stated, “The appointment of a teacher leader by an administrator
without teacher input, uncertainty about teacher leader versus principal domains of leadership and inadequate
communication and feedback among teacher leaders, principal and staff can all contribute to conflict.” Teacher
leadership is at its best when the leadership is organic, the teacher leader is respected but not feared, and they
collaborate and nurture instead of enforcing.Standards and definitions of teacher leaders differ from state-to-
state, with degree programs and certification programs using different names to describe this unique and vital
role. Roles in teacher leadership vary greatly. All teacher leaders, whether designated as a leader through
certification and job title or simply making a difference in their school a community, drive education forward.
Here are just a few roles that a they may take on. Teacher is the mentor of all great leaders.
 Activity 41

Examine the K-12 Basic Education Curriculum. Write in this matrix other examples of content standards,
performance standards, and learning competencies to form your favorite subjects.

Subject: Araling Panlipunan

Grade Level: 9
Content: Kaugnayan ng kita sa pagkonsumo at pag- iimpok

Content Standards Performance Standards Learning Competencies

Naipamamalas ng mag-aaral ang Ang mag-aaral ay Naipapahayag ang kaugnayan ng
pag-unawa sa mga pangunahing nakapagmumungkahi ng mga kita sa pagkonsumo at pag-iimpok.
kaalaman tungkol sa pambansang pamamaraan kung paanong ang AP9MAK-III
ekonomiya bilang kabahagi sa pangunahing kaalaman tungkol sa
pagpapabuti ng pamumuhay ng pambansang ekonomiya ay
kapwa mamamayan tungo sa nakapagpapabuti sa pamumuhay
pambansang kaunlaran. ng kapwa mamamayan tungo sa
pambansang kaunlaran.

Subject: Araling Panlipunan

Grade Level: 9
Content: Konsepto ng Asya

Content Standards Performance Standards Learning Competencies

Ang mag-aaral ay naipamamalas Ang mag-aaral ay malalim na Naipapaliwanag ang konsepto ng
ng mag-aaral ang pag-unawa sa nakapaguugnay-ugnay sa bahaging Asya tungo sa paghahating –
ugnayan ng kapaligiran at tao sa ginampanan ng kapaligiran at tao heograpiko: Silangang Asya,
paghubog ng sinaunang sa paghubog ng sinaunang Timog-Silangang Asya, Timog-
kabihasnang Asyano. kabihasnang Asyano. Asya, Kanlurang Asya, Hilagang
Asya at Hilaga/ Gitnang Asya.
AP7HAS-Ia-1.1
 Activity 44

1. Form a small group. Select one subject to examine from the K-12 Basic Education curriculum.
2. Examine the nature competencies. Then using the appropriate Bloom’s Taxonomy, look over the
descriptions of the various levels of expertise.
3. Determine which description most closely matches that learning competency.
4. Analyze which 3 domains of learning is more emphasized in the curriculum.
5. Report your output to the whole class.

Banghay Aralin
sa Araling Panlipunan 9

Pamantayang Pangnilalaman
Ang mga mag-aaral ay naipamamalas ang pag-unawa sa mga pangunahing kaalaman tungkol sa
pambansang ekonomiya bilang kabahagi sa pagpapabuti ng pamumuhay ng kapwa mamamayan tungo sa
pambansang kaunlaran.

Pamantayan sa Pagganap
Ang mga mag aaral ay nakapagmumungkahi ng mga pamamaraan kung paanong ang pangunahing
kaalaman tungkol sa pambansang ekonomiya ay nakapagpapabuti sa pamumuhay ng kapwa mamamayan tungo
sa pambansang kaunlaran.

Pamantayan sa Pagkatuto
Natataya ang mga dahilan sa pagkakaroon ng implasyon.

I. Layunin
Sa pagtatapos ng aralin ang mga mag-aaral ay inaasahan na:
1. Nasusuri at nabibigyang kahulugan ang Implasyon;
2. Nakagagawa ng masining na pagtatanghal tungkol sa mga dahilan at salik ng Implasyon; at
3. Napahahalagahan ang pagkakaroon ng kaalaman tungkol sa mga dahilan at salik ng Implasyon.

•Domains in Competencies
1. Cognitive
2. Psychomotor
3. Affective
 1. Why do we need to give feedback?
Effective feedback assists the learner to reflect on their learning and their learning strategies so they
can make adjustments to make better progress in their learning. The purpose of giving feedback is to improve
the situation or the person's performance. You won't accomplish that by being harsh, critical or offensive. You'll
likely get much more from people when your approach is positive and focused on improvement. Feedback is
important in the workplace because it provides a method of facilitating development. When you are given
feedback at work you get a clear idea of the things you are doing well and the skills you need to improve, which
will help identify areas to work on and consequently lead to doing better in your role.

2. Why should feedback be specific?

Specific feedback helps students improve by addressing their strengths and weaknesses directly.
Focused, specific feedback helps students understand learning objectives, choose the best strategies for the task,
make course corrections throughout the learning process, monitor their own learning, and determine where to
go next. Feedback needs to be specific so students can fully understand what teachers are asking of them and
are fully equipped with the knowledge of how they can improve.

3. What makes a concrete feedback?

Feedback must be concrete and relate to a specific, measurable performance goal. It should also include
clear expectations for the employee and their performance. The employee's progress and performance should be
readily available in a clear, easy to understand format. a concrete feedback is relating to or characteristic of
things capable of being perceived by the senses, as opposed to abstractions. Effective feedback
provides concrete information upon which students can act to alter their results.

4. Why it is important to sit beside each learner as you explore his or her learning portfolio?
Student portfolios are a bona fide assessment tool with countless other uses in the classroom.It is very
important to sit beside each learner when his/her learning portfolio because we can guide them and give
immediate feedback. We can assess them if they are learning in their portfolio. The portfolio is a celebration of
a child's achievements, linking to frameworks and providing meaningful assessments for educators, parents and
the individual child. They capture valuable evidence of experiences of the child.

5. How do we avoid negative reactions with parents when relaying assessment results?
To help parents make sense of the assessments that their children take in school, it can be helpful if schools
provide information about the different reasons for all the tests given. For example, a school can create a one-
page summary of the tests that all students take each year and include the reason for each test. We’ve
established that when communicating screening data to parents that it is critical for the school to communicate
the ‘why,’ the ‘what,’ and the ‘so, what.’ In all cases, it must be emphasized that the communication is clear and
in language that non-educators can read and understand.After an assessment has been completed, parents are
likely to want to know how their children did. Sometimes, test results can be known right away, such as with
screening and progress monitoring assessments. In other cases, the results will take much longer to arrive. It is
best to share student test results with parents as quickly as possible. For screening assessments, this can be done
at parent-teacher conferences. For students who participate in progress monitoring, their weekly scores can be
sent home so that parents can see and review the student’s progress regularly.
 1. Why do we need to quantify assessment results?
Quantifying assessment result gives meaning to the information collected and is essential to
appropriately utilize and communicate the assessment results. Using a combination of qualitative and
quantitative data can improve an evaluation by ensuring that the limitations of one type of data are balanced by
the strengths of another. This will ensure that understanding is improved by integrating different ways of
knowing. Student assessment enables instructors to measure the effectiveness of their teaching by linking
student performance to specific learning objectives. As a result, teachers are able to institutionalize effective
teaching choices and revise ineffective ones in their pedagogy.

2. Why do we need to couple quantitative assessment results with qualitative?

Using a combination of qualitative and quantitative data can improve an evaluation by ensuring that the
limitations of one type of data are balanced by the strengths of another. This will ensure that understanding is
improved by integrating different ways of knowing. Qualitative evaluation provides you with the ability to gain
an in-depth understanding of a program or process. It involves the “why” and the “how” and allows a deeper
look at issues of interest and to explore nuances.

3. When do you think is the appropriate time to give feedback?

Feedback is best given shortly after you've observed a behavior or event that requires guidance. It needs
to be given while there is still time for the learners to act on it and to monitor and adjust their learning. It can be
'in-the-moment' in the case of classroom dialogue and discussion. The practitioner will receive feedback from
the way learners answer questions and the questions asked by them. For most feedback that comes to mind,
usually, the best time to give feedback is shortly after the moment has occurred. The longer you wait, the longer
what you didn't share is still affecting the way you think – and affecting the way the other person acts.

4. Why do we need to record the results of formative assessment?

Record keeping is an essential aspect of grading and formative assessment. Each student's entries should
identify the child's current proficiency level with each target and its criteria. A consistent record keeping system
is essential for grading reliability. These results can be used to find where the shortcomings are within your
instruction, or among your students. Formative assessments give our students evidence of their current progress
to actively manage and adjust their own learning. This also provides our students the ability to track their
educational goals.
 Research

What are the issues and challenges in the implementation of OBE? Share your findings in class.
Referring to the findings of the study, there are four challenges: (a) teachers workload, (b) poor
curriculum delivery, (c) unstable system implementation, and (d) lack of administrator support. he majority of
the institutions that follow the OBE model face the problem of managing the records of students. They also face
problems in defining the course outcome and curriculum.
Here are the 4 major challenges you might come across when the following Outcome Based Education model.
Planning Curriculum
The challenges of designing an appropriate curriculum for an OBE program are many. First, the OBE
curriculum assumes that all students are ready to learn at the same level. It is essential that teachers maintain
high expectations and make significant curricular changes, which may not be feasible within the mandated
objectives of the OBE. The biggest obstacle to designing an OBE curriculum is a lack of expertise in this area.
The OBE approach is based on outcomes rather than on inputs. Outcomes are expected to be concrete and
measurable and should not be subjective. A complete system of outcomes could range from the recitation of
facts to the analysis of complex issues. The curriculum should be built from the endpoint and not from the
beginning. This way, students will learn more in the long run, and teachers can tailor their courses to meet the
desired outcomes. Another challenge of OBE is defining a clear framework for the outcomes.
Analyzing Assessment Pattern
OBE aims to enhance adult learning and performance by examining the future of education. To meet
this goal, educators must design and model their programs around a dynamic template. Identifying PLOs and
LOs is an essential first step in improving OBE. Using educational objectives for program evaluation can
improve the performance of OBE. The process of identifying curricular objectives will allow for the creation of
more flexible and relevant programs. However, this process is not easy. Educators face a lot of problems in
prioritizing the weightage of assessments. They also find it difficult to map and measure the COs and POs.
There is also a huge possibility of errors in assessment.
Managing Records of Students
Managing Records of Students is a fundamental challenge in OBE. A central guideline for course
teachers should provide the appropriate support to manage records of students. One of the most common
complaints against OBE is the high workload placed on instructors and educational institutions. This is partly
true. Keeping track of dozens of separate student outcomes takes more time than simply reporting that a student
passed a mathematics class. It is true that more data means higher costs, but the burden does not necessarily
follow. Rather, the burden of reporting is an underlying problem. Managing Records of Students is the key
challenge of OBE. The process can be cumbersome, especially if a number of students are enrolled in different
subjects.
Analyzing Student Database
One of the biggest challenges in OBE is analysing student databases. Keeping tabs on all the students
and managing the vast student database is a big hassle for educators. It is a draining task and needs a lot of time
and patience. The daily activities of the students need to be monitored, and their progress needs to be tracked.
As educators don’t have the proper knowledge and training to manage such a huge database, they face a lot of
problems. Fortunately, Camu’s OBE solutions can help educators to easily manage the database, manage
records, analyse assuagement patterns and plan curriculum easily with SIS and LMS features .
 REVIEW FOR MASTERY

1. What does a teacher do when he/she engages him/herself in diagnostic, formative and summative
assessment?
A diagnostic assessment is a form of pre-assessment or a pre-test where teachers can evaluate students'
strengths, weaknesses, knowledge and skills before their instruction. In diagnostic assessment, they will conduct
a test on their students, mostly paper and pencil type of tests, to diagnose what students already know and don't
yet know in order to guide their instruction. Diagnostic assessments are intended to help teachers identify what
students know and can do in different domains to support their students' learning. These kinds of assessments
may help teachers determine what students understand in order to build on the students' strengths and address
their specific needs.During formative assessment, teachers will ask their students if they understood what they
have learned. It will determine their level of understanding of the lesson. It could also be in the form of drills.
done through paper-and-pencil tests and non-paper-and-pencil tests. Formative assessments help teachers
identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or
learning standards they have not yet achieved so that adjustments can be made to lessons, instructional
techniques, and academic support. The goal of summative assessment is to evaluate student learning at the end
of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often
high stakes, which means that they have a high point value. Summative assessment evaluate the overall
progress. This assessment shows how much a student has learned through a course, subject, or project in a
particular timeline. These assessments have high value as they take place under a controlled environment.
Teachers can assign students a midterm, a final project, or a paper and easily collect this type of information.
Summative assessments should gauge the overall comprehension of the topics taught, unlike formative
assessments, which serve as a quick check-in.

2. Why does a teacher engage him/herself in diagnostic, formative, and summative assessment?
The three different types of assessment are often useful and/or necessary at different points in the
learning process to help teachers understand their students' previous level, the knowledge they have at any given
moment or what they have learned by the end of a course. It diagnose what students already know and don't yet
know in order to guide their instruction. During formative assessment, teachers will ask their students if they
understood what they have learned. It will determine their level of understanding of the lesson.

3. What tests does a teacher give when he/she makes use of traditional assessment? authentic assessment?
Traditional assessment is a paper-and-pencil test that has selected response type and constructed
response type. Those are alternative response, multiple choice, matching type, short answer, essay and
problem solving.
 4. How does norm-referenced assessment differ from criterion referenced assessment?
Norm-referenced assessment refers to an assessment that ranks students on a “bell curve” to determine the
highest and lowest performing students. This method is used to understand how students' scores compare to a
predefined population with similar experience. Norm-referenced measures compare a person’s knowledge or
skills to the knowledge or skills of the norm group. The composition of the norm group depends on the
assessment. Norm-referenced assessments work similarly: An individual student’s percentile rank describes
their performance in comparison to the performance of students in the norm group, but does not indicate
whether or not they met or exceed a specific standard or criterion.While the criterion-referenced tests compare a
person’s knowledge or skills against a predetermined standard, learning goal, performance level, or other
criterion. With criterion-referenced tests, each person’s performance is compared directly to the standard,
without considering how other students perform on the test. Criterion-referenced tests often use “cut scores” to
place students into categories such as “basic,” “proficient,” and “advanced.” Criterion-referenced assessments
work similarly: An individual’s score, and how that score is categorized, is not affected by the performance of
other students.

5. What is meant by contextualized assessment? How does if differ from decontextualized assessment?
Contextualized assessment focus on the student’s construction of functioning knowledge.A
contextualised assessment is a type of assessment where the literacy or numeracy content is relevant to your
learners because it relates to the context that you teach. Contextualisation is a way of making learning and the
assessment of what has been learned, relevant to a person's workplace experience current or anticipated.
Decontextualized assessment includes written exam that are suitable for assessing declarative knowledge.
Many assessment resources are designed as generic materials for use across a range of settings.
decontextualized settings refer to assessments that are presented in isolation from their natural context, while
contextualized settings refer to assessments that are presented within the context in which they would naturally
occur.
6. When can we say that assessment is of high quality? Explain each quality.

Assessment is high of quality when:

- It is in accordance with contemporary view of active learning and motivation.
- It involves learners in the assessment process beginning with the setting of goals, monitoring of their
own learning and in building self confidence because learners are intrinsically motivated to learn.
- It is not just student’s meaningless reproduction of knowledge learned but linking other information
bits of information meaningful, critically and creatively to apply what they learn to reveal-world
situations.
- It is valid. It assesses what it is supposed and intended to assess.
- It is reliable meaning the test produces consistent scores.
- It is fair like when learners are assessed on something they were taught and is not against subgroups of
students.

7. What current trends in assessment? Explain each.

Some current trends in assessment are:
-using not only objective test that are measure simple recall but a combination of objective tests and
performance-based with emphasis on the latter assessing higher level cognitive skills.
-integrated rather than isolated skills using multiple assessment methods from multiple choice of test to
essay, interview, a project, a portfolio, a self-evaluation.
-setting high performance and challenging high standards including world class standards for
interpreting assessment results.
-involving students in all aspects of assessment from the setting of expected targets to checking on their
progress in the course of the teaching-learning process and in determining the extent to which they
realize expected targets.
-making standards and criteria known to all students and even parents reather than be secretive about
them.
 Collaborate

1. Can a diagnostic assessment and a formative assessment affect the result of summative assessment?
How?
Yes, because the purpose of this assessment is to determine whether the student has met the learning
objectives and to assign a grade or score. So, can a diagnostic assessment and a formative assessment affect the
result of summative assessment. Diagnostic assessments are executed before starting the lesson or unit.
However, formative assessments refer to the ongoing activity, and therefore, are executed during the learning
process. On the other hand, summative assessments often occur either as the mid-term exams or final exams
after completing the unit. Formative assessments capture learning-in-process in order to identify gaps,
misunderstanding, and evolving understanding before summative assessments.
2. Can teachers do away with traditional assessment? Explain your answer.
Yes, because traditional assessment evaluates the learning and retaining capacity of a child. It
analyses how much of the provided material or syllabus has been acquired by the student. It also helps
educators or teachers to compare the performances of different students.

3. a. It can be possible because it depends on how high the criteria is. O r also his/her peers also doing
poorly.
b. Yes, it is possible.
3. I’ve been experienced given unfair assessment like the teacher favors on the other students. And also
they assess you based on who you are. As a future teacher I want to have a fair assessment in all my students. I
will assess they based on their performance and written works. I will assess equally and critically in my every
students.
4. For me, it would be scored both written and performance. Because our students have some multiple
intelligence that more proficient in written or also in performance. We cannot just based on one basis or just the
written outputs.
5. Yes, most of the time I was assessing my learning outcomes and performances. I was so consistent in
every process. It has favorable impact to me because it will be my guide on what should I develop more or need
to learn more.
6. a. For me, I would consider the contextualized assessment because it can be a real-life situation that
the students that use in their own. It reflects on in their real life and nature. It requires students to use higher
order thinking skills and fulfill demand duties and task.
b. For me, the best test items would be the multiple choice test items. It can challenge the critical
thinking skills of every students. Multiple choice test items are less susceptible to guessing than true/false
questions, making them a more reliable means of assessment. The reliability is enhanced when the number of
MC items focused on a single learning objective is increased. A multiple choice item consists of a problem,
known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one
correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.
 Research

Research on how computers are used for assessment.

Measuring learning is a necessary part of every teacher’s work. Teachers need to check for
student understanding, and parents, students, and leaders need to know how students are doing overall in order
to help them successfully prepare for college and work. In addition to supporting learning across content areas,
technology-enabled assessments can help reduce the time, resources, and disruption to learning required for the
administration of paper assessments1Assessments delivered using technology also can provide a more complete
and nuanced picture of student needs, interests, and abilities than can traditional assessments, allowing
educators to personalize learning.Through embedded assessments, educators can see evidence of students’
thinking during the learning process and provide near real-time feedback through learning dashboards so they
can take action in the moment.2 Families can be more informed about what and how their children learned
during the school day. In the long term, educators, schools, districts, states, and the nation can use the
information to support continuous improvement and innovations in learning.Technology-enabled tools also can
support teacher evaluation and coaching. These tools capture video and other evidence of qualities of teaching
such as teamwork and collaboration. They provide new avenues for self-reflection, peer reflection and
feedback, and supervisor evaluation.Educators and institutions should be mindful of whether they are measuring
what is easy to measure or what is most valuable to measure. Traditional assessments in schools and post-
secondary institutions today rely largely on multiple-choice questions and fill-in-the-bubble answers.3 Many
assessments also happen after learning has occurred and with results delivered months later, usually after the
course has ended. Assessments are more instructionally useful when they afford timely feedback.Continued
advances in technology will expand the use of ongoing, formative, and embedded assessments that are less
disruptive and more useful for improving learning. These advances also ensure that all students have the best
opportunity to demonstrate their knowledge and skills on statewide assessments that increasingly focus on real-
world skills and complex demonstrations of understanding. Statewide assessment—coupled with meaningful
accountability—is an essential part of ensuring students have equitable access to high-quality educational
experiences. At the same time, it is crucial to focus time and effort on tests worth taking—those that reflect the
kind of instructional experiences students need and that provide actionable insight.Computer aided assessment
facilitates a detailed analysis of test results with minimal effort. This can be used to identify areas within the
course where the students have difficulty, thus alerting staff to the possible need to adapt their teaching. Or
perhaps it could be used to identify trends and patterns within the student group. Questions which are not
successful at discriminating between students can readily be identified and improved for future years.Used
diagnostically, computer aided assessment can be used to identify students who would benefit from extra
direction or support. If desired, repeat tests can be taken in private to allow the student to monitor their own
progress and achievement.Objective tests are marked automatically, so although time must be invested in
constructing the test, there is little or no time spent in marking. Students can therefore be given their results
either immediately upon completion or after a very short period.Depending on the assessment system used,
some questions can be constructed using randomised variables, so each student gets a similar, but not an
absolutely identical problem. This can also be useful if students are using an assessment formatively where they
can practice repeatedly, but the detail of the variables used in the questions change each time.Most systems
allow you to provide feedback on question results, for incorrect and correct answers. For formative assessments,
students find instant feedback on where they have gone wrong, and suggestions for where to look for further
information, extremely helpful.In some situations it may be appropriate to allow students to elect to take
assessments at a time when they feel they are ready, so that students who find a topic more straightforward can
take the test early, get their result, and then proceed to other tasks, while students who need more practice can
work at their own pace and perhaps try several dry runs before they take the 'real' test.Computer Aided
Assessment is not just about objective testing. There are packages available to support the assessment of
modified essay questions, and to help students identify the likely grade to be awarded to their dissertation.
 Reflect

1. Reflect on your life as a student. Did you welcome assessment? If you had a choice, would you rather
not subject yourself to an assessment process? why or why not?
Yes, because it can help me assess what is my strength and weaknesses. By assessing myself, it would
allow me to know my capabilities in all things in terms of academics. Self-assessment provides students with an
opportunity to self-evaluate, or make judgments about their learning process and products of learning, based on
criteria that they have agreed on with their instructor. Assessment is important not just for students, but will also
play a role in the lives of working professionals. Assessment will lead me in my future.
2. “I enjoy teaching but assessing and correcting papers reduce my love for teaching” Is this true of you?
It won't lessen my love for teaching because it is part of my passion and also part of my job or what
we called teaching. Without assessing the student’s performance or skills we wouldn't know what our
students strengths and weaknesses that we can use to improve their skills also we cannot assure if our
teaching strategies is effective to the students so by assessing the learning outcomes of our students we can
use it as a guide for also to assess our teaching strategies or our capability to teach. I’m even grateful that I
am assessing or correcting papers of my students, so I should know where should I focused to teach them.
Being a teacher with a heart, I will do everything for the learnings of my students. Assessing and correcting
papers will not reduce my love for teaching. I'm passionate in teaching students and papers works is not
hindrance for me. Assessment should integrate grading, learning, and motivation for your students. Well-
designed assessment methods provide valuable information about student learning. They tell us what
students learned, how well they learned it, and where they struggled.
 Activity 2

Holistic Rubric
 TRANSFER
Prepare a plan on how you will conduct assessment based on the core principles we learned. Refer to the
K to 12-Curriculum to identify the competencies targeted by instruction and how you intend to assess you.
Future student following the principles in assessing learning using alternative methods. Use the matrix provided
to write your ideas on how you should design and conduct assessment of student learning based on the core
principles.

Principle Plan in Applying the Principles in

Your Classroom Assessment
Assessment is both process- and Banghay Aralin
Product-oriented. sa Araling Panlipunan 9

Pamantayang Pangnilalaman
Ang mga mag-aaral ay naipamamalas ang
pag-unawa sa mga pangunahing kaalaman tungkol sa
pambansang ekonomiya bilang kabahagi sa
pagpapabuti ng pamumuhay ng kapwa mamamayan
tungo sa pambansang kaunlaran.

Pamantayan sa Pagganap
Ang mga mag aaral ay nakapagmumungkahi
ng mga pamamaraan kung paanong ang pangunahing
kaalaman tungkol sa pambansang ekonomiya ay
nakapagpapabuti sa pamumuhay ng kapwa
mamamayan tungo sa pambansang kaunlaran.

Pamantayan sa Pagkatuto
Natataya ang mga dahilan sa pagkakaroon ng
implasyon.

II. Layunin
Sa pagtatapos ng aralin ang mga mag-
aaral ay inaasahan na:
1. Nasusuri at nabibigyang kahulugan
ang Implasyon;
2. Nakagagawa ng masining na
pagtatanghal tungkol sa mga dahilan
at salik ng Implasyon; at
3. Napahahalagahan ang pagkakaroon ng
kaalaman tungkol sa mga dahilan at
salik ng Implasyon.
 AKTIBITI

Panuto: Hatiin sa tatlong pangkat ang mga

mag – aaral. Bawat pangkat ay may gawaing
nakalaan na kailangan matapos sa loob ng limang
minuto.

Galing sa Pag arte, Ipakita mo!

Principle Plan in Applying the Principles in

Your Classroom Assessment
Banghay Aralin
sa Araling Panlipunan 9

Pamantayang Pangnilalaman
Naipamamalas ng mag-aaral ang pag-unawa
sa mga pangunahing kaalaman tungkol sa
pambansang ekonomiya bilang kabahagi sa
pagpapabuti ng pamumuhay ng kapwa mamamayan
tungo sa pambansang kaunlaran.

Pamantayan sa Pagganap
Ang mag-aaral ay nakapagmumungkahi ng
mga pamamaraan kung paanong ang pangunahing
kaalaman tungkol sa pambansang ekonomiya ay
nakapagpapabuti sa pamumuhay ng kapwa
mamamayan tungo sa pambansang kaunlaran.

Pamantayan sa Pagkatuto
Naipapahayag ang kaugnayan ng kita sa
pagkonsumo at pag-iimpok

III. Layunin
Sa pagtatapos ng aralin ang mga mag-
aaral ay inaasahan na:
 1. Nakakapagbigay ng kahulugan ng
kita, pag iimpok at pagkonsumo;
2. Natatalakay ang ugnayan ng kita, pag-
iimpok at pagkonsumo sa
pamamagitan ng masining na
pagtatanghal; at
3. Napapahalagahan ang pag-iimpok at
pagkonsumo sa pang-araw-araw na
pamumuhay ng tao.

AKTIBITI

Panuto: Hatiin sa tatlong pangkat ang mga

mag – aaral. Bawat pangkat ay may gawaing
nakalaan na kailangan matapos sa loob ng limang
minuto.

Galing sa Pag arte, Ipakita mo!

 Reflect

1. Reflect on one of past teachers. In his/her teaching has he/she been outcome based or content based?
Which did he/she begin his/her lesson? “Today, class, our lesson is…..’’ or “after this lesson class, you
should be able to… at the end of his/her lesson, did he/she check if the intended learning outcome was
realized?
After the lesson, my teacher asked several questions about the lesson that she discuss. And then,
she will give us appropriate activity for us in order to apply what have we learned about. After the activity, she
will evaluate our learning through the assessment or quiz. She measured or evaluate if we learned something
about the lesson. She was checking the learning outcomes that are indicated in her objectives.

2. “Content without purpose is only trivia”

As a future teacher, I believe that the assignment of a faculty member search
out make the graduates think the theme and request it in their common lives. Each assistant bear provide content to the un
dergraduate, and in the report content random is only details is individual of high-quality proverb to go
by when you’re a professor. As a coach, we concede possibility within financial
means learn that we endure transmit information to scholars place they can use the news in their environment. However, b
estowing content, that is just the content, isn’t high-quality idea of transmitting facts. It’ll just be details.
We all see that details is individual item that students see but won’t able to have or
do use it in their common growth. Like the details that business organization has three hearts. With this,
I’d like to use a famous phrase that my educator formerly secondhand a
lot that is ‘So what?’ Having content outside a purpose, that is the destined learning consequences in addition
to the aims of the faculty
members last of the communication is lively for student’s knowledge. Without these, the scaffolding of a graduate’s educa
tion inside of the hall will be unintelligible. Some content concede
possibility not align to what the instructor wants the undergraduate to discover what hopeful the reason for
being skilled are a lot of juniors in
class but don’t determine all. Having a purpose is individual of the alive pieces in learning that
it will be the component in the every of education. Aside
from that, it’ll lay an organization to the steps that the coach would trail to construct a process of learning. It won’t be just
unrehearsed place the instructor would just educate, take their undertake, and leave the graduates disordered. Content with
a purpose can help pupils believe the case better. It maybe secondhand for ruling class to determine
themselves if they truly well-informed entity from that, and apart
from determining themselves, the graduates would again within financial means realize the theme. It is main to
recollect that a faculty member’s task search out have the graduates learn, not only gain but to ask what they well-
informed in the here and
now so they maybe a help to the people. That’s why content random is just details cause if the assistant doesn’t have some
purpose concerning reason they’re teaching, therefore what are these constituents for? Is skilled some use of these connota
tions concerning reason they are relevant and needs expected instructed to the graduates? Think about by virtue of
what purpose can considerably influence a educator’s strategy and visualize in what way or manner that is to
say various from by virtue of what education accompanying a purpose and teaching outside a purpose hopeful.
 ARALING PANLIPUNAN 8
IKATLONG MARKAHANG PAGSUSULIT

Test I.
Panuto: Hanapin sa Hanay B ang mga konseptong inilalarawan sa Hanay A. Isulat ang titik lamang ng tamang
sagot sa nakalaang espasyo bago ang numero.

Hanay A Hanay B

___________1. Siya ay tinaguriang “Makata ng mga Makata” A. Desiderious Erasmus

at nagsulat ng walang kamatayang dula tulad B. Francesco Petrarch
ng “Romeo at Juliet”. C. Galileo Galilei
___________2. Siya ay isang astronomo at matematiko na naka- D. Goivanni Boccacio
imbento ng teleskopyo. E. Isaac Newton
___________3. Siya ay tinaguriang “Ganap na Pintor” at F. Leonardo da Vinci
“Perpektong Pintor” na gumawa ng obra maestra G. Michangelo Bournarotti
tulad ng “Sistine Madonna”. H. Nicolas Copernicus
___________4. Siya ang pinakasikat na iskultor ng Renaissance I. Nicollo Machievelli
na gumawa ng estatwa ni Kristo pagkatapos ng J. Raphael Santi
kanyang krusipiksiyon. K. William Shakespeare
___________5. Siya ay isang diplomatikong manunulat na taga
Florence, Italia na may akda ng “The Prince”.
___________6. Siya ay hindi lamang kilala bilang isang pintor,
kundi isa ring arkitekto, iskultor, inhinyero,
imbentor, siyentista, musikero at pilosoper na
lumikha ng obra maestra na “Huling Hapunan”.
___________7. Siya ang naglahad ng Teoryang Heliocentric.
___________8. Siya ang pinakamatalik na kaibigan ni Petrarch
na may pinakamahusay na panitikang pyesa na
pinamagatan na “Decameron”.
____________9. Siya ang tinaguriang “Ama ng Humanismo”.
____________10. Siya ay tinatuguriang “Prinsipe ng Humanista”
Test II.
Panuto: Basahin at unawain ang bawat pangungusap. Bilugan ang letra ng tamang sagot.

11. Sino ang pinakamakapangyarihang pinuno noon sa Nazi na bunuo ng National Socialist Party
pagkatapos ng Unang Digmaang Pandaigdig?
A. Adolf Hitler
B. Benito Mussolini
C. Joseph Stalin
D. Vlademir Lenin
12. Kailan bumagsak ang Dinastiyang Romanov na nagbunga ng himagsikan?
A. Marso 1817
B. Marso 1917
C. Disyembre 1927
D. Disyembre 1947
13. Kaninong prinsipyo binase ni Vlademir Lenin ang kanyang Pamahalaang Komunismo?
A. Edward Thorndike
B. Erik Erikson
C. Karl Marx
D. John Locke
14. Saang bansa itinatag ang Republikang Weimar?
A. Britain
B. France
C. Germany
D. Italy
15. Kailan nagsimula ang Nazism sa Germany?
A. 1930
B. 1940
C. 1980
D. 1990
16. Anong wika ang sapilitang pinapalaganap sa mga Poles, Hudeo, taga-Finland, at mga taga-Baltic noong
Panahon ng Komunismo sa Russia?
A. Aleman
B. Espanyol
C. Ingles
D. Ruso
17. Kailan nagkaroon ng labanan sa pagitan ng mga White Army ng dating tagasunod ng Tsar at Red Army
ng mga Bolshevik sa Russia?
A. 1817
B. 1819
C. 1917
D. 1919
18. Ano ang tatlong dahilan ng mga kaguluhan sa Dinastiyang Romanov?
A. Kapaligiran, Pangkabuhayan, Pulitikal
B. Kapaligiran, Pulitikal, Sosyal
C. Pangkabuhayan, Pamahalaan, Pulitikal
D. Pangkabuhayan, Pulitikal, Sosyal
19. Kailan naganap ang Dakilang Pagmamartsa sa Roma na kung saan pinilit ni Mussolini si Haring Victor
Emmanuel na palitan ang kabinete?
A. Oktubre 1822
B. Oktubre 1842
C. Oktubre 1922
D. Oktubre 1942
20. Bakit pinatay ng mga Nazista ang mga Hudyo na naninirahan noon sa Germany?
A. Dahil hindi sumusunod ang mga Hudyo sa mga nais ng Nazista kaya sila ay pinatay ng mga ito.
B. Dahil nagtatatag ng sariling estado ang mga Hudyo kaya natakot sa kanila ang mga Nazista.
C. Dahil naniniwala ang mga Nazista na hindi sila Aleman at sila ang sanhi ng maraming suliranin.
D. Dahil naniniwala ang mga Nazista na sila lamang ang nararapat na naninirahan sa Germany.
21. Alin sa mga pahayag ang nagpapakita ng kabutihang dulot ng WTO sa ekonomiya ng bansa?
 a. Ito ay nagdudulot ng madaling pakikipag-ugnayan sa kalakalang panlabas.
b. Ito ay nagdudulot ng mabilisang pag-unlad sa ating ekonomiya.
c. Ito ay nagdudulot ng madaliang paglabas ng bansa at pag-aplay ng trabaho.
d. Ito ay nagdudulot sa ating bansa ng maayos na takbo ng sistema ng kalakalang panlabas at
nakatutulong upang magkaroon ng mababang taripa o buwis.
22. Alin sa mga sumusunod ang pinaka akmang dahilan ng pakikipagkalakalan ng mga bansa sa daigdig?
a. Abot-kamay na ang angkat na produkto sa lokal na pamilihan.
b. Ang patuloy na paglawak ng mga korporasyong transnasyonal.
c. Ang mas malayang pagdaloy ng puhunan at kalakal sa mga bansa.
d. Maipagmalaki ang kanilang produkto sa pandaigdigang pamilihan.
23. Aling pahayag ang nagsaad ng Absolute Advantage?
a. Ang isang bansa ay dapat damihan ang mga iniluluwas na produkto.
b. Ang isang bansa ay dapat mas efficient sa paglikha ng produkto at serbisyo.
c. Ang isang bansa ay dapat damihan ang mga iniluluwas na produkto.
d. Ang isang bansa na makalikha ng maraming bilang ng produkto gamit ang kaunting sangkap ng
produksiyon at sa mas mababang halaga ng mga salik nito kumpara sa isang bansa dapat
pagbutihin at damihan ang mga produktong iniangkat at iniluluwas.
24. Alin sa mga sumusunod ang hindi kabilang sa mga samahang pandaigdigang pang-ekonomiko
ekonomiya?
a. World Trade Organization
b. World Health Organization
c. Asia Pacific Economic- Cooperation
d. Association of Southeast Asian Nations
25. Alin sa mga pahayag ang tumutugma sa layunin ng ASEAN na isang samahang pandaigdigang pang-
ekonomiko?
a. Paunlarin at isulong ang malayang kalakalan ng mga bansang kasapi nito.
b. Paunlarin at pasayahin ang malayang kalakalan ng mga bansang kasapi nito.
c. Palakasin at isulong ang malayang kalakalan ng mga bansang kasapi nito.
d. Payamanin at isulong ang malayang kalakalan ng mga bansang kasapi nito.
26. Ang mga bansa ay nakinabang sa isa’t isa ayon sa konsepto ng comparative advantage. Alin sa
sumusunod na paraan sila makikinabang?
a. Sabwatan at kartel
b. Trade embargo at quota
c. Kasunduang multilateral
d. Espesyalisasyon at kalakalan
27. Kailan nabuo o itinatag ang World Trade Organization?
a. Enero 7,1885
b. Enero 1, 1995
c. June 1,1995
d. Enero 1,1996
28. Alin sa mga pahayag ang hindi akma sa tungkulin at misyon ng World Trade Organization?
a. Pagsulong ng isang maayos at malayang kalakalan.
b. Mamagitan sa mga pagtatalo ng mga kasaping bansa.
c. Binibigyang pansin ang kalusugan ng bawat mamamayan.
d. Magpataw ng trade sanction laban sa kasaping hindi umayon sa pasya ng samahan.
29. Alin sa mga pahayag ang nagpapakita ng pagkakaiba ng Trade and Industry Information Center sa
Center for Industrial Competitiveness?
a. Ang TIIC ay naglulunsad ng mga programang magtataas ng antas at kalidad ng produkdo
samantala naman ang CIC ay nagpapataw ng trade sanction sa mga kasaping lumalabag sa mga
patakaran.
b. Ang TIIC ay nagbibigay ng solusyon sa mga sigalot sa kalakaran samantala naman ang CIC ay
nangangasiwa sa operasyon ng kalakalan.
 c. Ang TIIC ay nangangasiwa sa mga operasyon ng Bureau Research Center na nagpapalaganap ng
operasyon sa kalakalan samatala naman ang CIC ay naglulungsad ng mga programang nagtataas
ng kalidad ng mga produkto.
d. Ang TIIC ay tumutugon sa kakapusan ng likas na yaman samatala naman ang CIC ay
naglulungsad ng mga programang nagtataas ng kalidad ng mga produkto.
30. Alin sa mga sumusunod ang hindi kabilang sa tatlong community na itinatag ng Association of
Southeast Asian Nations?
a. ASEAN POLITIKAL-SECURITY COMMINUTY
b. ASEAN POLITIKAL-ECONOMY COMMINUTY
c. ASEAN ECONOMIC COMMUNITY
d. ASEAN SOCIO-CULTURAL COMMUNITY

Test III.
Panuto: Basahin mabuti ang mga sumusunod na pahayag. Ibigay ang nawawalang salita upang makumpleto
ang mga pangungusap. Isulat ang sagot sa patlang na nakadugtong sa pangungusap.
31. Si__________ay isa sa mga pinakaunang pharaoh sa panahon ng Unang Dinastiya na nagbigay-daan sa
na mapag-isa ang Upper at Lower Egypt.
32. Si__________ang kahuli-hulihang pharaoh ng Ikaanim na Dinastiya ng Egypt.
33. Ang Great Pyramid ni________o Cheops sa Giza ay naitayo noong 26000 BCE sa Egypt.
34. Ang pinakamahusay na pinuno noong Unang Intermedyang Panahon ay si___________na namayani sa
loob ng 45 taon.
35. Si Reyna______________ay asawa ni Pharaoh Thutmose ay kinilala bilang isa sa mahusay na babaing
pinuno sa kasaysayan.
36. Ang pinuno ng mga Persian na si_____________ang naging unang hari ng ika-27 Dinastiya ng Egypt.
37. Nagawa ni_________na kontrolin at pagbuklurin ang Middle at Lower Egypt noong Ika-26 na
Dinastiya.
38. Noong 332 BCE ay sinakop ni_______________ang Egypt at ginawa itong bahagi ng kanyang
Imperyong Hellenistic.
39. Noong 305 BCE ay itinalaga ni____________ang kaniyang sarili bilang isang hari ng Egypt at
pinagsimulan ng Panahong Ptolemaic.
40. Si___________ang kahuli-hulihang reyna ng Ika-31 Dinastiya sa Egypt.
41. Ang salitang___________ay nagmula sa mga salitang Greek na meso o “pagitan” at potamos o “ilog”.
42. Ang kabihasnan sa____________ay umosbong sa tabing-ilog malapit sa Yellow River o Huang Ho.
43. Isang sinaunang kabihasnan ang nagmula sa lambak ng Nile River sa_________na nasa hilagang-
silangang bahagi ng Africa.
44. Ang pangalang__________ay hango sa katagang meso na nangangahulugang “gitna”.
45. Nagsimula ang kabihasnan sa____________sa paligid ng Indus River.
46. Ang tuktok ng kabundukang_________ay nababalot ng makapal na yelo at nagmumula sa natutunaw na
yelo ang tubig na dumadaloy sa Indus River na may habang 2900 km.
47. Ang________ ay isang malawak na tangway na hugis tatsulok na binubuo ng India, Pakistan,
Bangladesh, Afghanistan, Bhutan, Sri Lanka, Nepal, at Maldives.
48. Sa Panahong Neolitiko, ang taunang pag apaw ng_________ay nagbibigay daan upang makapagtanim
ang mga magsasaka sa lambak-ilog.
49. Matatagpuan ang Mesoptamia sa rehiyon ng _______________, isang paarkong matabang lupaing
nagsisimula sa Persian Gulf.
50. Ang mga lungsod ng Harappa at Mohenjo-Daro sa lambak ng_________ ang pinakabagong tuklas na
mga sinaunang sentrong kabihasnan sa kasalukuyang panahon.

Inihanda ni:
_____________________
Jhonalyn V. Panaligan