UNIVERSITY OF CEBU – MAIN CAMPUS

COLLEGE OF TEACHER EDUCATION

Sanciangko Street, Cebu City

SECOND SEMESTER 2021-2022

TC EC 322 – ENHANCEMENT COURSE 2

LEGEND: T = Task

LABAJO, JESZAVE S. BEED – 3

MODULE 13
Directions: Download attached file. Read and analyze each item and select the correct option that answers each
question by highlighting it with yellow gold. Submit your output after answering. Each item is equal to 2 pts.
TOTAL 80 pts
TC EC 322 RATIONALIZATION – SET K
401. Case A: Teacher X asked her kindergarten pupils to draw the picture of their families. After the
activity, she collected the children’s drawing and one of these caught her attention. Madeline’s drawing
showed two families, one with a father, and the other with just a mother. She interviewed Madeline
about her drawing and found that her parents are separated and both already have their own families.
Madeline is living with her grandmother. During lunch break; Teacher X shared her discovery with her
co-teachers. Was Teacher X’s action acceptable?
A. Yes, other teachers should also know about Madeline.
B. No, the information is confidential.
C. Yes, it is a way of helping the child.
D. No, she should not be biased.
402. Sunny Kindergarten School has an open admission policy, however, the school administers a
diagnostic test during the first two weeks of classes to find out the pupils’ strengths and weaknesses.
What is the purpose of this practice?
A. Screen pupils who can proceed to the grades
B. Determine who will be admitted to school
C. Identify those who would be needing special help
D. Suit the lesson to the ability of the pupils
403. A classroom environment that fosters learning is for the development of students’ growth mindset.
Which is an indicator of a growth mindset?
A. Learners believe that their intelligence is simply an inborn trait and can’t be changed.
B. Learners believe they can develop their intelligence over time.
C. Learners believe that intelligence is inherited and they have nothing to do with it.
D. Learners believe that a favorable home and school learning environment cannot change
mindset.
404. In the context of growth mindset, which does/do NOT belong?
I. “Right answer” approach
II. “One-size-fits-all” approach
III. Mistake or a problem is a learning opportunity

A. I and III C. II and III

B. III only D. I and II
405. Which should a teacher have more in class to create a growth mindset?
I. Nurturing learners’ sense of independence and self-efficacy
II. Look down on inquiry and theory-building as these are time-consuming
III. Not welcome mistakes or problems

A. I only C. II only
B. III only D. II and III
406. Which should a teacher encourager to build a growth mindset in class?
I. Sense of wonder
II. Inquiry
III. “Right answer” consciousness

A. I only C. II only
B. I and II D. I, II and III
407. To create a favorable learning atmosphere, competition should be avoided at all cost. If there is an
element of competition it is _________________.
I. part of a game
II. self-competition against standards set
III. within the same gender

A. I and II C. I only
B. II and III D. I, II and III
408. Which is/are characteristics of a culturally responsive teaching?
I. Crosses disciplines and cultures to engage learners while respecting their cultural integrity
II. Accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family
that contributes to every student’s cultural identity
III. Presents some cultures to be superior than others to improve inferior cultures

A. I and III C. II only

B. III only D. I and II
409. If a teacher works on an intrinsic motivation framework to help develop intrinsic motivation among
learners, which motivational conditions form part?
I. Establishing inclusion – creating a learning atmosphere in which students and teachers feel
respected by and connected to one another.
II. Developing attitude – creating a favorable disposition toward the learning experience through
personal relevance and choice.
III. Enhancing meaning – creating challenging, thoughtful learning experiences that include
student perspectives and values.
IV. Engendering competence – creating an understanding that students are effective in learning
something they value.

A. I and II C. III and IV

B. I, II and III D. I, II, III and IV
410. At the start of a new team, Teacher Z wants to familiarize students with active research methods.
She will use such methods throughout the semester, and she knows from previous experience that
many students view research as abstract, irrelevant, and oppressive work.
She randomly assigns students to small groups. She encourages them to discuss any previous
experiences they may have had in doing research as well as their expectations and concerns for the
course. Each group then shares its experiences, expectations, and concerns as she records them on the
chalkboard. In this manner, she is able to understand her students’ perspectives and to increase their
connection to one another and herself.

Which technique did Teacher Z employ to create a favorable learning climate?

A. She established inclusion.
B. She promised not to make research work oppressive.
C. She makes clear that only positive learning experiences should be shared in the group.
D. She grouped the students according to ability.
411. Teacher Z explains that most people are researchers much of the time and she asks the students
what they would like to research among themselves. After a lively discussion, the class decides to
investigate and predict the amount of sleep some members of the class had the previous night.
How may the intrinsically motivating experiences in the class be described?
I. Students make a choice.
II. Students freely discuss among themselves.
III. Teacher warns them on difficult researchers.

A. I only C. II and III

B. I and II D. I, II and III
412. Increasing latency periods when questioning students helps create a positive learning atmosphere.
Which practice contradicts this principle?
A. Quickly give up on a student who is struggling with a response.
B. Make a conscious effort to extend the length of wait time before student can give a response.
C. Call only on students with hands raised so as not waste time waiting.
D. Answer the question yourself if no student can answer your question.
413. Develop positive classroom pride is one way of creating positive learning climate. Which practice
contributes to the development of a positive classroom pride?
I. Display student work
II. Reinforce students verbally
III. Be proud of the class’s achievements

A. I and II C. II and III

B. I and III D. I, II and III
414. Which is the impact of the following classroom management practices: develop parental pride in
student accomplishments; be sincere of your pride in your students; and look for opportunities for
students to be proud in all areas?
A. Positive classroom pride
B. Students’ pride and arrogance
C. Students’ feeling of overconfidence
D. Students’ distorted self-image
415. To build strong and healthy relationship in class which should be out of the picture?
I. Criticizing III. Befriending
II. Listening IV. Blaming

A. I and IV C. I and II
B. II and III D. I and III
416. Confucius once said: “All men are pretty much alike; it is only by culture that they are set apart,”
Which thought in this quotation contributes to a learning environment that is bias free?
I. That all people are basically the same and therefore everyone deserves respect
II. That all people are basically the same; they just differ in the way they live such as dressing,
earing, speaking
III. That it is just men, women excluded, who are basically the same
417. An atmosphere that is favorable for learning ensures that what a student learns, how he or she
learns it, and how the student demonstrates what he or she has learned is match for that student’s
readiness level, interests, and preferred mode of learning. Which instruction is referred to?
A. Differential C. Differentiated
B. Differing D. Different
418. In a favorable learning environment, which competition promotes learning?
A. Between boys and girls
B. Within members of the same gender
C. For academic honors
D. Against standards set
419. For a positive learning environment it is good to make clear that an individual’s beliefs and activities
should be understood by others in terms of that individual’s own culture. Which concept is explained?
A. Ethical relativism C. Cultural relativism
B. Individual differences D. Cultural sensitivity
420. Gender stereotypes do not contribute to a positive learning atmosphere. The following are proofs
of gender stereotype in class EXCEPT __________________________.
A. Boys are asked to solve word problems because they are “naturally” good at math.
B. Girls help with the cleaning up of the classroom as they are expected to be more inclined to
do housework.
C. Girls and boys do the same activities in the subject Edukasyong Pantahanan at
Pangkabuhayan
D. Girls are encouraged to be soft spoken and home bound playing with dolls and kitchen toys
while boys are encouraged to be aggressive by playing outside with cars and guns.
421. For a favorable learning climate, ethnocentrism should be out of the picture. What does this mean?
A. Learners should be discouraged from competing against one another.
B. No one should think that he/she is better than other individuals for reasons based solely on
his/her heritage.
C. Impress on the learners’ minds that some people are better or worse than them through no
fault of their own.
D. No one should accept that other’s culture is better than his/hers.
422. One group of four students was making sounds in the room while Teacher B was grading papers
during silent reading. He did not know which group was making the sounds, so he warned the students
that they would be inside for recess if it went on. The offending students knew he did not know who it
was, so they kept it up to test the waters. Mr. B announced to the entire class that if he heard noises
one more time, the whole class would be in for recess, regardless of who it was. The other students
were very upset, and one expressed, “That’s not fair!”. Was Teacher B’s decision fair?
A. Yes, because the class seemed not have cooperated to stop the misbehavior
B. Yes, to give a lesson to all.
C. No, it was unfair to punish the whole class for the misdemeanor of one.
D. No, but that was the only way to show to the class he means business.
423. Prof. A taught her Mathematics class about addition of fractions. She administered an assessment
tool to give her feedback so she can help the students learn more. What form of assessment was given?
A. Summative C. Peer
B. Formative D. Self
424. The class of Mr. San Juan was asked to provide feedback on each other’s learning. Which form of
assessment was used?
A. Summative C. Peer
B. Formative D. Self
425. The TLE class of Prof. Bellin was taught on how to take measurement for a pair of pants. An
assessment was administered by Prof. Bellin to express judgement on the students’ skill on
measurement of pants. What form of assessment was administered?
A. Performance C. Peer
B. Formative D. Self
426. The class of Miss Reyes belongs to a fast learners’ group. She gave activities for each to develop
personal responsibility. Which activity was utilized?
A. Independent learning C. Competitive learning
B. Cooperative learning D. Evaluative learning
427. After the students have been exposed to the activities, they were asked to evaluate their own
learning with the use of a scoring rubric. What evaluation tool was used?
A. Peer C. Formative
B. Self D. Summative
428. A test was given to the students by Mr. Lapid to determine what the students already know and not
know about the subject he taught. Which did he give?
A. Peer C. Pretest
B. Self D. Posttest
429. Mrs Dy is doing an assessment of learning. Which of the following questions would she likely
consider?
A. Have the students already achieved the intended outcomes?
B. Do the students have the prerequisite skills?
C. Which tasks are students handling satisfactorily?
D. What grade should I assign to each student?
430. What does an achievement test measure?
A. Capacity for future learning
B. Educational and vocational aptitude
C. Quality and quantity of previous learning
D. Quality and quantity of previous teaching
431. Miss Eugenio would like to cover a wide variety of objectives in the quarterly examination in her
English class lesson on subject-verb agreement. Which of the following types of test is the most
appropriate?
A. True-False C. Matching
B. Multiple Choice D. Essay
432. Which purpose of evaluation distinguishes it from measurement?
A. Determine the effectiveness of the teacher’s teaching.
B. Compare individual’s performance with national standards.
C. Determine the extent of relative attainment of moral and ethical values.
D. Interpret measured performance in terms of certain criteria of acceptability and adequacy.
433. Prof. de Leon plans to do assessment FOR learning, then she should plan how to ________.
I. provide feedback to help students improve their work
II. certify students’ achievement
III. assess strengths and weaknesses of students
IV. align instruction to learning needs of students

A. I, II and III only C. I, III and IV only

B. I, II and IV only D. II, III and IV only
434. Who among the teachers below did a diagnostic assessment?
A. Miss Lopez who administered an achievement test to the Grade 7 students
B. Mr. Verdadero who gave a quiz before starting the next chapter on Psychology
C. Mr. Agarpao who gave a journal writing activity immediately after discussion to determine the
outcome of instruction
D. Mrs. Bayang who gave a 10 – item test to find out the specific concepts in which the students
are encountering difficulty.
435. What should Dr. Mina do to ensure the suitability of her assessment tool?
A. Provide more items with similar content.
B. Pay attention to scoring procedures.
C. Match test items to instructional objectives.
D. Make the test instructions clear.
436. Who among the faculty members below was able to ensure fairness in his/her criterion-referenced
test?
A. Mr. Abuan constructed a test composed of all true or false questions.
B. Mr. Bitanga used the objectives for the unit as guide in constructing the test.
C. Mr. Enrique involved students in the design and construction of the test.
D. Mr. Valenzuela made twenty questions but asked his students to answer only ten of their
choices.
437. Mr. Agpaoa is designing a performance assessment for his class in Filipino. Which of the following
should he first consider to come up with a really valid test?
A. A set of standards to determine what students know and can do
B. A set of criteria on which to base quality of performance
C. The rubric which will define the level of performance of students
D. Specific task that students are required to do
438. Which of the following items appropriately measure/s the specified skill below? Objective: Explain
why test reliability is a necessary but not a sufficient condition for test validity.
I. Explain the difference between test validity and reliability.
II. Can a test be valid without being reliable? Explain why?
III. Why must a test be reliable to be valid?
IV. Discuss how a test can be reliable without being valid.

A. I, II and III only C. I, II and IV only

B. II, III, and IV only D. I, II and III only
439. Who gave the most authentic assessment task for the instructional objective “Solve word problems
involving operations with fractions”.
A. Mrs. Domingo who required her students to solve a set of problem on operations with
fractions.
B. Mr. Pastor who asked his students to construct a word problem given a number sentence
involving operations on fractions and then solve the problem they have constructed.
C. Mr. Ildefonso who asked students to construct any word problem on operations with
fractions then formed pairs, exchanged problems on operations with fractions then formed pairs,
exchanged problems and helped each other solve the problems.
D. Mrs. Padaong who required her students to construct any word problem involving operations
on fractions and then show how to solve them.
440. Which is the first consideration in selecting specific type of test to be used when constructing a
test?
A. Characteristics of the group
B. Desired learning outcomes
C. Nature of the subject matter
D. Purpose of the test