Questionnaire on Curriculum Development

Assignment

Direction: Choose the best answer from the choice given.

1.      Teacher Anne decides skills she wants pupils to learn from the lesson and designs
ways to assess how well student have learned and how effectively the activity has been
carried out. Teacher Anne uses a set of description of level of performance on each of
several aspects of the activity. This is known as ___________
a.      Performance checklist
b.      Criterion checklist
c.       Rubrics
d.      Questionnaire
 
Rationalization: C – performance checklist is a list of tasks to be accomplished for credit,
criterion checklist is a list of criteria students must meet in their works and products,
questionnaire is a set of question to be accomplished or to be answered, while rubrics is a
set of description of levels performance.
 
2.      Experts like Tyler, stressed that developing a curriculum must follow the steps in a
sequential order. This model is called ____________
a.      Sequential model
b.      Linear model
c.       Eclectic model
d.      Wheeler model
 
Rationalization: B – the linear model assumes that curriculum decision making follows
a   straight line, hence, linear.
 
3.      A curriculum theorist who believes that curriculum is a complex set of activities and
decisions and they interact a lot.
a.      Tyler
b.      Taba
c.       Wheeler
d.      Kerr
 
Rationalization: D – Tyler is known for linear, Taba is known for grassroots approach,
Wheeler believes that a curriculum decision making start from any point and can come back
to any of the points, like a cycle. Kerr believes that changes in content may necessities
changes in experiences, and subsequently, may bring about changes in evaluation, etc.

4.      Which of the following is not considered in selecting the aims of curriculum?

a.      Analysis of culture
b.      Consistency of the curriculum with learning theory
c.       Validity of knowledge claim
d.      The present status of the learner
 
Rationalization: C – There are five factors mentioned in selecting aims and objectives of
curriculum, choices A, B and D are included in the said five factors, while choice C is a factor
to be considered in selecting learning experiences.
 
5.      Learning experiences are vital components of curriculum. Which of the following
factors must be considered in determining learning experiences?
a.      Observability
b.      Compatibility
c.       Trialability
d.      Suitability
 
Rationalization: C – Choices A, B, and C are factors to be considered in determining the
relative advantage of Technology Integrating Plan (TIP), while choice D is a factor to be
considered in selecting learning experiences.
 
6.      Although, experiences provided in learning may be varied, they should all lead to the
attainment of the same goal where subsequent experiences should build earlier ones. This is
known as ___________
a.      Consistency learning
b.      Compatibility learning
c.       Cumulative learning
d.      Constructive learning
 
Rationalization: C – based on the definition of accumulation, subsequent experiences
should build on earlier or previous experiences, no matter how different learning experiences
are important learning experiences are, they all lead to the attainment of one and the same
goal.
 
7.      A single learning may bring out many outcomes. Such learning experiences are
important because of their multifaceted benefits. This called ___________
a.      Multiple learning
b.      Divisive learning
c.    Constructive learning- learner construct knowledge rather than just passively take in
information.
d.      Constructive learning
 
Rationalization: A – A single learning experience may bring about multiple outcomes, but
such learning experiences are of great value because of their multiple benefits.
 
8.      In selecting contents of curriculum, one must consider the question whether the
question the content selected will lead to the acquisition of knowledge and skills needed by
the society. This factor called __________
a.      Validity
b.      Reliability
c.       Utility
d.      Learnability
 
Rationalization: C – utility refers to the usefulness of the acquired skills and knowledge in
response to the needs of the society.
9.      The EDPITAF revealed that the community and home variables have greater impact
on learning than school factors EDPITAF means __________
a.      Educational Development Planning Implementing Task Force
b.      Educational Development Project Implementing Task Force
c.       Educational Division Planning Implementing Task Force
d.      Educational Division Project Implementing Task Force
 
Rationalization : B – see definition of EDPITAF
Educational Development Project Implementing Task Force

10.  The NSEC demonstrates ample evidence of the inclusion of behaviourist psychological

principles through the use of behavioural objectives, drills, and homework that reinforce
learning.  NSEC means ___________
a.      National Secondary Education Curriculum
b.      National Secondary & Elementary Curriculum
c.       New Secondary Education Curriculum
d.      New  Secondary & Elementary  Curriculum
 
Rationalization: C – see definition of NSEC
.       New Secondary Education Curriculum
 
11.  It is an approach to curriculum that views curriculum as a means and instruction as an
end.
a.      Scientific Approach- process of objectively establishing facts through testing and
experimentation. (Making observation, forming hypothesis, making prediction, conducting an
experiment and finally analyzing results.
b.      Humanistic Approach- emphasizes the personal worth of the individual, the centrality of
human values, and creative. It focuses on capacity to overcome hardship pain and despair.
c.       Behavioral Rational Approach
d.      System-Managerial Approach- foundation of organizational development.
 
Rationalization: C – this approach is called means-end approach. Curricula developed
through this approach become the actual blueprints which prescribed the roles of key figure

12.  A curriculum approach influenced by the philosophy of John Dewey, emphasizing the
importance of theories and principles in curriculum planning.
a.      Humanistic Approach
b.      Intellectual-academic Approach
c.       Scientific-Technical Approach
d.      Eclectic approach- method of language education that combines various approaches
and methodologies to teach language depending on the aims of the lesson and abilities of
learners.
 
Rationalization : B – Intellectual academic approach claims that  scholarly discussion and
analysis require a good deal of theoretical background information about ideas, events and
people. It attempts to analyze and synthesize the theories and philosophies which underpin
the curriculum, including issues and trends.
 
13.  A curriculum design that focuses on the combination of two or more subjects within and
across disciplines.
a.      Humanistic approach
b.      Intellectual academic approach
c.       Scientific-technical approach
d.      Eclectic approach
 
Rationalization: B – The combination of two or more subjects means integration of the
subjects. Hence, this design is called integration design.
 
14.  A curriculum design influenced by the philosophy of Paolo Freire.
a.      Integration Design
b.      De-schooling design
c.       Core-curriculum design
d.      Child-centered design
 
Rationalization: B – Paolo Freire in his book “ Pedogogy of the Oppressed” stressed that
there is a need to overthrow the “Banking System of Education” That dominates educational
systems. This is called De-schooling.
 
15.  An implementation of curriculum model that focuses on overcoming resistance to
change among stakeholders of the curriculum
a.      LOC model
b.      OD model
c.       ORC model- The letters 'ORC' here stands for 'Overcoming Resistance to
Change'. This model rests on the assumption that the success or otherwise of
curriculum implementation primarily depends on the impact the developer can make
on the consumers, i.e., teachers, students and the society in general.
d.      RCA model
 
Rationalization: C – the definition of ORC is evidently mentioned in the question. ORC
stands for Overcoming Resistance to Change.
 
 
16.   Teacher Gabby want to find out what are the general purposes and goals of education
in the Philippines, which of the following do you recommend teacher Gabby to read?
a.       Faculty code
b.      Penal code
c.       Constitution of the Philippines
d.      Rules of evidences

Rationalization: C – Article XIV of the 1987 constitution provides the goals, nature and
purpose of the education in the Philippines.

[Link] refers to the process of improving the teaching learning situation.

a.       Curriculum design- Curriculum design focuses on the creation of the overall course
blueprint, mapping content to learning objectives, including how to develop a course outline
and build the course. Each learning objective is met with assessment strategies, exercises,
content, subject matter analysis, and interactive activities.
b.      Curriculum approach- This approach is rooted in the progressive philosophy and child-
centered movement. It considers the formal or planned curriculum and the informal or hidden
curriculum. It considers the whole child and believes that in curriculum the total development
of the individual is the prime consideration.
c.       Curriculum evaluation- The process of measuring and judging the extent to which the
planned courses, programs, learning activities and opportunities as expressed in the formal
curriculum actually produce the expected results.
d.      Curriculum development

Rationalization: D – the continious  process for the possibilities of improving the teaching
learning situation is called curriculum development as a whole, though, the process involves
curriculum design, approach and evaluation.

18.   Teacher Mario told his faculty to consider the needs of the learners in developing a
curriculum, which of the following must not be considered?
a.       Cognitive development- Cognitive development means how children think, explore
and figure things out. It is the development of knowledge, skills, problem solving and
dispositions, which help children to think about and understand the world around them. Brain
development is part of cognitive development.
b.      Linguistic development- Language development is the process through which children
acquire the ability to process speech and communicate. During this process, a child may
slowly understand basic linguistic patterns and expand their vocabulary gradually before
achieving fluency
c.       Pedagogical development
d.      Psycho-social development- Psychosocial development is just a fancy phrase that
refers to how a person's individual needs (psycho) mesh with the needs or demands of
society (social). According to Erikson, a person passes through eight developmental stages
that build on each other. At each stage we face a crisis.
              Rationalization: C – Cognitive, linguistic, and Psycho-social development are all
crucial aspects to be considered in dealing with the needs of the learners. While pedagogical
development concerns teachers.

[Link] the following the linear model of curriculum, which of the following sequences is
correct?
a.       Selection of aims, organization of contents, selection of contents, selection of aims
b.      Evaluation of learning outcomes, organization of contents, selection of contents,
selection of aims
c.       Selection of aims, selection of contents, organization of content, evaluation of
learning outcomes
d.      Selection of contents, selection of aims, organization of contents, evaluation of learning
outcomes
              Rationalization: C – See Diagram of Linear Model, where selection of content must
come immediately after selection of aims. There is a need to select contents first before
organizing them, and finally an evaluation of the learning outcomes must be done.
 
20.   Teacher Josephine wants to develop a curriculum based on the Tyler Model of
curriculum design, which of the following must teacher Josephine consider?
a.       The nature and structure of knowledge
b.      The needs of the society
c.       The needs of the learner
d.      All of the above

              Rationalization: D – the nature and structure of knowledge, the needs of the
society and the needs of the learners are integral factors to be considered in developing a
holistic curriculum. This is exemplified in Tyler’s model.

21.   Teacher chris asked his students to take Math 1 as a pre-requisite for Math 2 and Math
2 as a pre-requisite for Math 3 and so forth. What principle does a teacher Chris adhere?
a.       Hierarchy of needs
b.      Hierarchy of progression
c.       Hierarchy of values
d.      Hierarchy of learners
              Rationalization: B – Hierarchy of progression is based on the principle that lower
knowledge or skills are pre-conditions for a higher knowledge or skills in order to progress in
the learning process.

22.   Teacher Danny told his students in history that he uses both English and Filipino as
medium of instruction, which policy does teacher Danny adhere?
a.       Academic Freedom Policy
b.      Bilingual Policy
c.       Nationalistic Policy
d.      His own Policy

              Rationalization: B – the use of both English and Filipino is allowed in the teaching
of history and other social science. This is covered by Bilingual Policy

23.   Which of the following is a characteristic of a teacher belonging to the Progressive

school of thought?
a.       The teacher is a stimulator
b.      The teacher is a disciplinarian
c.       The teacher is “bookish”
d.      The teacher is not an “activist”

              Rationalization: A – As a stimulator, the teacher directs the learning process.

Choices B, C              and D are characteristics of Essentialist teacher.
 
24.   Teacher Jordan assigned lessons to his students and told the students to recite during
graded recitation period. Which school of thought does teacher Jordan belongs?
a.       Progressive school- A progressive curriculum, on the other hand, enforces students to
learn things by themselves with the teacher only acting as an active participant rather than
an intervening individual
b.      Essentialist school
c.       None of the above
d.      All of the above

Rationalization: B – the essentialist school or traditional school is characterized by memory

work, mastery of facts and recite recitations.
25.   Teacher Rowena emphasized the role of the 3 R’s in her curriculum, what periodic
curriculum does teacher Rowena adhere?
a.       American curriculum
b.      Pre-Spanish curriculum
c.       Spanish curriculum
d.      Japanese curriculum

Rationalization: C – the education in the Spanish era was basically a medium for
propagating Christianity in the island, hence, the inclusion of religion was vital in order to
attain this goal.

26.   The primary goal of the Spanish Era was the spread of Christianity, while the pre-
hispanic Era aims ________
a.       Spread of Democracy
b.      Spread of New  asia order
c.       Integration of Individual into the tribe
d.      All of the above

Rationalization: C – The spread of democracy was the concerned of  American era, while
the Japanese era concerned on the spread of New Asian order. The Pre- Hispanic was
characterized by the existence of tribes, thus, it was the primary goal of education to
integrate the individual into the tribe.

27.   It was considered as the “black out” in the Philippine education, and impeded
educational progress on the Filipinos.
a.       Spanish Devised Curriculum
b.      Philippine Republic Curriculum
c.       Japanese Devised Curriculum
d.      American Devised Curriculum

Rationalization: C – the Japanese devised a curriculum for the Filipinos to suit their vested
interest, this is indicated by the abolition of the English as a medium of instruction and
subsequently cencored and revised all textbook, this lead to a crisis in the educational
progress of the Filipinos.
 
28.   What curriculum was considered as the period of expansion and reform in the
Philippine curriculum?
a.       Liberation Period Curriculum
b.      Philippine Republic Curriculum
c.       Commonwealth Curriculum
d.      American curriculum

Rationalization: C – The educational leaders from 1935 – 1946, or commonwealth period,
expanded the curriculum by introducing course in farming, domestic science, etc…

29.   Books which are contributions to Philippine history, books on character education and
other library materials were given priority by virtue of which memorandum?
a.       Memorandum No. 66 of 1966
b.      Memorandum No. 19 of 1966
c.       Memorandum No. 30 of 1966
d.      Memorandum No. 96 of 1966

Rationalization:  C -  the memorandum number 30, series of 1966 sets the order of priority
in the purchase of books for use in the schools, which include books which are contributions
to Philippine history and other books on Character Education

30.   It is an approach in curriculum where there are no pre-determined objectives to guide

the teaching learning process.
a.       Humanistic approach- The humanistic approach emphasizes the personal worth of the
individual, the centrality of human values, and the creative, active nature of human beings
b.      Non-Technical approach
c.       Reconceptualize approach- In a reconceptualize approach, the religion teacher
acknowledges the reality of students' lives, identifies learners' levels of thinking and builds
on the attributes each student brings to the religion classroom.
d.      Eclectic approach- The eclectic approach is a teaching style used in teaching a second
or a foreign language. This approach combines the principles of various methods and
approaches of teaching a language depending on the lesson objectives and individual
differences of students 

Rationalization: B – The non- technical approach is characterized by being flexible and less
structured. This is because of its assumption that not all ends of education can be known
and pre-determined in all cases.
31.   It is an approach in curriculum that considers the school as an institution of social
reform.
a.       Progressivist approach- Progressivists believe that individuality, progress, and change
are fundamental to one's education. Believing that people learn best from what they consider
most relevant to their lives, progressivists center their curricula on the needs, experiences,
interests, and abilities of students.
b.      Aesthetic approach- The aesthetic approach emphasizes that rational analysis
neglects extremely important aspects of quotidian organizational practices, and also that it
must necessarily do so, given that it is unable either to grasp these aspects or to understand
their meaning for the organization.
c.       Scientific approach- The scientific method is the process of objectively establishing
facts through testing and experimentation. The basic process involves making an
observation, forming a hypothesis, making a prediction, conducting an experiment and finally
analyzing the results.
d.      Reconstructionist approach

Rationalization:D –The reconstructionist  criticize the progressivists  for putting too much

emphasis on the individual learner to the neglect of the needs of the society.

32.   A curriculum design that focused on the great books.

a.       Integrated design- Integrated design is a comprehensive holistic approach to design
which brings together specialisms usually considered separately. It attempts to take into
consideration all the factors and modulations necessary to a decision making process.
b.      Core curriculum
c.       Child-centered curriculum- A child-centred curriculum offers children the opportunity to
make choices about what, how and whom they want to play. This approach enables children
to initiate and direct their own play with the support of interested and responsive adults.
d.      Subject-centered curriculum- Subject-centered curriculum design emphasizes the skills
and key facts associated with a field of study. Subject-centered curriculum design is one of
three curriculum development models. This model is widely used in large, introductory-level
college courses.

Rationalization: B - The focus of core curriculum is a common body of curriculum content
and learning experience that should be encountered by all students. This is made possible
by means of the GREAT BOOKS, as influenced by perennialists.

33.   Which of the following is not included in the principles of effective curriculum design?
a.       Strategic integration
b.      Mediated Scaffolding
c.       Level of resistance
d.      Conspicuous strategies

              Rationalization: C- Level of Resistance is one of the factors affecting the choice of

implementation model. Choices A, B and D are some of the principles for effective
curriculum design

34.   It refers to the systematic process of determining whether the curriculum as designed
and implemented had produced or is producing the intended and desired results.
a.       Curriculum planning
b.      Curriculum design
c.       Curriculum development
d.      Curriculum evaluation

              Rationalization: C – Curriculum evaluation is the means of determining whether

the program is meeting its goals, that is whether the measures or outcomes for a given set of
instructional inputs match the intended outcomes.

35.   It is considered as the decision-making body for elementary education.

a.      SEDP
b.      NESC
c.       NSEC
d.      PRODED

              Rationalization: D – Program for Decentralized Educational Development

(PRODED) was initially a four year program (1982 – 1986) designed to strengthen policies,
management and instructional programs for elementary education.

36.   The RAND implementation model is based on the following assumptions except

_________
a.     The characteristics of the proposed change
b.    Clarification lines of authority
c.     The competencies of the teaching and non-teaching staff
d.    The support of the local community
              Rationalization: B – clarification of lines of authority is a general factor involved in
the successful implementation of the different implementation model. While the other
choices are specific factors to be considered in the RAND model.

37.   Which of the following chronological arrangement of the different surveys on Philippine

education is in correct sequence?
a.       Monroe, Swanson SOUTELE, PCSPE
b.      Monroe, Swanson, EDCOM, PCSPE
c.       PCSPE, SOUTELE, EDCOM, PRODED
d.      EDCOM, PRODED, Swanson, HSMA

              Rationalization:  C – The evaluation studies in the Philippines is summarized as:

                1925 – Monroe Survey
                1959 – Swanson Survey
                1969 – Presidential Commission to Survey Philippine Education (PCSPE)
                1976 – Survey of Outcomes of Elementary Education (soutele)
                1982 – Household and School Matching Survey
                1991 – Congressional Commission on Education (EDCOM)
                1991 – National Evaluation and Impact Study of PRODED
 
38.   It is a curriculum that is unique to each student
a.       Electronic curriculum- It is based on computer-based learning, involving educational
materials accessible to learners by means of CD or DVD with aim of providing a detailed
description of the practical use of new digital technologies in education
b.      Concomitant curriculum- Concomitant Curriculum: It is a kind of curriculum aiming
at teaching children in the home-based classroom methods, or those experiences that are
part of a family's experiences, or related experiences sanctioned by the family.
c.       Null curriculum
d.      Internal curriculum

Rationalization: D – Internal curriculum deals with the processes, contents, and knowledge
combined with experiences and realities of a particular learner in order to create new
knowledge.

39.   A curriculum that gives the students message that elements of curriculum are not
important in their educational experiences?
a.       Hidden Curriculum
b.      Overt curriculum
c.       Null curriculum
d.      Prescribed curriculum- We use the term “prescribed curriculum” to refer to a statutory
curriculum approved by a competent government in charge, by law, of defining the content of
education. A prescribed curriculum must be implemented in schools.
 
Rationalization: C – the word null comes from the latin word  nullo which literally means,
none or not. Thus, null curriculum means do not teach or there is nothing to teach. The Null
Curriculum is that which is not taught. Sometimes the teacher ignores some content or skill,
deliberately or unknowingly. A teacher may consider some idea unimportant and ignore it.
Similarly, teacher may avoid detailed description of some topic for the one or other reason,
for example, evolution in Biology.

40.   A curriculum where learning is implied or derived from the very nature and structure of
the school.
a.       Overt curriculum- Overt, explicit, or written curriculum
Is simply that which is written as part of formal instruction of schooling experiences. It may
refer to a curriculum document, texts, films, and supportive teaching materials that are
overtly chosen to support the intentional instructional agenda of a school.
b.      Phantom curriculum- The messages prevalent in and through exposure to any type of
media. These components and messages play a major part in the enculturation of students
into the predominant meta-culture, or in acculturating students into narrower or generational
subcultures
c.       Hidden curriculum- The covert or hidden curriculum is the invisible part of the
curriculum, which is achieved nevertheless
d.      Internal curriculum- Processes, content, knowledge combined with the experiences
and realities of the learner to create new knowledge. While educators should be aware of
this curriculum, they have little control over the internal curriculum since it is unique to each
student.

Rationalization: C – this is a kind of curriculum opposite to overt curriculum, while overt
curriculum directly manifest or explicitly state the purpose, aims and goals of the curriculum,
the hidden curriculum implicitly reveals its purposes, aims and goals, rather it has to be
derived from the nature of the school, the behaviour and attitude of teachers and
administrators, among others.

41.   Teacher Berlin wants to find out what are the general purpose and goals of education in
the Philippines, which of the following do you recommend Teacher Berlin to read?
a.       Civil code of the Philippines
b.      Penal code of the Philippines
c.       Constitution of the Philippines
d.      Rules of Court

Rationalization: C – See Article XIV of the 1987 constitution, it provides the goals, nature
and purposes of the education in the Philippines. Section 14. The State shall foster the
preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle
of unity in diversity in a climate of free artistic and intellectual expression.

42.   Teacher Medalyn reiterates to her pupils the aims of the elementary and secondary
education, which aim do you think teacher Medalyn reiterates?
a.       Provide knowledge and develop skills and values essential to personal development
b.      Provide learning experience which increase the child’s awareness of society
c.       Promote work experience which develop the child’s orientation to the world
d.      All of the above

Rationalization: D – All of the above mentioned A, B, and C are some of the primary
considerations of Basic Education Curriculum (BEC)

43.   Teacher Shella and teacher Ferdie are members of the Curriculum

development  committee in their school, they are looking for a curriculum model to base on,
which do you think are helpful for them to consider?
I.        Body of theory about teaching and learning
II.      Needsand characteristics of a particular group of learners
III.    Outline approaches, methods and procedures for implementation
 
a.       I and II
b.      II and III
c.       I and III
d.      I, II and III

Rationalization: D – In the process of curriculum development, I, II and III are necessary
factors to be considered
44.   Teacher Aries wants to develop a curriculum based on the Tyler Model of Curriculum
design, which of the following must Teacher Roger consider?
i.         The nature and structure of knowledge
ii.       The needs of the society
iii.      The needs of the learner
 
a.       I and III
b.      III and II
c.       I only
d.      I, II and III

Rationalization:  D – In Tyler’s curriculum model, the needs of both learner and the society
as well as the nature and structure of the knowledge

45.   Teacher Mariano selects a subject matter to be included in the curriculum, what criteria
must he consider?
a.       Relevance
b.      Importance
c.       Priority
d.      All of the above

Rationalization: D – In selecting a subject to be included in the curriculum, relevance,

importance as well as priority must be considered, otherwise, such subject shall be deemed
“useless”

46.   Which of the following is not considered as an approach to subject matter?

a. Textual approach
[Link] approach
c. Experimental approach
[Link] approach

Rationalization: B – Graphics are helpful in delivering instruction, but it is not an approach
in itself.
 
47.   Teacher Danilo asked his students to take English I as a pre-requesite for English 2
and English 2 as a pre-requisite for English 3 and so on. What principle or criteria did
teacher Danilo use?
a.       Hierarchy of needs
b.      Hierarchy of progression
c.       Hierarchy of values
d.      Hierarchy of learners

Rationalization: B – Pre-requisite knowledge or skills are needed in tracing the progress of
the learners.

48.   Teacher Barbie told his faculty to consider the needs of the learners in developing a
curriculum, which of the following must not be considered?
a.       Cognitive development
b.      Linguistic development
c.       Pedagogical development
d.      Psycho-social development

Rationalization: C – the learners develop their cognitive, linguistic and psycho-social skills,
pedagogy is the art of teaching, hence, learners do not develop such
.
49.   Teacher Ana told the members of the curriculum development committee to be very
sensitive in addressing the needs of the society to be integrated in the revised curriculum,
which of the following must be ignored?
a.       Vocational skills
b.      Literacy skills
c.       Interpersonal skills
d.      Biological skills

Rationalization: D – Biological needs have nothing to do with curriculum development,

instead, the curriculum must address the skills of the learners 

50.   Teacher Sophia told her students in Rizal course that she uses both English and
Filipino as a medium of instruction, which policy does Teacher Sophia adhere?
a.       Academic freedom policy
b.      Nationalistic policy
c.       Bilingual policy
d.      His own policy

Rationalization: C – Definition of Bi-lingual

The policy on Bilingual Education aims at the achievement of competence in both
Filipino and English at the national level, through the teaching of both languages and
their uses as media of instructions at all levels. The regional languages shall be used as
auxiliary languages in Grades I and II.
 
51.   Teacher George defined curriculum as a group of subjects arranged in a certain
sequence peculiar to the subjects  field itself for the purpose of instruction, what dimension
of the curriculum does Teacher George deal with?
a.       Modern dimension
b.      Social dimension
c.       Philosophical dimension
d.      Traditional dimension

Rationalization: C- The philosophy of education determines the sequence of subjects

included in the curriculum

52.   Teacher Kenneth is a follower of the modern dimension of curriculum, which of the

following does Teacher Kenneth does not adhere?
a.       Curriculum consists of all experiences for learning which are planned and organized
by the school
b.      Unique needs and interest have been placed second to the common needs of
the learners
c.       It is composed of the actual experiences and activities of learners inside and outside
the classroom
d.      It is flexible

Rationalization: B – A, C and D are characteristics of the modern curriculum, while the
unique interest of the learners being secondary to common interest is a characteristics of
traditional curriculum

53.   Teacher Carl is in the process of arranging learning opportunities for a particular

population of learners, what stage of curriculum development he is working with?
a.       Curriculum implementation
b.      Curriculum pilot-testing
c.       Curriculum planning
d.      Curriculum evaluation

Rationalization: C – Arranging learning opportunities is part of curriculum planning.

54.   According to teacher Lyn, all learners must be the same. What school of thought does
Teacher Lyn belong?
a.       Progressive school
b.      Behaviourists school
c.       Essentialist school
d.      Existentialist school

Rationalization: C – the essentialist regard learners as the same, it disregards individual
differences.
 
55.   Which of the following is not a characteristic of essentialist school?
a.       Book-centered
b.      No interest in social action
c.       Curriculum is flexible
d.      Standard measurement of outcomes

Rationalization:  C – The essentialist’s curriculum is rigid, unlike the modern curriculum that
is flexible.

56.   Teacher Rey emphasized the role of the 3 R’s (reading, writing and religion) in his
curriculum. What curriculum does Teacher Rey adhere?
a.       American curriculum
b.      Pre-Spanish curriculum
c.       Spanish curriculum
d.      Japanese curriculum
Rationalization: B – See periods or history of curriculum development in the Philippines.
Pre-Spanish Devised-Curriculum
• The Spanish Missionaries aim to control of the Filipinos, both body and soul.
• The curriculum then consisted of 3 R’s (reading, writing and religion) to attain goals
were the acceptance of Catholicism and the acceptance of Spanish rule

57.   The primary curriculum prescribed for the Filipinos consisted of three grades which
provides body and mental training is _____________
a.       American curriculum
b.      Spanish curriculum
c.       Pre-spanish curriculum
d.      Japanese curriculum

Rationalization: A – one of the contributions of the American Curriculum is the emphasis on
Mental and Physical development of the learners. The primary curriculum prescribed for
the Filipinos consisted of three grades which provides training in two aspects:
1. Body Training – physical education
2. Mental Training – English, Nature Study, and Arithmetic

58.   It was considered as the period of expansion and reform in the Philippine curriculum
a.       Liberation period curriculum-
Liberation Period Curriculum
• (1945) Steps were taken to improve the
curriculum existing before the war, some step
(1945) Steps were taken to improve the curriculum existing before the war, some
steps taken were to restore grade VII, to abolish the double-single session, and most
especially to adopt the modern trends in education taken from the U.S. The curriculum
remained basically the same as before and was still subject-centered.

The curriculum remained basically the same as

before and was still subject-centered.

b.      Philippine Republic curriculum

Great experiments in the community school and the use of vernacular in the first two grades
of the primary schools as the medium of instruction were some of them.
• An experiment worth mentioning that led to a change in the Philippine Educational
Philosophy was that of school and community collaboration pioneered by Jose V. Aguilar.
• Schools are increasingly using instructional materials that are Philippine-oriented.
• Memorandum No. 30, 1966 sets the order of priority in the purchase of books for
use in the schools were as follows
:• Books which are contributions to Phil. Literature
• Books on character education and other library materials
• Library equipment and permanent features
c.       Commonwealth curriculum
d.      American curriculum
AMERICAN Devised Curriculum
The motive of the Americans was to conquer the
Filipinos not only physically but also mentally.
• The curriculum was based on the ideals and
traditions of America and her hierarchy of
values.
• English was the medium of instruction.
• American Devised Curriculum
• The primary curriculum prescribed for the
Filipinos consisted of three grades which
provides training in two aspects:
1. Body Training – physical education
2. Mental Training – English, Nature Study, and
Arithmetic.
The motive of the Americans was to conquer the Filipinos not only physically but also
mentally
• The curriculum was based on the ideals and traditions of America and her
hierarchy of values.
• English was the medium of instruction.
• American Devised Curriculum
• The primary curriculum prescribed for the Filipinos consisted of three grades
which provides training in two aspects:
1. Body Training – physical education
2. Mental Training – English, Nature Study, and Arithmetic.

Rationalization: C – see historical development of Philippine Curriculum

1935-1946) considered as the period of
expansion and reform in the Philippine
curriculum.
• The educational leaders expanded the
curriculum by introducing course in farming,
domestic science, etc
1935-1946) considered as the period ofexpansion and reform in the
Philippinecurriculum.•
The educational leaders expanded thecurriculum by introducing course in
farming,domestic science, etc
Commonwealth Act 586, also known as
educational Act of 1940, recognized the
elementary school system.
Commonwealth Act 586, also known aseducational Act of 1940, recognized
theelementary school system.

59.   It is the decision making body for elementary education.

a.       SEDP- The Secondary Education Development Program

DO 104, S. 1988 – GUIDELINES FOR THE SELECTION OF RECIPIENT SCHOOLS FOR THE
SCHOOL BUILDING PROJECT UNDER THE SECONDARY EDUCATION DEVELOPMENT
PROGRAM (SEDP) 

is a five-year (1989-1993) development program that aims to improve the quality of

education and internal efficiency of the system and expand access and equity particularly at
the local level.
b.      NESC- NATIONAL ELEMENTARY SCHOOL CURRICULUM
First research base curriculum in the country.
c.       NSEC- The National Standard Exercise Curriculum (NSEC) is a series of courses,
from awareness to professional level. It is designed to unify curricula in exercise program
management, design, development, conduct, evaluation, and improvement planning across
the country.
d.      PRODED

Rationalization: D- see definition of PRODED

In 1983-1984, DECS launched the Program for Decentralized Education (PRODED) for
elementary education to modify the curriculum and put emphasis on science, technology,
math, reading, and writing.
 
60.   The EDCOM was created by legislator to conduct a comprehensive study on Philippine
education. This became an important enabler for curriculum reform. When was EDCOM
created?
a.       1990
b.      1991
c.       1992
d.      1993 
Rationalization: C – see history and definition of EDCOM
The Congressional Commission on Education (EDCOM) in its report prepared in 1991-92
has revealed the inadequacy of programs and the poor access to special education
(SPED) brought about by the limited number of special schools and SPED center in
the country.
The EDCOM will be tasked to review, assess and evaluate the formal, non-formal, informal
and alternative learning systems, including continuing systems of education at all levels.

Curriculum Development Part II

1. Which is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual
learners.
b. Self-directed, independent study is encouraged wherever possible and
advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized
throughout the learning opportunities of the school.
d. The program provides a wide range of opportunities for individuals with
same abilities, needs and interests.

Analysis:
Option D is CORRECT. Notice the word NOT in the question above. This entails that the
answer to the question is a provision or activity which does not promote the development of
each learner. While option D mentions of a program which provides a wide range of
opportunities for individuals, it only focuses on individuals with the same level of abilities,
needs and interest. It fails to consider individual differences.
Option A is INCORRECT. The provision of extensive educational diagnosis of learners will
really help address the specific needs of children.
Options B and C are INCORRECT. Self-directed, independent study and self-motivation and
evaluation highlight the ability of children to construct and direct their own learning. These
enable them to develop their potential to the fullest.

2. Teacher Lily would like to take part in developing a subject-centered curriculum

because she believes that all subjects in this type of curriculum are geared towards
the hollistic development of the learner. Is her belief about the subject-centered
curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs,
interests and abilities.
b. No, because it is the experience-centered curriculum that emphasizes the
teaching of facts and knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered
curriculum that emphasizes integration of habits and skills in learning
the knowledge component of subject areas.

Analysis:
Option D is CORRECT. The belief of Teacher Lily about the subject-centered curriculum is
not acceptable. Holistic development covers physical, socio-emotional, mental and moral
development of the learners. This is possible under an experience-centered curriculum.
Option B is INCORRECT. While it agrees to the premise that Teacher Lily’s conception
about the subject-centered curriculum is not true, this option could not be accepted because
it presents conflicting information. It is subject-centered curriculum, not experience-centered
curriculum, which emphasizes the teaching of facts and knowledge.
Option A and C are INCORRECT. The consideration of learners’ needs, interests, and
abilities including cooperative practices in the classroom are some of the important traits of
experience-centered curriculum.

3. In the elementary level, English literature and Social studies relate well. While history
is being studied, different literary pieces during the historical period is being studied
as well. What curriculum design is shown here?
a. Separate subject design
b. Correlation design
c. Discipline design
d. Broad field design

Analysis:
Option C is CORRECT. Subjects are related to one another but each subject maintains its
identity. In the question above, English literature and social studies correlate well. The
literary pieces being studied in English literature reflect the culture, social activities even the
problems and issues in each historical period.
Options A and B are INCORRECT. Both separate subject design and discipline design are
compartmentalized. They stressed so much on cluster of topic, content and academic
disciplines.
Option D is INCORRECT. Like correlation design, broad field design was made to prevent
compartmentalization of subjects. However, unlike correlation design, broad field considers
wider integration of subjects that are fused into one subject. Thus, the identity of each
subject combined is lost.

4. This phase of curriculum development involves decisions, among other things, on

grade placement and sequencing of content. Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum organization
d. Curriculum implementation

Analysis:
Option C is CORRECT. Decisions on sequencing of content and grade placement are done
on the level of the curriculum organization/design. In this level, the curriculum developer
determines the scope and sequence of content in each subject based on the design of the
curriculum.
Option A, C, and D are INCORRECT. Panning involves among others, diagnosis of needs
and social demands which will make up the goals/objectives of the curriculum. This is done
at the initial phase of curriculum development process. Implementation is more concern on
the actual delivery of the curriculum in the schools/classrooms. This process is conducted
after the content, grade placement, etc. had been finalized. Evaluation is the terminal part of
the curriculum development process where the efficiency, effectiveness, and impact of the
curriculum are measured.

5. One example of this design of subject-centered curriculum is that which shows social
studies being combined with geography, civics, culture and history to comprises
subject area. Which design is this?
a. Correlated
b. Broadfields
c. Separate Subject
d. Core

Analysis:
Option B is CORRECT. Broadfield dresign was made to prevent the compartmentalization of
subjects and integrate the contents that are related to each other. Thus, geography, civics
and culture, and history are fused into one subject called social studies. Eventually, the
identity of each subject is lost. Broad field draws around themes and integration.
Option A is INCORRECT. Correlated design relates the content of two subjects in order to
reduce fragmentation. However, the identity of each subject is maintained. This is not the
case in the question above.
Option C is INCORRECT. Separate subjects design is highly compartmentalized and
fragmented.
Option D is INCORRECT. Core design revolves around general education and the problems
are based on common human activities.

6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying
related concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
a. Broadfield
b. Correlated
c. Core
d. Separate Subject

Analysis:
Letter B. it’s a subject-centered design which is parallel with connections among other fields.
Ex. Math in chemistry and in physics.
Core- focuses on common needs, problems and concerns of the learners.
Broad field- integration of similar discipline to a common field. ex. history, economics etc. to
a big field of social sciences.

7. Which design is easy to deliver because complementary books and materials are
commercially available?
a. Experience centered design
b. Problem design
c. Process design
d. Subject centered design

Analysis:
The correct answer is letter D - This type of curriculum design focuses on the educational
material, rather than a specific learning style. For example, a teacher may make a curriculum
design that focuses only on math concepts, using generalized activities that cater to a variety
of learning style.
Letter A is incorrect - Experience centered design - The experienced curriculum refers to
how the child responds to, engages with, or learns from the events, people, materials, and
social or emotional environment of the classroom.

8. What refers to the matching between curriculum and test to be used to assess the
learners?
a. Alignment
b. Auditing
c. Articulation
d. Delivery
Analysis:
The correct answer is Letter A - Alignment helps students understand how various parts of
the course fit together, which in turn helps them learn. Practice with feedback: Students
need multiple opportunities to practice using the knowledge and skills they are learning,
along with timely feedback.
Curriculum alignment brings teams of teachers together to plan instructions. Vertical
alignment is when teachers who teach the same content area meet across grade level
bands. Horizontal alignment is when teachers at the same grade level meet to coordinate
learning activities.

9. Ms. Mateo, a History teacher considers the element of time in arranging content of
her lessons in World History. What way of establishing sequence is given emphasis
by Ms. Mateo?
a. Simple to complex
b. Part to whole
c. Concrete to abstract
d. Chronological

Analysis:
Chronological is the adjective of chronology. It means arranged or organized in the order of
time. Without a strong sense of chronology–of when events occurred and in what temporal
order–it is impossible for students to examine relationships among those events or to explain
historical causality.

10. Mr. Rivera, a new teacher believes that education is a process of development and is
life itself; therefore, experience related to the child's need and interest should be
given primary consideration. What educational philosophy is being exhibited by Mr.
Rivera?
a. Idealism
b. Reconstructionism
c. Progressivism
d. Realism

Analysis:
The correct answer is letter C - John Dewey was an American philosopher and educator
who was a founder of the philosophical movement known as pragmatism. Progressivists
believe that education should focus on the whole child, rather than on the content or the
teacher. This educational philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through
experiencing the world. In this phylosophy "Everything is learned through practice and
Experience"
A pragmatic classroom will therefore involve a lot of group work, where students have to
come to mutual agreements. Pragmatic teachers should explicitly teach students group
work, cooperation and negotiation skills. They should then encourage children to practice
those skills throughout their daily tasks.
Letter A - Plato is considered by many to be the most important philosopher who ever lived.
He is known as the father of idealism in philosophy. Idealist teacher in a classroom aims to
develop students' spiritual, mental and moral being. Since idealists believe in character
development, they also believe that the teacher should be a role model for students to
emulate. Teaching is considered a moral calling.
Letter B - The Reconstructionist classroom setting is one where critical thinking and moral
reasoning are greatly emphasized, and students are taught social priorities. They also learn
about how they fit into society under the guidance of a competent tutor.
Letter D - Field Trip: Realism is in favour of learning by direct experiences. Realism
discourages rote learning and bookish knowledge and prefers hands-on experience for the
purpose of learning. It gives importance on field trips which facilitate learners to correlate
classroom learning with reality.

11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a

member of the school board has one of the following primary roles.
a. Support and participate in parent-school organization activities.
b. Authorize school expenditures for curriculum development, implementation
and evaluation
c. Enact legislation to effect curriculum improvement.
d. Recommend changes in curriculum.

Analysis:
Philippine Supreme Court Jurisprudence
SECTION 5.1. The Schools District
[G.R. NO. 157286 : June 16, 2006]
Supervisor. - A school district shall have a school district supervisor and office staff for
program promotion.

The main focus of his/her functions shall be instructional and curricula supervision aimed at
raising academic standards at the school level.

What can you suggest to improve the curriculum?

Re-evaluate goals or objectives. What is the goal your university strives to achieve?
Keep a trackof employee skills that are sought after.
Take job trends into consideration.

12. The schools in the first District plan to adopt the reading program used in the third
district. What level of curriculum improvement is used?
a. Variation
b. Value orientation
c. Substitution
d. Restructuring

Analysis:
CATEGORIES OF CURRICULUM CHANGE (Mcneil in 1990)

There are five categories of curriculum change. The five categories of curriculum change are
the following:
Substitution as a category of curriculum change means that the curriculum will be replaced
or substituted by a new [Link] improvement is the process of continuously making
instruction better based on students needs.
Example is changing a book with a new one.

Alteration means there will be minor changes in the existing curriculum

Restructuring or building new structure means making major changes or modifications in

the school system

Perturbation is considered as a disruptive change however, teachers are expected to adapt

to it within a fairly short period of time

Value Orientation - This classification will respond to shift in the emphasis that the teacher
provides which are not within the mission or vision of the school or vice versa.

13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the
curriculum content, it is better that throughout the high school years, economic
geography concepts be used to recur and be repeated with depth for effective
learning. What criterion in content selection is shown here?
a. Validity
b. Continuity
c. Significance
d. Learnability

Analysis:
Continuity- refers to the constant repetition, review, and reinforcement of learning. Lesson
should not stop after an evaluation. It must be repeated through review and reinforcement

14. The Filipino learners envisioned by the Department of Education (DepEd) in the light
of K-12 Curriculum is
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos

Analysis:
What is the K to 12 curriculum envisions?
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, .

What is the purpose of K-12 curriculum?

K-12 education is the foundation of a student's academic career. It provides the basic
knowledge and skills necessary for success in college and the workplace. K-12 education
also plays an important role in developing responsible citizens and preparing young people
for the challenges of adulthood.

The correct answer is letter B - Functionally literate or logistically developed Filipino -

functionality literate means The K to 12 graduate is equipped with the following 21st century
skills: (1) information, media and technology skills; (2) learning and innovation skills; (3)
communication skills; and (4) life and career skills. While logistically developed because with
the help of K12 Filipinos are more prepared.

15. Teacher Dominguito believes that a new respect for the child is fundamental in
curriculum. Thus, all activities in the classroom are geared towards the development
of the child - the center of the educative process. To which approach in curriculum
does Teacher Dominguito adhere?
a. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic

Analysis:
Learner-Centered Curriculum (LCC): ➢ Learner-centered curriculum focus primarily on
individual students' learning. ➢ This design emphasizes on individual development. ➢ This
approach is to organize the curriculum on the basis of LEARNER’S ✓ Needs ✓ Interests and
✓ purposes

16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
Captain in the school to solicit inputs for a new curriculum in Social Science which
highlights indigenous knowledge in the community. What is shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum

Analysis:
Community Members as Curriculum Resources • The community members may provide
materials in the existing local community can very well substitute for what are needed to
implement the curriculum. Respected community members maybe included in school
boards.

17. Teacher Bert puts emphasis on the immediate felt interests and needs of his
students and not on the anticipated needs and interests. What type of curriculum
does teacher Bert adheres?
a. Subject-centered
b. Learner-centered
c. Experience-centered
d. Culture-based

Analysis:
Experience- centered It refers to a sequence of educational experiences that develop from
the needs, interests, and goals of the students. Experience is what comes through activity. A
person is active throughout their life because they are constantly responding to external
stimuli in their physical and social environments.

18. What type of curriculum divides the school day into different periods such as
language arts, social studies, science and health, arithmetic, etc.?
a. Correlated
b. Broad fields
c. Integrated
d. Separate Subject

Analysis:
A subject based curriculum is one that is divided into different subjects like maths or history.
Each subject is distinct and there is little focus on making cross-curricular links. This type of
learning focuses on the subject, rather than the individual.

19. Which curriculum design element is taking place when Eduardo, a 4th year student
can connect the lessons he learned in a subject area to a related content in another
subject area?
a. Articulation
b. Balance
c. Continuity
d. Integration

Analysis:
Integration helps to achieve retention and engagement in classrooms, which yields higher
mastery of content standards.

20. The following curricular changes took place in what particular period? Restore Grade
VII, double-single session was abolished and more textbooks were written by Filipino
authors.
a. American Period
b. Philippine Republic
c. Japanese Occupation
d. New Society

Analysis:
Philippine republic- integrative- activty program-development of local suplementary
curriculum materials, resource units, curriculum guides, course study,
and other teaching- learning aids based on locala resources.
21. This concept includes the sub-processes of curriculum planning, organization,
implementation and evaluation. Which concept is this?
a. Curriculum development
b. Curriculum assessment
c. Curriculum management
d. Curriculum and instruction

Analysis:
Curriculum development is a process that aims to improve the curriculum by using various
approaches. A few of the commonly used techniques include need and task analysis,
objective design, choosing appropriate teaching and learning methods, choosing
assessment methods, and forming the curriculum committee and curriculum review
committee.

22. If curriculum is the "means", what is the "end"?

a. Strategies
b. Instruction
c. Technique
d. Approaches

Analysis:
What does it mean to be means to an end?
: something done only to produce a desired result.

In the simplest terms, 'curriculum' is a description of what, why, how and how well students
should learn in a systematic and intentional way. The curriculum is not an end in itself but
rather a means to fostering quality learning.

Instruction is the process of teaching and engaging students with content. (2) While
curriculum is the organized content and plan for engaging students with specific knowledge
and skills, instruction is how a teacher organizes time and activities in implementing that
content and plan

23. The curriculum used during the period in Philippine history terminated the use of
English as a medium of instruction, what period is this?
a. American
b. Spanish
c. Commonwealth
d. Japanese

Analysis:
Japanese educational policies were embodied in Military Order No. 2 in 1942. The
Philippineexecutive Commission established theCommission of Education, Health
and PublicWelfare and schools were reopened in June1942.
24. Which of the following statements about the concept of curriculum is NOT quite
acceptable?
a. It refers to all experiences that both the school and the teacher provide the
students with.
b. It is the set of acquired knowledge, habits and skills
c. It consists of everything that goes within the school.
d. It is a planned action for instruction

Analysis:

25. What process is being undertaken by curriculum developers when they enrich or
modify certain aspects of a particular program without changing its fundamental
conceptions?
a. Curriculum improvement
b. Curriculum change
c. Curriculum design
d. Curriculum implementation

Analysis:
CURRICULUM. IMPROVEMENT • Curriculum improvement is the process of continuously
making instruction better based on student’s needs.

26. What design element establishes the vertical linkage from level to level to avoid
glaring gaps and wasteful overlaps?
a. Articulation
b. Balance
c. Scope
d. Sequence

Analysis:
Vertical articulation of the curriculum refers to the set competencies taught to students in one
lesson, course, or grade level that prepares them for the next level of study with higher
competencies

Articulation is the process of developing a formal, written agreement that identifies courses
(or sequences of courses) from a "sending" campus that are comparable to, or acceptable in
lieu of specific course requirements at a "receiving" campus.

Organization of contents according to the sequence and continuity of learning within a given
knowledge domain or subject over time (vertical articulation to improve coherence) and the
scope and integration of curricular contents from different knowledge domains within a
particular grade level (horizontal articulation or balance to develop integration between
subjects, disciplines or knowledge domains).

27. What refers to the authenticity of the content selected by the curriculum developer?
a. Feasibility
b. Learnability
c. Significance
d. Validity

Analysis:
a. Feasibility- may be informal or highly structured evaluation exercises which analyst
the proposals in great detail and seek the views of stakeholders in and beyond the education
system. Feasibility studies are particularly important in determining the cost of effective
curriculum design and implementation.
b. Learnability- learnability refers to the 'ability of acquiring knowledge efficiently and
effectively'. Knowledge can refer to a theoretical or practical understanding of a subject.
c. Significance- having or likely to have influence
d. Validity- authenticity of the content

28. What do we call the allocation of content to a definite grade capable of learning?
a. Time allotment
b. Grade placement
c. Grade level
d. Maturity level

Analysis:
a. Time allotment- The amount of time to be devoted to instruction in a certain subject
or discipline according to official regulations, requirements or recommendations. It should be
distinguished from the time that is actually spent on learning.
b. Grade placement- which pattern of experience-centered curriculum centers around
the normal activities of children and is based on each child's needs, interests, and
potentials? child-centered.

29. Which pattern of experience-centered curriculum centers around the normal activities
of children and is based on each child's needs, interests and potentials?
a. Child-centered
b. Activity
c. Social function
d. Specific competencies

Analysis:
Child-centered- designed to promote a child's personal qualities rather than to provide
training or information

30. Which curriculum development phase focuses on the change which will take place in
certain aspects of the curriculum without changing the fundamental conceptions?
a. Curriculum planning
b. Curriculum design
c. Curriculum improvement
d. Curriculum evaluation

Analysis:
a. Curriculum planning- The process concerned with making decisions about what to
learn, why, and how to organize the teaching and learning process taking into account
existing curriculum requirements and the resources available.
b. Curriculum design- Curriculum design focuses on the creation of the overall course
blueprint, mapping content to learning objectives, including how to develop a course outline
and build the course. Each learning objective is met with assessment strategies, exercises,
content, subject matter analysis, and interactive activities.
c. Curriculum improvement- Curriculum development is the multi-step process of
creating and improving a course taught at a school or university. While the exact process will
vary from institution to institution, the broad framework includes stages of analysis, building,
implementation, and evaluation. Ideally, the curriculum development process should be one
of continuous improvement rather than a linear or stagnant approach.

31. Which is not a component of curriculum designing?

a. Objective
b. learning content
c. learning experiences
d. Diagnosis of needs

Analysis:
There are four main components in the basic curriculum, which allows it to be cohesive and
integral. These components are objectives (aims, and goals), content (subject matters),
learning experiences, and evaluation.

32. Which type of curriculum design serves as a response to society's demand for
integration of knowledge and enables the learner to see relationship among various
aspects?
a. Broadfield
b. Correlated
c. Core
d. Separate subjects

Analysis:
a. Broadfield- A broad field curriculum is a structure for accomplishing educational
outcomes that combines associated subjects into one broad field of study. It assimilates
separate subjects into a single course. This allows learners to see the association among
various elements in the curriculum.
b. Correlated- Correlation design is similar to broad-field design in that it is focused on
integration. The difference is that correlation design combines only two subjects while broad-
field will combine several subjects. In many ways, one could say that correlation design is a
simplistic version of broad-field design.
c. Core- The concept core curriculum is used to refer to areas of study in the school
curriculum or any educational program that is required by all students. The core curriculum
provides students with “common learning” or general education that is considered necessary
for all.
d. Separate subjects- A subject based curriculum is one that is divided into different
subjects like math or history. Each subject is distinct and there is little focus on making
cross-curricular links. This type of learning focuses on the subject, rather than the individual.
33. Who controls the subject centered-curriculum?
a. Learner
b. Teacher
c. Parent
d. Teacher and parent

Analysis:
Teacher- As an “Implementer” or “receiver”, the teacher role is to apply the developed
curriculum else where. In this role the teacher has the minimum of responsibility and
involvement in the curriculum development phase of the curriculum process, though he has
a significant role in the application phase of this process.

34. To provide individual differences in the classroom, how is curriculum designed?

a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized

Analysis:
Some degree of flexibility is provided-.A flexible curriculum allows students to explore their
classes more freely without being restricted to taking certain requirements. Since students
are not required to make a decision about their major until the end of their sophomore year,
there is a lot of time for exploration

35. To ensure success in curriculum development, which of the following specific actions
should a curriculum leader avoid?
a. Work with people over them.
b. Use your status frequently to establish discipline
c. Keep channels of communication open
d. Show that you too desire to improve

Analysis:
We shouldn't use your status but instead as a leader we must possess a good disciple to be
a role model to our jurisdiction

36. Which of the following is a reason for the continuous appraisal of the existing
curriculum in all levels?
a. New national policies in government
b. Changing needs and condition of society
c. Economic status of the people
d. Political trust of the country

Analysis:
Changing needs and condition of society- Society's values and norms determine the
standard of behavior in a given society and thus influence how effective a curriculum will
[Link] upholding good morals, this inevitably promotes good values and norms not only in
the school but the community as a whole.
37. Which of the following best defines curriculum development?
a. The total mental phenomena directly received at any given time
b. The planning of learning opportunities intended to bring about certain
desired changes in pupils and the assessment of the extent to which
these changes have taken place.
c. A continuous cycle of activities in which all elements of curriculum are
considered.
d. Education is aiding each child to be socially creative individuals.

Analysis:
The planning of learning opportunities intended to bring about certain desired changes in
pupils and the assessment of the extent to which these changes have taken place.

38. To build a sense of pride among Filipino youth, which should be done in the
curriculum?
a. Re-study our history and stress on our achievements as a people.
b. Re-study our history from the perspective of our colonizer.
c. Replace the study of folklore and myths with technical subjects.
d. Set aside the study of local history.

Analysis:
As a Filipino it is our responsibility to know our history.

39. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
a. Recommended Curriculum
b. Written Curriculum
c. Taught Curriculum
d. Supported Curriculum

Analysis:
Taught Curriculum- Taught Curriculum (also known as Operational Curriculum) The
Teachers, being the chief implementers of curriculum, occupy a crucial role in curriculum
decision making. Taking the students into consideration, they decide how to achieve the
intended learning outcomes. They decide the distribution of time to a particular
activity/content. Even the external pressures like external exams cannot limit their freedom
to exercise their own philosophy of instruction. In some countries teachers are given
considerable authority regarding curriculum, instruction and choice of instructional
resources, in others these choices are limited. curriculum that is delivered by the teachers to
the students is termed as Taught Curriculum.

40. Which statement about the subject-centered curriculum is NOT true?

a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
Analysis:
Subject-centered curriculum design revolves around a particular subject matter or discipline.
For example, a subject-centered curriculum may focus on math or biology. This type of
curriculum design tends to focus on the subject rather than the individual.

41. Schools divide the school hours to different subjects such as reading, grammar,
literature, math, science, history and geography. What curriculum design is referred
here?
a. Problem-centered
b. Learner-centered
c. Subject-centered
d. Culture-based

Analysis:
Subject-centered curriculum design revolves around a particular subject matter or discipline.
For example, a subject-centered curriculum may focus on math or biology. This type of
curriculum design tends to focus on the subject rather than the individual.

42. Which is NOT a description of the learner-centered curriculum?

a. Emphasis is on the total growth and development of the learners
b. Controlled and cooperatively directed by learners, teachers and parents
c. Education is a means to develop social creative individual
d. Emphasis upon facts and knowledge for future use

Analysis:
*Takes students interests into account
*Follows students' passions and capitalizes on their strengths
*Helps students form a strong learning community
*Gets away from the idea of the teacher as the primary expert of the class, and
*Works toward meeting individual students' needs as they grow.

43. The K-12 curriculum is otherwise called as

a. 2002 Basic Education Curriculum
b. Revitalized Basic Education Curriculum
c. Enhanced Basic Education Curriculum
d. Extended Basic Education Curriculum

Analysis:
Enhance basic education curriculum .
K-12, is a term used in education and educational technology for school. Which is a short
form for the publicly supported school grades prior to college.

44. What refers to an individual or group of individuals who have a direct and indirect
influence in curriculum development?
a. Stockholders
b. Stakeholders
c. Promoters
d. Incorporators
Analysis:
• Are individuals or institution that are interrelated in the school curriculum.
• They are the one who put into action and give life to the curriculum
• They shape the school curriculum implementation

45. What refers to the appropriateness of the content in the light of the particular
students who are to experience the curriculum?
a. Significance
b. Validity
c. Interest
d. Learnability

Analysis:
Learnability
The subject matter or content must be within the schema of the learners. It should be within
their experiences. Teachers should apply theories on psychology of learning in order to
know how subjects are presented, sequenced, and organized to maximize the learning
capacity of the students.

What is learnability? The desire or ability to grow and adapt your skills to remain employable
is learnability. It is more complex than it sounds as it entails going from periodically doing
and learning something new to adopting learning as a way of life. It's about seeking new
skills to learn on a continual basis.

46. Which of the following statements is NOT acceptable?

a. Instruction is the actual engagement of learners in the planned learning
activities.
b. Curriculum determines what assessment should be done, and how to do it.
c. Instruction requires teachers to use a variety of action to accomplish a variety
of functions.
d. Assessment establishes what is to be accomplished in teaching and
learning.

Analysis:
In education, the term assessment refers to the wide variety of methods or tools that
educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students.

47. Which characteristic of a good curriculum highlights the psychological nature of the
learner?
a. Provisions are made for the smooth transition and continuing achievement of
pupils.
b. Curriculum plans in areas which extend over several years are developed
vertically.
c. Classroom practices give attention to the maturity and learning
problems of each pupil.
d. Cooperative planning and teaching provide for exchange of information about
pupil's learning experiences.

Analysis:
An effective curriculum builds essential skills — including communication, refusal, assessing
accuracy of information, decision-making, planning and goal-setting, self-control, and self-
management — that enable students to build their personal confidence, deal with social
pressures, and avoid or reduce risk behaviors.

Psychology has played a huge role in curriculum development. In particular, the study of
cognitive development has helped guide curriculum development for some time. Influential
psychologists, like Jean Piaget and Lev Vygotsky, have helped educators to understand
what children are capable of learning at different ages.

48. Objectives must be evaluated in the light of practical considerations, including

teacher competence, availability of instructional materials, time allotment, etc. What
characteristic of educational objective is defined by the aforementioned statement?
a. Comprehension
b. Attainability
c. Consistency
d. Feasibility

Analysis:
Feasibility- Operation plan review criterion. The determination as to whether the assigned
tasks could be accomplished by using available resources. See also acceptability;
adequacy.

49. "Knowledge is true if it is workable". What philosophical foundation supports this

statement?
a. Idealism
b. Realism
c. Pragmatism
d. Essentialism

Analysis:
Pragmatism in education states that learning should be focused on life and growth. The
topics students study in school should have practical applications to their current or future
situations or careers. While topics like math and science can help students in their day-to-
day life, proponents of the pragmatism philosophy also argue that other topics should be
included in the curriculum to help students grow. Schools should not only teach information,
but also help students grow as people.

50. As a member of the curriculum committee, your chief concern is to give the child
freedom to choose what to learn and believe, as you allow them to set their own
identities and standards. What philosophy will you consider?
a. Existentialism
b. Realism
c. Idealism
d. Pragmatism

Analysis:
IT EXPLAINS

*There is no such thing as absolute value or meaning, humans are free to do whatever they
want.
*Life has no meaning except that meaning which is made through experiencing one's own
experiences.