Prof Ed Flashcards
1
Q
PD 1006
A
Professionalizing Teachers
2
Q
RA 7836
A
Philippine Teachers Professionalization Act of 1994
3
Q
RA 9293
A
Amended 7836
4
Q
RA 4670
A
Magna Carta of Public School Teachers
5
Q
RA 10157
A
Kindergarten Act
6
Q
RA 10533
A
K-12/Enhanced Basic Education Curriculum
7
Q
RA 7722
A
Commission on Highed Education (CHED)
8
Q
RA 7796
A
Technical Education & Skills Dev’t Authority (TESDA)
9
Q
RA 7610
A
Anti-Child Abuse Law
10
Q
RA 6728
A
Government Assistance to Students & Teachers in Private Education (GATSPE)
11
Q
RA 8545
A
Amended 6728 (GATSPE)
12
Q
RA 7277
A
Magna Carta for Persons With Disabilities (PWD)
13
Q
RA 9442
A
Amended 7277
14
Q
RA 1425
A
Rizal Law
15
Q
RA 6713
A
Code of Conduct & Ethical Standards for Public Officials
16
Q
Memorandum 514
A
Budget of Special Hardship Allowance (25% of allowance)
17
Q
RA 6655
A
Free Public Secondary Education Act (1988)
18
Q
RA 7160
A
Local Government Code Act (1991)
19
Q
RA 8491
A
Flag & Heraldic Code of the Philippines
20
Q
RA 7877
A
Anti-Sexual Harrassment Act
21
Q
RA 9262
A
Anti-violence Against Women & Their Children Act (2004)
22
Q
RA 10627
A
Anti-bullying Act (2013)
23
Q
RA 10931
A
Free Tertiary Education Act
24
Q
RA 10968
A
Philippine Qualification Framework
25
RA 9155
From the Department of Education, Culture, and Sports (DECS) to the Department of Education (DepEd) -- Arroyo
26
RA 10912
Continuity Professional Development Act (2006)
27
RA 11650
Inclusion of Learners with Disability to Inclusive Education
28
RA 10713
Data Privacy Act
29
RA 10175
Cybercrime Prevention Act
30
RA 9994
Expanded Senior Citizens Act of 2010
31
RA 8094
Anti-hazing Law
32
RA 7798
Education Act (1982)
33
RA 9163
NSTP Act
34
RA 3562
Education of the Blind Act
35
RA 7356
Establishment of National Commission for Culture and the Arts (NCAA)
36
RA 8525
Adopt-a-School Act (1998)
37
RA 10963
Tax Reform for Acceleration & Inclusion (TRAIN) Law
38
RA 8980
Early Childhood Care & Development Act (ECCD)
39
RA 6972
Barangay-level Total Level & Protection of Children Act
40
RA 6014
Creating the Students' Loan & Fund Authority
41
DepEd Order #42, s. 2017
Philippine Professional Standards for Teachers (PPST)
42
Oath-taking of professional teachers
Mandatory/ required
43
Given to teachers who are assigned to hazardous or dangerous environments
Hardship Allowance (Mem 514)
44
First legal basis to make teaching a profession after the 1987 Philippine Constitution
RA 7836 (PTPA 1994)
45
DepEd Order #32, s. 2009
National Competency-Based Teacher Standards (NCBTS)
46
Tool issued by DepEd for self-assessment
Teacher Strengths and Needs Assessment (TSNA)
47
"Adding" new knowledge
Assimilation
48
"Modifying" learned concepts
Accommodation
49
"Balance" between adding and changing
Equilibruim
50
"Dissonance" - factors affecting balancing knowledge
Disequilibruim
51
Mouth is the erogenous zone
Oral stage
52
Nail-biting, smoking cigarettes, fixation
Oral receptive
53
Verbal, saying lots of things
Oral aggressive
54
Anus is the erogenous zone
Anal stage
55
The tendency to cope with conflicts later in life by demonstrating an extreme sense of cleanliness and orderliness
Anal retentive
56
The state of a person who exhibits cruelty, emotional outbursts, disorganization, self-confidence, artistic ability, generosity, rebelliousness and general carelessness
Anal expulsive
57
The seemingly random and involuntary movements of young babies as they react to the world around them
Unoccupied play (birth to 3 months)
58
The stage in which a child starts to explore alone
Solitary play (birth to 2 years)
59
The earliest stages of play when children watch others play, but do not join in
Onlooker play (2 years old)
60
A form of play in which children play adjacent to each other, but do not try to influence one another's behavior
Parallel play (2+ years old)
61
Stage of play when children play together, but have different ideas and goals
Associative play (3-4 years old)
62
Stage of play when children play together with shared goals
Cooperative play (4+ years old)
63
MOOCs are considered massive because
They can accommodate a big number of learners
64
Teacher A demonstrates how to work with a math app that provides practice in adding mixed fractions. The students then work independently with the app to provide them with sufficient practice in adding mixed fractions. This shows technology integration which is _______.
Entry-active
65
A Science teacher uses a powerpoint presentation to show the classification in kingdom Animalia. The teacher then teaches them how to use a software in making graphic organizers. Students then use this to create their own graphic organizers to classify animals. This shows technology integration which is _______.
Adoption-constructive
66
Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out whether the app taps the skills found in the Grade 8 standards to ensure that this app will be helpful in meeting her objectives. She wants to make sure it is not too easy nor too difficult for her students. Which criterion is she focusing on?
Appropriateness
67
Miss Castro is evaluating an early literacy app for her kindergartens. She is making sure the app is uncluttered in appearance, is arranged in some order of difficulty, and that icons represent what they were intended to represent. Which criterion is she focusing on?
Organization
68
Miss Tria is preparing slides for her lesson demonstration, she remembers to apply the rule of six. Most likely she will ________.
Have six lines on each slide with each line having not more than six words
69
MOOCs are considered as a course because
They have a guide or a syllabus that indicates content, objectives, activities, and assessment
70
What could be the content/topic when the teacher asked the learners to define curriculum and complete a matrix on the differences between traditional and progressive curriculum?
The meaning of curriculum
71
Ordinary people consider curriculum as ___________.
I. A list of subjects
II. Courses to complete
III. Subjects to undertake
72
In order to have effective teaching and learning, there must be an adequate utilization of learning materials. What type of curriculum is this?
Curriculum development is a cooperative group
activity - Supported curriculum
73
When a school believes that the curriculum should highly focus on Math, Science, and other fundamental intellectual disciplines, this school believes in the curriculum view of ___________.
Arthur Bestor
74
What processes usually comes first in developing a curriculum?
Identifying learning goals and objectives
75
This curricularist uses unique and out-of-the-box strategies to make his/her class highly engaging.
Innovator
76
Who are the primary movers in the implementation of the changes made to the curriculum?
Teachers
77
Considering that curriculum is a dynamic process, this person puts premium in the role of the teachers’ participation in developing the curriculum
Hilda Taba
78
The best feature of Tyler’s rationale
Planning phase
79
This curricularist attends seminars, workshops, and pursues graduate work.
Knower
80
This curricularist has published researches, books, manuals, and other instructional materials.
Writer
81
The Philippine Association for Teachers and Educators (PAFTE) proposed a new curriculum for Teacher Education to make the graduates globally competitive. What type of curriculum is this?
Recommended curriculum
82
When teachers conduct a series of evaluation to determine the extent of teaching, what must be implemented?
Assessed curriculum
83
A barangay official suggested that fishing and marine life be included in the barangay public school so that learners will have a background on the primary livelihood in their area. This is based on what curriculum design model?
Career-centered
84
What is described as “did not meet expectations”?
Below 75%
85
PPST Domain 1
Content Knowledge and Pedagogy
86
PPST Domain 2
Learning Environment
87
PPST Domain 3
Diversity of Learners
88
PPST Domain 4
Curriculum and Planning
89
PPST Domain 5
Assessment and Reporting
90
PPST Domain 6
Community Linkages and Professional Engagement
91
PPST Domain 7
Personal Growth and Professional Development
92
Why is there a need for PTCs?
To help their child in their academic performance
93
Why is there a need to design IPPDP?
To guide you in your personal and professional advancement
94
Why is there a need to do action research?
To improve teaching practice
95
Steps in action research
Observe, reflect, plan, act (ORPA)
96
First step in doing an action research
Look for problems to solve
97
How to make your action research beneficial to learning
Results will lead to improvement of instruction
98
Next steps after action research
Utilize the research
99
Student's portfolio
Collection of learning artifacts (evidence in learning)
100
Importance of portfolio
To tract students' achievement or progress
101
How to keep a systematic portfolio
Have a good filing system
102
Why use portfolio for students?
To reflect and improve one's performance
103
Why needed exit clearance?
For accountability purposes
104
Why needed exit clearance?
For accountability purposes
105
Most important use of narrative reports
Account for all teaching experiences.
106
Most important use of narrative reports
Account for all teaching experiences.
107
Why is there a need to evaluate teaching internship?
Improve the delivery of teaching internship
108
Why need to submit all requirements before leaving cooperating school?
To uphold one's dignity as a teacher
109
Why need to submit all requirements before leaving cooperating school?
To uphold one's dignity as a teacher
110
What is needed to be settles before leaving any school?
Forms required by the school, financial matters, papers, and other requirements
111
Most important aspect when giving an orientation
dos and don'ts
112
DepEd Order #40, s. 2012
DepEd Child Protection Policy
113
Blueprint in the classroom
Lesson plan
114
Parts of the lesson plan
Objectives, subject matter, learning strategies, evaluation, assignment (OSLEA)
115
When best to establish classroom rules
Start of the school year
116
Self-learning module
Modular
117
Most positive parenting
Authoritative
118
Cost-saving materials
Indigenous resources
119
Father of modern psychology
Wilhelm Wudnt
120
Father of psychoanalysis and psychosexual theory
Sigmund Freud
121
Father of education and pedagogy
Johann Heinrich
122
Father of classical conditioning
Ivan Pavlov
123
Father of operant conditioning
Burrhus F. Skinner
124
Father of meaningful learning
David Ausubel
125
Father of spiral curriculum and discovery learning
Jerome Bruner
126
Father of social cognitive learning
Albert Bandura
127
Connectionism Theory
Edward Thorndike
128
Insight Learning
Wolfgang Kohler
129
Psychosocial Development Theory
Erik Erikson
130
Moral Development Theory
Lawrence Kohlberg
131
Stages of Play
Mildred Parten
132
Parenting Styles Theory
Diana Baumrid
133
Cognitive Learning Theory
Jean Piaget
134
Theory of Multiple Intelligences
Howard Gardner
135
Behavioral Theory (Little Albert)
John Watson
136
Hierarchy of Needs and Motivation Theory
Abraham Maslow
137
Socio-cultural Theory of Cognitive Development, Linguistic Theory, Scaffolding
Lev Vygotsky
138
Blank Slate Theory, Empiricism
John Locke
139
Learning By Doing Theory
John Dewey
140
Father of Sociology
Auguste Comte
141
Bloom's Cognitive Domain Taxonomy (KCAASE)
Benjamin Bloom
142
Types of curriculum
Written, Recommended, Assessed, Taught, Hidden, Learned, Supported (WRATHLS)
143
Curriculum proposed by scholars and professional organization
Recommended curriculum
144
Implement or deliver lessons based on a curriculum that appear in school, district or division documents
Written curriculum
145
Content is authentic and relevant to the objectives
Validity
146
Concepts be used to recur and be repeated with depth for effective learning
Continuity
147
Content will contribute the basic ideas, concepts, principles, and generalization to achieve the overall aim of the curriculum
Significance
148
Appropriateness of the content; subject matter should be within the range of the experience of the learners
Learnability
149
Usefulness of the content of subject matter
Utility
150
Instructional activities may serve to reflect the teacher’s philosophy in teaching
The setting of learning outcomes, choices of teaching methods
151
Planned routine activity that a teacher can effectively apply in order to enrich her literature lesson on Shakespeare’s Romeo and Juliet
Viewing a related film
152
Best implement research-based learning
Information data gathering
153
Excluded in the definition of professional teacher in the Code of Ethics
The Librarian
154
In the problem-solving method of teaching. Which is the primary role of the teacher?
Clarifier
155
Which is understood by an eye wink, simple nodding of a head, or wave of a hand?
Gestures
156
How are books, magazines, journals and manuals classified?
Print materials
157
An acceptable initiative conducive to the teacher’s making a difference in the achievement of new generations of the country’s youth
Quality teacher preparation
158
It is important to consider by way of lesson continuity especially when introducing a new lesson
Relate new ideas to past lesson
159
For meaningful teaching, boundaries among disciplines should be lesser and so a topic must be a target from multi-perspective, what teaching approach should be used then?
Integration
160
When teachers are convinced that it is best to teach students the skill to adapt to change since change is the only thing permanent in this world
Philosophy of Pragmatism
161
In doing research, what will support a conclusion of a study so that it can be valid and trusted?
Factual evidence
162
What does a philosophy of education provide for the school agenda and those who benefit from educational work?
Curriculum
163
You are required to formulate your own philosophy of education in the course, the Teaching Profession. Based on Bloom's revised taxonomy, at which level of cognitive processing are you?
Creating
164
If a child was raised by authoritative parents, how will most likely will he/she behave in class?
Relates well to classmates
165
The Department of Education gives greater emphasis on the development of basic
skills. What is the philosophical basis for this?
Philosophy of Essentialism
166
Learning Philosophy that focuses on self/individual
Philosophy of Existentialism
167
Teacher M views his students as unique, free-choosing, and responsible individuals. All classroom activities revolve around the said premise. What philosophy underlies this?
Philosophy of Existentialism
168
Learning Philosophy that focuses on the unchanging truth
Philosophy of Perennialism
169
Learning Philosophy that focuses on the unchanging truth
Perennialism
170
Learning Philosophy that emphasizes the needs and interests of the children
Philosophy of Pragmatism
171
Religious rituals in the classroom and in the school programs prove the deep natural religiosity of Filipinos. Which philosophy has greatly contributed to this tradition?
Confucianism
172
The philosophy that influences the idea of continuing educational system
Buddhism
173
The philosophy that advocates religious rituals in the schools
Confucianism
174
The philosophy that emphasizes a commitment to an ideal way of life
Hinduism
175
The philosophy that advocates that useful knowledge is necessary for the benefit of the self and of humanity
Islam
176
Kiko is very attached to his mother, and Sharon is very attached to his father. In what dev't stage are they at, accdg to Freud?
Phallic stage
177
Genitals are the erogenous zone
Phallic stage
178
Stage where socialization takes place
Latency stage
179
A decrease in the frequency of certain behaviors as a result of seeing others punished for the same actions (learned experience/punishment)
Vicarious punishment
180
Higher-order questions: divergent questions; lower-order questions: __________
convergent question
181
For maximum interaction, Teacher Jervy ought to avoid __________ questions
leading
182
One role of play n the preschool and early childhood years
Story-telling to increase imagination -- expand knowlege and emotional range
183
Primary criterion that should guide a teacher in the choice of instructional devices
Appropriateness
184
Major advantage of a curriculum-based assessment
It connects testing with teaching
185
In the problem-solving method of teaching, what is the primary role of the teacher?
Clarifier
186
The __________ setting in the Filipino home is reinforced by a classroom teacher who prescribes what pupils should do
Authoritarian
187
The tendency to emphasize so much on school beautification to the detriment of pupils' performance illustrates the __________.
Filipino's love for "porma" over substance
188
Selective reading technique meant at getting important facts very fast
Scanning
189
Reading technique of getting the main idea of the text
Skimming
190
What best indicated the effectiveness of classroom activities?
Application of learned concepts in their daily lives
191
The tendency to imitate elders is very strong in the early childhood stage. Teachers should there fore be good __________.
Role models
192
A student who was diagnosed to have high IQ levels is failing in his academic subject. What should the teacher do to help him?
1:1 conversation and find out his problem
193
Gender is culturally and __________ constructed.
socially
194
Objective paper-and-pencil tests or 0-1 tests
Traditional assessment
195
Assessments that involve real-world tasks that are complex and multifaceted
Alternative assessments
196
Assessment where a student actually demonstrates skill learned
Performance-based (Performance task)
197
Compilation of students outputs over a period of time
Portfolio
198
Assessment based on the behavior or attitude of the student
Affective
199
Tools used in traditional assessments
Standardized tests, objective tests, written exams
200
Limitations of traditional assessment
Easy to cheat
201
Limitations of performance-based assessment
Scoring tends to be subjective and time-consuming
202
Assessment that focuses on students using and applying knowledge and skills in real-life settings
Authentic Assessment
203
A portfolio where all outputs of the student, from start to finish, are contained
Documentation/ Working Portfolio
204
A portfolio where the best outputs of the student are contained
Product/ Showcase Portfolio
205
A portfolio where all outputs and higher-order cognitive activities of the student, from start to finish, are contained
Process Portfolio
206
Methods of Affective Assessment
Teachers' observations, peer ratings students' self-reports
207
Evaluation that is done before instruction or before the start of the SY. It determines the mastery of prerequisite skills and readiness of students
Placement/ Preliminary Evaluation
208
Evaluation that is done during instruction. It may be given at any time during the teaching and learning process. Also known as assessment FOR learning
Formative Evaluation
209
Most essential difference between formative evaluation tests and preliminary evaluation tests?
Formative test - for students' mastery of specific lessons
Placement test - used for inventory of students' prior skills
210
Evaluation that is done at the end of a particular unit, usually occurs toward the end of a period of learning. Also known as assessment OF learning
Summative Evaluation
211
Evaluation that is done before and during instruction, it judges the students' level of performance to find solutions and remedies to problems and difficulties of the student
Diagnostic Evaluation
212
What should be the basis of remedial instruction?
Identified systematic errors by students
213
Assessment or evaluation that is described as the process of measuring and comparing performances
Summative Assessment/ Evaluation
214
Assessment that is compared with growing and watering the plants appropriate to their needs, thus affecting directly their growth
Formative Assessment/ Evaluation
215
Refers to the degree to which a test measures what is intended to be measured, it is the most important criterion of a good examination
Validity
216
Refers to the consistency of scores obtained by the same person when retested using the same instrument or one that is parallel to it
Reliability
217
The very psychological principle or purpose of employing multi-cultural instructions?
Recognize individual differences
218
At the end of every learning principle, Teacher B gives a formative test. What principle is she observing?
Law of Exercise
219
The most important feature of existentialism is the recognition of the individual and his
Ability to make own choices or references
220
Most of our preschool centers have a home atmosphere called a "prepared environment" so that the kids will not have difficulty adjusting to the formal school setting. Who was the proponent of this idea?
Maria Montessori
221
In grading students' performance, what is referred to as a teacher's generosity error?
A teacher who has a tendency to give high grades compared to the rest
222
The distribution of a class that is composed of academically poor students will most likely be __________.
Skewed to the right
223
The tangible parts of a technological device
Hardware
224
Standard deviation: measure of variations ; __________: measure of central tendency
Mode
225
A computer-based instructional tool that can help revise written work such as short stories and essays
Word processing
226
When choosing an instructional aide or device, the primary consideration of the teacher would be _________.
Appropriateness/ Suitability
227
Teacher G clears his throat to communicate disapproval of a student's behavior. Which specific influence technique is this?
Signal interference
228
In his conduct of item analysis, Teacher H found out that more from the lower group got test item #6 correctly. This means that the test item has a __________ discriminating power.
Negative
229
Teacher J wants to compare two concepts. With which technique can he accomplish this best?
Venn diagram
230
The scores pile up between -1 SD and +1 SD
The score distribution follows the normal curve.
231
When necessary conditions are present, the use of inductive method is preferred because __________.
There is greater active participation on the part of pupils
232
These skills are commonly referred to as IMT (Information, Media, and Technology) skills and pertain to distinct aspects of digital understanding. The assistance provided enables students to comprehend factual information, particularly statistical figures, that they may come across on the internet.
Literacy Skills
233
It helps the student to identify facts by using technology and separate misinformation that floods the Internet
IMT/ Literacy Skills
234
As stated in Article XIII of the Code of Ethics, the assessment of the student's performance should be founded on the caliber and excellence of their __________.
Performance
235
The primary goal of action research
To improve practice
236
The first step in the action research process
Planning
237
Which teaching principle does a teacher satisfy when the student's age and cognitive processes are considered when presenting content activities?
Student Development
238
This type of test's strength is its broad sampling
Objective test
239
Which part of the lesson is involved in giving situations or activities based on the concepts learned?
Application
240
In Music, Teacher K wants to teach the class how to play the piano in the Key of C. What should be his objective?
To play the piano in the key of C chords
241
Why should teachers provide positive feedback and realistic praise?
To motivate the students to study
242
Developmentally appropriate teaching practices are primarily based on __________.
Learner age and abilities
243
How can a teacher encourage creativity in the classroom?
Encourage diverse perspectives and open-ended projects
244
The Philippine Elementary School Curriculum gives greater emphasis on the development of BASIC skills, like reading, writing, and arithmetic. What is the philosophical basis for this?
Essentialism
245
This variable stands alone and cannot be changed by other variables that are being measured
Independent variable
246
What is not a factor to consider when differentiating instructions?
Learner's physical appearance
247
What is the primary factor that influences the biological development of Filipino children?
Genetic make up
248
A child follows the rules set by the teacher because he fears punishment. What stage of Kohlberg's moral development is he in?
Preconventional stage
249
Teacher L teaches his pupil that pleasure is not the highest good. What philosophy is he against?
Hedonism
250
The teacher's focus is on the social, psychological, and physical aspects of learning where all students can engage in the different learning activities towards high-attaining standards of learning.
PPST Domain 2: Learning Environment
251
Which RA provides for government assistance to students and teachers in a private education (GASTPE)?
RA 6728
252
Most abstract area in Edgar Dale's Cone of Experience?
Verbal symbols
253
Way of establishing validity by examining the physical appearance of the test, i.e. choice of font, font size, margins, etc.
Face validity
254
Way of establishing validity by establishing a link between the underlying psychological construct the teacher wishes to measure and the visible performance the teacher chooses to observe. The test item must be really aligned with the competency
Construct validity
255
Internal -- Attitude, values, interests, knowledge
Psychological construct
256
External -- Observable and measurable
Manifestations
257
Way of establishing validity by making sure that the content of the exam was really taught to the test takers (Item sampling)
Content validity
258
Way of establishing validity that indicated how well the students' performance on a test correlates with their performance on relevant criterion measures external to the rest. (External measure)
Compare the result of the test with previous test results
Criterion validity
259
Way of establishing validity that indicated how well the students' performance on a test correlates with their performance on relevant criterion measures external to the rest.
Compare the result of the test with previous test results
Criterion validity
260
Teacher D proofreads her exam before administering it. What type of validity is established?
Face validity
261
Teacher Z correlates the result of the periodical exam to the result of formative tests. What type of validity is established?
Criterion validity
262
Teacher B gives a test twice to the same group with any time interval between sets from several minutes to several years (1 instrument, 2 times). What type of reliability measure did she establish?
Measure of stability
263
What method is used to establish a reliability measure of stability?
Test-retest
264
Teacher M gives parallel forms of the test at the same time (2 instruments, 1 time). What type of reliability measure did she establish?
Measure of equivalence
265
What method is used to establish a reliability measure of equivalence?
Equivalent forms
266
Teacher U gives a parallel form of test with increased time intervals between forms
Measure of stability and equivalence
267
What method is used to establish a reliability measure of stability and equivalence?
Test-retest with equivalent forms
268
Interpretation of the correlation coefficient
Perfect negative correlation
-1
269
Interpretation of the correlation coefficient
Perfect positive correlation
1
270
Interpretation of the correlation coefficient
No relationship
0
271
Interpretation of the correlation coefficient
Positive correlation
0.5
272
Interpretation of the correlation coefficient
Negative correlation
-0.5
273
Interpretation of the correlation coefficient
Low positive/ Low negative correlation
When closer to 0
274
Interpretation of the correlation coefficient
High positive/ High negative correlation
When closer to 1
275
Percentage of the upper and lower groups of the examinees during item analysis for a class of more than 30 students
27%
276
Percentage of the upper and lower groups of the examinees during item analysis for a class of less than or equal to 30
50%
277
Refers to the proportion of students who get each item correctly
Difficulty index/ Facility index
278
Difficulty/ Facility Index = 0-0.20
Very difficult (reject)
279
Difficulty/ Facility Index = 0.21-0.40
Difficult (revise)
280
Difficulty/ Facility Index = 0.41-0.60
Average (retain)
281
Difficulty/ Facility Index = 0.61-0.80
Easy (revise)
282
Difficulty/ Facility Index = 0.81-1
Very easy (reject)
283
It tells the ability of a test to separate or discriminate those students who scored high on the total test and those who scored low. It is considered the basic measure of the validity of a test item
Discrimination Index
284
Discrimination Index = 0.40 and above
Very good (retain)
285
Discrimination Index = 0.30-0.39
Reasonably good (retain)
286
Discrimination Index = 0.20-0.29
Marginal (revise)
287
Discrimination Index = Below 0.20
Poor (reject)
288
This index means that more students in the lower group got the test item correctly
Negative discrimination
289
A descriptive/ qualitative measurement scale that measures data by name, gender, color, ethnicity
1st level: Nominal data
290
A descriptive/ qualitative measurement scale that order can be ranked, i.e. frequency of occurrences, level of agreement, socioeconomic status, letter grades
2nd level: Ordinal data
291
A quantitative measurement scale in which the difference between the two variables is meaningful, i.e. test scores, and temperature. (It cannot accommodate absolute zero)
3rd level: Interval data
292
A quantitative measurement scale in which data can be added, subtracted, multiplied, and divided, i.e. height, weight, employment rate, crime rate, annual sales. (It has an absolute zero)
4th level: Ratio data
293
Runs against the Filipino value to forgive
Inability to forgive
294
A family type that consists of two parents and at least one child
Nuclear family
295
A family type that consists of one parent raising one or more children on their own
Single-parent family
296
A family type that consists of two or more adults who are related, either by blood or marriage, living in the same home
Extended family
297
A family type that consists of a new husband, wife, or spouse and their children from previous marriages or relationships
Stepfamily
298
A family type that the children are brought up by the grandparents
Grandparent family
299
A daughter stays with or near her family after marriage and her husband moves to where her family resides
Matrilocal family
300
A son stays with or near his family after marriage and his wife moves to where his family resides
Patrilocal family
301
A family where after marriage the married couple changes their residence alternatively. Sometimes wife joins in her husband's house while at some other times husband resides in the wife's house
Bilocal family
302
A family type of post-marital residence in which a newly married couple resides separately from both the husband's natal household and the wife's natal household
Neolocal family
303
In this family system, the mother is the supreme lord of the family property. She makes all decisions in both society and in her family unit, holds all positions of power and authority, and is considered superior
Matriarchal family
304
In this family system, the father is the supreme lord of the family property. He makes all decisions in both society and in his family unit, holds all positions of power and authority, and is considered superior. He presides over all the religious rites of the family.
Patriarchal family
305
A political philosophy that builds on the concept of social equality, prioritizing it for all people
Egalitarian
306
Materials used for course content and strategies
Syllabus
307
This type of curriculum is formally put down in writing and documented for teaching. These materials can include an educator’s instruction documents, films, text, and other materials they need
Written Curriculum
308
This type of curriculum refers to how teachers actually teach. This is a less predictable and less standardized type of curriculum because how an educator delivers material can vary from one to the next. It can also change based on the types of tools a teacher has at their disposal.
Taught Curriculum
309
This type of curriculum involves the additional tools, resources, and learning experiences found in and outside a classroom. These include textbooks, field trips, software, and technology, in addition to other innovative new techniques to engage students
Supported Curriculum
310
This type of curriculum is also known as a tested curriculum. It refers to quizzes, tests, and other kinds of methods to measure students’ success
Assessed Curriculum
311
This type of curriculum stems from what experts in education suggest. It can come from a variety of different sources, including nationally recognized researchers, policymakers and legislators, and others. It focuses on the content, skill sets, and tools educators should prioritize in the classroom.
Recommended Curriculum
312
This type of curriculum is not planned, but it has a significant impact on what students learn. It is not always communicated or formally written down and includes implicit rules, unmentioned expectations, and the norms and values of a culture.
Hidden Curriculum
313
This type of curriculum refers to what students walk away with from a course. This includes the subject matter and knowledge they learned from a course, but it can also include additional changes in attitude and emotional well-being.
Learned Curriculum
314
Evidence for learning
Changed behavior
315
The measure of the spread of scores
Standard deviation
316
The number that occurs most often in a data set
Mode
317
The middle value when a data set is ordered from least to greatest
Median
318
The arithmetic average of a data set; found by adding all numbers in the data set and then dividing by the number of values
Mean
319
The measure of how dispersed the data is in relation to the mean
Standard deviation
320
The measure of the difference between the smallest and largest observations
Range
321
In the Enhanced Basic Education Act of 2013 (RA 10533), what is addressed by the mention of the Madrasah (school) curriculum that is given attention for inclusive education?
Muslim children
322
Best measurement of recalling factual information
short-answer items
323
Measure of central tendency that is most influenced by extreme scores
Mean
324
Providing more extensive sampling of course content
Advantage of multiple-choice items
325
Most important duty of a teacher
Evaluating the students' progress
326
In Krathwohl's affective domain of objectives, it is the lowest level of affective behavior
Receiving
327
Value measurement instrument of sentence/ story completion
Projective technique
328
It can be said when students' performance is a positively skewed score distribution
Most students performed poorly
329
A teacher wants to make a scoring rubric for a student's output. What format will use differential weights for the qualities of a product of a performance?
Analytic rubric
330
Types of ability that is generally measured by intelligence tests
Quantitative, reasoning, verbal
331
collaborating with different stakeholders
"research is interactive"
332
exploring different academic disciplines
"research is interdisciplinary"
333
combining data of information from different sources
"research is integrative"
334
creating a solution, proposing a strategy that is outside the box
"research is innovative"
335
in-depth study of one person, group, or event
case study
336
most appropriate as choice of interventions in action research
it is doable, should be practical and simple
337
a process of systematic, reflective inquiry to improve educational practices or resolve problems in any operating unit
action research
338
able to speak 2 languages
bilingual ability
339
focusing on improving one's ability to understand and extract the main ideas and important information form a given text
reading exercises
340
a scientific study of humanity, its culture and society
anthropology
341
a society where people from different countries share a common culture
global society
342
how education should view the Global Society
global societies should be interacting and interdependent with each other
343
accepting beliefs uncritically
indoctrination
344
attention is fixed on the act and its reproduction
conscious imitation
345
reproduction is entirely mechanical (muscle memory)
unconscious imitation
346
5 pedagogical approaches
constructivist, inquiry-based, reflective, integrative, collaborative approach -- CIRIC
347
specific to general
inductive (started from examples, then the rule)
348
general to specific
deductive (rules then examples)
349
rubric best to use if the teacher intends to examine the individual components of a product or output
analytic
350
recall facts & basic concepts; define, duplicate, list, memorize, state in Bloom's Taxonomy
Remember
351
Explain ideas or concepts; classify, describe, discuss, explain, locate, recognize in Bloom's Taxonomy
Understand
352
Use of information in a new situation; execute, implement, solve, use, demonstrate, interpret, operate in Bloom's Taxonomy
Apply
353
Draw connection among ideas; differentiate, organize, relate, compare, contrast, distinguish, examine, expirement, question, test in Bloom's Taxonomy
Analyze
354
Justify a stand or decision; appraise, argue, defend, judge, select, support, value, critique, weigh in Bloom's Taxonomy
Evaluate
355
Produce new or original work; Design, assemble, construct, conjecture, develop, formulate, author, investigate in Bloom's Taxonomy
Create
356
is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them in the Affective Domain
Receiving
357
is committed in some small measure to the ideas l, materials, or phenomena involved by actively responding to them in the Affective Domain
Responding
358
is willing to be perceived by others as valuing certain ideas, materials, or phenomena in the Affective Domain
Valuing
359
is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy in the Affective Domain
Organization
360
by value or value set is to act consistently in accordance with the values he or she has internalized in the Affective Domain
Characterization
361
Sensory cues to guide motor in the Psychomotor Domain
Perception
362
mental, physical, and emotional dispositions that make one respond in a certain way to a situation in the Psychomotor Domain
Set
363
first attempts at a physical skill; trial and error coupled lead to better performance in the Psychomotor Domain
Guided response
364
responses are habitual with a medium level of assurance and proficiency in the Psychomotor Domain
Mechanism
365
complex movements are possible with a minimum of wasted effort and a high level of assurance they will be successful in the Psychomotor Domain
Complex Overt Response
366
Movements can modified for special situations in the Psychomotor Domain
Adaptation
367
New movements can be created for special situations in the Psychomotor Domain
Origination
368
refers to the tendency of the child to focus only on one aspects of a thing or event and exclude other aspects in Piaget's Cognitive Development Theory
Preoperational - Centration
369
children still have the inability to reverse their thinking. They can understand that 2+3 is 5, but cannot understand that 5-3 is 2 in Piaget's Cognitive Development Theory
Preoperational - Irreversibility
370
the tendency of children to attribute human-like traits or characteristics to inanimate objects in Piaget's Cognitive Development Theory
Preoperational - Animism
371
the child's type of reasoning that is neither inductive nor deductive in Piaget's Cognitive Development Theory
Preoperational - Transductive
372
is the understanding that whether an object can be sensed has no effect on whether it continues to exist in Piaget's Cognitive Development Theory
Sensorimotor - Object permanence
373
refers to the ability of the child to perceive the different features of objects and situations.
This allows the child to be more logical when dealing with concrete objects and situations in Piaget's Cognitive Development Theory
Concrete operational - Decentering
374
The child can now follow that certain operations can be done in reverse in Piaget's Cognitive Development Theory
Concrete operational - Reversibility
375
This is the ability to know that certain properties in objects in Piaget's Cognitive Development Theory
Concrete operational - Conservation
376
This refers to the ability to order or arrange things in a series based on one dimension such as weight, volume, or size in Piaget's Cognitive Development Theory
Concrete operational - Seriation
377
Thinking becomes more logical; can solve abstract problems and can hypothesize in Piaget's Cognitive Development Theory
Formal operational
378
The ability to come up with different hypotheses about a problem and to gather and weigh data in order to make final decisions or judgments in Piaget's Cognitive Development Theory
Formal operational - Hypothetical reasoning
379
This is the ability to perceive the relationship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem in Piaget's Cognitive Development Theory
Formal operational - Analogical reasoning
380
This is the ability to think logically by applying a general rule to a particular instance or situation in Piaget's Cognitive Development Theory
Formal operational - Deductive reasoning
381
This law states that similar things tend to appear grouped together. Grouping can occur in both visual and auditory stimuli
Law of Similarity
382
This law holds that when you're presented with a set of ambiguous or complex objects, your brain will make them appear as simple as possible
Law of Prägnanz
383
This law states that things that are close together seem more related than things that are spaced farther apart
Law of Proximity
384
This law states that points that are connected by straight or curving lines are seen in a way that follows the smoothest path
Law of Continuity
385
This law states that we perceive elements as belonging to the same group if they seem to complete some entity
Law of Closure
386
This law says that when elements are located in the same closed region, we perceive them as belonging to the same group
Law of Common Region
387
after determining the objectives for an instruction, what needs to be done?
choose appropriate instructional materials
388
realia
real objects
389
type of experience that is first hand/hands on
direct experience
390
type of experience that is an interview or reading through a reading material
indirect experience
391
planned or intentional opportunity to experience
explicit
392
non-planned or non-planned opportunity to experience
implicit
393
most abstract (least) in Dale's COE
verbal symbols
394
most concrete in Dale's COE
direct purposeful experience
395
PPPF model by Hayden Smith and Thomas Nangel
prepare yourself, prepare your student, present materials, follow up
396
SWOT
strengths, weaknesses, opportunities, threats
397
ROG
running out of gas
398
founder of individual psychology
Alfred Adler
399
type of reinforcement that occurs when the frequency of certain behaviors increases as a result of observing others rewarded for the same behaviors
vicarious reinforcement
400
More cathedral schools were organized during the
Monastic period
401
To support church doctrine by rational argument
Scholastic period
402
To achieve eternal salvation
Monastic period
403
To develop virtues of brotherly
Early Christian
404
To perfect man (body and mind)
Athenian period
405
The learning of social graces, rules of etiquette or good manners and right conduct was given much importance in:
Chivalric education
406
Training for life of high ideals or standards/ knighthood
Chivalric education
406
Application of scientific facts
Saranic education
407
Prepare for requisites of commerce
Guild system approach
408
How early educational activities and practices were basically characterized
informal and spontaneous
409
the recall of factual information can be best measured with
short-answer items
410
how to exhibit referent power on the first day of school
by giving your students a sense of belonging and acceptance
411
primary characteristic of a subject-centered design model of curriculum
interdisciplinary
412
a technique in which words are deleted from a passage according to a word-count formula or various other criteria
cloze procedure
413
CIPP Model
context, input, process, product evaluation model by Daniel Stufflebeam
414
the main task of this element in the CIPP is to ensure that the means are actually implemented
process evaluation
415
The Royal Decree which established the Public School System in the Philippines during the Spanish Period
Educational Decree of 1863
416
date of when TESDA was established
August 25, 1994
417
Initial step in designing a curriculum
Determine needs of the students
418
Pag instructional materials and curriculum, ano uunahin?
Needs of the students
419
Pag gumagawa ng exam, TOS, or lesson plan, ano uunahin?
Objectives
420
What strategy is used for curricular change and innovation
open input strategy
421
sequence: time order; scope: __________
breadth (wideness)
422
Development involves the biological, cognitive, and socio-emotional aspects. This means that development is
Multidimensional
423
head-to-toe development
cephalocaudal
424
center to outwards development
proximodistal
425
Gaining the fundamental skills - 'riting, reading, and 'rithmetic - are achieved in what particular developmental stage according to Santrock?
Middle and Late Childhood
426
In human prenatal development, which of the following lists the stages in the correct order?
Germinal > Embryonic > Fetal - Zygote, Embryo, Fetus
427
In Piaget's theory, they can be described as "mental index cards," which we use to understand the world around us.
Schema
428
fitting new information into our existing schema
Assimilation
429
Vygotsky's socio-cultural theory puts a premium on:
Social interactions - "scaffolding", MKO, culture, private speech, ZPD
430
These are the chemical messengers of the body responsible for the occurrence of puberty and the accompanying changes it brings.
Hormones
431
main focus of the trifocalization
EDCOM report (Congressional Commission on Education)
432
the movement that liberalized access to education during the Spanish period
the establishment of at least one primary school for boys and girls in each municipality
433
Education Act of 1982
Ministry of Education, Culture, and Sports
434
aim of education during the Commonwealth period
purely nationalistic and democratic
435
Background Design of the 2010 Secondary Education Curriculum
Understanding by Design
436
aim of education during the Spanish period
propagation of the Catholic religion
437
most notable Thomasite
Copeland, the first college dean of UP Los Baños
438
heritage school buildings in the Philippines built during the American colonial era
Gabaldon Act
439
