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Module-6 4-Science-Post-Assessment

This document appears to be a post-assessment from a teacher induction program module on science curriculum and instruction. The assessment contains multiple choice and concept mapping questions that evaluate understanding of key concepts from the module, including: teaching science content and process skills; constructivist approaches like inquiry learning and cooperative learning; considerations for learners' differing rates and styles; and various forms of assessment including traditional, performance-based, and portfolio assessments. The concept map portion asks students to relate concepts around science teaching/learning approaches, assessment types, and principles of how learners develop.

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240 views

Module-6 4-Science-Post-Assessment

This document appears to be a post-assessment from a teacher induction program module on science curriculum and instruction. The assessment contains multiple choice and concept mapping questions that evaluate understanding of key concepts from the module, including: teaching science content and process skills; constructivist approaches like inquiry learning and cooperative learning; considerations for learners' differing rates and styles; and various forms of assessment including traditional, performance-based, and portfolio assessments. The concept map portion asks students to relate concepts around science teaching/learning approaches, assessment types, and principles of how learners develop.

Uploaded by

api-199390118
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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MODULE 6.

4
CURRICULUM and INSTRUCTION
THE TEACHING of SCIENCE

POSTASSESSMENT

Teacher Induction Program


Teacher Education Council, Department of Education

TEACHER INDUCTION PROGRAM

POSTASSESSMENT

POSTASSESSMENT
I. Each of the following questions is followed by four (4) options. Choose the letter
of the best answers.
1. Aside from content ,science teaching should also include the teaching of
a. process skills and assessment.
b. scientific attitudes and social graces.
c. process skills and interpersonal skills.
d. process skills and scientific attitudes.
2. Which of the following instruments can determine the learning preferences based
on their senses?
a. Howard Gardners Multiple Intelligences
b. Dunn and Dunn Learning Style Inventory
c. Kolbs Learning Style Inventory
d. None of the three instruments
3. In many classrooms today, teachers do too much talking. What learning style
predominantly operates in said classrooms?
a. Visual
b. Kinesthetic
c. Collaboration
d. Auditory
4. All of the following should be considered when deciding on what approach to use
EXCEPT
a. availability of materials and equipment
b. kinds of textbooks available for students use
c. maturity level of the learners
d. learning preferences of students
MODULE 6.4: CURRICULUM AND INSTRUCTION
(SCIENCE)

TEACHER INDUCTION PROGRAM

POSTASSESSMENT

5. Mr. Campos topic for the day is about the earths water supply. His opening
statement to his class is Class, do you know that an iceberg was seen in Manila
Bay? This statement is an example of a (n)
a. usual event that happens in Manila
b. sign that Manila is getting colder
c.

discrepant event

d. miracle
6. Ms. Santos will teach her class about volume- temperature relationship. She
gave the title of the activity and discussed the procedure with the class. Then, she
allowed the students to perform the activity. What strategy did she use?
a. Inquiry through discrepant event
b. Inquiry through the 5-E Learning cycle
c. Discovery
d. Lecture
7. What type of learning was Mrs. Santos trying to achieve in the situation described
in item No. 6?
a. Team- based learning
b. Reflective learning
c. Integrative learning
d. Constructivist learning
8. The movie Erin Brocovich is about chromium as an environmental contaminant.
The teacher asked the question Is chromium a harmful substance? Before the
final answer to the question was decided on by the class, the teacher allowed the
members of the class to express their ideas about the issue. What is this strategy
called?
a. Panel discussion
b. Buzz session
c. Simulation
d. Brainstorming
MODULE 6.4: CURRICULUM AND INSTRUCTION
(SCIENCE)

TEACHER INDUCTION PROGRAM

POSTASSESSMENT

9. Which of the following can be considered as a limitation of the discovery


method as a strategy in teaching science?
a. It develops the childs ability to discover new principles
b. It could be time- consuming
c.

It is a great way to motivate students

d. It leads to poor retention and understanding of concepts


10. Which of the following is an observation?
a. Oxygen is required to burn a piece of paper
b. Salts produced in Paranaque have big crystals
c. The turning of leaves to red, orange or brown is an indication of high
photosynthetic rate
d. Catalytic decomposition occurs when hydrogen peroxide is applied to
wounds
11. Before Mrs. Cruz started the Chapter on Biotechnology in his class, she
administered a test. Her objective was to get an idea of her students prior
knowledge about the topics included in the chapter. What type of test was it?
a. Diagnostic
b. Formative
c. Summative
d. Posttest
12. Mrs. Sarmiento closely monitors the progress of her students by giving a test
after each chapter. What kind of assessment is it?
a. Diagnostic
b. Formative test
c. Summative test
d. Practical test

MODULE 6.4: CURRICULUM AND INSTRUCTION


(SCIENCE)

TEACHER INDUCTION PROGRAM

POSTASSESSMENT

13. Which of the following is not included in the 5-E Learning cycle?
a. Elaborate
b. Engage
c. Experiment
d. Explain
14. How can you, as science teacher, cater to the differences in your students
learning styles?
a. Group students according to their learning preferences
b.

Use varied approaches in teaching

c. Conduct interviews among your students


d. Integrate your lessons with real life situations
15. Which of the following approaches will help develop positive interdependence
among your students?
a. Reflective Teaching
b. 5-E Learning Cycle
c. Inquiry approach
d. Cooperative Learning

MODULE 6.4: CURRICULUM AND INSTRUCTION


(SCIENCE)

TEACHER INDUCTION PROGRAM

POSTASSESSMENT

II. Below are concepts/ ideas taken from the different lessons in this module. Using
concept map, show how these concepts/ ideas are related. (10 points)
Science teaching/ learning

Traditional assessment

Content

Performance- based assessment

Process skills

Portfolio assessment

Scientific attitudes

Journal writing

Constructivist approaches

Multiple Choice

Inquiry approach

Matching type

Cooperative Learning

Rubrics

Discovery approach
Reflective teaching
Learners learn and develop as a whole person
Learners learn at different rates
Learners have different learning styles
Assessment

24 25 Excellent (E)
21 23 Very Satisfactory (VS)
19 20 Satisfactory Plus (SP)
17 18 Satisfactory (S)
15 16 Moderately Satisfactory (MS)
0 14 Needs Reinforcement (NR)

MODULE 6.4: CURRICULUM AND INSTRUCTION


(SCIENCE)

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