‭LONG QUIZ 1: INSTRUCTIONAL LEARNING PROCESS‬

‭ uestion 1‬
Q
‭The role of the teacher in direct instruction is more of a ____.‬
‭Response: Lecturer‬

‭ uestion 2‬
Q
‭Which among the following principles best help learners achieve development of attitude‬
‭and values?‬
‭Response: Learners learn through the power of example‬

‭ uestion 3‬
Q
‭Which domain emphasizes the nurturing of the mind?‬
‭Response: Cognitive‬

‭ uestion 4‬
Q
‭Learning is an active process. Which one is an application of this principle?‬
‭Response: Group students for work or project, that way project becomes less expense‬

‭ uestion 5‬
Q
‭Which of the following falls under the Indirect-Inductive approach?‬
‭Response: Problem-Based learning‬

‭ uestion 6‬
Q
‭Which does not belong to the illustrative verbs in the psychomotor domain?‬
‭Response: Match‬

‭ uestion 7‬
Q
‭Which of the following statements show that Outcomes-based Education (OBE) is the‬
‭principle followed?‬
‭Response: Teachers base their assessment on learning outcomes‬

‭ uestion 8‬
Q
‭Direct instruction helps students master ______.‬
‭Response: Basic skills‬

‭ uestion 9‬
Q
‭The following are illustrative verbs for the psychomotor domain EXCEPT one.‬
‭Response: Advocate‬

‭ uestion 10‬
Q
‭The appropriate teaching strategy for remembering is _____.‬
‭Response: Lecture‬

‭ uestion 11‬
Q
‭Which among the following is not an essential component of measurable learning‬
‭outcomes?‬
‭Response: Cultural background and environment‬
‭ uestion 12‬
Q
‭The appropriate teaching strategy for ANALYZE is ______.‬
‭Response: Problem Solving‬

‭ uestion 13‬
Q
‭When writing a measurable learning outcome, the most important thing to consider is‬
‭Response: state desired performance criteria‬

‭ uestion 14‬
Q
‭Which among the following is NOT a lower order thinking skill?‬
‭Response: Creating‬

‭ uestion 15‬
Q
‭What does criterion-referenced grading mean?‬
‭Response: Grading against standards‬

‭ uestion 16‬
Q
‭The following are illustrative verbs for the affective domain EXCEPT one.‬
‭Response: Differentiate‬

‭ uestion 17‬
Q
‭What specific level in the affective domain is shown when a learner chooses to volunteer‬
‭to raise funds for victims of pandemic?‬
‭Response: Characterization‬

‭ uestion 18‬
Q
‭It refers to the brief, clear, specific statements that describe what the learner is expected‬
‭to achieve as a result of instruction.‬
‭Response: Learning Outcomes‬

‭ uestion 19‬
Q
‭I want to know how skilled the students have become in research report. Which‬
‭assessment task will be valid?‬
‭Response: Make students defend research report before a panel.‬

‭ uestion 20‬
Q
‭Learning outcome: Conduct an investigation to prove that plants can manufacture their‬
‭own food.‬
‭Test item: Can plants manufacture their own food? Explain your answer.‬
‭Is the test item aligned to the learning outcome?‬
‭Response: No‬

‭ uestion 21‬
Q
‭Which of the following falls under the Direct-Deductive approach?‬
‭Response: Lecture method‬

‭ uestion 22‬
Q
‭Which of the following does not belong to affective learning?‬
‭Response: Aspirations‬
‭ uestion 23‬
Q
‭Teacher B wrote this learning outcome: “To interpret a given quotation.”‬
‭For content validity which should she ask?‬
‭Response: Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost‬
‭any how.”‬

‭ uestion 24‬
Q
‭The building of a structure or pattern from diverse elements falls under what level of‬
‭learning?‬
‭Response: Creating‬

‭ uestion 25‬
Q
‭Learning Outcome: To observe subject-verb agreement as one speaks.‬
‭Test: Choose the correct form of the verb.‬
‭1.‬ ‭Dogs (howl or howls)‬
‭2.‬ ‭A cat (meow or meows)‬
‭3.‬ ‭Birds (fly or flies)‬
‭Is the test aligned to the learning outcome?‬
‭Response: Yes‬

‭ uestion 26‬
Q
‭Here is a lesson objective / intended learning outcome: “illustrate the law of supply and‬
‭demand with your original concrete example”. For content validity, which test item is‬
‭aligned?‬
‭Response: Illustrate the law of supply and demand with a concrete, original example‬‭.‬

‭ uestion 27‬
Q
‭Here is a learning outcome: Describe a person by the use of a metaphor.‬
‭Here is the test item: Describe a classmate or teacher by way of a metaphor.‬
‭Is the test item aligned to the learning outcome?‬
‭Response: Yes‬

‭ uestion 28‬
Q
‭Which does the teacher do in the inductive method?‬
‭Response: Facilitates‬

‭ uestion 29‬
Q
‭You check for understanding in the midst of your lesson. In which form/s of assessment‬
‭are you engaged?‬
‭Response: Assessment for learning‬

‭ uestion 30‬
Q
‭The primary purpose of assessment is to ensure learning. Which assessments are‬
‭referred to?‬
‭I.‬ ‭Assessment as learning‬
‭II.‬ ‭Assessment for learning‬
‭III.‬ ‭Assessment of learning‬
‭Response: I and III‬
‭ uestion 31‬
Q
‭When a learner makes judgements about the values of ideas or materials, what cognitive‬
‭behavior is demonstrated?‬
‭Response: Evaluating‬

‭ uestion 32‬
Q
‭What does norm-referenced grading mean/‬
‭Response: comparing a student’s grade with the average grade‬

‭ uestion 33‬
Q
‭The appropriate teaching strategy for CREATE is ______.‬
‭Response: Simulations‬

‭ uestion 34‬
Q
‭Assessment FOR learning or formative assessment is ongoing assessment that allows‬
‭teachers to monitor students on a day-to-day basis and modify their teaching based on‬
‭what the students need to achieve the learning outcomes. Is this statement TRUE?‬
‭Response: Yes‬

‭ uestion 35‬
Q
‭Learning outcomes are about what the learners are able to demonstrate upon completion‬
‭of a course. Which statement is an example of a learning outcome that shows completion‬
‭of a course?‬
‭Response: Learners produce data using excel‬

‭ uestion 36‬
Q
‭Learning outcome: Demonstrate the inductive method of teaching.‬
‭Test: Outline the steps of the inductive method of teaching.‬
‭Is the test item aligned to the learning outcome?‬
‭Response: No‬

‭ uestion 37‬
Q
‭In what level of psychomotor domain, uses sensory cues to guide motor activity?‬
‭Response: Perceive‬

‭ uestion 38‬
Q
‭Which assessment task is aligned to this learning outcome. Compute the mean if the‬
‭scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.‬
‭Response: what is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.‬

‭ uestion 39‬
Q
‭Which of the following learning outcomes takes longer time to achieve?‬
‭Response: Appreciate the value of designing a course using outcomes-based education‬

‭ uestion 40‬
Q
‭“It’s just not fair. I studied everything we discussed in class about the Philippines and the‬
‭things she made a big deal about, like comparing the Philippines and to thing all she‬
‭asked was “What’s the capital of Singapore?”‬
‭What does the conversation imply about the kind of test they took?‬
‭Response: Lacks content validity‬