A) The assessments are too long and must be shortened B) Learners should be given more multiple-choice quizzes C) Instruction may need more problem-based learning approaches D) The MELCs must be completed more quickly next quarter
A) Reduce the number of exit tickets to avoid repeated errors B) Redesign instruction to directly address the misconception C) Proceed with new topics to maintain pacing guides D) Add more independent worksheets of the same type
A) Section B must be given items with lower difficulty permanently B) Teaching strategies should remain the same in both sections C) Section B requires differentiated strategies and closer monitoring D) Section A needs remediation more urgently than Section B
A) Feedback should focus mainly on classroom discipline B) The teacher may need to improve scaffolding for independence C) Students prefer direct instruction more than group tasks D) Learners are not well-trained in group work
A) All learners require the same enrichment task B) Strong learners improved but gaps among learners widened C) High achievers should be removed from the class mean D) Instruction improved for all students equally
A) Ask students to adjust to the examples through more readings B) Modify the examples to include familiar and concrete situations C) Allow students to create examples but avoid adjusting teaching D) Maintain the examples because they follow the curriculum guide
A) Adjust grades to match the original perception of performance B) Prioritize personal perception because observations are direct C) Ignore the data because assessments can be inaccurate D) Investigate the mismatch to refine instruction and assessment
A) Learners must be assigned extra oral recitation points B) The supervisor must require daily oral recitations C) A written summative exam should replace oral checks D) The teacher may need to diversify formative checks
A) Increase the number of items to compensate for errors B) Allow students more time without revising directions C) Reduce assessment frequency to lessen mistakes D) Strengthen clarity and modeling of task instructions
A) The assessment may have been below the intended difficulty B) The topic does not need to be taught in the next quarter C) Students cheated because the scores were too high D) Students must be rewarded with wide-scale enrichment tasks
A) Deadlines must be shorter to train independence B) Slow learners must be given separate tasks permanently C) The performance task should always be timed strictly D) Tasks may need adjustments in scaffolds or pacing
A) Evaluate alignment between teaching, tasks, and assessment B) Combine the scores to remove the inconsistency C) Remove one assessment from the gradebook D) Ignore the inconsistency because it is normal variation
A) Lesson pacing may need adjustment to allow deeper engagement B) Students want fewer discussions and more quizzes C) Discussions must be removed to avoid complaints D) Only high-performing students should join group tasks
A) See the suggestion as an opportunity to enhance data gathering B) Reduce formative checks to maintain class time C) Ignore the suggestion if summative exams are already strong D) Treat the suggestion as a compliance-based requirement
A) The MELC must be assessed with fewer items next time B) The MELC should be removed from future lessons C) The MELC requires targeted reteaching and strategy review D) The MELC should be skipped for the remainder of the year
A) Engagement must be ignored when evaluating learning B) Engagement alone does not guarantee deep understanding C) Students should be assessed only through performance tasks D) The teacher must reduce interactive activities
A) Reduce questioning to avoid overwhelming students B) Increase the number of questions without changing the strategy C) Add varied checks for understanding to assess comprehension D) Maintain current strategies because questioning is already present
A) Small-group remediation is effective and worth continuing B) Remediation should be replaced with more worksheets C) Remediation is unnecessary because improvement already occurred D) Only high achievers should join future remediation activities
A) Give students more time but not change activities B) Strengthen integration and real-world application activities C) Remove tasks requiring critical thinking to avoid errors D) Increase drills using the same type of tasks
A) Avoid transitions by limiting the number of activities B) Use the same transitions but increase activity time C) Maintain current transitions because they follow the DLL D) Review and redesign transitions to support lesson flow
A) provide uniform numerical marks for ranking students B) communicate the level of learning achieved by the learner C) reward students for completing classroom tasks D) show the teacher's effectiveness through student results
A) the number of tasks submitted on time B) the mastery of learning competencies C) the frequency of classroom participation D) the comparison of learners' scores with classmates
A) They check how fast students finish their worksheets B) They evaluate the punctuality of submission C) They simply add more activities for extra points D) They assess mastery through real application of skills
A) Performance Task B) Written Work C) Seatwork Evaluation D) Quarterly Assessment
A) evaluates students solely through digital worksheets B) measures students' ability to recall facts in timed quizzes C) limits learners to multiple-choice formats for consistency D) requires learners to apply knowledge in realistic situations
A) PT scores replace the need for quarterly exams B) WW determines more than half of the final grade C) PT demonstrates applied understanding of competencies D) WW is optional depending on the teacher's plan
A) completion of tasks assigned in each quarter B) attendance and participation in school activities C) mastery of standards and learning competencies D) learners' conduct and extra-curricular involvement
A) traditional norm-referenced grading B) attendance-driven evaluation C) punishment-based grading systems D) standards-based assessment practice
A) To display attendance and behavior only B) To inform families about achievement and progress C) standards-based assessment practice D) To share the teacher's quarterly accomplishment
A) use technical terms for professional tone B) mention strengths and suggest ways for improvement C) avoid describing specific performance evidence D) focus only on weaknesses that need correction
A) unrelated to the learner's performance B) focused only on behavior and attitude C) descriptive and connected to learning targets D) vague and unhelpful for improvement
A) comparison of the child's scores with classmates B) detailed explanation of class ranking procedures C) justification of the teacher's grading decisions D) discussion of learning progress and next steps
A) grades are earned through compliance and behavior B) grades depend on the number of tasks submitted C) grades describe mastery of learning outcomes D) grades come from averaging all previous scores
A) memorization of all topics in the textbook B) cumulative mastery of competencies for the quarter C) behavior, attendance, and punctuality D) the number of notebooks and materials submitted
A) must remain unchanged once recorded B) recognizes growth in meeting the competencies C) is used to penalize low early performance D) depends on the highest score in the class
A) Relying on students' self-reported performance B) evidence-based reporting of student learning C) Allowing late tasks to be exempted from scoring D) Using a single high-stakes test to compute the grade
A) behavior-based assessment procedures B) norm-referenced grading practices C) compliance-based grading systems D) evidence-based reporting of student learning
A) immediate feedback that improves learning B) faster computation of the class mean score C) collecting more tasks within the quarter D) the requirement to complete school forms
A) provide numerical scores only B) use symbols instead of written comments C) give descriptions aligned with rubrics D) record only perfect scores for fairness
A) withhold details to protect student privacy B) adjust the score to avoid conflict C) show rubric-based evidence of performance D) compare the child with the highest performer
A) 87 B) 69 C) 85 D) 88 E) 86
A) 82 B) 95 C) 88 D) 90
A) 70 B) 72 C) 69 D) 68 E) 93
A) 88 B) 77 C) 82 D) 72
A) 80 B) 82 C) 84 D) 86
A) 82 B) 88 C) 90 D) 95
A) 69 B) 70 C) 68 D) 72 E) 67
A) 72 B) 77 C) 82 D) 70
A) 90 B) 91 C) 92 D) 88
A) 90 B) 95 C) 97 D) 88
A) 64 B) 67 C) 66 D) 95 E) 65
A) 77 B) 72 C) 82 D) 70
A) 78 B) 81 C) 80 D) 79
A) 82 B) 88 C) 90 D) 77
A) 80 B) 79 C) 78 D) 77 |