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