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