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