Module 8-9

Question 1

USING DIFFERENT KINDS OF
AUDIO- VISUAL MATERIALS

Answer 1

Using the Chalkboard
Visual Display Materials
Projected and Recorded Instructional Aids

Question 2

Guidelines to be considered in reviewing printed materials:

Answer 2

Appropriateness of the material both in content and reading level
Cost of paperback books for the students to read primary sources
Assorted workbooks that emphasize thinking and problem-solving rather than rote memorization
Pamphlets, brochures and other duplicated materials that students can read for specific information and viewpoints about particular topics
Articles in newspapers, magazines and periodicals related to the subject students will be studying

Question 3

AUDIO-VISUAL AIDS

Answer 3

• Instructional devices which involves the use of sight and hearing
• Help and make ideas a concept clear
• Learning can be raised from verbalism to true understanding
• Can also make learning interesting and vivid
• Make learning effective
• Valuable in promoting motivation and retention

Question 4

USING THE CHALKBOARD

Answer 4

Following guidelines have to be considered:
* Start each class with a clean board. As an expression of courtesy, erase the board at
the end of discussion
* Use colored chalk to highlight essential points
* Print or write on the board neatly, clearly and in orderly manner
* Print instructions on the board
* Maintain personal supply of chalk and eraser
* Learn to write on the board without having entirely turn your back to students
* When a lot of materials have to be written on the board, do it before class and cover
it

Question 5

VISUAL DISPLAY MATERIALS

Answer 5

Consider the following suggestions:
* Take time to plan the colors of the board and captions of materials
* Use imagination to make the board attractive
* Make bulletin board simple, emphasizing one main idea , concept, topic and theme
* Make bulletin board a medium for the enrichment or extension of learning

Question 6

PROJECTED AND RECORDED
INSTRUCTIONAL AIDS

Answer 6

• Those that require electricity to project images onto screens- Projected Instructional
  aids
• Require sounds- recorded instructional aids

Question 7

INSTRUCTIONAL TELEVISION

Answer 7

• Large classes can be taught simultaneously by means of television

Question 8

Teachers should go through standard routine

Answer 8

• Planning
• Selecting
• Introducing
• Guiding
• Following up

Question 9

PRINTED MATERIALS GUIDELINES

Answer 9

• Appropriateness of the material both in content and reading level
• Cost of paperback books for the students to read primary sources
• Assorted workbooks that emphasize thinking and problem-solving rather than rote
  memorization
• Pamphlets, brochures and other duplicated materials that students can read for
  specific information and viewpoints about particular topics
• Articles in newspapers, magazines and periodicals related to the subject students will
  be studying

Question 10

COMPUTER AND COMPUTER PROGRAMS
Valuable to teacher in the following ways:

Answer 10

• Used as Computer Managed Instruction
• Used as Computer Assisted Instruction
• Used to teach students about computers and help them develop their skills
• Used to teach about thinking and help students develop thinking skills

Question 11

One of the richest resources

Can make learning exciting and forceful

Answer 11

COMMUNITY AS RESOURCE

Question 12

Teacher needs to build their file of community resources that contains:

Answer 12

• Possible field trip locations
• Resource people who could serves as guest speakers or mentors
• Community groups
• Local businesses, industries and agencies

Question 13

FIELD TRIP
Important areas to consider:

Answer 13

• Details of preparation before the field trip
• Planning the details of the actual field trip
• Planning follow up activities for the field trip

Question 14

Tests are designed to evaluate the skills of the learner

Answer 14

Placement Evaluation

Question 15

Test released are on a progressive level
Easy > Hard

Answer 15

Placement Evaluation

Question 16

Test released can consist of anything ranging from reading, writing, speaking, listening, group discussion, debate, or quiz

Answer 16

Placement Evaluation

Question 17

Helps the evaluator to understand the capabilities of different learners in a particular group and place according to their capabilities

Answer 17

Placement Evaluation

Question 18

Monitoring of learning progress during the instructions

Answer 18

Formative Evaluation

Question 19

-continue video-

Question 20

Approaches to Measurement, Assessment and Evaluation

Answer 20

Norm-referenced
Criterion-referenced

Question 21

Types based on test constructor:

Answer 21

Standardized test
Unstandardized test

Question 22

General Principles of Testing

Answer 22

Measures all learning outcomes
Cover all the learning tasks
Use appropriate test items
Make the test valid and reliable
Use test to improve learning

Question 23

Attributes of a Good Test

Answer 23

Validity
Reliability
Objectivity
Scorability
Administrability

Question 24

Assessment-information gathered and synthesized by the teachers about their students and their classrooms who said this and what year

Answer 24

(Arends, 1994)

Question 25

Types of Classroom Assessment

Answer 25

Official assessment Sizing up assessment Instructional assessment

Question 26

Methods for Collecting Assessment Data

Answer 26

Paper and Pencil Technique Observation

Question 27

Types of Evaluation

Answer 27

Placement Diagnostic Formative Summative

Question 28

Sources of Evaluation Information

Answer 28

Cumulative records Personal contact Analysis Open ended themes and diaries Conferences Testing

Question 29

Purpose of Measurement, Assessment and Evaluation

Answer 29

Improve student learning Identification of student's strengths and weaknesses Assessment of the effectiveness of a particular teaching strategy Appraisal of the effectiveness of the curriculum Assessment and improvement of teaching effectiveness Communication with and involvement of parents in their children's learning

Question 30

Steps in Test Construction

Answer 30

Identify learning outcomes List the topics to be covered Prepare the test blueprint (Table of Specifications) Select appropriate types of test Write the test items Sequencing the items Writing the directions or instructions Preparation of the answer sheet and scoring key

Question 31

Performance of a student in a test is compared with the performance of the other students.

Answer 31

NORM-REFERENCED EVALUATION

Question 32

Performance of a student is compared against predetermined or agreed upon standard.

Answer 32

CRITERION-REFERENCED EVALUATION

Question 33

Bodjie’s percentile rank in the math achievement test is 88.

Answer 33

NORM-REFERENCED EVALUATION

Question 34

Sid can construct a pie graph with 75% accuracy.

Answer 34

CRITERION-REFERENCED EVALUATION

Question 35

A test prepared by an expert or specialist. Administered to students with same directions and time limits

Answer 35

STANDARDIZED TEST

Question 36

Test prepared by teachers for use in the classroom with no established norms for scoring and interpretation of results.

Answer 36

UNSTANDARDIZED TEST

Question 37

Teacher writes should be congruent with all the learning objectives focused in class.

Answer 37

Measure all instructional objectives

Question 38

A test focused to represent all targeted learning outcomes.

Answer 38

Cover all learning task

Question 39

Test items utilized by teacher have to be in consonance with the learning objectives to be measured.

Answer 39

Use appropriate test items

Question 40

See to it that the test constructed measures what it purports to measure.

Answer 40

Make test valid and reliable

Question 41

Results of the examination administered to students can serve as springboards for the teachers to reteach concepts and skills that the former have not mastered.

Answer 41

Use test to improve learning

Question 42

It is the degree to which a test measures what it seeks to measure.

Answer 42

Validity

Question 43

A valid test is always a reliable test. Accuracy which test consistently measures that which it does measure.

Answer 43

Reliability

Question 44

Personal biases or subjective judgment of the test scorer is eliminated in checking the students’ responses

Answer 44

Objectivity

Question 45

Easy to score or check as answer key and answer sheet is provided.

Answer 45

Scorability

Question 46

Easy to administer as clear and simple instructions are provided to students, proctoers, and scorers

Answer 46

Administrability

Question 47

Teachers to carry out by giving students grade at the end of each marking period.

Answer 47

OFFICIAL ASSESSMENT

Question 48

Formal test, term paper, report quizzes. All cognitive

Answer 48

OFFICIAL ASSESSMENT

Question 49

information gathered to provide a personality profile of the student

Answer 49

SIZING UP ASSESSMENT

Question 50

Utilize in planning instructional delivery and monitoring the progress of teaching and learning.

Answer 50

INSTRUCTIONAL ASSESSMENT

Question 51

Teaching strategy or instructional materials.

Answer 51

INSTRUCTIONAL ASSESSMENT

Question 52

Test taken by students, maps drawn, written reports, assignments and practice exercise.

Answer 52

PAPER AND PENCIL TECHNIQUE

Question 53

Involves by watching the student’s performance in laboratory, speaking, reading or participation in group activity.

Answer 53

OBSERVATION

Question 54

To assess prior knowledge of students of a particular topic or lesson to anticipate potential learning problem.

Answer 54

DIAGNOSTIC EVALUATION

Question 55

Usually administered during the instructional process to provide feedback to students and teachers on how well the former are learning the lesson taught.

Answer 55

FORMATIVE EVALUATION

Question 56

To determine student achievement for grading purposes. Express through test scores and effectiveness of teacher and curriculum.

Answer 56

SUMMATIVE EVALUATION