NAME: Jenevieve D.

Perez BSED English IV

BLEPT - PROFESSIONAL EDUCATION

Instruction: As part of your BLEPT learning portfolio, you are required to justify the selection of correct
answers and the elimination of distractors in this multiple-choice type of test. For each item, place a period after
the option, then provide a brief explanation—consisting of 2 to 4 sentences—clarifying why the chosen answer
is correct or why the other options are incorrect. Your output must be printed on a long bond paper using Times
New Roman font, size 12. Submit a hard copy of your work on or before Monday, November 17, 2025.

1. Two identical beakers are presented to the child, each containing the same amount of liquid. As the child
watches, the experimenter pours the liquid from B into C, which is taller and thinner than A and B. When the
child was asked whether beakers A and C have the same amount of liquid, the child says “no.” Which task or
skill is lacking in the child?

A. classification. Classification is the ability to group objects by common features (e.g., color, shape, or
function). The child’s error concerns quantity despite identical amounts, not grouping, so classification is not
the relevant deficit. Thus this option is incorrect.
B. [Link] is ordering items along a dimension (e.g., smallest to largest). The task with liquid-in-
containers does not require ordering by size or length, so the child’s mistake isn’t a failure of seriation.
Therefore this option is incorrect.
C. centration. Centration refers to focusing on one perceptual feature (e.g., height) while ignoring others (e.g.,
width). While centration explains why the child attends to the taller container’s height, the question asks which
specific skill is lacking — centration is a cognitive tendency rather than the conceptual understanding named by
the test; it describes the error process but the tested concept (conservation) is the correct answer. So centration
is related but not the best answer.
D. conservation. Conservation is the understanding that quantity remains constant despite changes in
appearance or arrangement. The child says A and C do not have the same amount after transfer to a taller,
thinner container, which is the classic failure of conservation (typical of Piaget’s preoperational stage). This is
the correct answer because it names the specific concept the child does not grasp.

2. Which teacher’s attitude best reflects his/her understanding of development as a product of maturation and
learning?

A. Patience when dealing with the slower ones. Patience recognizes individual differences in developmental
timing and supports learners who mature or learn more slowly, showing awareness of both maturation and
learning processes. It indicates the teacher accepts developmental variation while allowing learning to proceed
at each child’s pace. This option best reflects the dual influence of maturation and learning and is correct.
B. Creativity with the classroom strategies or tasks. Creativity in instruction supports learning but does not by
itself reflect recognition of maturation (biological development) influencing pace and readiness. It is
desirable for teaching effectiveness, yet it doesn’t specifically indicate a belief in maturation plus learning.
Therefore it is not the best choice.
C. Fairness when giving grades or school marks. Fairness in assessment is an ethical and professional trait but
does not communicate an understanding that development is jointly shaped by maturation and learning. It
addresses evaluation equity rather than developmental theory. Thus it is not the correct answer.
D. Cheerfulness and enthusiasm when discussing. Enthusiasm benefits classroom climate and student motivation
but does not specifically reflect knowledge that development depends on both biological maturation and
learning experiences. It’s supportive but not diagnostic of that theoretical understanding, so it’s incorrect
here.

3. Based on Freud’s theory, which operates when a person is in the height of anger?

A. Ego. The ego operates on the reality principle, mediating between id drives and superego constraints,
attempting rational control. In a full-blown angry outburst, rational mediation is typically weakened rather than
dominant. Therefore ego alone is not the best answer.
B. Superego. The ego operates on the reality principle, mediating between id drives and superego constraints,
attempting rational control. In a full-blown angry outburst, rational mediation is typically weakened rather
than dominant. Therefore ego alone is not the best answer.
C. Id and Ego. While the ego interacts with the id, intense anger primarily reflects raw instinctual impulses (id)
overwhelming regulatory structures. Naming both id and ego muddles the core source; the test asks which
 operates when a person is in the height of anger — the id is most characteristic. So this combined option is
not the best single answer.
D. Id. The id operates on the pleasure principle and expresses instinctual, impulsive drives without regard for
social rules or consequences. In the height of anger, impulsive, unmediated responses reflect id dominance.
This option is the correct and most direct match to Freud’s description.

4. The teacher before starting a new subject in computer asks her students their previous knowledge about the
topic. What concept of cognitive development is exhibited in the situation above?

A. Schema. A schema is a mental structure of prior knowledge that learners use to interpret new information;
asking about prior knowledge activates students’ existing schemas. By eliciting what students already know,
the teacher is tapping and preparing those schemas for integration with new content. This is the correct
answer.
B. Assimilation. Assimilation is the process of incorporating new information into existing schemas without
changing them. Asking for prior knowledge by itself does not yet show assimilation; assimilation occurs after
new information is presented and interpreted through existing schemas. Therefore this option is not correct
for the act of eliciting prior knowledge.
C. Accommodation. Accommodation is changing existing schemas to fit new information when assimilation is
insufficient. The teacher’s question elicits existing knowledge but does not, by itself, demonstrate modifying
schemas; accommodation happens later if necessary. Thus this option is incorrect.
D. Cognitive disequilibrium. Cognitive disequilibrium is the state of mental imbalance prompting learning when
new information conflicts with existing schemas. Simply asking students about prior knowledge is a
formative step and does not necessarily create disequilibrium. Therefore it is not the best answer.

5. Mario, a young boy, cried upon an ungranted request from his parents due to lack of money. What do you call
the behavior of Mario?

A. object permanence. Object permanence is the understanding that objects continue to exist when out of sight, a
sensorimotor concept unrelated to emotional reactions to denied requests. Mario’s crying is an emotional
response, not a demonstration of object permanence. Hence this option is incorrect.
B. seriation. Seriation involves ordering items along a dimension (length, size), which has no bearing on
emotional expression when a request is refused. Mario’s behavior does not show ordering skills, so seriation
is not relevant. This option is incorrect.
C. egocentrism. Egocentrism is the child’s tendency to view situations from their own perspective and assume
others share their feelings or intentions. Mario’s crying over an ungranted request suggests he may be
focused on his own needs and expects parents to comply, illustrating egocentric thinking common in young
children. This option is correct.
D. animism. Animism attributes life or intention to inanimate objects (e.g., saying a toy is sad), which is
unrelated to crying when a request is refused. Mario’s reaction reflects personal desire and frustration, not
attributing life to objects, so this option is incorrect.

6. The child begins to represent the world with words and images. These and images reflect increased symbolic
thinking. To which stage of Piaget’s Cognitive Development the child belongs?

A. sensorimotor. The sensorimotor stage (birth–2 years) is dominated by sensory exploration and motor actions
and lacks sustained symbolic representation with words and images. Since the child is already using symbols
and images, this stage is not appropriate. Therefore this option is incorrect.
B. preoperational. The preoperational stage (roughly ages 2–7) is characterized by symbolic play, language
development, and using words and images to represent objects. Increased symbolic thinking, as described, is
a hallmark of this stage, making this the correct answer. The child’s behavior matches Piaget’s description of
preoperational thinking.
C. concrete. The concrete operational stage involves logical operations on concrete objects and less reliance on
purely symbolic thought; children begin conservation and logical sequencing. The emphasis in the question is
on symbolic representation rather than logical operations, so this option is incorrect.
D. formal. The formal operational stage involves abstract and hypothetical reasoning, typically emerging in
adolescence. Representing the world with words and images is more characteristic of the earlier
preoperational stage than of formal operations. Thus this option is incorrect.

7. As children move into the elementary school years, they direct their energy toward mastering knowledge and
intellectual skills. Which stage of Erikson’s Theory is characterized by above statement?
A. Initiative vs. Guilt . Initiative vs. Guilt occurs in early childhood (preschool years) and centers on initiating
activities and asserting power. The focus is not on school-age mastery of academic skills. Therefore this
option is incorrect.
B. Industry vs. Inferiority. Industry vs. Inferiority (school-age years) is characterized by children striving to
develop competence, skills, and productivity in academic and social domains. Success fosters a sense of
industry; repeated failure can lead to feelings of inferiority, matching the description given. This is the
correct answer.
C. Identity vs. Role Confusion. Identity vs. Role Confusion pertains to adolescence and the search for personal
identity, not the elementary school focus on mastering basic skills. Thus this option is incorrect.
D. Intimacy vs. Isolation. Intimacy vs. Isolation occurs in young adulthood and deals with forming intimate
relationships, unrelated to elementary school mastery of knowledge. This option is incorrect.

8. Mrs. Santos as a mother encourages independence among her children but still places limits and controls on
their behavior. What is her parenting style?

A. Authoritarian. Authoritarian parenting is high in control and low in warmth, emphasizing obedience and strict
rules rather than encouraging independence. Since Mrs. Santos supports independence while maintaining
limits, the authoritarian style does not fit her balanced approach. Hence this option is incorrect.
B. Authoritative. Authoritative parents combine warmth, responsiveness, and support for independence with
clear boundaries and consistent limits. Mrs. Santos’s encouragement of autonomy alongside appropriate
control fits this style, making authoritative the correct answer. Research links this style with positive child
outcomes.
C. neglectful. Neglectful (uninvolved) parenting is characterized by lack of responsiveness and minimal
supervision, which contradicts Mrs. Santos’s active encouragement and limit-setting. Because she is engaged
and sets boundaries, neglectful parenting is not applicable. This option is incorrect.
D. Indulgent. Indulgent (permissive) parents are warm but set few rules or limits, often allowing children free
rein. Mrs. Santos does place limits and controls, so indulgent is not accurate. This option is incorrect.

9. At what stage in Freud’s theory children begin to fondle with their genitals and develop increasing attention
and affection towards the opposite sex parent?

A. Oral. The oral stage (infancy) centers on oral pleasures (sucking, biting) and predates explicit genital focus. It
does not involve sexual curiosity directed at genitals or Oedipal dynamics, so this option is incorrect.
B. Anal. The anal stage (toddlerhood) involves toilet training and control issues, not focused sexual curiosity
about genitals and opposite-sex parental attraction. Therefore this option is incorrect
C. Phallic. The phallic stage (approximately ages 3–6) involves increased curiosity about genitals and the
emergence of the Oedipus/Electra complex, where children show particular affection and rivalry involving
parents. The behavior described fits Freud’s phallic stage, making this option correct.
D. Latency. The latency period (middle childhood) is characterized by suppression of sexual interests and focus
on same-sex friendships and school activities, not genital-focused curiosity. Thus this option is incorrect.

10. Who developed the concept of “zone of proximal development” which adheres to the highest fulfilment of
child’s potential through the aid of significant adults around him/her.

A. Jean Piaget. Piaget proposed stages of individual cognitive development emphasizing maturation and
individual construction of knowledge, but he did not formulate the Zone of Proximal Development. ZPD is a
sociocultural concept tied to social interaction, so this option is incorrect.
B. Jerome Bruner. Bruner emphasized scaffolding and discovery learning and built on social learning ideas;
while his work is related, the specific concept “Zone of Proximal Development” was introduced by
Vygotsky. Thus Bruner is not the originator, making this option incorrect.
C. Lev Vygotsky. Vygotsky originated the Zone of Proximal Development, describing the gap between what a
learner can do independently and what they can achieve with guidance from more knowledgeable others.
This concept emphasizes social mediation and is correctly attributed to Vygotsky. Therefore this option is
correct.
D. Erik Erikson. Erikson developed psychosocial stages of development (e.g., identity, industry), not the
educational/sociocultural construct of ZPD. His theory addresses identity formation rather than proximal
learning supported by others, so this option is incorrect.

11. What is the latest advice of experts and authorities regarding left-handed children?
A. Train the child with left hand tendency to use the right. Historically some urged conversion to right-
handedness, but contemporary experts discourage forcing hand switching because it can cause confusion,
frustration, and sometimes developmental issues. Forcing a change ignores natural lateralization and is no
longer advised, so this option is incorrect.
B. Train the left-handed child to use both right and left hands. Ambidexterity training may be unnecessary and
can interfere with the development of a consistent dominant hand; modern guidance favors letting
handedness emerge naturally rather than imposing bilateral training. While some ambidextrous skills may be
useful, systematic training to make both hands equal is not standard advice, so this option is not the best
choice.
C. Allow children to use the hand they favor. Current expert consensus supports permitting children to use their
naturally preferred hand because handedness is a biological preference and forcing a switch can disrupt
development. Allowing the favored hand encourages comfort, coordination, and confidence, making this the
correct answer.
D. Discourage the child to use his left hand. Discouraging left-hand use is now seen as harmful and unnecessary;
it can create stress and possibly affect writing and learning development. Therefore active discouragement is
not recommended and this option is incorrect.

12. Mr. Cipriano, a curriculum consultant on economics insists that in selecting the curriculum content, it is
better that throughout the high school years, economic geography concepts be used to recur and be repeated
with depth for effective learning. What criterion in content selection is shown here?

A. Validity. Validity concerns whether curriculum content accurately represents essential knowledge and real-
world relevance. While valid content is important, the described practice of repeating economic geography
concepts across years with increasing depth speaks specifically to continuity rather than simple validity. So this
option is not the best fit.
B. Continuity. Continuity refers to sequencing content across grades so topics recur and deepen over time,
providing reinforcement and developmentally appropriate progression. Mr. Cipriano’s insistence on recurring
economic geography concepts with increasing depth directly exemplifies continuity, making this the correct
answer.
C. Significance. Significance refers to the importance or centrality of a topic for the learner’s future or society.
Although economic geography may be significant, the statement specifically highlights repeated recurrence and
increasing depth across grades, which is continuity, not merely significance. Thus this option is incorrect.
D. Learnability. Learnability addresses whether learners can grasp the content given their developmental level
and instruction, but it does not capture the teacher’s emphasis on recurring, deepening treatment across years.
The scenario highlights content sequencing, so learnability is not the best choice here.

13. Ms. Capco’s kindergarten children are learning to tie their shoelaces. She gives candy first for tying their
knot, then for making the loop and so on until they can do the entire task. What reinforcing technique is
illustrated in the teacher’s action?

A. Recognition. Recognition typically denotes public acknowledgment or praise for achievement (e.g.,
certificates), but it does not specifically describe reinforcing successive approximations of a multi-step skill.
The teacher’s method is more active and incremental than simple recognition, so this option is incorrect.
B. Self-reinforcement. Self-reinforcement occurs when learners reward themselves for progress or behavior,
which is different from an external teacher systematically rewarding successive steps. Since the teacher is
providing external rewards for approximations, self-reinforcement does not describe this technique. Therefore
this option is incorrect.
C. [Link] is a behavioral technique where successive approximations of a target behavior are
reinforced until the complete skill is achieved. The teacher’s practice of rewarding each step (knot, loop, etc.)
exemplifies shaping, making this option correct.
D. Maintenance. Maintenance refers to continuing reinforcement to sustain an already learned behavior over
time, not the stepwise reinforcement used during acquisition. Because the teacher is guiding initial learning
rather than merely maintaining an established behavior, maintenance is incorrect.

14. A child is able to read the word “chair” after pairing it with a picture of chair. In classical conditioning,
which makes this possible?
A. Positive association. A positive association describes the learned link between the word and the object, but it
labels the effect rather than the conditioning mechanism. While the association is the outcome, the term doesn’t
specify the role of the initial neutral stimulus becoming meaningful through pairing, so it’s not the most precise
classical conditioning term here.
B. Neutral stimulus. In classical conditioning, the written word “chair” begins as a neutral stimulus that elicits
no response until paired with an unconditioned stimulus (e.g., the picture or object). After repeated pairing, the
neutral stimulus becomes a conditioned stimulus evoking recognition or response — this mechanism explains
how pairing enables reading the word. Thus neutral stimulus is the most accurate choice.
C. Unconditioned stimulus. The unconditioned stimulus naturally elicits a response without prior learning (e.g.,
food causing salivation); in this pairing, the picture or real object might function as the unconditioned stimulus,
but the question asks which makes reading possible — the written word initially being neutral is the direct
mechanism. Therefore unconditioned stimulus is not the best single answer.
D. Act of reading. The act of reading is the behavioral result, not the classical conditioning element that
explains how the word acquires meaning. Classical conditioning explains how a neutral stimulus becomes
effective through pairing, so naming the act of reading does not identify the conditioning process. Hence this
option is incorrect.

15. Equality of education outcomes as one dimension of gender equality in education means:

A. Girls and boys are offered equitable opportunities to gain admission to formal, non-formal, or alternative
approaches to basic education.
This describes equality of access to education rather than equality of outcomes. While admission opportunities
are necessary, outcomes concern actual achievement and success levels, so this option is not the best definition
of equality of outcomes.
B. Girls and boys are given equal opportunity to participate in educational activities and other learning
experiences.
This option describes equality of participation (process), which is about involvement rather than the end results
students achieve. Outcome equality goes beyond participation to whether learners reach comparable success, so
this option is incomplete.
C. Girls and boys enjoy equal opportunities to achieve success based on their individual talents and efforts.
Equality of outcomes focuses on ensuring that learners can achieve success commensurate with their abilities
and effort — the end states of learning. This option captures the emphasis on actual achievement and is
therefore the correct definition.
D. Girls and boys have equal opportunities to learn.
Equal opportunity to learn is foundational and relates to access and participation, but it does not guarantee
equivalent outcomes (achievement). Outcomes specifically concern measurable successes, so this option is not
the most precise.

16. Arrange the ff. learning skills according to the cumulative learning theory. 1) problem solving learning 3)
rule learning 2)
discrimination learning 4) concept learning

A. 2-1-3-4. This sequence (discrimination → problem solving → rule → concept) places problem solving
before rule and concept learning; cumulative learning theory typically builds from simpler discriminations to
rules and concepts, which then scaffold problem solving. Because problem solving is usually the most complex
and should come later, this order does not reflect the correct cumulative progression and is incorrect.
B. 2-4-3-1. This sequence (discrimination → concept → rule → problem solving) places concept learning
before rule learning, but cumulative hierarchies usually position rule learning prior to higher-order concept
formation and then problem solving. The ordering of rule and concept is not aligned with typical hierarchical
models, so this option is incorrect.
C. [Link] sequence (discrimination → rule → concept → problem solving) presents a logical cumulative
progression: start with simple discrimination of stimuli, then extract rules governing relationships, then form
broader concepts integrating rules, and finally apply these to complex problem solving. This ordering matches
cumulative learning principles (simpler skills scaffold more complex ones), making this the correct answer.
D. 2-1-4-3. This order (discrimination → problem solving → concept → rule) prematurely places problem
solving ahead of concept and rule mastery, which undermines the cumulative approach where complex problem
solving depends on prior mastery of rules and
17. Miss Barte established the parallelism in the movies she heard the class members saw and their new story.
What will she gain from this connection?

A. The pupils would see the movie. This option assumes that the goal is to make students watch the movie,
which is not the teacher’s purpose. Establishing parallelism is meant to build connection and relevance, not to
promote movie viewing. Therefore, this is incorrect.
B. The pupils would be interested in the movie. This option focuses on students' interest in the movie instead of
their engagement with the lesson. The teacher’s goal is to enhance understanding of the new story, not to
increase interest in films. Thus this is not the best answer.
C. The pupils would identify with her. By connecting the lesson to students' familiar experiences (movies they
have seen), the teacher becomes relatable and easier to connect with. This helps students feel understood and
builds rapport, making learning more meaningful. This is the correct answer.
D. The pupils would lack interest in the movie. This is the opposite of the likely outcome because relating the
lesson to familiar materials generally increases interest. Thus, this option contradicts the principle of connection
and is incorrect.

18. The Grade 5 pupils appreciated the many insights they gained interviewing their grandparents and other
elderly people in their community. They suggested their lessons to be planned that they gain first hand
experiences of their lessons. What method is it?

A. Expository. Expository teaching is teacher-centered and involves explaining concepts rather than having
students learn through direct experience. It does not match the students’ desire for active, hands-on learning.
Therefore, this is incorrect.
B. Demonstration. Demonstration involves showing learners how something is done, but it still does not
necessarily offer first-hand experience. The scenario emphasizes direct involvement, not mere observation.
Hence this option is incorrect.
C. Laboratory. Laboratory method involves hands-on, experiential learning, allowing students to discover and
observe concepts directly. Interviewing elders for insights and learning through real-world activity fits this
experiential model. This is the correct answer.
D. Project. Project work involves extended tasks or outputs but does not inherently focus on first-hand
experience. While a project may include interviews, the emphasis here is practical discovery, fitting laboratory
learning more closely. Thus this option is less accurate.

19. The practice of non-graded instruction stems from _______.

A. Progressivism. Progressivism values individual pacing, child-centered approaches, and flexibility in

assessment, including non-graded systems. Non-graded instruction allows learners to grow without pressure
from comparative marks, consistent with this philosophy. This is the correct answer.
B. Reconstructionism. Reconstructionism emphasizes using education to reform society and address social
issues, not alternative grading practices. Its focus is on social transformation rather than assessment structure.
Thus, it is incorrect.
C. Essentialism. Essentialism prefers traditional, standardized, and structured approaches, including graded
evaluations. Non-graded instruction contradicts this strict academic orientation. Therefore, this option is
incorrect.
D. Realism. Realism emphasizes objective knowledge and measurable achievement, which aligns more with
traditional grading systems. Non-graded instruction does not fit realist perspectives. Thus this is incorrect.

20. What is the legal basis of shared governance in basic education?

A. RA 7160. RA 7160 is the Local Government Code, not specific to shared governance in education. It
decentralizes local governance, but not specifically basic education governance. Hence, this is incorrect.
B. B. RA 9942. This law is unrelated to governance in basic education. It does not define structures in DepEd or
school leadership. Therefore, it is incorrect.
C. C. RA 9155. RA 9155 (Governance of Basic Education Act of 2001) establishes shared governance in the
basic education system. It outlines roles of school heads, teachers, and stakeholders. This is the correct
answer.
D. RA 7844. This refers to the Export Development Act and is unrelated to education governance. Thus, it is
incorrect.
21. In developing the concept of transparency, the teacher can prevent overgeneralization by including
_____________.

A. Plywood among the examples. Plywood is opaque, so including it fails to demonstrate transparency and may
cause confusion. It does not help prevent overgeneralization. Thus it is incorrect.
B. Clear plastic among the examples. Clear plastic is transparent and helps illustrate the concept correctly.
Including multiple transparent materials prevents students from thinking only one material can be transparent,
making this the correct answer.
C. Glass among the examples. Glass alone is insufficient and may lead students to think only glass objects are
transparent. Without variety, overgeneralization is more likely. Thus this option is incorrect.
D. Clear cellophane among the [Link] glass, it is transparent, but using only similar materials may still
cause overgeneralization. Option B is stronger because clear plastics come in many forms, helping clarify the
concept. Thus this is incorrect.

22. You found that some of your pupils who belong to a minority group have very little sense of identity. What
could you do to help them?

A. Acquaint them with accomplishments of successful people who share their ethnic background. This builds
pride and reinforces positive identity formation by showing successful role models from their own culture. It
empowers students and helps restore cultural confidence. This is the correct answer.
B. Expect little from them. Lowering expectations worsens their sense of identity and harms motivation. It is
discriminatory and contrary to inclusive education. This is incorrect.
C. Group learners of the same background together. Grouping only by ethnicity may isolate them more and
reinforce division. It does not build identity within the broader classroom community. Thus it is incorrect.
D. Give more attention to the majority. Ignoring minority learners heightens marginalization and identity loss.
This goes against equity and inclusion. This is incorrect.

23. Complete this analogy: Centralization: Education Act of

1901, as Decentralization: _______

A. A. RA 9155. RA 9155 decentralized basic education governance and empowered school-level decision-
making. It aligns perfectly with decentralization. This is the correct answer.
B. B. RA 9293. RA 9293 amends teacher licensure laws but is unrelated to decentralization. Thus it is incorrect.
C. C. RA 7836. This is the Teachers' Professionalization Act, not about decentralization. Incorrect.
D. RA 7722. This law created CHED and pertains to higher education, not decentralization in basic education.
Incorrect.

24. Which does NOT belong to the group?

A. Content-based instruction. This integrates language and content learning, fitting within cross-disciplinary
approaches. It is integrative in nature. Thus it belongs to the group.
B. Cooperative learning. Cooperative learning is a teaching strategy focused on group interaction, not a
curriculum integration approach. While the others integrate subjects, this one focuses on student grouping.
Therefore, this does NOT belong — correct answer.
C. Thematic approach. Thematic teaching links different subjects through a common theme, an integrative
curriculum approach. So it belongs to the group.
D. Multi-disciplinary approach. This combines multiple academic disciplines in a single learning experience. It
also belongs to integrative curriculum approaches.

25. Mrs. De Guzman gives one student 5 spelling words, another 10, and yet another 15. This procedure
demonstrates which teacher activity?

A. Arranging for appropriate practice. Adjusting task difficulty across students ensures each gets practice suited
to their ability level. Giving varied numbers of words provides differentiated practice. This is the correct
answer.
B. Encouraging independent evaluation. This would involve students assessing their own learning, not the
teacher adjusting task loads. Hence it is incorrect.
C. Focusing student attention. This relates to directing concentration, not differentiating the workload. Thus this
option is incorrect.
D. Organizing material into appropriate learning units. This refers to structuring content, not tailoring
assignments to student needs. Thus it is incorrect.

26. In the elementary level, English literature and social studies relate well. While history is being studied,
different literary pieces during the historical period is being studied as well. What curriculum design is shown
here?

[Link] design. Subject design separates subjects distinctly and does not intentionally relate them. This does
not match the scenario. Incorrect.
B. Discipline design. Discipline design focuses on specialized fields of study (e.g., physics, sociology), not
integration across areas. Incorrect.
C. Correlation design. Correlation integrates two related subjects so they complement each other, such as
studying literature alongside historical events. This matches the given situation and is the correct answer.
D. Broad field design. This merges subjects into larger fields (e.g., social studies), but the scenario maintains
separate subjects intentionally linked. Incorrect.

27. Principal C shares this thought with his teachers: “Subject matter should help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and
actions.” From which philosophy is this thought based?

A. Essentialism. Essentialism stresses core knowledge and discipline rather than individuality and personal
responsibility for one’s internal life. This does not match the given idea. Incorrect.
B. Existentialism. Existentialism highlights personal freedom, individual uniqueness, and responsibility for
choices and actions. The statement mirrors existentialist beliefs. This is the correct answer.
C. Perennialism. Perennialism focuses on enduring truths and classics, not individuality or subjective
experience. Incorrect.
D. Progressivism. Progressivism emphasizes experience and learner-centeredness, but not personal existential
responsibility. Thus it is not the best match.

[Link] is the first step in the goal-oriented or outcome-based model of teaching?

A. Establishing learning objectives. Outcome-based teaching begins with identifying desired

learning outcomes or objectives before planning instruction. This defines what learners should
achieve. This is the correct answer.
B. Assessing entry capabilities. This follows after objectives to understand learners’ starting points.
It is not the first step. Incorrect.
C. Designing learning activities. Activities come after objectives have been set. Thus it is not first.
Incorrect.
D. Implementing learning activities. Implementation is the final stage, not the beginning. Incorrect.

[Link] is NOTTRUE of an analytic rubric?

A. It is time-consuming. Analytic rubrics require detailed criteria and multiple scoring components, making
them time-consuming. This is true and therefore NOT the correct answer.
B. It is easier to construct than the holistic rubric. Analytic rubrics are actually harder to construct because they
break down performance into multiple criteria. Since this statement is false, it is the correct answer.
C. It gives one’s level of performance per criterion. This is true because analytic rubrics score each component
individually. Thus, not the answer.
D. It allows pinpointing strengths and weaknesses. This is a benefit of analytic rubrics, as they provide
diagnostic feedback. Thus, not the answer.

30. The Anti-Sexual Harassment Act of 1995 is also known as?

A. RA 7277. This is the Magna Carta for Disabled Persons. Not related to sexual harassment. Incorrect.
B. RA 7877. RA 7877 is the Anti-Sexual Harassment Act of 1995. This is the correct answer.
C. RA 7835. This is the Anti-Wire Tapping Act and unrelated to harassment. Incorrect.
D. RA 7796. This is TESDA Act, not related to sexual harassment. Incorrect.

31. “Every time you get a correct answer to a problem, you may get a fruit from the basket.” What schedule of
reinforcement illustrates this teacher statement?
A. Continuous. In continuous reinforcement, a reward is given after every correct response, which matches the
teacher’s method. This is the correct answer.
B. Intermittent. Intermittent reinforcement rewards responses only sometimes. Not applicable here. Incorrect.
C. Ratio. Ratio schedules depend on number of responses but often not every single response. This is not
precise for the situation. Incorrect.
D. Interval. Interval reinforcement depends on time, not number of responses. Incorrect.

[Link] Krista prepared a reading material about euthanasia. Before presenting the article to the class, she
prepared a few statements relevant to the text. She asked her pupils if they agree or disagree with the statements
and encouraged them to explain their answers. The strategy she used is
______________ .

A. Anticipation guide. An anticipation guide presents statements that students respond to before reading to
activate prior knowledge and set purpose. This matches the teacher’s method. This is the correct answer.
B. Reciprocal teaching. Reciprocal teaching involves predicting, questioning, clarifying, and summarizing
during reading, not before. Incorrect.
C. QAR. Question-Answer Relationship teaches types of questions, not pre-reading engagement. Incorrect.
D. ReQuest. ReQuest involves reciprocal questioning between teacher and students, not agree/disagree
prediction. Incorrect.

33. The UNESCO J. Delors Report identified four pillars of learning. Which pillar is given top priority
especially due to the situation in Mindanao and threats of terrorists’ attack?

A. Learning to live together. This pillar emphasizes peace, cooperation, cultural understanding, and conflict
resolution — crucial in areas affected by terrorism and conflict. This is the correct answer.
B. Learning to be. Focuses on personal growth and identity, not directly on peace-building. Incorrect.
C. Learning to do. Skills and practical abilities are emphasized, not social harmony. Incorrect.
D. Learning to know. Cognitive development is important but not the focus during conflict. Incorrect

34. Article 14 section 2 of the Philippine Constitution provides for free and compulsory education in the
__________.

A. Elementary level. Compulsory schooling in the Constitution specifically applies to elementary education.
Thus this is the correct answer.
B. Secondary level. Secondary education is free but not compulsory under Article XIV Section 2. Incorrect.
C. Elementary and secondary. Only elementary level is compulsory. Incorrect.
D. Tertiary level. Tertiary education is neither free nor compulsory under this provision. Incorrect.

35. Which of the following technologies provide iconic experiences to students/ children?

A. Video and books. Books contain symbolic representations, not iconic images alone. Videos are iconic, but
books make this pair inconsistent. Incorrect.
B. Pictures and videos. Both pictures and videos provide direct visual representations resembling real objects,
making them iconic materials. This is the correct answer.
C. Radio and recordings. These are auditory, not visual; they provide no iconic experience. Incorrect.
D. Modules and periodicals. These rely mostly on text and not purely iconic visuals. Incorrect.

[Link] of the following comments helps create a conducive intellectual learning environment?

A. “How many problems can you get right??”. This phrasing emphasizes performance and comparison, which
can create anxiety or competitiveness rather than a focus on learning. It pressures students to produce a score
instead of encouraging exploration and growth, so it is not the best choice. Therefore this option is incorrect.
B. “Today, I want to see how much can you learn.”This statement frames the activity around learning progress
and effort rather than correctness alone, fostering a growth mindset and intellectual curiosity. It invites students
to try, experiment, and value the learning process, making it the best choice. This option is correct.
C. “Here are five difficult problems. It’s all right if you can solve just three.” This comment is supportive and
reduces anxiety by setting a reasonable expectation, which can encourage risk-taking and persistence. However,
it may implicitly lower standards rather than emphasizing learning potential; it’s helpful but less ideal than B’s
explicit learning-oriented focus. So this option is not the best answer.
D. “Here are five difficult problems. You must solve at least three to pass.” This imposes a performance
threshold that can create pressure and focus students on passing rather than conceptual understanding. Such
compulsory goals may reduce intrinsic motivation and risk-taking.

37. Mrs. Olivarez presented real samples of rocks in her General Science Class. What principle did she apply?

A. Appropriateness. Appropriateness concerns matching materials to learners’ level or context; while relevant,
it doesn’t specifically name the use of real, concrete examples. Using actual samples emphasizes authenticity
more directly than mere appropriateness. Thus this is not the best answer.
B. Authenticity. Presenting real rock samples exemplifies authenticity by using genuine materials that reflect
real-world objects and contexts, enhancing meaningful learning. Authentic resources increase relevance and
engagement, so this option is correct.
C. Responsiveness. Responsiveness refers to adapting to learners’ needs and feedback; while real samples can
be responsive, the core principle shown is the use of authentic materials rather than teacher responsiveness.
Therefore this option is not the best fit.
D. Simplicity. Simplicity is about reducing complexity and making content clear; real samples may or may not
simplify a concept. The key educational principle at play is authenticity, so simplicity is not the main principle
here. This option is incorrect.

[Link] assessing students work for creativity, what will be your first concern?

A. the notion of newness. Novelty or originality is a primary criterion in most definitions of creativity; assessing
whether an idea is new or unusual is fundamental. Therefore the notion of newness should typically be the first
concern, making this option correct.
B. quality of production. Quality matters for creative work, but without novelty, high quality alone doesn’t
make something creative. Quality is a secondary concern after establishing originality, so this option is not the
first concern.
C. the aesthetic elements. Aesthetics may be important in some creative domains, but creativity is broader and
prioritizes originality and usefulness before aesthetics. Hence aesthetic elements are not the primary concern.
This option is incorrect.
D. the degree of intellectual contents. Intellectual depth contributes to creativity in some contexts, but novelty is
usually assessed first to determine whether the work is creative at all. Thus this is not the first concern. This
option is incorrect.

39. In classical conditioning, which are paired together in order to elicit the desired response?

A. UCS and NS. Classical conditioning pairs an Unconditioned Stimulus (UCS) with a Neutral Stimulus (NS)
so that the NS becomes a Conditioned Stimulus (CS) eliciting the desired response. This pairing is the standard
mechanism that produces conditioning, making this option correct.
B. CS and NS. Pairing a conditioned stimulus (already learned) with a neutral stimulus is redundant and not the
typical initial pairing used to create a response. The key pairing to establish conditioning is UCS + NS, so this
option is incorrect.
C. UCS and CS. Pairing an already conditioned stimulus with an unconditioned stimulus is not the standard
method to form the initial association; it presumes conditioning has already occurred. Therefore this is not the
correct initial pairing. This option is incorrect.
D. UCR and NS. The Unconditioned Response (UCR) is the reaction, not a stimulus to pair; you pair stimuli
(UCS and NS), not responses. Thus pairing UCR with NS is conceptually wrong and incorrect.

40. Children with Autism Spectrum Disorder (ASD) has difficulty taking perspectives of other person that
makes them unable to respond to the feelings and actions of other person.
This is explains that children with ASD lack:

A. Empathy. Lack of empathy (affective responsiveness) is related and often observed in ASD, but the core
cognitive deficit typically described is difficulty understanding others’ mental states. Empathy describes
emotional response more than the cognitive ability to attribute beliefs, so this is not the most precise answer.
B. Intelligence. Intelligence is not the defining issue; many children with ASD have average or above-average
intelligence. The described difficulty concerns social cognition rather than global intelligence, so this option is
incorrect.
C. Egocentrism. Egocentrism describes normal developmental perspective-taking limits in young children, but
ASD involves a more specific and persistent impairment in attributing mental states. Thus while superficially
similar, egocentrism is not the best technical term. This option is incorrect.
D. Theory of the mind. Theory of Mind is the cognitive ability to infer others’ beliefs, desires, and intentions;
impairment in Theory of Mind explains why children with ASD struggle to respond appropriately to others’
feelings. This is the most precise and widely accepted explanation, making D the correct answer.

41. Both problem and project methods start with needs assessment and proceed with activities that offer a
solution to the identified problem or need. How is the project method different from problem method?

A. The problem method ends with a solution. Problem method indeed focuses on identifying and solving a
problem, but this statement describes both methods to some degree and doesn’t capture the distinctive, tangible
outcome of projects. Therefore this option is incomplete and not the best differentiator.
B. The project method culminates with a concrete product. A hallmark of the project method is that it typically
generates a tangible product or public output as a culmination of student inquiry and work. This emphasis on
creating something concrete distinguishes it from the problem method, making this option correct.
C. The project method is initiated for a purpose. Both problem and project methods are initiated for purposes,
such as addressing needs or questions, so purposefulness is not a distinguishing feature. Thus this option is not
the best choice.
D. The project method challenges students’ thinking. While projects do challenge thinking, so do problem-
based activities; intellectual challenge alone does not uniquely differentiate the two. Therefore this option is not
the defining difference and is incorrect.

42. Mrs. Del Prado placed text together with the relevant graphics on the same page in her multimedia
presentation.
Which principle did she apply?

[Link] contiguity. Spatial contiguity states that related text and visuals should be presented near each other to
reduce cognitive load and help learners integrate information. Mrs. Del Prado’s practice directly applies this
principle, making this option correct.
B. Feedback principle. Feedback concerns providing corrective or informative responses based on learner
performance, which isn’t what arranging text and graphics accomplishes. Hence this option is incorrect.
C. Cost effectiveness. Cost effectiveness relates to budgetary or resource considerations, not instructional
design of text-and-graphic placement. Therefore this option is incorrect.
D. Communication effectiveness. While placing related text and graphics enhances communication, the specific
instructional design principle that names this practice is spatial contiguity; communication effectiveness is a
broader outcome rather than the principle’s name. Thus this option is less precise and incorrect.

43. Ms. Delos Angeles advocates assessment for learning.

Which will she NOT likely do?

A. Formative assessment. Formative assessment is central to assessment for learning, providing ongoing
feedback to guide teaching and learning. An advocate of AfL would definitely use formative assessments, so
this option is not what she would avoid. Incorrect.
B. Diagnostic assessment. Diagnostic assessment helps identify learners’ strengths and gaps before instruction
and supports tailored teaching, aligning with AfL principles. She would likely use diagnostic tools, so this
option is not the correct “NOT likely” choice. Incorrect.
C. Placement assessment. Placement assessments match learners to appropriate levels; they inform instruction
and groupings and can be compatible with AfL. Therefore she might use placement when appropriate, making
this option not the best answer. Incorrect.
D. Summative assessment. Summative assessment evaluates learning at the end of instruction and is less central
to assessment-for-learning’s formative, feedback-driven approach. While summative assessments may still be
used, an AfL advocate relies less on them for guiding daily instruction, so this is the option she would be least
likely to prioritize — correct

44. Which of the following laws strengthens teacher education in the Philippines through establishment of
centers of excellence?
A. RA 7784. Republic Act No. 7784 is titled “An Act to Strengthen Teacher Education in the Philippines by
Establishing Centers of Excellence…” and explicitly created the Teacher Education Council and COE
provisions; it is the law associated with establishing centers of excellence for teacher education. This is the
correct answer.
Lawphil
B. RA 7722. RA 7722 is the Higher Education Act that created CHED and addresses higher education more
broadly, but it is not the specific law that created teacher education centers of excellence. So this option is
incorrect.
C. RA 7796. RA 7796 is the TESDA law (Technical Education and Skills Development Act), which pertains to
vocational and technical training rather than centers of excellence in teacher education. Therefore this option is
incorrect.
D. RA 7834. RA 7834 is not the statutory basis for teacher education centers of excellence; it relates to other
policy areas. Thus this option is incorrect.

45. In unlocking difficult words, Teacher Luis helps his students analyze the words. Together with the class,
they look for root words, affixes and study their meaning. What strategy is he using?

A. Structural analysis. Structural analysis involves breaking words into morphemes (roots, prefixes, suffixes) to
infer meaning and pronunciation, which matches the teacher’s approach. This is the correct answer.
B. Categorization. Categorization groups words by shared features (semantic categories) but doesn’t focus on
internal word structure like affixes, so it doesn’t capture the teacher’s morphological analysis. This option is
incorrect.
C. Analogies. Analogy strategies compare unfamiliar words to known words with similar patterns, which can
help but is distinct from explicit morphological breakdown. Therefore this option is not the best choice.
Incorrect.
D. Word lines. Word lines (word sorts or lists) organize words visually for practice and recognition, but they
don’t necessarily require morphological analysis of roots and affixes. Thus this option is incorrect.

46. Teacher Eliza gave her first-grade class a page with a story in which pictures take the place of some words.
Which method did she use?

A. Rebus. A rebus uses pictures or symbols to represent words or syllables within text, exactly as described for
the story activity. This is the correct answer.
B. Whole language approach. Whole language emphasizes meaning and context in reading development, but the
specific technique of substituting pictures for words is the rebus method rather than the whole-language
philosophy. Thus this option is not the most precise. Incorrect.
C. Literature-based method. A literature-based approach centers instruction around quality texts but does not
specifically define the use of pictorial substitutions, so it’s not the best match. Incorrect.
D. LEA. LEA (Language Experience Approach) uses a learner’s spoken language to create text for reading, not
primarily pictures substituting words; thus it is not the correct technique. Incorrect.

[Link] is best for the development of logical reasoning?

A. Concept mapping. Concept mapping helps organize and relate ideas graphically, which supports reasoning,
but it is more about structure and relationships than testing logical hypotheses. It is useful, but not the most
direct tool for practicing formal logical reasoning. Thus this option is not the best.
B. Using pictograph. Pictographs present data visually but do not typically engage students in higher-order
logical processes like hypothesis testing. They support interpretation but are limited for developing logical
reasoning. Incorrect.
C. Formulating and testing hypotheses. Formulating hypotheses and empirically testing them requires planning,
prediction, evidence evaluation, and inference — core activities that develop formal logical reasoning. This
active investigative process most directly cultivates logical thinking, making this option correct.
D. Concept miming. Miming concepts is kinesthetic and can reinforce understanding but does not
systematically develop logical reasoning skills. Therefore this option is incorrect

[Link] Kiko prepared the materials for his laboratory class in Chemistry. He instructed the team leader in
every group to start along the members of the group. Teacher Kiko allows his students to construct their own
knowledge through direct experience and enable them to create schema. What theory is displayed in the given
situation?

A. Bandura’s Social Learning. Bandura emphasizes observational learning, modeling, and reinforcement, which
involves social factors but less emphasis on schema construction through individual direct experience.
Therefore this is not the best fit. Incorrect.
B. Bronfenbrenner’s Ecological Theory. Bronfenbrenner focuses on multiple environmental systems shaping
development rather than on children actively constructing schemas via experience. It explains context more than
cognitive schema-building, so it is incorrect.
C. Piaget’s Cognitive Development. Piaget emphasized that learners construct knowledge through direct
interaction with their environment and form schemas to organize experience; enabling students to create their
own schema through hands-on activity aligns closely with Piagetian constructivism. This makes option C the
correct answer.
D. Vygotsky’s Social Constructivism. Vygotsky emphasizes social mediation and scaffolding by more
knowledgeable others; while the teacher’s use of group leaders suggests social aspects, the question’s emphasis
on direct experience and schema creation points more directly to Piaget. Therefore D is less precise here and
incorrect.

49. J.B. Watson relates that a particular behavior is determined by environmental factors. Which of the
following situations can help the student develop a positive attitude towards mathematics?

A. Tell students that Math is a difficult subject. Telling students math is difficult may create negative
expectations and become a self-fulfilling prophecy through environmental influence, so it would likely harm
attitude. This option is incorrect.
B. Give difficult problems to challenge the students. Challenging problems can motivate some learners but may
produce frustration if not scaffolded; on its own, difficulty does not guarantee a positive attitude. So this option
is not the best single action under behaviorist principles. Incorrect.
C. Present lessons from the easiest to the most complex. Sequencing tasks from simple to complex creates
success experiences that condition positive attitudes, which is behaviorally sound. However, it addresses
instructional sequencing rather than the broader environmental atmosphere. It is helpful but not the strongest
single environmental factor. Less optimal than D.
D. Have a favorable learning atmosphere in the classroom. A favorable, supportive environment provides the
kind of consistent positive stimuli and reinforcement that behaviorism (Watson) predicts will form positive
attitudes toward a subject. This broad environmental approach is most directly aligned with Watsonian
principles and is the best choice — correct.

[Link] Aiza wants her better students to overlearn what they have learned and at the same tie help others to
master the lesson. Which activity is best?

A. Game. Games can reinforce learning and motivate, but they don’t systematically channel stronger students
into instructional roles that promote mastery for both tutor and tutee. Thus this option is not the most targeted.
B. [Link] engage learners in realistic scenarios but are less focused on structured practice and
peer teaching for mastery and overlearning. So this option is not ideal.
C. Peer tutoring. Peer tutoring engages advanced students in overlearning as they teach and explain content to
peers; teaching solidifies their mastery while supporting others’ learning, making it the most effective choice for
the stated goals. This option is correct.
D. Practice. Practice supports overlearning for individual students, but it doesn’t inherently involve stronger
students helping others consolidate learning. Therefore it’s helpful but not the best match. Incorrect.

51. A teacher who advocates the pragmatic philosophy of education believes that experience should follow
learning, thus she has to?

A. Equip her students with basic skills and abilities. Providing foundational skills is important, but pragmatism
emphasizes applying knowledge through experience rather than just preparing skills in isolation. So option A is
necessary but incomplete. Incorrect.
B. Encourage her students to memorize facts. Memorization is antithetical to pragmatism’s emphasis on
experiential application and problem-solving. Thus this option is incorrect.
C. Provide her students opportunities to apply their skills and abilities. Pragmatism values learning by doing and
testing ideas in practical contexts; enabling students to apply skills in real situations is central to this
philosophy. This option directly reflects pragmatic practice and is correct.
D. Require her students’ mastery of the lesson. While mastery matters, pragmatism prioritizes functional
application beyond mere mastery for its own sake; requiring mastery alone does not ensure experiential
application. Therefore this option is not the best choice.

52. Mr. Chua is demonstrating the experiment to his Grade 6 Science class. What were the learners deprived of
in his class?

A. Acquisition of new knowledge. Demonstration can still transmit new knowledge vicariously through
observation; students may learn concepts even without direct manipulation. So acquisition of knowledge may
still occur and is not necessarily deprived. This option is incorrect.
B. Manipulation of materials. By demonstrating rather than letting students perform the experiment themselves,
learners lose hands-on manipulation and the kinesthetic experiences that promote discovery learning. This direct
interaction is precisely what demonstration deprives them of, making option B correct.
C. Interaction with classmates. Demonstration need not prevent interaction; students can still discuss
observations, so interaction is not necessarily deprived. Thus this option is not the best answer. Incorrect.
D. Observational learning. Demonstration actually affords observational learning since students watch the
experiment unfold; they are not deprived of this mode of learning. Therefore this option is incorrect.

[Link] of the following statements is correct about the domains of educational technology?

A. Design is the production stage while development is the planning stage. This reverses typical terminology:
design is usually the planning/blueprint phase, and development is the production/creation phase. Because this
statement mislabels the stages, it is incorrect.
B. Both the design and development are the planning stage. Design is planning, but development is the
implementation/production stage, so treating both as planning is inaccurate. Thus this option is incorrect.
C. Evaluation is with implementation. Evaluation is a distinct phase that can occur before, during, and after
implementation, but it’s not synonymous with implementation itself. Therefore this statement is misleading and
incorrect.
D. Utilization is the action phase. Utilization (or implementation/use) refers to the actual application of
educational technologies in practice — the action phase where tools are used in instruction. This description
accurately captures the role of utilization, making this option correct.

54. Teacher Lordinio says: “If it is basketball that brings student out of the classroom, let us bring it into the
classroom. Perhaps, I can use it to teach Math.” To which philosophy does teacher adhere?

A. Essentialism. Essentialism emphasizes core knowledge and traditional academic skills presented
systematically; using sports as a vehicle for learning is more student-centered and experiential than essentialist
methods. So this option is incorrect
B. [Link] focuses on ideas, moral reasoning, and classical content rather than practical, activity-
driven learning experiences, making it an unlikely fit. This option is incorrect.
C. Progressivism. Progressivism values student interests, learning by doing, and connecting instruction to real-
life experiences; bringing basketball into math instruction exemplifies this child-centered, experiential
approach. Therefore this option is correct.
D. Reconstructionism. Reconstructionism aims to use education to address social problems and reform society;
while it involves activism and social critique, it does not specifically endorse using students’ interests like
sports as direct instructional tools in the same way progressivism does. Thus this option is incorrect.

55. Mrs. Nogueras is doing an assessment of learning. At what stage of instruction should she do it?

A. Before instruction. This is used for diagnostic assessment, which determines students’ prior knowledge
before teaching begins. It cannot be assessment of learning, because no learning has occurred yet. Therefore, it
is not the correct answer.
B. After [Link] of learning is summative and conducted after instruction to evaluate what
students have learned. It measures mastery and is used for grading and reporting. This matches the definition
exactly.
C. Prior to instruction. This is essentially another form of placement or diagnostic assessment, used to check
readiness. Since assessment of learning happens after learning, this option does not fit.
D. During instruction. Assessment during instruction is formative, meant to guide improvement. It is not
intended to certify learning outcomes, so it cannot be assessment of learning

[Link] of the following statements about Gender is correct?

A. Gender is biologically determined. This describes sex, not gender. Gender involves roles and expectations,
not biological anatomy. Hence, it is incorrect.
B. Gender is socially and culturally influenced and constructed. Gender reflects the norms, expectations, and
behaviors societies attach to being male, female, or nonbinary. These vary across cultures and change over time.
This accurately reflects the modern concept of gender.
C. Gender roles are the same in all societies. This is incorrect because gender roles differ widely across cultures
and historical periods. What is acceptable in one society may not be accepted in another. Therefore, it is not
accurate.
D. The concept of gender is synonymous with sex. Sex is biological, while gender is sociocultural. Because
they describe different aspects of identity, this statement is false.

57. What Commonwealth act led to the opening of the first Normal School in the Philippines?

A. Act 74. Act No. 74 established the Department of Public Instruction in 1901 and created the Philippine
Normal School, the first teacher training institution. This is historically accurate. Thus, it is the correct answer.
B. Act 34. This act is unrelated to establishing normal schools and deals with other governmental matters. It has
no connection to teacher education, making it incorrect.
C. Act 47. This act also does not pertain to the founding of the Philippine Normal School. It addresses other
administrative issues unrelated to education, so it is not the correct choice.
D. Act 43. Act 43 is not associated with the establishment of teacher education institutions. It does not mention
normal schools, making it incorrect.

[Link] should be done first when planning for a performancebased assessment?

A. Determine the table of specifications of the tasks. A TOS is made after the competency is identified because
it organizes content and skills already chosen. Since it cannot be created first, this is incorrect.
B. Set the competency to be assessed. The first step is always to clarify what students must demonstrate.
Without identifying the target competency, the teacher cannot design tasks, criteria, or rubrics. This makes B
correct.
C. Set the criteria in scoring the task. Criteria depend on the tasks and skills chosen, so they cannot be created
before setting the competency. Creating criteria too early would result in misalignment.
D. Prepare a scoring rubric. Rubrics are developed near the end of planning, once competencies and tasks are
final. Therefore, this option is in the wrong sequence.

59. Who among the following is not within the category of “teacher” as provided for under the Magna Carta
for Public School Teachers?

A. Guidance Counselors. Guidance counselors support student learning and are included in the classification of
teaching-related personnel. They are covered under the Magna Carta. Thus, they are not the correct answer.
B. School [Link] are considered part of the teaching staff hierarchy since they supervise teachers.
They are explicitly covered under the Magna Carta. Therefore, this option is incorrect.
C. School nurse. School nurses provide medical and health services, not instructional or academic support.
Since their work is outside the teaching-learning process, they are not covered under the Magna Carta.
D. School librarian. Librarians are included because they support instructional and academic activities. They
help facilitate students' learning resources, so they fall under the “teacher” classification.

60. In using Language Experience Approach (LEA), a teacher capitalizes in _______________ to develop and
support children’s reading and writing ability.
A. Different media available e.g. computers. Technology can support learning, but LEA is not media-centered.
Its foundation is using students’ own language and experiences, so this is incorrect.
B. Textbooks, basal anthologies, linguistic reading series. These materials are pre-made and do not come from
students' personal experiences. LEA rejects this approach in favor of student-generated text.
C. Different literature. Literature helps develop reading skills but is not the basis of LEA. LEA texts must
originate from the students’ own retellings.
D. First-hand or vicarious experiences. The Language Experience Approach uses children's personal
experiences as the source for reading material. Students narrate their experiences, which the teacher writes
down, making this the correct and most authentic option