asler - Quiz

1. Scenario: During a group activity, a teacher observes that one group is consistently off-task
and not contributing to the discussion. What is the best immediate action for the teacher to
take?

A) D.N
B) C.make the out
C) A. Move closer to the group and monitor their behavior more closely
D) B.ignore them

2. Scenario: A teacher noticed that a significant number of students performed poorly on a
recent test. What should the teacher first address this issue?

A) C.Comtinue teaching
B) B.Review the test results and identify the common areas of their difficulties.
C) A.Ignore it
D) D. all of these

3. Scenario: In a social studies class, students are studying ancient civilizations. The teacher
observes that some students are struggling to understand the societal structure. Which
technique is best?

A) A.Assign an individual project
B) C.Assign a group project where the students create a model of the specific civilization.
C) B.Ask them to create a portfolio
D) D.None

4. Scenario: During a grammar lesson, the teacher observes that some students are having
difficulty understanding the proper use of punctuation marks. Which strategy would be
most effective?

A) D.both b and c
B) C.Make them write essay
C) A.Assign worksheets with sentences containing punctuation errors for the students to correct.
D) B. Ignore them

5. Scenario: In a writing class, students are tasked with crafting persuasive essays. The
teacher notices that some students are struggling to structure their arguments effectively.
Which assessment strategy would be most effective?

A) C. Scold them
B) D. None
C) A.Provide the struggling student with a template for structuring persuasive essays
D) B.Assign worksheets with sentences containing punctuation errors for the students to correct.

6. Scenario: In a writing class, students are tasked with crafting persuasive essays. The
teacher notices that some students are struggling to structure their arguments effectively.
Which assessment strategy would be most effective?

A) A.Argue with the students
B) B.Continue with the discussion
C) C.Provide the struggling student with a template for structuring persuasive essays
D) D.None of such

7. Scenario: During a poetry unit, the teacher notices that some students are struggling to
analyze the figurative language used in a poem. Which assessment strategy is most
effective?

A) B.Assign a creative writing task
B) C.Make them sing
C) D.None
D) A.Make them suffer

8. Scenario: In a reading comprehension exercise, students are asked to interpret a complex
passage. The teacher notices that some students are struggling to identify the main ideas
and supporting details. Which assessment strategy is best?

A) A.Assign a summary writing task where students must condense the passage
B) B.Assign a creative writing task
C) C.Provide the struggling student with a template for structuring persuasive essays
D) D.A and B

9. While delivering a demonstration lesson, you notice that many students look
confused. What should you do?

A) A. Ignore the students
B) D. Scold them for not listening carefully
C) B.Continue teaching
D) C.Pause and ask students what part they didn’t understand

10. Your demonstration lesson is scheduled right after lunch, and students appear
restless. How should you engage them?

A) A.Begin with a quick energizer or interactive activity.
B) D.None
C) B.Dont bother them
D) C.End the class early so students can have their lunch

11. Scenario: During a geometry lesson, the teacher observes that some students are
struggling to apply the properties of triangles to solve problems. Which strategy is most
effective?

A) B.Begin with a quick energizer or interactive activity
B) A.Administer a timed test consisting of triangle-related problems to assess the students.
C) C.Dismiss the class
D) D.None

12. Scenario: During a geometry lesson, the teacher observes that some students are
struggling to apply the properties of triangles to solve problems. Which strategy is most
effective?

A) B.Make them write an essay
B) D.None
C) C.Ignore them
D) A.Administer a timed test consisting of triangle-related problems to assess the students.

13. Scenario: In an algebra class, students are learning to solve equations with variables. The
teacher notices that some students are struggling to understand the concept of solving for
unknowns. Which assessment strategy would be most effective?

A) D.The extent to which a test measures what it claims to measure
B) A.Assign a project where students create real-world scenarios that can be solved using equations.
C) B.Personality inventories
D) C.Attitudes or opinions

14. Question: Which of the following is commonly used as a method for assessing effective
domains in individuals?

A) A.Personality inventories
B) B.Emotional Intelligence Appraisal
C) C.Attitudes or opinions
D) D.none

15. Which assessment tool measures a person’s level of emotional intelligence?

A) D. all of these
B) B.Attitudes or opinions
C) C.Personality inventories
D) A.Emotional Intelligence Appraisal.

16. In affective assessment, what does the Likert scale measure?

A) A.Personality inventories
B) C.Attitudes or opinions
C) B.Emotional Intelligence Appraisal.
D) D.All of these

17. What is the purpose of a self-report questionnaire in affective assessment?

A) b.Personality inventories
B) d.none
C) A.To gather information directly from the individual about their emotions or attitudes.
D) c.Attitudes or opinions

18. What does construct validity refer to?

A) a.The extent to which a test measures what it claims to measure
B) b.The reliance on subjective interpretation of responses (and they may be influenced by social desirability bias).
C) c.The degree to which individuals believe they have control over their outcomes
D) d.none

19. Which of the following is a potential limitation of self-report questionnaires in
affective assessment?

A) b.The extent to which a test measures what it claims to measure
B) a.The reliance on subjective interpretation of responses (and they may be influenced by social desirability bias).
C) c.The reliance on subjective interpretation of responses (and they may be influenced by social desirability bias).
D) d. none

20. Which of the following is NOT an affective variable?

A) c.Setting goals and planning.
B) d.none
C) a.Memory capacity
D) b.The degree to which individuals believe they have control over their outcomes

21. What does locus of control refer to in the context of affective variables?

A) d.none
B) b.Setting goals and planning.
C) a.The degree to which individuals believe they have control over their outcomes.
D) c.The belief in one’s ability to succeed in specific situations or accomplish tasks

22. What is the primary component of self-regulation?

A) b.Working overtime for a bonus. (Note: This appears in the transcript text as an example under intrinsic motivation context).
B) c.The belief in one’s ability to succeed in specific situations or accomplish tasks
C) d.none
D) a.Setting goals and planning

23. Which of the following is an example of intrinsic motivation?

A) a.Working overtime for a bonus. (Note: This appears in the transcript text as an example under intrinsic motivation context).
B) c.Social interactions and feedback
C) b.The belief in one’s ability to succeed in specific situations or accomplish tasks
D) d.none

24. What does self-efficacy refer to?

A) d.none
B) a.The belief in one’s ability to succeed in specific situations or accomplish tasks
C) b.Social interactions and feedback
D) c.positive self-concept can enhance affective variables such as motivation

25. Which factor influences the development of self-esteem?

A) b.A positive self-concept can enhance affective variables such as motivation.
B) a.Social interactions and feedback
C) c.The ability to regulate one’s emotions and understand others’ emotions.
D) d.none

26. What is the relationship between self-concept and affective variables?

A) b.The ability to regulate one’s emotions and understand others’ emotions
B) a. positive self-concept can enhance affective variables such as motivation
C) c.Emotional Intelligence Appraisal
D) d.Social interactions and feedback

27. What does the term “emotional intelligence” encompass?

A) a.The ability to regulate one’s emotions and understand others’ emotions
B) c.The belief in one’s ability to succeed in specific situations or accomplish tasks.
C) b.positive self-concept can enhance affective variables such as motivation
D) d.none

28. Which assessment tool is commonly used to measure emotional intelligence?

A) d.all of these
B) A.Situational judgment test.
C) C.Positive and Negative Affect Schedule (PANAS)
D) B.Emotional Intelligence Appraisal

29. Which assessment method involves presenting individuals with hypothetical
scenarios to gather their responses?

A) c.Emotional Intelligence Appraisal.
B) b.Positive and Negative Affect Schedule (PANAS).
C) a. Situational judgment test.
D) d.none

30. Which assessment tool measures positive and negative affective states?

A) c.Emotional Intelligence Appraisal
B) b.Situational judgment test
C) a.Positive and Negative Affect Schedule (PANAS).
D) d.Social interactions and feedback

31. Scenario: Dr. C sees you using visual aids during your demo teaching, but the materials
aren’t clearly visible to students in the back. What is the best action to take?

A) a.Read the content aloud and describe the visual aids in detai
B) c.a only
C) b.Thank the supervisor and apply the feedback where possible
D) d.a and b

32. Scenario: The supervisor interrupts your demonstration to give feedback. How should you
handle this professionally?

A) c.ignore him
B) d.Walk out
C) b.be angry with the supervisor
D) a.Thank the supervisor and apply the feedback where possible

33. Scenario: A student received the following quarterly grades in Science: 78, 82, 80, and 85.
What should be the final grade?

A) d.none
B) b.The final grade is computed as the average of the four quarters. (Note: While the reader mentions “highest grade is 85”, standard policy typically calculates the general average).
C) c.Applying knowledge to solve problems
D) b.Grades are based on a combination of written work, performance tasks, and quarterly assessments.

34. Scenario: A parent is confused why their child got a grade of 70 even though the child was
active in class. What should you tell the parent?

A) b.The student is required to undergo a remediation program
B) a.Grades are based on a combination of written work, performance tasks, and quarterly assessments.
C) d.both a and b
D) c.tell the mother that his child was lazy

35. Which cognitive process is associated with the application level in Bloom’s
Taxonomy?

A) c.Applying experience
B) b.Provide a make-up task and compute the grade after completion
C) c.Applying knowledge to solve problems
D) d.none

36. A student received a grade of 72 as the final grade in a subject. What should be
done according to DepEd policy?

A) a.The student is required to undergo a remediation program
B) d.all of these
C) b.Grades are based on a combination of written work, performance tasks, and quarterly assessments.
D) c.both a and b.

37. Scenario: Miss Fe is computing grades and notices that a student has an incomplete
performance task due to excused absences. What is the correct approach?

A) d.a and b
B) C.b only
C) a.Provide a make-up task and compute the grade after completion
D) b.The final grade is the average of all quarters, so one low grade can be pulled up by the others.

38. Scenario: A student is worried because they failed one quarter but performed well in the
others. What should you tell the student?

A) a.The final grade is the average of all quarters, so one low grade can be pulled up by the others.
B) d.none
C) b.Remind the teacher about the standards-based grading system and fairness
D) c.Mark the grade as incomplete and provide a make-up assessment

39. Scenario: A fellow teacher says that they will give all students a grade of 90 to avoid
complaints. What is the best action to take?

A) b.Remind the teacher about the standards-based grading system and fairness.
B) d.all of these
C) a.Mark the grade as incomplete and provide a make-up assessment
D) c.both a and c

40. A parent requests you to increase their child’s grade by two points so they can
receive honors. What is the most appropriate response?

A) b.Mark the grade as incomplete and provide a make-up assessment.
B) a.Explain that grades are based on actual performance and cannot be altered
C) d.
D) c.diko alm

41. Scenario: A student did not take the quarterly assessment due to illness but completed
other tasks. What should you do?

A) b.pass her
B) c. Mark student failed
C) d.none of these
D) c.Mark the grade as incomplete and provide a make-up assessment

42. What is the primary purpose of a single-point rubric?

A) d.none
B) a.To focus on areas where students have met expectations.
C) b.to measure students grade
D) c.none

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