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6
th
Flr. G. Tolentino Cor. Espaa, Doa Aparo !l"#.
Sapaloc $anila
Tel. no. (02) 735-1294 or (02) 736-7410
PROFESSIONAL
EDUCATION
PRE-TEST APRIL 2010
1. Which Republic Act provides government
assistance to students and teachers in private
education?
a. RA 7836 c. RA 6728
b. RA 7784 d. RA 667
2. !n the preamble o" the #$%& o" ethics "or
'ro"essional (eachers) *hich o" the "ollo*ing
teacher descriptions is included in the #ode o"
&thics "or 'ro"essional (eachers?
a. A. With satis"actor+ teaching per"ormance
b. 'assed the licensure e,ams "or teachers
c. %ul+ licensed pro"essional
d. 'ersons o" dignit+ and reputation
3. Which stage according to &ric-son is the stage
o" trust and mistrust?
a. .oung adulthood c. Adolescence
b. &arl+ childhood d. !n"anc+
4. !n the histor+ o" education s+stem) including
that o" the 'hilippines) *hich s+stem *as "irst
and last remained a partner o" other s+stems
o" education?
a. /ormal b. 0on1"ormal c. !n"ormal d. 're1
school
. Who among the "ollo*ing subscribe to the
theor+ that the good) the true and the
beauti"ul are universall+ valid in all places at
all times?
a. Realists and idealists
b. Realist and e,istentialists
c. 'ragmatists and idealists
d. 'ragmatists and realists
6. (he 1287 #onstitution mandates the state to
encourage among others sel"1learning)
independent and out1o"1school stud+ programs
particularl+ those that respond to communit+
needs. Which is an o"" shoot o" this mandate?
a. !nstitutionali3ation o" earl+ childhood care
and development
b. 'rincipal empo*erment program
c. 4ulti1grade teaching
d. 'ractices o" communit+1based learning
7. Authors claim that education is given greater
in the 1287 'hilippine #onstitution than in the
past #onstitution. Which article provision on
education is "ound onl+ in the 1287
#onstitution?
a. 5upport to teacher education
b. 'rovision on assigning the highest budget
priorit+ to education
c. (he establishment o" the integrated s+stem
o" education
d. (he creation o" #6&%
8. According to 6urloc-) studies o" children7s pla+
revealed that to+ pla+ reaches its pea- during
the
a. 4iddle childhood +ears
b. &arl+ childhood +ears
c. 8ab+hood
d. 9ate childhood
2. !n a %&#5 memorandum issued last 1228) the
ne* name "or multi1grade class is:
a. A./riendl+ school c. 'aaralan ng baha+
b. 5chool1o"1the1"uture d. &scuela nueva
1;. (he student1centered curriculum belongs to
*hich group o" educators?
a. Reconstructionist1&ssentialist
b. 'rogressivist) 'erennialist
c. 'erennialist) &ssentialist
d. 'rogressivist) Reconstructionist
11. %aniel <oleman tal-s about emotional
intelligence. Which o" the "ollo*ing
characteri3e a student *ith a high degree o"
emotional intelligence?
a. 5ensitive to points o" vie* and "eeling o"
others
b. 'rodded b+ others
c. $bsessed *ith achieving at an+ cost
d. =nable to dela+ grati"ication
12. (he histor+ o" curriculum development
includes the hidden curriculum approach.
Which is the content emphasis o" the hidden
curriculum?
a. 5tudents e,periences and activities
b. !mplicit processes and social norms
c. 5tudent needs and interest
d. !ntrospection and choice
13. (eacher ( is concerned *ith conceptual
matters since realit+ is mental teacher (7s
thin-ing is >uite1
a. Realistic c. &,istential
b. 'ragmatic d. !dealistic
14. (he authoritarian setting in the /ilipino home
is rein"orced b+ a classroom teacher *ho1
a. As-s open ?ended >uestions
b. &ncourages pupils to as- >uestions
c. 'rescribes *hat pupils should do
d. !s open to suggestions
1. A number o" researches "ound that the e""ects
o" maternal emplo+ment on children7s
achievement are1
a. 6ardl+ established
b. 'ositive and negative
c. /ull+ established
d. 0egative
16. Which one correctl+ describes the
phenomenon o" latch-e+ children?
a. (he+ turn to empt+ homes a"ter school
either to sit b+ the television or to roam
the streets
b. (he+ are truant school children
c. (he+ are engaged in child labor
d. (he+ are engaged in child labor
17. (eacher @ regards the student as a spiritual
entit+ and as part o" the larger spiritual
universe. (o *hat philosoph+ does teacher @
subscribe?
a. !dealism c. Realism
b. &,istentialism d. 'ragmatism
18. (he 1287 #onstitution mandates the state to
assign the highest budgetar+ priorit+ to1
a. 6ealth c. 5ocial *or-
b. &ducation d. %e"ense
12. 4oral development in earl+ childhood is
characteri3ed b+1
a. @uestioning rules
b. Will"ul disobedience o" rules
c. Acting out o" conviction
d. Acting *ithout -no*ing *h+ the+ do so
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2;. According to 'iaget) b+ adolescence bo+s and
girls must have reached *hat stage?
a. #oncrete operations stage
b. 5ensorimotor stage
c. /ormal operations stage
d. 're1operational stage
21. Ruth dances *ell. 5he can "igure out ho*
something *or-s or ho* to "i, something that
is bro-en) *ithout as-ing "or help. 8ased on
<arden7s theor+ o" multiple intelligence under
*hat intelligence is she strong?
a. 4usical
b. 9ogical1mathematical
c. 5patial intelligence
d. Ainesthetic intelligence
22. Who among the "ollo*ing believes that
learning re>uires disciplined attention regular
home*or-) and respect "or legitimate
authorit+?
a. Reconstructionist c. &ssetialist
b. 'erennialist d. 'rogressivist
23. Which developmental tas- is e,pected o" the
adolescent according to havughurst?
a. Achieving ne* and more mature relations
*ith age1mates o" both se,es
b. 5-illed games
c. <etting started in an occupation
d. 9earning to get along *ith age1mates
24. 4r. Ro+ *ants his pupils to be creative. Which
o" the "ollo*ing *ill he R&/RA!0 "rom doing?
a. 6eighten the student7s sense o" unusual
b. %evelops students7 abilit+ to recogni3e and
anal+3e problems and relationships
c. &ncourage sustained attention in an area o"
interest
d. %evelop solel+ s-ill master+
2. (he creation o" 5tudent7s 9oan /und to give
e>ual opportunit+ to all persons *ho desire to
pursue higher education is the essence o":
a. RA 6;14 c. RA 66
b. RA 7836 d. RA 7784
26. !n hisBher teaching) (eacher % moves "rom
particular instances to tentative
generali3ations that are 5ubCected to "urther
veri"ication . (eacher % engages
himsel"Bhersel" in:
a. !ntuition
b. !nductive logic
c. %eductive logic
d. 'hilosophical anal+sis
27. Which o" the correct statement o" emotional
intelligence is based on %aniel <oleman7s
theor+?
a. &motional intelligence is "eeling
appro,imatel+ and e""ectivel+
b. &motional intelligence id being nice to
people
c. &motional intelligence is giving "ree rein to
"eeling
d. &motional intelligence changes less
considerabl+ than !@ through li"e.
28. Which o" the "ollo*ing is not a subCect1
centered curriculum?
a. 'erennialist c. Dalues1centered
b. 8ac-1to1basics d. 5ubCect area
22. Which program is assisted "inanciall+ b+ the
World 8an- and $&#/ and is meant "or the
improvement o" elementar+ education in the
5RA provinces?
a. 'rogram "or %ecentrali3ed &ducation
b. /irst &lementar+ &ducation 'roCect
c. Ainesthetic intelligence
d. 5econd &lementar+ &ducation 'roCect
3;. 4r. E) A "i"t+1"ive +ear old American citi3en)
even though ver+ educationall+ >uali"ied to be
president an educational institution in third
countr+ cannot be appointed as 'resident
because: 6eFFFFF
a. %oes not belong to a religious group
b. !s nearing retirement
c. !s not /ilipino #iti3en
d. !s not an o""icial o" a corporation
31. Which o" the "ollo*ing is not a ha3ard to the
master+ o" developmental tas-s?
a. =n"avorable social Cudgment
b. 8+passing o" stage o" development as a
result o" "ailure to master the tas-s "or that
stage o" development
c. #risis *hen individuals pass "rom on stage
to another
d. !nappropriate or impossible e,pectations
32. (eacher = emphasi3es to her students the
importance o" deep personal re"lection on
one7s commitments and choices. (eacher =
subscribes to *hich 'hilosoph+?
a. Realism c. &,istentialism
b. !dealism d. 'ragmatism
33. (he constitutional provision on language has
the "ollo*ing aims) &,cept:
a. (o ma-e /ilipino the national language and
medium o" instruction and o""icial
communication
b. (o ma-e the regional dialect as au,iliar+
media o" instructions in regional schools
c. (o ma-e /ilipino the sole medium o"
instruction
d. (o maintain &nglish as a second language
34. Which periods in the li"e span o" an individual
are characteri3ed b+ gro*th spurt?
a. &arl+ childhood and adolescence
b. 'renatal period and earl+ childhood
c. &arl+ childhood
d. 're1natal and pubert+
3. (he introduction o" non1"ormal education in
line *ith the #onstitutional 'rovision on:
a. 'rotection o" teachers
b. 'romoting the rights o" all citi3ens to ma-e
>ualit+ education accessible to all
c. $ptional religious instructions
d. 'romoting the rights o" all citi3ens to
>ualit+ education at all levels
36. (eacher G is o"ten times "rustrated. (he
students in her class hardl+ volunteer to recite
and to do other learning1related tas-. (his is a
proo" o" the /ilipino7s:
a. 5ense o" humor
b. 9ac- o" resource"ulness
c. 9ac- o" re"lection
d. 'assivit+ and lac- o" initiative
37. (he tendenc+ to emphasi3e so much on school
beauti"ication to the detriment o" pupil7s
per"ormance illustrated the:
a. /ilipino7s sense o" humor
b. /ilipino7s lac- o" re"lection
c. /ilipino7s love "or H 'ormaI at the e,pense
o" substance
d. /ilipino7s lac- o" seriousness
38. A president bod+ to stud+ 'hilippines
education created b+ virtue o" &,ecutive $rder
0o. 46 during the incumbenc+ o" %&#5
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secretar+ Andre* <on3ales *ith an aim to
stud+ 'hilippine &ducation is the:
a. 'residential #ommission on &ducational
Re"orm
b. 'hilippine #ommission to 5urve+ 'hilippine
&ducation
c. 5urve+ to outcomes o" elementar+
&ducation
d. #ommission on 'hilippine &ducation
32. Which is a danger signal o" adolescent mal1
adCustment?
a. !nappropriate bod+1build
b. !rresponsibilit+ as sho*n in neglect o"
studies in "avor o" having a good time
c. Attraction to the opposite se,
d. 'rolonged treatment as children
4;. (o democrati3e access to secondar+ education)
public secondar+ education *as made "ree. !n
*hose presidenc+ *as this implemented?
a. /erdinand 4arcos c. #ora3on A>uino
b. Joseph &strada d. /idel Ramos
41. Which is not a characteristic o" democratic
discipline?
a. #hild obe+s blindl+
b. #hild understands the meaning o" rules
c. #hild is given punishment us related to the
misdeed
d. #hild has opportunit+ to e,press hisBher
opinion
42. (he three A7s o" happiness according to
6urloc- are:
a. AdCustments) a""ection) altruism
b. Attitude) abilit+) adCustment
c. Acceptance) a""ection) and achievement
d. A""ection) abilit+) attitude
43. 8ab+hood is o"ten re"erred to as a H #ritical
periodI in the development o" personalit+
because:
a. At this time the "oundations are laid upon
*hich the adult personalit+ structure *ill
be built
b. #hanges in the personalit+ pattern ta-e
place
c. (he brain gro*s and develops at such an
accelerated rate during bab+hood
d. At this time the bab+ is e,posed to man+
ha3ards both ph+sical and ps+chological
44. Who among the "ollo*ing stressed the
processes o" e,periences and problem solving?
a. 'lato c. %e*e+
b. 6egel d. Aristotle
4. (eacher 9 believes that creation o" -no*ledge
in b+ *a+ o" the learners7 interaction *ith their
environment. (eacher 9 is more o":
a. An idealist c. An e,istentialis
b. A pragmatist d. A realist
46. (o reach out clientele *ho cannot be in the
classroom "or one reason or another) *hich o"
the "ollo*ing *as established
a. 0on1"ormal education
b. !n"ormal education
c. 're1school education
d. "ormal education
47. (he encouragement o" sel"1learning)
independent) and out1o"1school stud+
programs as stated in the 1287 constitution
has given rise to:
a. (he implementation o" open universities
and distance learning programs
b. !nstitutionali3ation o" earl+ childhood care
and development
c. (he conduct o" 0&A( and 05A(
d. (he clamor "or a <rade D!!
48. Which o" the "ollo*ing statement on
developmental tas-s is *rong?
a. /ailure to master developmental tas-s at a
certain developmental stage has "ar
reaching conse>uences in a person7s
development
b. (he master+ o" development tas-s is a
result o" ph+sical maturation) societal
pressure and individual7s aspiration
c. (here are essential s-ills e,pected to be
ac>uired and mastered in each
developmental stage
d. Retirees are not e,pected to *or- on
mastering certain develop mental tas-s
42. (he 1287 'hilippines #onstitution states the
"ollo*ing) &,cept:
a. (he o""icial languages o" the 'hilippines are
/ilipino and &nglish
b. (he national language o" the 'hilippines is
/ilipino
c. /ilipino is the (agalog o" the (agalog ?
spea-ing provinces
d. (he government shall initiate and sustain
the use o" /ilipino as a medium o" o""icial
communication and as a language o"
instruction in the education s+stem
;. Which among the "ollo*ing has been said to
pla+ an irreplaceable role in the education o"
the +oung?
a. #ommunit+ c. #hurch
b. 5chool d. 6ome
1. /or the drill method to be e""ective there
should be:
a. 4uch practice on a "e* s-ills
b. 9ittle practices on "e* s-ills
c. 4uch practice on man+ s-ills
d. 9ittle practice on man+ s-ills
2. Which o" the "ollo*ing classroom management
practices runs counter to the realit+ therap+
approach o" William <lasser?
a. (he teacher as-s a misbehaving student
*hat he or she is doing
b. (eacher re>uires the students to prepare a
plan in *riting and sign it as means o"
increasing personal motivation to maintain
and "ul"ill the plan
c. (he teacher evaluates pupil7s behavior as
good or bad
d. (eacher assists the students in ma-ing
realistic plans to change behavior
3. Which o" the "ollo*ing does not appl+ to
master+ learning?
a. !t ma-es use o" varied instructional time
"or di""erent groups o" students
b. !t ma-es use o" norm1re"erence tests
c. !t is e""ective in teaching basic s-ills
d. !t re>uires the use o" care"ull+ cra"ted
instructional obCective
4. (he teacher7s role in problem solving methods
is:
a. (o test the conclusions
b. (o set up the problem
c. (o propose *a+s o" obtaining the needed
data
d. (o help the learners *hat is it that is being
solved
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. (o nurture creativit+ in student) teacher
should:
a. Dar+ the length and di""icult+ o" >uestion
b. Allo* "or one1minute *ait1time
c. As- convergent >uestions
d. &mphasi3e the necessit+ o" giving right
ans*ers
6. (he content o" a good lesson plan is sel"1
su""icient. (his means that:
a. (he content should match *ith student7s
aptitude
b. (he content should help students learn
ho* to learn
c. (he content should be broad and treated
thoroughl+
d. (he content should be veri"iable
7. Which one can 0$( help individuals reduce
their o*n "ears about change?
a. Re"lect on the e,tent o" change in one7s li"e
so "ar and ho* it has coped *ith
b. !denti"+ short"alls in s-ills or -no*ledge
and ta-e action to remed+ them
c. !denti"+ s-ills *hich *ill be use"ul in a ne*
situation
d. Aeep "eeling o" an,iet+ to themselves
8. (he "ollo*ing are generating thin-ing s-ills)
&,cept:
a. #onnecting ne* ideas c. #lassi"+ing
b. 'redicting d. !n"erring
2. 4rs. Dalde3 *ants to generates as man+ ideas
as she can as the class is about to embar- on
a communit+ outreach program. Which o" the
"ollo*ing *ill she emplo+?
a. role pla+ing c. brain*ashing
b. brainstorming d. simulation
6;. Which teaching practice *ill most li-el+
decrease learner7s attention?
a. @uestioning
b. Assessing learning as an integral part o"
instruction
c. Assessing learning as an integral part o"
instruction
d. (eaching b+ telling
61. /or e""icienc+) i" in the process o" teaching a
teacher reali3es that too little has been
planned) *hich o" the "ollo*ing ma+ she 0$(
do?
a. %iscuss possible problems o" the ne*
assignment.
b. 'ose additional >uestions to e,plore
various "acets o" the content
c. %rill the students on the maCor points o"
the lesson.
d. <ive a >ui3
62. #orrect practice ma-es per"ect. (his ma,im is
based on (horndi-e7s la* o" e,ercise and the
"inding that rein"orcement o" a response
increases the li-elihood its occurrence. Whose
research "inding is the underlined statement?
a. 5-inner c. 'alo
b. 8runer d. 9e*in
63. 6ere is a lesson obCective: <iven a microscope
and a slide) the students must be able to "ocus
the prepared slide. Appl+ing Robert /. 4ager7s
principle) *hich does this lesson obCective
lac-?
a. #riterion measure c. 'er"ormance
b. #ondition d. time element
64. Which is a "ocusing thin-ing s-ill?
a. !denti"+ing -e+ concepts
b. 5ummari3ing
c. $btaining in"ormation
d. #lari"+ing through in>uir+
6. !n the use o" television in the classroom) *hich
o" the "ollo*ing should be avoided?
a. (he (D program lasts the *hole class
period.
b. (here is a pre1vie*ing orientation
c. 5elect programs that match the learners7
level o" interest and maturit+
d. 9i"e should be le"t on i" students are to ta-e
notes
66. 8ased on Dictor 9o*en"ield7s classi"ication)
*hich se>uence in the developmental stages o"
children in art is "ollo*ed?
a. 5cribbling stage) pre1schematic stage)
schematic stage) da*ning realism stage)
pseudo1realistic stage
b. 5cribbling stage) pre1schematic stage)
schematic stage) pseudorealistic stage)
da*ning realism stage
c. 're1schematic stage) schematic stage)
scribbling stage) pseudorealistic stage)
da*ning realism stage
d. 're1schematic) schematic stage) scribbling
da*ning realism stage) pseudo1realistic
stage
67. !n relation to teacher7s ratings research
suggests the "ollo*ing) &,cept one:
a. (eachers "avor sel"1evaluation over all
other "orms o" evaluation
b. 'eer and supervisor+ evaluation are not
reliable
c. 5tudent raters o" teachers are more
reliable and valid than other raters
d. 5tudent *or- and test outcomes are
supplementar+ sources "or evaluating
teachers
68. 5uppose de"ined 3 levels o" computer1assisted
instruction: dialogue) tutoring) practice1drill.
Which ones are t*o higher levels in the correct
order?
a. (utoring and dialogue
b. 'ractices1drill and tutoring
c. %ialogue and tutoring
d. 'ractice1drill and dialogue
62. !n *hat condition is the use o" the lecture
method appropriate?
a. 6igher cognitive learning is sought
b. (he in"ormation is not available
c. (he subCect matter is >uite eas+
d. 9ong term learning is desired
7;. Which re"ers to the time *hen students learn
at a ma,imum level?
a. Wait time c. Allocated time
b. &ngaged time d. Academic learning
time
71. What is a sign o" the underachiever in the
classroom?
a. Resist authorit+ and carr+ on a po*er
struggle *ith a teacher.
b. 6olds bac- "rom class participant unless
sure o" sel"
c. /rustrated about >ualit+ o" *or-
d. 4inimum *or- output.
72. !" a"ter calling on a number o" students) a
teacher is unable to obtain the desired
response) *hat should teacher do
a. As- leading >uestions
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b. Re1teach parts o" the lesson that need re1
teaching
c. 'robe student7s ans*ers.
d. Rephrase the >uestions
73. /or global competitiveness) a school must
embar- on a proactive change. Which one is a
characteristic o" proactive change?
a. radical and inventive c. late in the game
b. imitative o" others d. problem1driven
74. Which guideline on the use o" the chal-board
should a teacher AD$!%?
a. &stablish routine uses "or the chal-board
b. While *riting) proceed "rom right to le"t
c. %on7t tal- to the chal-board *hile *riting
on it
d. 9imit +our board *riting to maCor ideas
7. (o teach the democratic process to the pupils)
4abuha+ &lementar+ 5chool decided that the
election o" class and school o""icers shall be
patterned a"ter local election o" the class and
school o""icers shall be patterned a"ter local
election process. (here are >uali"ications set
"or candidates) limited period "or campaign
and rules "or postingcampaign materials) etc.
Which o" the "ollo*ing did the school use?
a. 5imulation c. Role pla+ing
b. 'hilips 66 d. 5+mposium
76. Which is 0$( a characteristic o" preventive
discipline.
a. 'roactive c. !nventive
b. Anticipator+ d. Reactive.
77. $ne criterion that has been proposed in the
selection and organi3ation o" content in the
development section o" a lesson plan is
balance. When does lesson content possess
balance.
a. (he content should have practical
application "or the learners
b. (he content is not cluttered b+ masses o"
more trivial content
c. (he content should enable the learners to
e,perience the broad s*eep o" content and
give them the opportunit+ to go deeper
d. (he content should help student learns
ho* to learn
78. (he burnout malad+ gets *orse i" a teacher
doesn7t intervene to change *hatever areas he
or she can control. Which one can rene* a
teachers enthusiasm.
a. &ngage in sel"1pit+
b. 5tic- to the Cob
c. Judge someone else as *rong
d. !nitiate changes in Cob.
72. Although learning can ta-e place an+*here
and an+time) the more s+stematic the teacher)
the greater the probabilit+ "or success. (his
points out the need "or teachers to:
a. 5peci"+ their obCectives
b. 'lan their lessons
c. 5et their teaching priorities
d. 5elect their instructional materials
8;. 8elo* are teachers e""ective classroom
management practices) &,cept $ne.
a. (eachers ma-e sure students understand
and "ollo* rules and procedures
b. %isruptive behavior is handled ever+
*ee-end
c. (eachers clearl+ establish conse>uences "or
not "ollo*ing rules
d. (eachers spend more time in the beginning
o" the +ear e,plaining and reminding
students o" rules.
81. A teacher7s summar+ o" a lesson serves the
"ollo*ing "unctions e,ceptK
a. !t lin-s the parts o" the less
b. !t ma-es provisions "or "ull participation o"
the students
c. !t clinches the basic ideas or concepts o"
the lesson
d. !t brings together the in"ormation that has
been discussed
82. Which ones are proCected visuals?
a. <raphs on a boo- c. Realias
b. 4odels d. 5lides
83. (he lesson is on the pros and cons o" capital
punishment. 4r. 4ilan *ants to do high level
thin-ing and to develop a vie* o" capital
punishment "rom a di""erent perspective.
Which techni>ue *ill be most appropriate?
a. 9ecture c. Role pla+ing
b. 5imulation d. 'anel discussion
84. Which is used to emphasi3e individuali3ed
instruction?
a. (utorial group c. !n>uir+ group
b. 'hilips 66 d. (as- group
8. 6ere a >uestion: /R$4 (6& %A(A 'R&5&0(&%
/$R4 <&0&RA9!EA(!$05 (6A( AR&
5=''$R(&% 8. (6& %A(A. =nder *hat t+pe o"
>uestion does this test item "all?
a. &valuate c. %ivergent
b. #onvergent d. Application
86. 4s. &stira cannot bring her pupils to the sea
"or a lesson on marine communit+. Which o"
the "ollo*ing *ill be closest to an actual
e,perience o" marine communit+?
a. 4otion picture on marine communit+
b. %escription o" marine communit+
c. 'ictures o" marine communit+
d. (aped lesson o" marine communit+
87. Which can 0o( help organi3ations reduces
"ears about change?
a. 8+ training people in ne* s-ills
b. 8+ -eeping people in"ormed about plans
c. 8+ cladestine moves
d. 8+ consultation
88. A"ter a lesson in air pollution) teacher # gives
each pupil mimeographed sheets) *hich
contain statements to *hich each is e,pected
to react. &,amples o" these statements are.
%o +ou in an+ *a+ contribute to air pollution?
What solutions do +ou propose to minimi3e) i"
not eliminate) air pollution. (hen the students
are grouped "or sharing.
!n this case *hat does the teacher ma-e use
o"
#. Dalue sheet c. Ran- ordering
&. #on"lict stor+ d. #ontrived incident
82. Which orders consist o" the goal1oriented
instructional model?
a. 're1assessment) speci"ication o" obCectives)
pre1assessment) instruction) evaluation
b. 5peci"ication o" obCectives) pre1
assessment) instruction evaluation
c. 're1assessment) speci"ication o" obCectives)
instruction) evaluation
d. 5peci"ication o" obCectives) evaluation) pre1
assessment) instruction
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2;. (eacher 87s lesson *as on abortion. 5he
*anted to get her student7s ma,imum
participation and reaction. 5he sho*ed slides
on abortion accompanied b+ an audiotape that
presented the reasons "or and against
abortion. (eacher too- a stand in "avor o"
abortion and came up *ith all her
Custi"ications. At the end) ho*ever) she made
clear her stand on abortion. Which did the
teacher use?
a. 5he made use o" value clari"+ing discussion
b. 5he made use o" contrived incident
c. 5he made use o" simulation
d. 5he pla+ed the role o" the devil7s
advocate
21. !n on o" the pages o" her re"erence material)
4s. &strada "inds the li"e c+cle o" a "rog.
Assuming that the "ollo*ing are available to
her) the >uic-est *a+ to e""ectivel+ present the
li"e c+cle o" a "rog to the class is b+ *a+ o"
a. An overhead proCector
b. An opa>ue proCector
c. %escribing the li"e c+cle
d. A dra*ing on the chal-board
22. 8elo* are >uestions that must be considered
in developing appropriate learning activitiesB
e,perience) &,cept one
a. %o the e,periences encourage pupils to
in>uire "urther?
b. %o the e,periences save the pupils "rom
learning di""iculties?
c. #an be e,periences pro"it the pupils?
d. Are the e,periences in accordance *ith an
increasing amount o" learning?
23. Which order o" the senses goes *ith an
increasing amount o" learning?
a. 5ight) hearing) touch) taste and smell
b. (aste and smell) sight ) touch) hearing
c. (aste and smell) touch) sight) hearing
d. (aste and smell) touch) hearing) sight
24. Which o" the "ollo*ing statements on peer
tutoring is true?
a. (eacher has time *ith more severe
learning problems
b. (he atmosphere is threatening
c. (he social s-ills o" pear tutors are not
enhanced
d. the peer tutor7s achievement goes do*n
2. A lesson in 'hilippines histor+ *as presented
b+ 4rs. 'alaroan b+ ma-ing her class vie* a
videotape on &%5A revolution. (he videotape
*hich 4rs. 'alaroan used in class points to
*hat propert+ o" instructional media?
a. 4anipulative c. /i,ative
b. 4ulti1sensor+ d. %istributive
26. Read the "ollo*ing teacher1student1 situation.
(eacher: Wh+ is the process called
photos+nthesis? 5tudent: ! don7t -no*. Which
>uestioning techni>ue should the teacher use?
a. #oncept c. #lari"ication
b. 'rompting d. 4ultiple response
27. 4iss 9ee7s obCective is to "ocus student7s
attention on and >uic-l+ create interest in a
problem or concept. 5he ma-es use o":
a. (as- group c. (utorial group
b. 'anel discussion d. 'hilips 66
28. (he content o" the lesson must be "easible.
(his means that:
a. (he lesson should be interesting to the
student
b. (he lesson must be *ithin the capacit+ o"
the students
c. (he teacher must considered the time
needed and resources available
d. (he lesson must be use"ul
22. Which >uestioning behavior is appropriate:
a. 0ot allo*ing a student to complete a long
response
b. Repeating all student7s response
c. Allo*ing choral responses
d. As-ing varied >uestions
1;;. Research on teacher e""ective practices has
sho*n the "ollo*ing e,cept:
a. 'lanning has title impact on student
learning
b. @uestioning strategies are ine""ective
monitoring techni>ue
c. (eaching procedures on classroom routines
earl+ in the school +ear are essential
d. %irectives should be "e* and best delivered
in a casual manner
1;1. (eacher . *ants to measure student7s
abilit+ to organi3e thoughts and ideas. Which
t+pe o" test is most appropriate?
a. $bCectives test
b. 9imited response essa+
c. &,tended response essa+
d. 5hort ans*er t+pe o" test
1;2. Which o" the "ollo*ing re"ers to organi3ed
services speciall+ designed to improve the
adCustment o" students?
a. <roup gro*th sessions c. #umulative
records
b. (est pro"iles d. <uidance program
1;3. Which tests surve+ e,isting problems o"
academic progress?
a. Achievement tests c. 'roblem chec-list
b. !nterest inventories d. Aptitude tests
1;4. Which o" the "ollo*ing statements about
guidance is 0$( true?
a. <uidance is a continuous process
b. <uidance is concerned *ith H WholeI
student) not onl+ *ith his or her
intellectual and academic aspect
c. <uidance is telling a student *hat is best
"or him) and advising him about *hat he
should do
d. <uidance is primar+ concerned *ith
prevention rather than cure
1;. Which o" the "ollo*ing is 0$( a guidance
service?
a. 's+chological testing
b. #ounseling
c. $bservation
d. &ducation placement
1;6. Which o" the "ollo*ing tests is given at the
end o" instruction?
a. 5ummative c. "ormative test
b. 'lacement test d. diagnostic test
1;7. 5pecial or e,ceptional students are such in
certain aspects) &,cept "or one:
a. 5ensor+ abilities
b. <ender orientation
c. 4ental characteristics
d. #ommunication abilities
1;8. !n"ormation "rom achievement tests can be
used in the "ollo*ing) &,cept in:
a. <rading a student
b. 9abeling pupils
c. &stablishing pro"icienc+
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d. <iving "eedbac- regarding e""ectiveness o"
learning
1;2. Which o" the "ollo*ing occurs *hen the
teachers have a general tendenc+ to rate all
individuals7 per"ormance at appro,imatel+ the
same position on the rating scale?
a. 'ersonal bias error c. 9ogical error
b. 6alo e""ect d. 5everit+ error
11;. (he environment must be interactive to
"acilitate learning) *hich o" the "ollo*ing
situations is an e,ample o" this?
a. (he class copies a list o" "acts concerning
the habitat o" insects
b. (he teacher lectures on the habitat o"
insects
c. (he class goes out and discovers the
habitat o" insects
d. (he teacher sho*s posters o" the habitat o"
insects
111. When teachers) administrators and
counselors come together to s+nthesi3e or
coordinate in interpreting data about a
student "or the purpose o" a more intensive
stud+) this is called
a. 9ongitudinal stud+ c. #ase con"erence
b. #ase stud+ d. #ase anal+sis
112. Which t+pe o" test can help teachers
predict the probabilit+ o" success o" students in
certain areas or endeavors?
a. Achievement c. Aptitude
b. !ntelligence d. 'ersonalit+
113. Which o" the "ollo*ing correctl+ describes
d+sle,ia?
a. A. !t is a developmental e,pressive *riting
disorder
b. !t is a developmental arithmetic disorder
c. !t is a developmental reading disorder
d. !t is a developmental articulation disorder
114. /ree and compulsor+ education as
mandated in the 1287 constitution holds true
"orFFFFFFFFFFFFF
a. &lementar+ and secondar+ education
b. &ducation in the primar+ grades
c. All children o" school age
d. <rade D! pupils
11. Readiness pretests is give at the beginning
o" an instructional unit is a:
a. 5ummative tests c. 'lacement test
b. /ormative test d. %iagnostic test
116. (he distribution o" the scores is negativel+
s-e*ed. (his means that:
a. 4ost o" the score are lo*
b. 4ost o" the scores are high
c. (he score are concentrated on the le"t o"
the distribution curve and most o" the
score are lo*
d. (he scores are concentrated on the le"t o"
the distribution curve
117. Aside "rom pro"essional competence) *hat
other important >uali"ication must a teacher
have "or guidance *or-?
a. 5imilar cultural bac-ground *ith the
students
b. 'ersonal >ualities) such as *armth) open1
mindedness) interest in people
c. A""iliation *ith a pro"essional group
d. 5everal +ear o" e,perience as teacher
118. Which o" the "ollo*ing is meant to
determine student per"ormance at the
beginning o" instruction?
a. %iagnostic assessment
b. 'lacement assessment
c. 5ummative assessment
d. 5ummative assessment
112. 4ean is to central tendenc+ as standard
deviation is to:
a. %iscrimination c. #orrelation
b. 9evel o" di""icult+ d. Dariabilit+
12;. (he "ollo*ing characteri3e school guidance
programs) &,cept one:
a. A part o" ever+ school activit+
b. 5eparate "rom the general li"e o" the school
c. A "unction sheared b+ all
d. 9ocated in ever+ part o" the school
121. Which "actor is most li-el+ to ma-e a
school7s guidance program succeed?
a. Administrative support
b. (he availabilit+ o" the specialist
c. (he "avorable attitude o" teachers to*ard
guidance
d. 9ocated in ever+ part o" the school
122. (he results i" this t+pe o" test serve as
basis "or remedial instruction. What is the t+pe
o" test re"erred to?
a. 'rognotic test c. %iagnostic test
b. 5peed test d. Achievement test
123. (he di""icult+ inde, o" a test item is 1. (his
implies that:
a. (he test item must be moderate in
di""icult+ because ;L got the item
correctl+ and ;L got it *rongl+
b. (he test item must be ver+ di""icult
because nobod+ got the item correctl+
c. (he test item must be neither di""icult
because nor eas+ because this depends on
the abilit+ o" the students
d. (he test item must be ver+ eas+ because
ever+bod+ got the item correctl+
124. !n his conduct o" item anal+sis 4r. 4ilanes
discovered that a signi"icant greater number
"rom the lo*er group o" the class that "rom the
upper group got item number 1; correctl+.
(his implies that:
a. (he test item is reliable
b. (he test item has a negative discriminating
po*er
c. (he item has a positive discrimination
po*er
d. (he tests item is valid
12. <uidance is concerned *ith
a. All students) even i" some seem not to
have problems
b. 5tudents *ho mani"ests undesirable
behavior onl+
c. =nderachieving students onl+
d. 5tudents *ith emotional problems onl+
126. Which statement e,plains the primar+
"ocus o" the non1directive approach in
counseling?
a. !t "ocuses in the person7s responsibilit+
and capacit+ to discover more appropriate
behavior
b. !t places con"idence in a person7s abilit+ to
deal *ith his or her needs through a
realistic process
c. it helps con"idence to develop a more
rational to deal *ith his or her needs
through a realistic process
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d. it modi"ies behavior b+ providing
appropriate learning conditions and
e,periences
127. An algebra test *as designed to measure
*hat the students learned at the end o" the
course. !t *as also to predict success in "uture
mathematics subCects. (his algebra test
"unctioned as1
a. %iagnostic and placement test
b. An aptitude test
c. An achievement test
d. An aptitude and an achievement test
128. <i"tedness is a "orm o" e,ceptionalit+.
5tudents *ho "all under this categor+
demonstrate high per"ormance in special
areas) such as those belo*1
a. Athletic pro*ess c. <eneral intellectual
abilit+
b. #reative thin-ing d. Disual and per"orming
arts
122. Which o" the "ollo*ing is the least stable
measure o" central tendenc+?
a. 4edian and mode c. 4edian
b. 4ode d. 4ean
13;. Which assessment is concerned *ith
identi"+ing learning di""iculties during
instruction
a. 5ummative assessment
b. 'lacement assessment
c. /ormative assessment
d. Disual and per"orming arts
131. (hese are signi"icant in"ormation about a
student) gathered through the use o" various
techni>ues) assembled) summari3ed and
organi3ed in such a *a+ that the+ ma+ be
used e""ectivel+:
a. #umulative records
b. (est pro"ile
c. 'ersonal inventories
d. #ase studies
132. Research "indings sho* that autism is
a. &ither more prevalent among girls or
among bo+s depending on their nationalit+
b. &>uall+ prevalent among bo+s and girls
c. 4ore prevalent among bo+s than among
girls
d. 4ore prevalent among girls than among
bo+s
133. !n interpreting test results *hich
statements are true?
!. A ra* score itsel" is meaningless but
becomes meaning"ul once it is interpreted
!!. An anal+sis o" test results is useless
*ithout interpretation
!!!. (est result interpretation is possible
*ithout anal+sis
!D. (he use o" statistical techni>ues gives
meaning to student7s scores
a. !) !!) !D c. !) !!!) !D
b. !) !!) !!! d. !!) !!!) !D
134. (his guidance service to help students
carr+ out their plans and act on their choices
so that the+ become adCusted to their chosen
"ield or career is called:
a. #ounseling c. placement
b. in"ormation d. "ollo*1up
13. (he tendenc+ "or the rather to use onl+ the
lo*er end o" rating scale in rating per"ormance
is re"erred to as
a. 'ersonal bias error c. <enerosit+ error
b. 5everit+ error d. logical error
136. What must be emplo+ed to continuousl+
strengthen a school guidance program
a. Assignment o" responsibilities
b. research
c. &valuation
d. 'rogram 'lanning
137. Which tests are given be"ore instruction?
a. 'lacement c. 5ummative
b. /ormative d. Achievement
138. (he operation HReturn to the basicsI sa*
its embodiment in the FFFFFFFFF
#. 0ational &lementar+ Achievement (est
&. 0e* 5econdar+ &ducation #urriculum
!. 0ational 5econdar+ Achievement (est
'. 0e* &lementar+ 5chool #urriculum
132. (he "ollo*ing are computed
di""icult+ indices: 1) . 8;) .;) .3; *hich one
indicates the most di""icult+ item?
a. 3; b. ; c. 1 d. 8;
14;. Which o" the "ollo*ing e,plains *h+ the
plateau phenomenon o" ten "ound in human
being does 0$( e,ist in animal learning
e,periments?
a. Animals are unable to pro"it "rom errors
b. (he incentive in animal learning is
constant
c. Animals have *ea- incentive in learning
d. Animals are unable to spurt in learning
141. All are components o" remedial guidance
in the classroom) &,cept:
a. %ealing *ith discipline problems
b. %ealing *ith poor stud+ habits and s-ills
c. %ealing *ith underachievement
d. %ealing *ith career choices or vocational
plans
142. Which method provides a more or less
obCective assessment o" di""erent aspects o"
an individual?
a. 6ome visits
b. #ounseling intervie*
c. $bservations
d. 5tandardi3ed testing
143. Which o" the "ollo*ing behavior indicates
that a child has developed conventional
maturit+? (he behavior is based on
FFFFFFFFF
a. (he desire to avoid severe ph+sical
punishment b+ a superior authorit+
b. 'ersonal decisions based on his
satis"action
c. (he e,pectations o" the group or societ+ in
general to gain approval
d. !nternali3ed ideals to avoid sel"
condemnation rather than social censure
144. A school guidance program should arise
mainl+ out o":
a. (he curriculum and other programs o" the
school
b. (he school administrator7s directives "rom
hisBher perceptions
c. (he students7 needs and the problems
d. (he availabilit+ o" guidance resources in
the schools
14. A test in *hich the options are dependent
upon a "oundation o" some sort such as
graphical representation) paragraph) and
pictures is:
a. #ontained1options test
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b. 5etting1and1options test
c. 5tructured1response
d. 5tem1and1options test
146. !n the scoring o" essa+ tests) e,perts
advise teachers to score all ans*er to an eas+
>uestion be"ore going to the ne,t >uestion "or
*hich reason?
a. !t reduce the chances that ratings *ill be
in"luenced b+ a halo e""ect
b. !t is more convenient
c. !t is easier to appl+ the criteria more
uni"orml+ *hen considering onl+ a single
tas- at a time *hen going "rom tas- to
tas- "or each student
d. #hec-ing is "aster this *a+
147. Whose per"ormance does stanine o"
represent?
a. 'er"ormance o" the upper 4;L
b. 'er"ormance o" the upper 2;L
c. 'er"ormance o" the lo*er 2;L
d. 'er"ormance o" the middle 2;L
148. !n ma-ing and reporting observations o"
students7 behavior) *hich ones should be
avoided?
a. %escriptions o" student7s gestures and
e,pressions
b. (he names o" other students *ith *hom
the one being observed interact
c. $pinions and Cudgment about students
d. %irect >uotations o" student7s statements
142. (his is the stage *hen the learner become
con"used and starts to e,perience identit+
crisis. (his is the FFFFFFFFFFFF
a. 9ate childhood stage
b. &arl+ childhood stage
c. &arl+ adulthood stage
d. Adolescent stage
1;. All are basic "unctions o" ps+chological
tests &G#&'( $0&.
a. /or selection or admission
b. !denti"ication o" students *ho need special
attention
c. /or promotion or acceleration
d. !ntegration o" li"e e,periences and "uture
directions o" students
11. =pon *hat shall a teacher base the
evaluation o" the learner7s scholarship
a. 4erit) learner7s scholarship
b. 4erit) >ualit+ o" per"ormance
c. 4erit) attendance
d. @ualit+ o" per"ormance) learner7s
scholarship
12. (he "ollo*ing are some o" *hat a
pro"essional teachers ma+ 0$( do &G#&'(:
a. Accept remuneration "rom tutorials other
than *hat is authori3ed "or such service
b. 4a-e deductions "rom student7s scholastic
ratings as a punishment
c. 8ase the evaluation o" the learner7s *or-
on merit and >ualit+ o" academic
per"ormance
d. !n"lict corporal punishment an o""ending
learners
13. (he value o" education) de"erence to
authorit+) and "ilial piet+ in the 'hilippines in
an in"luenced o"
a. (aoist tradition c. 8uddhist tradition
b. #on"ucianist tradition d. 6indu
tradition
14. Which statement regarding teacher7s
ethical behavior is *rong?
a. A teacher ma+ not "all in love *ith hisBher
students
b. (eachers shall support one another at all
times *hen the best interest o" the
learners) the school) or the pro"ession at
sta-e
c. A teachers ma+ submit to the proper
authorities an+ Custi"iable criticisms
against an associate
d. !t is ever+ teacher7s responsibilit+ to see-
correctives "or an+ unpro"essional and
unethical conduct o" an+ associate
1. Which is the "irst and "oremost concern o"
a teacher? (he interest and *el"are o":
a. 9earners
b. #olleagues
c. 'arents
d. (he teaching pro"ession
16. (he ideal societ+ in the conte,t o" 'lato is
one *here:
a. (here is hope c. Justice reigns
b. 9ove prevails d. /aith matters
17. (he survivors o" a ship*rec- are no*
pac-ed in a li"eboat *hich ma+ capsi3e unless
partl+ deloaded. Which o" the "ollo*ing acts
*ill be morall+ Custi"iable?
a. 'ushing the +oung and old ones and
leaving them behind to dro*n
b. (r+ing to save ever+one as much as
possible
c. 5hooting some passengers and leaving
them behind
d. %oing nothing and *aiting "or the boat to
capsi3e
18. /or the advocates o" value clari"ication)
values are
a. =niversal c. $bCective
b. 'ersonal d. =nchanging
12. With regard to business) *hich does the
#ode o" &thics 0$( sa+ about teachers?
a. A teacher shall maintain a good reputation
*ith respect to debts loans and other
"inancial matters
b. 0o teachers shall be "inanciall+ interested
in an+ commercial venture involving
te,tboo-s and other school commodities
*here heBshe can e,ercise o""icial in"luence
c. no teacher shall act as agent o" te,tboo-s
and other school commodities *here
heBshe can e,ercise o""icial in"luence
d. a teacher ma+ not engage in an+ -ind o"
business
16;. (he more consumeristics a person is) the
more heBshe gets attached to this material
*orld) the "arther he is "rom the universal
sel") the more miserable heBshe becomes. (his
is a teaching
a. #on"ucianism c. 6induism
b. (aoism d. 8uddhism
161. Who believed that there should be less
reliance on the school) and the *orld o" *or-?
a. 'aolo /reire c. 'aul <oodman
b. !van !llich d. Jean 'aul 5artre
162. 6uman dignit+ is inherent in ever+ person.
(his means that
a. (he inner *orth o" a person depends on
*hat he has
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b. (he inner *orth o" a person depends on
ho* heBshe loo-s
c. (he inner *orth o" a person depends on
*hat he can do
d. (he inner *orth o" a person is in himBher
she loo-s
163. Which o" the "ollo*ing runs counter to the
development o" honest+ and accountabilit+?
a. 8eing vigilant about *eights and measures
used in the mar-ets
b. &>ual pa+ment o" government emplo+ee7s
productivit+ pa+
c. 'a+ment o" Cust *ages to *or-ers and
emplo+ees
d. (ransparent in operations o" the baranga+
and other organi3ations through public
reporting
164. Which are said to be our *ellspring o"
e,cellence?
a. (hird largest &nglish1spea-ing nation) tiger
econom+) inventor o" people7s po*er
revolution
b. (iger econom+) superior human resources
c. (iger largest &nglish1spea-ing nation)
superior human resources) inventor o"
people7s po*er revolution
d. (iger econom+) the inventor o" people7s
po*er revolution) superior) human
resources
16. Which among these goals "or change *as
proposed b+ the moral Recover+ 'rogram?
a. A sense o" Custice and outrage over its
violation) a sense o" national pride) a sense
o" seriousness
b. A sense o" national guide) a sense o"
seriousness) sense o" common good
c. A sense o" national guide) a sense o"
seriousness) sense o" national Custice and
outrage over its violation
d. A sense o" national guide) a sense o" the
common good) a sense o" Custice and
outrage over its violation
166. (he code o" ethics "or teachers states that
school o""icials shall encourage and attend to
the pro"essional gro*th o" all teachers.
According to the #ode school o""icials can do
this b+:
a. <iving them due recognition "or
meritorious per"ormance b+ allo*ing them
to participate in con"erences and training
programs ecommending teachers "or
promotion
b. Recommending teachers "or promotion)
organi3ing teachers in a pro"essional
organi3ation
c. Allo*ing them to participate in
con"erences and training programs
d. $rgani3ing teachers into a pro"essional
organi3ation) giving them due recognition
"or meritorious per"ormance and
recommending teachers "or promotion
167. Which thrust on value "ormation is
intended to help the students identi"+ and be
a*are o" their values?
a. Anal+sis c. Dalue inculcation
b. Dalue clari"ication d. 4oral development
168. (he idea that there should be less reliance
on the school and greater use o" education
potential o" the communit+ and the *orld o"
*or- is the essence o":
a. #ommunit+1based education
b. /ormal education
c. 4ulti1grade teaching
d. 4obile teaching
162. !t is said that the big drama development
is pla+ed out in small scenes. Which one does
not serve as a "urther e,planation o" this
statement?
a. $rdinar+ things done b+ ordinar+ people
are the solid building bloc-s on *hich a
nation develops
b. %etails can ma-e a signi"icant di""erence
c. 4uch o" our personal development and
progress o" the nation depends on ho*
e,traordinar+ *ell *e do the ordinar+
things
d. 9et us give attention to maCor things
because the+ are the ones that matter
17;. Which o" the "ollo*ing characteristics does
not appl+ to 'lato7s Cust societ+?
a. (he artists are creative
b. (he leaders are *ise
c. (he soldiers are courageous
d. (he *or-ing class are temperant
171. 4artin 8uber7s H dialogic principleI re>uires
as restructuring o" societ+ *hich can be
achieved b+:
a. #ommunism *hich cannot tolerate
multiplicit+ and "reedom
b. /ascism *hich cannot allo* dialogue
c. %emocrac+ *hich re>uires centralistic
political set up
d. %emocratic socialism *hich advocates a
genuine dialogue li"e
172. Which o" the "ollo*ing statements about
societ+ is (R=&?
a. Revolution produce the opposite o" their
goals
b. &thnic cleansing leads to social unanimit+
c. H 5ocial education H leads to a mature
societ+
d. #ooperative education is a means to 5ocial
education?
173. Which o" the "ollo*ing statements de"ines
ethics?
a. (he science o" correct thin-ing
b. (he stud+ o" being a general
c. (he stud+ o" the nature o" human
-no*ledge
d. (he stud+ o" rightness or *rongness o"
human -no*ledge
174. Which o" the "ollo*ing dose not
characteri3e "ascism?
a. A government o" la*s and not o" men
b. Rigid hierarch+ and authorit+ o" single
leader
c. 4ilitarist) nationalist and dictatorial regime
d. !t Custi"ies an+ o" its means b+ its end
17. Which o" the "ollo*ing is not Anarchism?
a. /reedom and responsibilit+
b. 5ocial organi3ation *ithout hierarch+
c. &,treme vie* o" individual "reedom
d. %estruction o" the state and its supporting
institution
176. !n *hich o" the "ollo*ing acts *ould +ou
attribute responsibilit+?
a. A bar-eeper sells li>uor to a minor not
-no*ing he is an adult
b. A bar-eeper sells li>uor to a minor not
-no*ing it is illegal to do so
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c. A bar-eeper sells li>uor to a client not
-no*ing it is contaminated *ith poison
d. A bar-eeper sells li>uor not -no*ing it
*ould cause the death o" a diabetic person
177. (he values o" the people are revealed in
the "ollo*ing approaches) &,cept $ne
a. When the+ are as-ed to choose "reel+
among alternative
b. When the+ act out *hat the+ choose but
"or a short *hile and not repeatedl+
c. When the+ act out *hat the+ choose
d. When the+ are as-ed to choose among
alternatives
178. (o attain harmon+ in societ+ people must
rule their subCects *ith benevolence . *hose
teaching *as this?
a. 4ohammad c. 8uddha
b. Aung1"u13u d. 9ao (3u
172. (he concept that school "ailed to encourage
positive learning and *ere opposed to the
production o" independentl+1minded adults
*as populari3ed b+:
a. 'aolo /reire c. 'aul <oodman
b. John %e*e+ d. !van !llich
18;. Which t+pe o" conscience is possessed b+
one *ho is e,tremel+ rigorous and is
constantl+ a"raid o" committing evil?
a. 5crupulous c. #ertain conscience
b. 9a, conscience d. #ertain conscience
181. (he "ollo*ing &G#&'( $0& are the strength
o" /ilipino character
a. 'a-i-ipag-ap*a1tao c. /ran-ness
b. /amil+ orientation d. Jo+ o" humor
182. Which o" the "ollo*ing is the Aristotlelian
de"inition o" happiness?
a. $ne7s ultimate achievements in li"e
b. A state made per"ectl+ the aggregation o"
good things
c. (he satis"action o" all desires and the
absence o" pain
d. (he e,perience o" the "ul"illment o"
possibilities
183. $ne o" the "ollo*ing statements about
passion is 0$( (R=&?
a. 'assion does not a""ect voluntariness
b. 'assion ma+ completel+ destro+ "reedom
c. passion tends to blind the Cudgment o" the
intellect
d. passion cannot a""ect "reedom
184. Which does not characteri3e a non1violent
societ+?
a. 5olves problems in non1adversarial *a+
b. 're"ers indigenous *a+s o" solving
problems
c. A passive societ+
d. 5olves problems in a non1con"rontational
*a+
18. Which statement holds true o" values
clari"ication?
a. Dalues are obCectiveK no person has the
right set o" values to pass on to others
b. !t is meant to help students get at their
o*n "eelings) ideas) and belie"7sK no person
has the right set o" values to pass on to
others
c. 0o person has the right set o" values to
pass on to othersK values are independent
o" time
d. Dalues are independent o" time) place) and
personsK meant to help students get at
their o*n "eelings and ideas
186. 8ased on the #ode o" &thics "or teachers)
*hich o" the "ollo*ing ma+ teachers 0ot do?
a. Welcomes the opportunit+ to lead in
baranga+
b. 5tudies and understands local customs and
traditions
c. %educts points "rom students scholastic
ratings as a "orm o" punishment
d. Attends church and *orship o" his choice
Co+ and humor
187. Which t+pe o" Custice implies the dut+ o"
one individual to give another *hat he is due?
a. !nternational Custice
b. %istributive Custice
c. 5ocial Custice
d. #ommutative Custice
188. !t is said that our level o" achievement is
al*a+s lo*er than our level o" aspiration. (his
suggests that:
a. We should aim high
b. We should not be over ambitious
c. We should thin- and act local
d. We should set over aspirations because it is
damaging i" *e cannot reali3e them
182. John %e*e+ advocates *hich o" the
"ollo*ing?
a. 5omething is true i" it *or-s
b. 4oralit+ is "or persons
c. &ver+thing in this *orld is tentative) a
series o" means and ends
d. What is right or *rong depends on the
situation
12;. Which is 0$( the goal o" true authorit+?
a. (o bring out the best in others
b. (o set the e,amples "or others
c. (o coerce others to do *hat people in
authorit+ desire them to do
d. (o help) "rom and guide others
121. !n moral li"e) responsibilit+ depends on
one7s -no*ingl+ and "reel+ doing an act. !n
*hich o" the "ollo*ing situations *ould +ou
attribute responsibilit+?
a. A nurse administers a medicine despite
strong doubts about it
b. A "our +ear old "ires a loaded gun -illing his
o*n "ather
c. A person un-no*ingl+ passes counter"eit
mone+
d. An insane person stri-es someone7s head
*ith a hammer
122. H 9i"e is *hat +ou ma-e itI. What +ou
become is up to +ou. (his thought comes
"rom the:
a. &,istentialist c. !dealist
b. Realist d.
'hilosophical anal+st
123. According to 'lato) the good "orm o"
government is
a. $ligarch+ c. emocrac+
b. Aristocrac+ d. 4onarch+
124. Which o" the "ollo*ing *a+s o" li"e re"er to
(aoism?
a. 'ractice an all1embracing love
b. 'ractice the golden rule
c. 9ove one another
d. 8e natural
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12. H Without a vision) a people perish.I 5a+s
the 8oo- o" 'roverbs. (his sho*s ho*
important a vision is. What does a vision 0ot
do to a person7s li"e?
a. !t guides himBher to "ollo* the most
e""icient route
b. !t dilutes hisBher attention
c. !t -eeps himBher "ocused on one direction
d. !t -eeps himBher inspired
126. Which lie is the *orst o" all lies?
a. An o""icious lie c. A malicious lie
b. A material lie d. A Cocose lie
127. Which o" the "ollo*ing does not re"er to
e,istentialism?
a. &ach man shapes his o*n li"e and destin+
b. &,istence means sel"1choice and sel"1
determination
c. &,istence means creativit+ and uni>ueness
d. 5ocial e,istence means anarch+ and
violence
128. Which is ethical "or a teacher to do in a
situation *here sheBhe "alls in love *ith a
student or *hen a student "alls in love *ith
hisBher teacher?
a. (he teacher avoids that learner
b. (he teacher e,ercise discretion to avoid
scandal and gossip and pre"erential
treatment o" that learned
c. (he teacher resigns "rom hisBher teaching
Cob
d. (he teacher advises the student to
discontinue *ith hisBher studies
122. Which o" the "ollo*ing statements is 0$(
(R=& o" an ideal social principle?
a. Restructure societ+ to crates a union o"
communities
b. Advocate direct li"e1relations bet*een men
and men
c. %e1emphasi3e centrali3ation o" po*er
d. Advocate an ethics o" manipulation
2;;. !" a ruler *ants to maintain himsel" in
po*er he must govern b+ moral po*er. =pon
*hose teaching is this based?
a. Aung1"u1t3u c. 8uddha
b. 9ao (3u d. 4ohammad
HLearn from your critics and grow.
Accept criticisms gladly.
Let it in one ear and out at the
other.
---Stevie Smith







PROF. EDUCATION
EXAM DRILLS
Which Republic Act provides
government assistance
1. C
2. D
3. D
4. A
5. D
. D
!. "
#. D
$. "
1%. C
11. A
12. "
13. D
14. C
15. A
1. A
1!. "
1#. "
1$. D
2%. C
21. D
22. "
23. A
24. D
25. A
2. "
2!. A
2#. C
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2$. A
3%. C
31. C
32. C
33. C
34. A
35. "
3. D
3!. C
3#. A
3$. "
4%. C
41. A
42. C
43. A
44. C
45. D
4. A
4!. A
4#. D
4$. A
5%. D
51. A
52. A
53. "
54. D
55. A
5. "
5!. D
5#. C
5$. "
%. D
1. D
2. A
3. A
4. "
5. "
. A
!. "
#. "
$. "
!%. A
!1. "
!2. D
!3. A
!4. C
!5. A
!. D
!!. C
!#. D
!$. "
#%. "
#1. "
#2. D
#3. D
#4. A
#5. A
#. A
#!. C
##. A
#$. C
$%. D
$1. D
$2. "
$3. D
$4. A
$5. "
$. C
$!. "
$#. "
$$. D
1%%. C
1%1. C
1%2. D
1%3. C
1%4. C
1%5. C
1%. A
1%!. "
1%#. C
1%$. C
11%. C
111.C
112. C
113. C
114. C
115. D
11. C
11!. "
11#. "
11$. D
12%. "
121. C
122. A
123. D
124. D
125. A
12. C
12!. D
12#. C
12$. "
13%. A
131. C
132. C
133. A
134. C
135. "
13. A
13!. A
13#. D
13$. D
14%. "
141. D
142. C
143. C
144. C
145. "
14. A
14!. "
14#. C
14$. D
15%. D
151. "
152. C
153. "
154. A
155. A
15. C
15!. "
15#. "
15$. D
1%. C
11. C
12. A
13. "
14. A
15. C
1. A
1!. "
1#. A
1$. D
1!%. D
1!1. D
1!2. C
1!3. D
1!4. A
1!5. A
1!. C
1!!. "
1!#. D
1!$. A
1#%. A
1#1. C
1#2. C
1#3. A
1#4. C
1#5. "
1#. C
1#!. C
1##. A
1#$. C
1$%. C
1$1. A
1$2. A
1$3. "
1$4. D
1$5. "
1$. D
1$!. D
1$#. "
1$$. C
2%%. C
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