Southeastern College of Padada

Padada, Davao del Sur

English 17

Test I. Give the correct answer.

1. The extent to which the test effectively measures what it is intended to measure.
2. The extent to which each relevant topic/ability receives an equal amount of attention.
3. The extent to which the situation and the interaction are meaningful and representative in thye
world of the individual user.
4. The extent to which task represents a real situation.
5. The extent to which it is necessary that students are able to perform task.
6. An indication of how well a test predicts future performance in a relevant skill.
7. It is sometimes referred to as ‘test appeal’.
8. This can be considered an aspect of construct validity.
9. A relationship can be demonstrated between test scores and some external criterion which is
believed to be a measure of the same ability.
10. There is a high correlation between scores achieved in it and those achieved in a different test
measuring the same construct.
11. These are often related to a syllabus or course.
12. Scores can be shown to reflect a theory about the nature of a construct or its relation to other
constructs.
13. The scores it gives correlate highly with a recognized external criterion which measures the
same area of knowledge or ability.
14. Refers to the consistency and stability with which a test measures performance. Intended to
offer a general idea about the test scores.
15. Intended to offer a general idea about test scores.
16. The relationship between two variables.
17. A way of collecting qualitative data.
18. This approach is aimed at gaining an insight into the thinking processes and opinions of the test
taker.
19. The analysis of “text and talk as social practices” and is mainly concerned with power relations,
gender inequalities, etc.
20. Gather data such as opinions and views that can also be gathers through interviews.

Test II. Enumeration

a. Factors that influence validity

b. Kinds of questionnaires

Test III. Essay

1. Give two sub classifications of validity and define each briefly.

2. Give specific example of your answer on #1.
 Southeastern College of Padada
Padada, Davao del Sur
Educ 11
Set A

Test I.
1. In what aspects are we similar with other countries?
2. Is our educational system globally competitive?
3. How do you see yourself in the K to 12 Curriculum as a teacher?
4. If given an opportunity to experience teaching in another country, where would you like to teach? Why?
5. Can one be a global teacher, without teaching abroad? Write your insights.

Test II.
Situation 1:

Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo, Sulu. The marriage
necessitated her to transfer teaching in the place of her husband who is also a teacher. Coming from a different
family background in terms of religion, ethnic origin, and social background, Mrs. Rose has to adjust to her present
relocated residence. She was accepted to teach in one of the elementary schools in the area where a mixture of
different ethnic groups are enrolled. Reflect on the situation given.

1. What teaching challenges will Mrs. Rose encounter with her diverse students?
2. How would she address these challenges as multicultural teacher?
3. What personal dilemmas will she encounter? If you were in her place, what would you do?

Southeastern College of Padada

Padada, Davao del Sur
Educ 11
Set B
Test I.
1. What are the purposes of the Teacher Exchange Programs?
2. As a prospective Filipino teacher, what benefits will you derive from these programs?
3. How will the teacher exchange programs develop you as a global teacher?
4. Give one role of technology in achieving the goal of learning for understanding.
5. Can one be a global teacher, without teaching abroad? Write your insights.

Test II.
Situation 1:

You are to teach in an international school in Indonesia. You graduated from one of the teacher education
institutions in the Philippines. The school curriculum is American-based, but your students come from different
countries but majority are Indonesian nationals.

1. What challenges are seen in your classroom?

2. How would you prepare to meet these challenges?
 Southeastern College of Padada
Padada, Davao del Sur
Educ 4

Set A

Test I.

1. Give the lesson development in

a. Direct (deductive) instruction
b. Indirect (inductive) instruction
2. Give the parts of a Lesson Plan
3. Give the acronym of WHERETO

Test II.

1. How would you prefer to make your lesson plan? Deductive or inductive? Why?
2. What happens if each teacher in the school will just teach without considering the vision-
mission statement of the school?

Southeastern College of Padada

Padada, Davao del Sur
Educ 4

Set B

Test I.

1. Compare traditional and standards-based frameworks for planning instruction

2. What are the important points to remember in planning and organizing instruction?
3. Give the elements of a lesson plan according to Dr. Madeline Hunter.

Test II.

1. By means of a diagram, show the assessment in the different phases of instruction.

2. Define the terms found in your answer for #1, and give examples in each term.