Curriculum Development
1. Teacher Anne decides skills she wants pupils to learn
from the lesson and designs ways to assess how well student have learned and
how effectively the activity has been carried out. Teacher Anne uses a set of
description of level of performance on each of several aspects of the activity.
This is known as ___________
a. Performance checklist
b. Criterion checklist
c. Rubrics
d. Questionnaire
Rationalization:
C – performance checklist is a list
of tasks to be accomplished for credit, criterion checklist is a list of
criteria students must meet in their works and products, questionnaire is a set
of question to be accomplished or to be answered, while rubrics is a set of
description of levels performance.
2.
Experts like
Tyler, stressed that developing a curriculum must follow the steps in a
sequential order. This model is called ____________
a.
Sequential model
b.
Linear model
c.
Eclectic model
d.
Wheeler model
Rationalization:
B – the linear model assumes that
curriculum decision making follows a
straight line, hence, linear.
3.
A curriculum
theorist who believes that curriculum is a complex set of activities and
decisions and they interact a lot.
a.
Tyler
b.
Taba
c.
Wheeler
d.
Kerr
Rationalization:
D – Tyler is known for linear, Taba
is known for grassroots approach, Wheeler believes that a curriculum decision
making start from any point and can come back to any of the points, like a
cycle. Kerr believes that changes in content may necessities changes in
experiences, and subsequently, may bring about changes in evaluation, etc.
4. Which of the following is not considered in selecting
the aims of curriculum?
a. Analysis of culture
b. Consistency of the curriculum with learning theory
c. Validity of knowledge claim
d. The present status of the learner
Rationalization: C – There are five factors mentioned in selecting aims
and objectives of curriculum, choices A, B and D are included in the said five
factors, while choice C is a factor to be considered in selecting learning
experiences.
5. Learning experiences are vital components of
curriculum. Which of the following factors must be considered in determining
learning experiences?
a. Observability
b. Compatibility
c. Trialability
d. Suitability
Rationalization: C – Choices A, B, and C are factors to be considered in
determining the relative advantage of Technology Integrating Plan (TIP), while
choice D is a factor to be considered in selecting learning experiences.
6. Although, experiences provided in learning may be
varied, they should all lead to the attainment of the same goal where
subsequent experiences should build earlier ones. This is known as ___________
a. Consistency learning
b. Compatibility learning
c. Cumulative learning
d. Constructive learning
Rationalization:
C – based on the definition of
accumulation, subsequent experiences should build on earlier or previous
experiences, no matter how different learning experiences are important
learning experiences are, they all lead to the attainment of one and the same
goal.
7. A single learning may bring out many outcomes. Such
learning experiences are important because of their multifaceted benefits. This
called ___________
a. Multiple learning
b. Divisive learning
c. Constructive learning
d. Constructive learning
Rationalization: A – A single learning experience may bring about
multiple outcomes, but such learning experiences are of great value because of
their multiple benefits.
8. In selecting contents of curriculum, one must consider
the question whether the question the content selected will lead to the
acquisition of knowledge and skills needed by the society. This factor called
__________
a. Validity
b. Reliability
c. Utility
d. Learnability
Rationalization: C – utility refers to the usefulness of the acquired
skills and knowledge in response to the needs of the society.
9. The EDPITAF revealed that the community and home
variables have greater impact on learning than school factors EDPITAF means
__________
a. Educational Development Planning Implementing Task
Force
b. Educational Development Project Implementing Task
Force
c. Educational Division Planning Implementing Task Force
d. Educational Division Project Implementing Task Force
Rationalization : B – see definition of EDPITAF
10. The NSEC demonstrates ample evidence of the inclusion
of behaviourist psychological principles through the use of behavioural
objectives, drills, and homework that reinforce learning. NSEC means ___________
a. National Secondary Education Curriculum
b. National Secondary & Elementary Curriculum
c. New Secondary Education Curriculum
d. New Secondary
& Elementary Curriculum
Rationalization: C – see definition of NSEC
11. It is an approach to curriculum that views curriculum
as a means and instruction as an end.
a. Scientific Approach
b. Humanistic Approach
c. Behavioral Rational Approach
d. System-Managerial Approach
Rationalization: C – this approach is called means-end approach. Curricula developed through this approach become the actual blueprints which prescribed the roles of key figures in the educative process.
12. A curriculum approach influenced by the philosophy of
John Dewey, emphasizing the importance of theories and principles in curriculum
planning.
a. Humanistic Approach
b. Intellectual-academic Approach
c. Scientific-Technical Approach
d. Eclectic approach
Rationalization
: B – Intellectual academic approach
claims that scholarly discussion and
analysis require a good deal of theoretical background information about ideas,
events and people. It attempts to analyze and synthesize the theories and
philosophies which underpin the curriculum, including issues and trends.
13. A curriculum design that focuses on the combination of
two or more subjects within and across disciplines.
a. Humanistic approach
b. Intellectual academic approach
c. Scientific-technical approach
d. Eclectic approach
Rationalization: B – The combination of two or more subjects means
integration of the subjects. Hence, this design is called integration design.
14. A curriculum design influenced by the philosophy of
Paolo Freire.
a.
Integration
Design
b.
De-schooling
design
c.
Core-curriculum
design
d.
Child-centered
design
Rationalization:
B – Paolo Freire in his book “
Pedogogy of the Oppressed” stressed that there is a need to overthrow the
“Banking System of Education” That dominates educational systems. This is
called De-schooling.
15. An implementation of curriculum model that focuses on
overcoming resistance to change among stakeholders of the curriculum
a. LOC model
b. OD model
c. ORC model
d. RCA model
Rationalization: C – the definition of ORC is evidently mentioned in the
question. ORC stands for Overcoming Resistance to Change.
16.
Teacher Gabby want to find out what are the
general purposes and goals of education in the Philippines, which of the
following do you recommend teacher Gabby to read?
a.
Faculty code
b.
Penal code
c.
Constitution of the Philippines
d.
Rules of evidences
Rationalization: C – Article XIV of the
1987 constitution provides the goals, nature and purpose of the education in
the Philippines.
17.
It refers to the process of improving the
teaching learning situation.
a. Curriculum
design
b. Curriculum
approach
c. Curriculum
evaluation
d. Curriculum
development
Rationalization: D – the continuous
process for the possibilities of improving the teaching learning situation is
called curriculum development, though, the process involves curriculum design,
approach and evaluation.
18.
Teacher Mario told his faculty to consider the
needs of the learners in developing a curriculum, which of the following must
not be considered?
a.
Cognitive development
b.
Linguistic development
c.
Pedagogical development
d.
Psycho-social development
Rationalization: C – Cognitive,
linguistic, and Psycho-social development are all crucial aspects to be
considered in dealing with the needs of the learners. While pedagogical
development concerns teachers.
19.
In the following the linear model of curriculum,
which of the following sequences is correct?
a. Selection
of aims, organization of contents, selection of contents, selection of aims
b.
Evaluation of learning outcomes, organization of
contents, selection of contents, selection of aims
c.
Selection of aims, selection of contents, organization
of content, evaluation of learning outcomes
d.
Selection of contents, selection of aims,
organization of contents, evaluation of learning outcomes
Rationalization: C – See Diagram of
Linear Model, where selection of content must come immediately after selection
of aims. There is a need to select contents first before organizing them, and
finally an evaluation of the learning outcomes must be done.
20.
Teacher Josephine wants to develop a curriculum
based on the Tyler Model of curriculum design, which of the following must
teacher Josephine consider?
a.
The nature and structure of knowledge
b.
The needs of the society
c.
The needs of the learner
d.
All of the above
Rationalization: D – the nature and
structure of knowledge, the needs of the society and the needs of the learners
are integral factors to be considered in developing a holistic curriculum. This
is exemplified in Tyler’s model.
21.
Teacher chris asked his students to take Math 1
as a pre-requisite for Math 2 and Math 2 as a pre-requisite for Math 3 and so
forth. What principle does a teacher Chris adhere?
a.
Hierarchy of needs
b.
Hierarchy of progression
c.
Hierarchy of values
d.
Hierarchy of learners
Rationalization: B – Hierarchy of
progression is based on the principle that lower knowledge or skills are
pre-conditions for a higher knowledge or skills in order to progress in the
learning process.
22.
Teacher Danny told his students in history that
he uses both English and Filipino as medium of instruction, which policy does
teacher Danny adhere?
a.
Academic Freedom Policy
b.
Bilingual Policy
c.
Nationalistic Policy
d.
His own Policy
Rationalization: B – the use of both
English and Filipino is allowed in the teaching of history and other social
science. This is covered by Bilingual Policy
23.
Which of the following is a characteristic of a
teacher belonging to the Progressive school of thought?
a.
The teacher is a stimulator
b.
The teacher is a disciplinarian
c.
The teacher is “bookish”
d.
The teacher is not an “activist”
Rationalization: A – As a stimulator,
the teacher directs the learning process. Choices B, C and D are characteristics of Essentialist teacher.
24.
Teacher Jordan assigned lessons to his students
and told the students to recite during graded recitation period. Which school
of thought does teacher Jordan belongs?
a.
Progressive school
b.
Essentialist school
c.
None of the above
d.
All of the above
Rationalization: B – the essentialist
school or traditional school is characterized by memory work, mastery of facts
and recite recitations.
25.
Teacher Rowena emphasized the role of the 3 R’s
in her curriculum, what periodic curriculum does teacher Rowena adhere?
a.
American curriculum
b.
Pre-Spanish curriculum
c.
Spanish curriculum
d.
Japanese curriculum
Rationalization: C – the education in
the Spanish era was basically a medium for propagating Christianity in the
island, hence, the inclusion of religion was vital in order to attain this
goal.
26.
The primary goal of the Spanish Era was the
spread of Christianity, while the pre-hispanic Era aims ________
a.
Spread of Democracy
b.
Spread of New
asia order
c.
Integration of Individual into the tribe
d.
All of the above
Rationalization: C – The spread of
democracy was the concerned of American
era, while the Japanese era concerned on the spread of New Asian order. The
Pre- Hispanic was characterized by the existence of tribes, thus, it was the
primary goal of education to integrate the individual into the tribe.
27.
It was considered as the “black out” in the
Philippine education, and impeded educational progress on the Filipinos.
a.
Spanish Devised Curriculum
b.
Philippine Republic Curriculum
c.
Japanese Devised Curriculum
d.
American Devised Curriculum
Rationalization: C – the Japanese
devised a curriculum for the Filipinos to suit their vested interest, this is
indicated by the abolition of the English as a medium of instruction and
subsequently cencored and revised all textbook, this lead to a crisis in the
educational progress of the Filipinos.
28.
What curriculum was considered as the period of
expansion and reform in the Philippine curriculum?
a.
Liberation Period Curriculum
b.
Philippine Republic Curriculum
c.
Commonwealth Curriculum
d.
American curriculum
Rationalization: C – The educational
leaders from 1935 – 1946, or commonwealth period, expanded the curriculum by
introducing course in farming, domestic science, etc…
29.
Books which are contributions to Philippine
history, books on character education and other library materials were given
priority by virtue of which memorandum?
a.
Memorandum No. 66 of 1966
b.
Memorandum No. 19 of 1966
c.
Memorandum No. 30 of 1966
d.
Memorandum No. 96 of 1966
Rationalization: C -
the memorandum number 30, series of 1966 sets the order of priority in
the purchase of books for use in the schools, which include books which are
contributions to Philippine history and other books on Character Education
30.
It is an approach in curriculum where there are
no pre determined objectives to guide the teaching learning process.
a.
Humanistic approach
b.
Non-Technical approach
c.
Reconceptualize approach
d.
Eclectic approach
Rationalization: B – The non- technical
approach is characterized by being flexible and less structured. This is
because of its assumption that not all ends of education can be known and
pre-determined in all cases.
31.
It is an approach in curriculum that considers
the school as an institution of social reform.
a.
Progressivist
approach
b.
Aesthetic approach
c.
Scientific approach
d.
Reconstructionist approach
Rationalization: D – The
reconstructionists criticize the
progressivists for putting too much
emphasis on the individual learner to the neglect of the needs of the society.
32.
A curriculum design that focused on the great
books.
a.
Integrated design
b.
Core curriculum
c.
Child-centered curriculum
d.
Subject-centered curriculum
Rationalization: B - The focus of core
curriculum is a common body of curriculum content and learning experience that
should be encountered by all students. This is made possible by means of the
GREAT BOOKS, as influenced by perennializes.
33.
Which of the following is not included in the
principles of effective curriculum design?
a.
Strategic integration
b.
Mediated Scaffolding
c.
Level of resistance
d.
Conspicuous strategies
Rationalization: C- Level of Resistance
is one of the factors affecting the choice of implementation model. Choices A,
B and D are some of the principles for effective curriculum design
34.
It refers to the systematic process of
determining whether the curriculum as designed and implemented had produced or
is producing the intended and desired results.
a.
Curriculum planning
b.
Curriculum design
c.
Curriculum development
d.
Curriculum evaluation
Rationalization: C – Curriculum
evaluation is the means of determining whether the program is meeting its
goals, that is whether the measures or outcomes for a given set of
instructional inputs match the intended outcomes.
35.
It is considered as the decision making body for
elementary education.
a. SEDP
b. NESC
c. NSEC
d. PRODED
Rationalization: D – Program for
Decentralized Educational Development (PRODED) was initially a four year
program (1982 – 1986) designed to strengthen policies, management and
instructional programs for elementary education.
36.
The RAND implementation model is based on the following
assumptions except _________
a.
The characteristics of the proposed change
b.
Clarification lines of authority
c.
The competencies of the teaching and
non-teaching staff
d.
The support of the local community
Rationalization: B – clarification of
lines of authority is a general factor involved in the successful
implementation of the different implementation model. While the other choices
are specific factors to be considered in the RAND model.
37.
Which of the following chronological arrangement
of the different surveys on Philippine education is in correct sequence?
a.
Monroe, Swanson SOUTELE, PCSPE
b.
Monroe, Swanson, EDCOM, PCSPE
c.
PCSPE, SOUTELE, EDCOM, PRODED
d.
EDCOM, PRODED, Swanson, HSMA
Rationalization: C – The evaluation studies in the
Philippines is summarized as:
1925
– Monroe Survey
1959
– Swanson Survey
1969
– Presidential Commission to Survey Philippine Education (PCSPE)
1976
– Survey of Outcomes of Elementary Education (soutele)
1982
– Household and School Matching Survey
1991
– Congressional Commission on Education (EDCOM)
1991
– National Evaluation and Impact Study of PRODED
38.
It is a curriculum that is unique to each
student
a.
Electronic curriculum
b.
Concomitant curriculum
c.
Null curriculum
d.
Internal curriculum
Rationalization: D – Internal
curriculum deals with the processes, contents, and knowledge combined with
experiences and realities of a particular learner in order to create new
knowledge.
39.
A curriculum that gives the students message
that elements of curriculum are not important in their educational experiences?
a.
Hidden Curriculum
b.
Overt curriculum
c.
Null curriculum
d.
Prescribed curriculum
Rationalization: C – the word null
comes from the latin word nullo which
literally means, none or not. Thus, null curriculum means do not teach or there
is nothing to teach.
40.
A curriculum where learning is implied or
derived from the very nature and structure of the school.
a.
Overt curriculum
b.
Phantom curriculum
c.
Hidden curriculum
d.
Internal curriculum
Rationalization: C – this is a kind of
curriculum opposite to overt curriculum, while overt curriculum directly
manifest or explicitly state the purpose, aims and goals of the curriculum, the
hidden curriculum implicitly reveals its purposes, aims and goals, rather it
has to be derived from the nature of the school, the behaviour and attitude of
teachers and administrators, among others.
41.
Teacher Berlin wants to find out what are the
general purpose and goals of education in the Philippines, which of the
following do you recommend Teacher Berlin to read?
a.
Civil code of the Philippines
b.
Penal code of the Philippines
c.
Constitution of the Philippines
d.
Rules of Court
Rationalization: C – See Article XIV of
the 1987 constitution, it provides the goals, nature and purposes of the education
in the Philippines.
42.
Teacher Medalyn reiterates to her pupils the
aims of the elementary and secondary education, which aim do you think teacher Madalyn
reiterates?
a.
Provide knowledge and develop skills and values
essential to personal development
b.
Provide learning experience which increase the
child’s awareness of society
c.
Promote work experience which develop the
child’s orientation to the world
d.
All of the above
Rationalization: D – All of the above-mentioned
A, B, and C are some of the primary considerations of Basic Education
Curriculum (BEC)
43.
Teacher Shella and teacher Ferdie are members of
the Curriculum development committee in
their school, they are looking for a curriculum model to base on, which do you
think are helpful for them to consider?
I.
Body of theory about teaching and learning
II.
Needs and characteristics of a particular group
of learners
III.
Outline approaches, methods and procedures for
implementation
a. I
and II
b. II
and III
c. I
and III
d. I,
II and III
Rationalization: D – In the process of
curriculum development, I, II and III are necessary factors to be considered
44.
Teacher Aries wants to develop a curriculum
based on the Tyler Model of Curriculum design, which of the following must
Teacher Roger consider?
i.
The nature and structure of knowledge
ii.
The needs of the society
iii.
The needs of the learner
a. I
and III
b. III
and II
c. I
only
d. I,
II and III
Rationalization: D – In Tyler’s curriculum model, the
needs of both learner and the society as well as the nature and structure of
the knowledge
45.
Teacher Mariano selects a subject matter to be
included in the curriculum, what criteria must he consider?
a.
Relevance
b.
Importance
c.
Priority
d.
All of the above
Rationalization: D – In selecting a
subject to be included in the curriculum, relevance, importance as well as
priority must be considered, otherwise, such subject shall be deemed “useless”
46.
Which of the following is not considered as an
approach to subject matter?
a. Textual
approach
b. Graphical
approach
c. Experimental
approach
d. Experiential
approach
Rationalization: B – Graphics are
helpful in delivering instruction, but it is not an approach in itself.
47.
Teacher Danilo asked his students to take
English I as a pre-requesite for English 2 and English 2 as a pre-requisite for
English 3 and so on. What principle or criteria did teacher Danilo use?
a.
Hierarchy of needs
b.
Hierarchy of progression
c.
Hierarchy of values
d.
Hierarchy of learners
Rationalization: B – Pre-requisite
knowledge or skills are needed in tracing the progress of the learners.
48.
Teacher Barbie told his faculty to consider the
needs of the learners in developing a curriculum, which of the following must
not be considered?
a.
Cognitive development
b.
Linguistic development
c.
Pedagogical development
d.
Psycho-social development
Rationalization: C – the learners
develop their cognitive, linguistic and psycho-social skills, pedagogy is the
art of teaching, hence, learners do not develop such.
49.
Teacher Ana told the members of the curriculum
development committee to be very sensitive in addressing the needs of the
society to be integrated in the revised curriculum, which of the following must
be ignored?
a.
Vocational skills
b.
Literacy skills
c.
Interpersonal skills
d.
Biological skills
Rationalization: D – Biological needs
have nothing to do with curriculum development, instead, the curriculum must
address the skills of the learners
50.
Teacher Sophia told her students in Rizal course
that she uses both English and Filipino as a medium of instruction, which
policy does Teacher Sophia adhere?
a.
Academic freedom policy
b.
Nationalistic policy
c.
Bilingual policy
d.
His own policy
Rationalization: C – Definition of
Bi-lingual
51.
Teacher George defined curriculum as a group of
subjects arranged in a certain sequence peculiar to the subjects field itself
for the purpose of instruction, what dimension of the curriculum does Teacher
George deal with?
a.
Modern dimension
b.
Social dimension
c.
Philosophical dimension
d.
Traditional dimension
Rationalization: C- The philosophy of
education determines the sequence of subjects included in the curriculum
52.
Teacher Kenneth is a follower of the modern
dimension of curriculum, which of the following does Teacher Kenneth does not
adhere?
a.
Curriculum consists of all experiences for
learning which are planned and organized by the school
b.
Unique needs and interest have been placed
second to the common needs of the learners
c.
It is composed of the actual experiences and
activities of learners inside and outside the classroom
d.
It is flexible
Rationalization: B – A, C and D are
characteristics of the modern curriculum, while the unique interest of the
learners being secondary to common interest is a characteristics of traditional
curriculum
53.
Teacher Carl is in the process of arranging learning
opportunities for a particular population of learners, what stage of curriculum
development he is working with?
a.
Curriculum implementation
b.
Curriculum pilot-testing
c.
Curriculum planning
d.
Curriculum evaluation
Rationalization: C – Arranging learning
opportunities is part of curriculum planning.
54.
According to teacher Lyn, all learners must be
the same. What school of thought does Teacher Lyn belong?
a.
Progressive school
b.
Behaviourists school
c.
Essentialist school
d.
Existentialist school
Rationalization: C – the essentialist
regard learners as the same, it disregards individual differences.
55.
Which of the following is not a characteristic
of essentialist school?
a.
Book-centered
b.
No interest in social action
c.
Curriculum is flexible
d.
Standard measurement of outcomes
Rationalization: C – The essentialist’s curriculum is
rigid, unlike the modern curriculum that is flexible.
56.
Teacher Rey emphasized the role of the 3 R’s
(reading, writing and religion) in his curriculum. What curriculum does Teacher
Rey adhere?
a.
American curriculum
b.
Pre-Spanish curriculum
c.
Spanish curriculum
d.
Japanese curriculum
Rationalization: B – See periods or
history of curriculum development in the Philippines.
57.
The primary curriculum prescribed for the
Filipinos consisted of three grades which provides body and mental training is
_____________
a.
American curriculum
b.
Spanish curriculum
c.
Pre-Spanish curriculum
d.
Japanese curriculum
Rationalization: A – one of the
contributions of the American Curriculum is the emphasis on Mental and Physical
development of the learners.
58.
It was considered as the period of expansion and
reform in the Philippine curriculum
a.
Liberation period curriculum
b.
Philippine Republic curriculum
c.
Commonwealth curriculum
d.
American curriculum
Rationalization: C – see historical
development of Philippine Curriculum
59.
It is the decision making body for elementary
education.
a.
SEDP
b.
NESC
c.
NSEC
d.
PRODED
Rationalization: D- see definition of
PRODED
60.
The EDCOM was created by legislator to conduct a
comprehensive study on Philippine education. This became an important enabler
for curriculum reform. When was EDCOM created?
a.
1990
b.
1991
c.
1992
d.
1993
Rationalization: C – see history and
definition of EDCOM
