SUMMATIVE TEST

171

SSUUMMMMAATTIIVVEE TTEESSTT OONN GGRRAAMMMMAARR

Directions: All sentences that follow are divided into five parts. Notice the division of words through “|” symbol on the following sentences. On your answer sheet, write only the number of sequence where error/s in sentences occurred. Example: Do | teachers | observes |reflective teaching | more often? Answer: 3

1. Do |the |objectives |give direction| to teaching?

2. Do |they| tell exactly | what |to teach?

3. Do |they |help determine |the |technique of teaching?

4. Do |they |give |continuity| to the lesson?

5. Do |they |determine |the outcomes| of learning?

6. Do|they help| in determining| the effectiveness| of the teaching process? |

7. Are they| in|harmony| with the school |and national objectives? |

8. Are| they| stated| clearly| and unequivocally?|

9. Do they fit| the age,| grade level |and other psychological

characteristics|of the learner?|

10. Are |the instructional| objectives |behavioral| and attainable? |

11. Do |the instructional objectives| cover |all the important aspects| of the subject matter? |

12. Do |they |stimulate |important |learning outcome? |

13. Are |the |instructional |objectives |properly formulated? |

14. Do |instructional |objectives| determine| test content? |

15. Are |the standardized| examinations given| by the government and

private entities| a reliable measure of evaluation? |

16. Has the school produced |responsible, productive, and versatile |citizens as envisioned |in the Constitution |and the laws of the land?|

*See more exercises on next page!

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17. Has |the school produced |graduates |who are efficient| in their vocations and professions? |

18. Has |the school produced |who |are performing leadership roles |in their respective areas of endeavor? |

19. Can an alumni survey |reveal information |as to whether |graduates

are doing the work |they have learned in school? |

20. Do government authorities |seriously look |into |the objectives of the school|to determine its strength?|

21. What is done| to respond to| the quality needs |of teacher education

|as it serve basic education? |

22. Why| does I love| teaching?

23. How could shifting| your thoughts| on critical to grateful| benefit people| in your workplace?

24. How did| a teacher| go about making| subject matter meaningful| to

pupils?

25. Who| am I| and what can I do| when I becomes an adult?

26. What| do you think| is more important| to human development , hereditary| or |environmental influence?

27. Why| is adolescence|refer| to as a period| of conflict?

28. How| does each| in the different theories| at learning| view| the

learning process?

29. What|is the relevance| of the different theory|of transfer |of learning|to educational process?

30. What| factors| affects you| behave|towards your teacher |and your

classmate?

31. Goleman’s| describes |the five components |of emotional intelligence| by defining each one| and identifying its hallmark attributes and

behaviors.

32. Other studies| on pre- schooler| and younger children| reveals how teachers can secure| and maintain interest| and increase the children’s span of attention.

33. According to| Webster, recreatory reading refers |to reading and

language activities| that a person engage| in which give new life and creates |as forms a new in his/her imagination.

*See more exercises on next page!

SUMMATIVE TEST

173

34. I| believes there| is a variation as I| also strongly consider that

children| have different levels |and pacing of development.

35. Present civil service requirement |demand|18 units| of education from non-BS graduates.

36. If teacher| want to really teach |and ensure that learning |is taking

place, they must find a way| to make the material meaningful |to their pupils.

37. At| teacher development, | it takes| four to five years| before a

teacher is born.

38. The new grading system expect| to| show the students actual performance |on the competencies they are expected to master.

39. Some| teacher keep| on |complaining.

40. Hence|, many education graduates| ends up|being unemployed|or

move| into other areas of work.

41. Test, | at| the other hand, | need to take| in different nature form.

42. From|the meantime, | undergraduate programs| in education should be reduced|to perhaps true quality programs| in education.

43. Others| go| to the| office jobs as clerks| and sales ladies.

44. Class lesson| won’t stop| at PNU| and I| can immediately relate my

lessons| in the students when I meet them.

45. Since| I work weekdays| and go| to| school during weekends, I can easily relate my PNU lessons| into my work.

46. We |are brought up| and |raising for| different environment; different

atmosphere |and we’ve experience varying situations.

47. The rapid increase| into|the need for basic education teachers has strained the caring capacity| of teacher training institutions and has

contributed| to its continuing decrease in quality.

48. A daily glance|through| the newspaper|can provide a wealth| of ideas for |activity.

49. I| came| with| a family |of teachers.

50. I| was employed| for the Economics, Values education| and music

teacher |at| the newly opened Rogationist Academy |in Silang Cavite. *See more exercises on next page!

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174

51. We| must not only continue improving| working conditions| for our teachers| however in effect re – engineer the teaching profession |to make their improvement possible.

52. These| is important| so that| as students mature |and develop, their

learning capacity also changes |and this is what one teachers need.

53. This is not a progress|brought| by| the books she reads| for the notes she memorize.

54. Eventhough, | sometimes| to much critical thinking| has blocked the

path| to being grateful |for the existing contributions.

55. Hence, | leaders |must be encouraged| to maintain their critical thinking |yet balance it| with genuine appreciation for what exist.

56. Moreover, | but of the kind| of liberal arts training |that they receive|

in a good undergraduate arts| and science college.

57. The teacher| must be alert| to these opportunities| yet,| they may present themselves |at an inopportune time in the teaching schedule.

58. It should be pointed out, | therefore| that ideas discussed are not

meantv to supplement procedure already used| in the classroom.

59. School’s masses| highlighted |our Values| and Music lessons.

60. The Licensure Examination| for Teachers (LET) | are expecting |to select the best qualified teachers| entering the work force.

61. The Pre Service Scholarship Program|aims|to| attract high school

graduate| to taking ups teaching as a career.

62. One of the topics| discussed| on| Educational Psychology| is Jean Piaget’s Cognitive Development theories.

63. Reflected| the students actual performance| and not the transmitted

grades| will be very good bases |to evaluate the school| and teacher’s accountability.

64. A teacher time |is| so precious. A teacher’s life| is| so |challenging.

65. They| was well acquainted| with real life situations: | malnourished children, broken families, ruggedly dressed pupils| and shanties.

66. Choral reading, | jazz chants, | speech choir, finger plays, chamber|

and reader theater presentation |is enjoyable |and memorable activities.

*See more exercises on next page!

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175

67. I| am| to| invite the whole barrio| to the celebration.

68. The dead |have |to paying a boatman| by the name of Charon| to cross the River Styx.

69. In| human development, a child| has acquired| independent| in

many physical activities| and has improving language facility.

70. But| successive education| wont be| contained |in |just a blink of an age.

71. After teaching|some| years, they have| felt something satisfaction| in

their kind of work that they|never wanted to leave.

72. However, | it is light fiction| that is the focus of the five studies| because the experience of being lost| in absorption or enchanted| is most strongly associated.

73. The second element |is self-regulating/self managing|, which refers

|to the ability to control as redirect disruptive impulses and moods| and the propensity to suspend judgment.

74. The names| of the retired teachers| who lucky are| in today’s column,

| fiction.

75. And| they began| the contest, | tree planting trips, park clean up draws |and information disseminate

76. Whether |remediation| or| enriching |to further improve the quality|

of education.

77. A| teacher’s| life| is| challenger.

78. Since|, I engaged| in teaching without any educator’s program, | I found it fundamental |to teach values |starting with myself.

79. During| his formation years, | his parents remained| a constant

guide, nurturing| and |caring for him.

80. Grades provide feedback |to parents |so they know what their children

need |to be helped with| and motivator on |and to help firm up their children’s aspiration.

81. But| parents oftentimes| use grades| for punishment their children|

who do not do well |or for blaming teachers and the school.

82. Now| retired, Norma| is comfortable settled| as a retiree, absorbed| in her textbook writing.

*See more exercises on next page!

SUMMATIVE TEST

176

83. On| several occasions, | I have witnessed| the effect| of recreation reading techniques| in Bilingual classroom.

84. A longed-|for ambition that dwelt | at my mind| and heart is| to

|serve humanity—as a nurse. But| financial constraints| hindered my eagerness| from| pursue this career. My parents | cannot afford |to send me| to| a nursing school.

85. I suggested to them that I would stop going| to school |for a year to

give them ample time| to save |into my college education.

86. One year| passed| however| my expectations| did not materialize.

87. I decided| to take the entrance examination |at a well-known public school| in Laoag City, the Northern Luzon Teachers College (formerly the Ilocos Norte Normal School and now MMSU). Therefore, | I passed| this examination.

88. I graduated on| March 1974. As a new graduate without eligibility

|and experience I presumed that I would not qualify| for a substitute position. I decided| to look for a job| in Manila, and fate intervened.

89. During my short sojourn |in Manila, I met my dashing Romeo |who

captivated my heart. We| having hasty marriage| and he brought me| to his hometown: Ilagan, Isabela.

90. It was in May 1975 when I took |a Competitive Examination| through|

the Division of Isabela| and luckily passed as one |of the top ten.

91. In| the start| of the following school year, the District Supervisor| of Ilagan East District notified me |for an interview. A vacant position needed |to be filled up.

92. Before| I left the house, I would be reminded| by |my good father-in-

law that I should not attempting| to choose any place of assignment. I was new| in Isabela and I didn’t know the place well.

93. After| the interview, the District Supervisor asked me| ―Does| you like

to| go to| San Pedro Primary School?‖

94. Upon| hearing| this I remembered what my father-in-law told me and without ado, I| immediate answered, ―Yes."

95. I| told my father in regards it. He said| ―Comply| before you

|complain.‖

96. It was| a Sunday morning |when| my father |and husband accompanies me| to my new station.

*See more exercises on next page!

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177

97. I| and my father rode |at| a jeepney |until we reached a riverbank.

98. To |my surprise, | we also has to cross the river| by banca| to reach

my very first teaching assignment.

99. We makes | a courtesy call |to| the Barangay Chairman, |who offered his residence |for me.

100. Hence |the school was still very far from his house, so we decided to go

|to the PTA President, Mr. Pedro Manuel, | whose house was just a stone’s throw away |from the school.

SUMMATIVE TEST

178

KKEEYY TTOO CCOORRRREECCTTIIOONN

SUMMATIVE TEST

1. Do |the |objectives |give direction| to teaching?

2. Do |they| tell exactly | what |to teach?

3. Do |they |help determine |the |technique of teaching?

4. Do |they |give |continuity| to the lesson?

5. Do |they |determine |the outcomes| of learning?

6. Do|they help| in determining| the effectiveness| of the teaching

process? |

7. Are they| in|harmony| with the school |and national objectives? |

8. Are| they| stated| clearly| and unequivocally?|

9. Do they fit| the age,| grade level |and other psychological

characteristics|of the learner?|

10. Are |the instructional| objectives |behavioral| and attainable? |

11. Do |the instructional objectives| cover |all the important aspects| of the subject matter? |

12. Do |they |stimulate |important |learning outcome? |

13. Are |the |instructional |objectives |properly formulated? |

14. Do |instructional |objectives| determine| test content? |

15. Are |the standardized| examinations given| by the government and

private entities| a reliable measure of evaluation? |

16. Has| the school produced| responsible, productive, and versatile

citizens| as envisioned |in the Constitution| and the laws of the land?

17. Has| the school produced graduates| who are efficient| in their vocations| and professions?

18. Has| the school produced| who| are performing leadership roles| in

their respective areas| of endeavor?

19. Can| an alumni survey reveal information| as to whether| graduates are doing the work| they have learned in school?

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179

20. Do| government authorities| seriously| look into the objective| of the school| to determine its strength?

21. What has been done| to respond to| the quality needs |of teacher

education |as it serve basic education? |

22. Why| do I love| teaching?

23. How could shifting| your thoughts| from critical to grateful| benefit people| in your workplace?

24. How does| a teacher| go about making| subject matter meaningful| to

pupils?

25. Who| am I| and what can I do| when I become an adult?

26. Which| do you think| is more important| to human development , hereditary| or |environmental influence?

27. Why| is adolescence|referred| to as a period| of conflict?

28. How| does each| of the different theories| at learning| view| the

learning process?

29. What|is the relevance| of the different theories|of transfer |of learning|to educational process?

30. What| factors| affect you| behave|towards your teacher |and your

classmate?

31. Goleman| describes |the five components |of emotional intelligence| by defining each one| and identifying its hallmark attributes and behaviors.

32. Other studies| on pre- schooler| and younger children| reveal how

teachers can secure| and maintain interest| and increase the children’s span of attention.

33. According to| Webster, recreatory reading refers |to reading and

language activities| that a person engages| in which give new life and creates |as forms a new in his/her imagination.

34. I| believe there| is a variation as I| also strongly consider that children|

have different levels |and pacing of development.

35. Present civil service requirement |demands|18 units| of education fromV non BS graduates.

36. If teachers| want to really teach |and ensure that learning|is taking

place, they must find a way| to make the material meaningful |to their pupils.

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180

37. In| teacher development, | it takes| four to five years| before a teacher is born.

38. The new grading system|expects| to| show the students actual

performance |on the competencies they are expected to master.

39. Some| teachers|keep| on |complaining.

40. Hence|, many education graduates| end up|being unemployed|or move| into other areas of work.

41. Test, | on| the other hand, | need to take| in different nature form.

42. In|the meantime, | undergraduate programs| in education should be

reduced|to perhaps true quality programs| in education.

43. Others| go| into| office jobs as clerks| and sales ladies.

44. Class lesson| won’t stop| at PNU| and I| can immediately relate my lessons| to my students when I meet them.

45. Since| I work weekdays| and go| to| school during weekends, I can

easily relate my PNU lessons| with my work.

46. We |are brought up| and |raised in| different environment; different atmosphere |and we’ve experience varying situations.

47. The rapid increase| in |the need for basic education teachers has

strained the caring capacity| of teacher training institutions and has contributed| to its continuing decrease in quality.

48. A daily glance|at| the newspaper|can provide a wealth| of ideas for

|activity.

49. I| came| from| a family |of teachers.

50. I| was employed| as Economics, Values education| and music teacher |at| the newly opened Rogationist Academy |in Silang Cavite.

51. We| must not only continue improving| working conditions| for our

teachers| but in effect re – engineer the teaching profession |to make their improvement possible.

52. These| is important| because| as students mature |and develop, their

learning capacity also changes |and this is what one teachers need.

53. This is not a progress|brought| by| the books she reads| or the noles she memorize.

54. However, | sometimes| to much critical thinking| has blocked the

path| to being grateful |for the existing contributions.

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181

55. Therefore, | leaders |must be encouraged| to maintain their critical

thinking |yet balance it| with genuine appreciation for what exist.

56. Moreover, | because of the kind| of liberal arts training |that they receive| in a good undergraduate arts| and science college.

57. The teacher| must be alert| to these opportunities| even though| they

may present themselves |at an inopportune time in the teaching schedule.

58. It should be pointed out, | however| that ideas discussed are not meantv

to supplement procedure already used| in the classroom.

59. School masses| highlighted |our Values| and Music lessons.

60. The Licensure Examination| for Teachers (LET) | is expected |to select the best qualified teachers| entering the work force.

61. The Pre Service Scholarship Program|aims|to| attract high school

graduate| to take up teaching as a career.

62. One of the topics| discussed| on| Educational Psychology| is Jean Piaget’s Cognitive Development theory.

63. Reflecting| the students actual performance| and not the transmitted

grades| will be very good bases |to evaluate the school| and teacher’s accountability.

64. A teacher’s time |is| so precious. A teacher’s life| is| so |challenging.

65. They| are well acquainted| with real life situations: | malnourished

children, broken families, ruggedly dressed pupils| and shanties.

66. Choral reading, | jazz chants, | speech choir, finger plays, chamber| and reader theater presentation |are enjoyable |and memorable activities.

67. I| was| to| invite the whole barrio| to the celebration.

68. The dead |have |to pay a boatman| by the name of Charon| to cross the River Styx.

69. In| human development, a child| has acquired| independence| in many

physical activities| and has improving language facility.

70. But| successful education| wont be| contained |in |just a blink of an age.

71. After teaching|some| years, they have| felt something satisfying| in

their kind of work that they|never wanted to leave.

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182

72. However, | it is light fiction| that is the focus of the five studies|

because the experience of being lost| in absorption or enhancement| is most strongly associated.

73. The second element |is self-regulation/self management|, which refers

|to the ability to control as redirect disruptive impulses and moods| and the propensity to suspend judgment.

74. The names| of the retired teachers| who lucky are| in today’s column, |

fictitious.

75. And| they began| the contest, | tree planting trips, park clean up draws |and information dissemination.

76. Whether |remediation| or| enrichment |to further improve the quality|

of education.

77. A| teacher’s| life| is| challenging.

78. Since|, I engaged| in teaching without any educational program, | I found it fundamental |to teach values |starting with myself.

79. During| his formative years, | his parents remained| a constant guide,

nurturing| and |caring for him.

80. Grades provide feedback |to parents |so they know what their children need |to be helped with| and motivated on |and to help firm up their children’s aspiration.

81. But| parents oftentimes| use grades| for punishing their children| who

do not do well |or for blaming teachers and the school.

82. Now| retired, Norma| is comfortably settled| as a retiree, absorbed| in her textbook writing.

83. On| several occasions, | I have witnessed| the effect| of recreatory

reading techniques| in Bilingual classroom.

84. A longed-|for ambition that dwelt in my mind| and heart is| to |serve humanity—as a nurse. But| financial constraints| hindered my eagerness| to| pursue this career. My parents | cannot afford |to send me| to| a nursing school.

85. I suggested to them that I would stop going| to school |for a year to give

them ample time| to save |for my college education.

86. One year| passed| yet| my expectations| did not materialize.

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183

87. I decided| to take the entrance examination |at a well-known public school| in Laoag City, the Northern Luzon Teachers College (formerly the Ilocos Norte Normal School and now MMSU). Luckily, | I passed| this examination.

88. I graduated on| March 1974. As a new graduate without eligibility |and

experience I presumed that I would not qualify| for a substitute position. I decided| to look for a job| in Manila, but fate intervened.

89. During my short sojourn |in Manila, I met my dashing Romeo |who

captivated my heart. We| had hasty marriage| and he brought me| to his hometown: Ilagan, Isabela.

90. It was in May 1975 when I took |a Competitive Examination| at| the

Division of Isabela| and luckily passed as one |of the top ten.

91. At| the start| of the following school year, the District Supervisor| of Ilagan East District notified me |for an interview. A vacant position needed |to be filled up.

92. Before| I left the house, I would be reminded| by |my good father-in-law

that I should not attempt| to choose any place of assignment. I was new| in Isabela and I didn’t know the place well.

93. After| the interview, the District Supervisor asked me| ―Do| you like to|

go to| San Pedro Primary School?‖

94. Upon| hearing| this I remembered what my father-in-law told me and without ado, I| immediately answered, ―Yes."

95. I| told my father about it. He said| ―Comply| before you |complain.‖

96. It was| a Sunday morning |when| my father |and husband

accompanied me| to my new station.

97. I| and my father rode |on| a jeepney |until we reached a riverbank.

98. To |my surprise, | we also had to cross the river| by banca| to reach my very first teaching assignment.

99. We made | a courtesy call |to| the Barangay Chairman, |who offered his residence |for me.

100. However |the school was still very far from his house, so we

decided to go |to the PTA President, Mr. Pedro Manuel, | whose house was just a stone’s throw away |from the school.