I. PREPARING LESSON PLAN A.

LESSON PLAN (Joco Langley Lorenzo) A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan Importance of Lesson Plan A lesson plan is a plan for learning. As is true in most activities, the quality of planning affects the quality of results. It is a one step backward two steps forward approach. Although can be difficult to do and requires tonnes of effort to accomplish at first, it enables you to save much time in the coming years, since the lesson plans that you just made can be employed over and over again, but If updates is necessary do so though. It allows you to manage your time, effort and resources efficiently. It gives you a birds eye of view of things to be taught and learned everyday. It provides the teacher many ways to keep the teaching process not monotonous and redundant. Keep in mind that the attention of your students and pupils is just equivalent to half of their age, and a lesson is the best way to keep the interests of students and pupils interests all throughout. Since it is like a script in movies, lesson plans makes teaching mundane and easy. It makes you organized whilst teaching. You can able to determine when to insert icebreakers and interesting facts and lessons to keep your student and pupils glued to their lessons. Variations in the activities are easily whipped out which will benefit your students. Bear in mind that you are dealing with a class that has multiple intelligence, and different activities will cater to all types of students and pupils. Lesson plans will easily help you to achieve your goals and objectives, and same can be said on the part of your students or pupils. Lesson plans helps you get rid of problems or avoid them. It gives you a reality check of your everyday performance. It improves the habit and attitude of your students or pupils. It definitely improves your teaching skills

B. TYPES OF LESSON PLAN Detailed Lesson Plan - It is a written report that contents detailed about what the teacher has to teach in class. It is a a lesson plan wherein the teacher's activity and the pupil's activity are being listed in the lesson plan. Semi-detailed Lesson Plan - A semi-detailed lesson plan is an intricate than the detailed lesson plan. It is having a general game plan of what you wanted to cover for that subject on that particular day. Brief Lesson Plan

- It is daily lesson planbut It is not a log book. It is called blueprint for the teacher. it is also used by season teacher. C. PARTS OF A LESSON PLAN (Marlou Sanchez) Heading / General Information Teachers name Course name Lesson number, topic, and page numbers Time allotment Grade Level Materials and Media (needed by teacher & students) Handouts, copies of PowerPoint, presentations, etc. (No need to include equipment that is normally in classroom) Instructional Objectives Unit goals / long-range objectives (separate page at beginning of unit plan) Lesson objectives Behavioral (The student will . . .) Be sure objectives are measurable / specific Instructional Procedures Set (attention getter / introduction) Be creative! Labels learning Involves students Relates to real life Relates to prior knowledge Instructional Procedures Things you will do to teach material Things students will do to reach objectives Good idea to number these and leave a blank line before next number Closure (question/answer, etc.) Should seek student input Two parts: verbalization and performance (both by student) Independent Practice / Assignments (for students) Exercises / projects students will work on during the fifty-minute class period Homework to complete outside of class / things to study before next class Assessment / Checks for Understanding Formal or informal Quiz/test, question/answer, etc. Reflection / Self-Evaluation/Notes (added after teaching lesson) What worked and what didnt What you would do differently Note: Student involvement is needed in each componentset, instruction, closure. D. PREPARING DIFFERENT TYPES OF LESSON PLAN

Types of Lesson Plans Teachers can choose a variety of lesson plan formats to fit individual teaching styles. Lesson plans are an essential component of a successful teaching experience. These plans help ensure that all standards and materials are covered, providing a teacher and students with structure for each class day. Many schools require that teachers submit lesson plans in a specific format on a daily, weekly or monthly basis. For teachers who do not have a required format, there are a variety to choose from. The 5 Step Lesson Plan This is probably the version you learned to use at summer institute. I think it is the most straightforward lesson planning template and works for most topics and objectives. The 5 steps included in this version of the lesson plan are opening, intro to new material (I do), guided practice (we do), independent practice (you do), and the closing. detailed lesson plan semi-detailed lesson plan brief lesson plan While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: Title of the lesson Time required to complete the lesson List of required materials List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or conceptsthese include showing pictures or models, asking leading questions, or reviewing previous lessons An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas Independent practice that allows students to extend skills or knowledge on their own A summary, where the teacher wraps up the discussion and answers questions An evaluation component, a test for mastery of the instructed skills or conceptssuch as a set of questions to answer or a set of instructions to follow Analysis component the teacher uses to reflect on the lesson itself such as what worked, what needs improving A continuity component reviews and reflects on content from the previous lesson II. USING AUDIO VISUAL MATERIALS A. MEANING OF TEACHING AIDS (Vanessa Radaza)
Teaching aids are tools that classroom teachers use to help their students learn quickly and thoroughly. A teaching aid can be as simple as a chalkboard or as complex as a computer program. Because every individual learns in a different way, teachers rely on these tools to explain concepts to students with a wide variety of learning needs. Teaching aids are crucial for educators as they are key in differentiating instruction for all types of learners.

IMPORTANCE OF TEACHING AIDS Teaching aids play an very important role in Teaching- Learning process. Importance of Teaching aids are

as follows :1) Motivation Teaching aids motivate the students so that they can learn better. 2) Clarification Through teaching aids , the teacher clarify the subject matter more easily. 3) Discouragement of Cramming Teaching aids can facilitate the proper understanding to the students which discourage the act of cramming. 4) Increase the Vocabulary Teaching aids helps to increase the vocabulary of the students more effectively. 5) Saves Time and Money 6) Classroom Live and active Teaching aids make the classroom live and active. 7) Avoids Dullness 8) Direct Experience Teaching aids provide direct experience to the students. B. THE USES OF AUDIO-VISUAL AIDS IN TEACHING Audio-visual aids in the classroom can enhance teaching methods and improve student comprehension. Today's technology offers many choices to the informed educator who wishes to capitalize on a new generation's appetite for multimedia presentations. Lesson plans that incorporate the use of audio-visual aids should be consistent with curriculum objectives and not segued improperly. A. Auditory Learners and Aids Auditory learners focus more on the spoken word rather than the written one. Taped recordings of lectures or movies are helpful to auditory learners because they pick up on speech nuances such as tone and pitch. Computers with speech-recognition devices will also help auditory learners to process and retain information better than just reading from a textbook. Students with hearing disabilities will also benefit from teachers who use microphones while lecturing. B. Visual Learners and Aids Slide projectors have given way to PowerPoint presentations in the modern classroom, but the concept is the same. Visual learners understand meaning through graphic portrayals such as charts, illustrations and diagrams. Teachers that take the time to compose or find visual supplements to accompany their lectures help to greatly augment learning potential. The old adage that "a picture is worth a thousand words" still rings true, especially in today's image-submerged society. C. Movie Clips Incorporating a YouTube moment or any other instructional video clip into a lesson plan can greatly increase understanding as well as enjoyment during the learning process. If an interactive white board with Internet capabilities is not available, many video clips from the web can be downloaded and embedded in a PowerPoint presentation for classroom purposes. Be sure to prepare students before

watching the clip by telling them what to expect or what to look for and then following up with discussion questions that tie in to the lesson plan. D. Special Education Students Students with special needs often require information to be presented to them in several different formats before they can adequately understand a concept or process information. Playing a book on tape while simultaneously reading together in class is a good way to reinforce material. Videos that deal with the targeted subject matter can be shown afterwards to further augment learning Don't Overdo It Audio-visual technology has an important role to play in the modern classroom, but teachers who rely too much on technology may actually inhibit learning. It's the law of diminishing returns: you can only get so much useful enjoyment and assistance from a machine. The personal relationship between teacher and student is ultimately more valuable and rewarding in a brick and mortar classroom environment. This is not to say that there aren't some students who are quite capable of learning by themselves through interactive technology, but if that were true in all cases, then schools wouldn't need teachers, would they? C. TYPES OF AUDIOVISUAL AIDS USED IN TEACHING (Ma. Theresa Huelva) Audiovisual aids strengthen an instructor's verbal presentation while helping his students capture a specific message. Audiovisual aids keep an audience's attention throughout a presentation and help them remember particular information. If instructors use simple, efficient aids, they will enhance their teaching. 1. Training Aids Usually instructors will use training aids, for instance, instructional videos, to help students understand a particular subject or idea. DVDs or videotapes cover an assortment of topics, allowing the teacher to select premade material to enhance his subject. Training aids can be played on an MP3 player, laptop, TV or CD player. 2. Presentation Slides Teachers create their own presentation slides to add personality to lessons. They can use graphics, music, photos and charts as needed for each component of a topic. Computer programs that create slides include Microsoft PowerPoint, Goggle Presentation, Adobe Publisher and Apple Keynote. Digital projectors allow instructors to display 3-D images large enough for the audience to view and to demonstrate material or simulate assembly of components for a particular project. 3. Audio Recordings Instructors who want to include a speech or lecture from an authoritarian source use audio recordings to supplement class discussions. 4. Multimedia Multimedia combines elements from a variety of audiovisual aids, allowing a teacher to use his own materials with others'. Multimedia may use websites, slide shows, computer-based training courses and TV in one teaching session. Multimedia offers an arrangement of communication tools for an audience that may include several learning styles D. SELECTION OF AUDIO VISUAL MATERIALS

Audio materials have been a very important commodity for library collections for many years. These materials include music recordings, audio books, and language learning productions, as well as lectures, instructions, and inspirational messages. They are distributed in various formats, although the most common today are CDs and MP3 formats. Unless your library defines itself as a museum, both LP records and audiocassettes are to be considered formats to be phased out of the collection. This includes audio books on cassette. Some of the most popular audio materials in public libraries are audio books. Also useful are set for aiding individuals in acquiring facility with a new language. Language learning sets are now available on both CDs and DVDs because it is easier to learn if one sees visual clues and how a speaker looks when forming the sounds of a language. If your community includes many bilingual or multi-lingual people, you may consider acquiring language learning materials that facilitate language learning in English, Spanish, and other languages of local interest. Some of the issues to consider when selecting audio materials, especially audio books, include: How will your audio collection support your librarys goals? Will your audio collection focus on all or only certain genres or types of books? Will you collect complete works or abridged versions? Many public libraries only purchase complete audio books but provide a free exchange for abridged audio books similar to what many do with donated paperbacks in usable condition. The popularity or interest in the author/title and genre. What is the overall quality of the recording? Knowing the quality of the recordings produced by each major company enables one to make some assumptions just as knowing publishers can influence your choice of books.

III. QUESTIONING (Angelica Lista) Questioning is the starting point of learning. People learn because they ask questions. in the teachinglearning process the kind of questions the teacher asks and the way he ask them to some extent determines his effectivity as well as the outcome of his teaching methods and techniques. The purpose and function of question To discover the impact of the lesson to the students To evaluate the students' performance To direct the minds of the students to the important aspect of the lesson To give the students a chance to express themselves To develop the thinking and reasoning ability of the students and help them analyze ideas To acquire information To draw out interpretation To manifest retention of knowledge To develop the skill to answer effectively in eliciting comprehension skills To energize the mind or the imagination resulting to internalization of concepts To check whether these concepts are internalized for use in the students academic and functional life To develop the students' problem solving skills and decision-making faculties

Characteristic of a good question I. Literal

- "right here" questions - Note or recall stated facts and details - follow direction - Associate quotation with speaker II. Interpretative - think and search question - identify character traits, emotional reactions - interpret figurative language - anticipate events - recognize sensory image - sense implied meaning of words, phrases and sentences III. Critical - give opinions, reactions and the selection - discriminate between fancy and reality, fact or opinion - identify assumptions, points of view, author's purpose and style - determine relevance - weigh values presented IV. Integrative/Application - "trying up" questions - Comparing and contrasting old and new ideas gained from reading - making a different ending Techniques of Questioning Discussed herein is the hierarchy of questions that the teachers usually ask regardless of the subjects that they teach. The hierarchy is based on Benjamin Bloom's Taxonomy of Educational Objectives. 1. Knowledge (Memory) Questions * Train the ability to recall, bringing mind appropriate materials learned previously such as specific names, facts, places, figures, events concepts, principles and others. The correct answer is usually a verbatim repetition of knowledge acquired from a specific source. Typical knowledge questions: a. Who founded the Katipunan? b. Who is the current President? c. 2. Comprehension Questions * Train a student to understand oral and written communications and make use of them. Comprehension maybe manifested by students in the following way: a. The students can express ideas in his own words. b. The students can separate the essential from non-essential

c. The students can establish relationship among things. d. The student can extrapolate or predict an event from a trend or pattern. e. The student can make inferences or give the probable consequence of events. Typical comprehension questions: a. Compare and contrast the atmosphere of the Earth and Saturn. b. Explain what might happen to the Philippines under the Aquino presidency. Key words: extrapolate, explain, compare, predict, illustrate, infer, and estimate 3. Application Question * Require the students to transfer what they have learned to new situations with little or no supervision. The student is expected to put some skills into practice, solve problems and construct something. Typical application question: a. Which of the following best exemplifies asexual reproduction? b. How do you express in algebraic expression the age of the Earth is twice the age of the moon? Key words: demonstrate, plan, solve, apply, build, develop and construct 4. Analysis Questions * Require a student to breakdown an idea into parts, to distinguish these parts and know their relationships to one another. The student is able to distinguish relevant from irrelevant data, a fact from a generalization, an assumption from a conclusion and select facts which are essential to support hypothesis. Typical analysis questions: a. What part of essay is the conclusion? b. What part supports the stated conclusion? Key words: classify, distinguish discriminate, categorize, analyze and detect 5. Synthesis Questions * The student puts together or integrates a number of ideas or facts into new arrangement. Some common focus of synthesis is the summary of the lesson either written or oral, a proposal, a plan of action, a short story or a short play, a bulletin board display, a literary-musical program and the likes.

Typical synthesis questions: a. How can you improve our economy? b. What plans can you propose to make the centennial celebration more meaningful? Key words: propose a plan, formulate a solution, develop, create, make up, summarize 6. Evaluation Questions * The students appraise, criticize or judge the worth of an idea, a statement or a plan on the basis of a set of criteria provided to them or which they themselves have developed. Typical evaluation questions: a. Is it good for the Filipinos to ratify the VFA? b. Are you in favor of amending the present constitution? Kew words: select, judge, evaluate, decide and which do you prefer

IV. CONDUCTING DRILL AND REVIEW (Pamela Jane Cruz) 1. Meaning of Drill and Review a. Definition of Drill one of the most commonly used devices for achieving permanent results in learning To instruct thoroughly by repetition in a skill or procedure Disciplined, repetitious exercise as a means of teaching and perfecting a skill or procedure b. Definition of Review To review means literally to view again. It is a mental process of going over the learnt materials review means getting a new view or renewal of an old view to assure a better view or grasp of relationship studied 2. Purposes of Drill and Review a. Purposes of Drill Drill is a serious activity which has for its purpose the perfection of a skill or the strengthening of association to make them more permanent. Purpose of making automatic responses or reactions. b. Purposes of Review To provide a restatement and organization of facts and relationship in order to fix them. To help the students to organize the materials and experiences into larger units. To enable them to get a broader perspective of what is being studied and the subject matter field as whole. To reveal student weakness in preparation and understanding as well as teacher weakness in planning and teaching. 3. Techniques of Drill and Review a. Techniques of Drill 1. repetition drill

2. substitution drill 3. transformation drill 4. back-chaining b. Techniques of Review a. The daily lesson review b. Topical review c. Unit plan review d. Co-operative review e. Review by application V. MAKING ASSIGNMENTS A. IMPORTANCE OF ASSIGNMENTS (Alyza Mae Macaraeg) What are homeworks or assignments? Homework, or homework assignment, refers to tasks assigned to students by their teachers to be completed outside of class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. Main objectives and reasons for homework The basic objectives of assigning homework to students are the same as schooling in general: To increase the knowledge and improve the abilities and skills of the students. However, opponents of homework cite homework as rote, or grind work, designed to take up children's time, without offering tangible benefit. Homework may be designed to reinforce what students have already learned, prepare them for upcoming (or complex or difficult) lessons, extend what they know by having them apply it to new situations, or to integrate their abilities by applying many different skills to a single task. Homework also provides an opportunity for parents to participate in their children's education. Importance of Assignments Homework has been a part of students' life from the beginning of formal school. However, the practice has sometimes been accepted and other times rejected, both by educators and parents. This has happened because homework can have both positive and negative effects on children's learning and attitudes towards school. Some educationists of the view that homework should not be given to students. Giving homework means creating in the child school mania in the home also. Others are of the view that five hours in the school is in sufficient and it must be supplemented by some work at home. It is not the homework that is objectionable, but its nature and amount which invites criticism. But the importance and need of homework cannot be minimized, if it is of a right nature. It utilizes the leisure time of the children, which otherwise would have been wasted. It may establish the habit of working hard and that too regularly. We know that good assignments, completed successfully, can help children develop wholesome habits and attitudes. Homework can help parents learn about their children's education and communicate both with their children and the schools. And it can encourage a lifelong love of learning. Homework can have many benefits for young children. It can improve remembering and understanding of schoolwork.

Homework can help students to develop study skills that will be of value even after they leave school. It can teach them that learning takes place anywhere, not just in the classroom. Homework can benefit children in more general ways as well. It can foster positive character traits such as independence and responsibility. Homework can teach children how to manage time. B. CHARACTERISTICS OF A GOOD ASSIGNMENT (ErikaVien Odron) The following are the characteristics of a good assignment: 1. Motivative. A good assignment motivates the pupils to acquire new knowledge. Hence, the home assignment should be such that the pupils get motivated themselves for accomplishing that assignment. They should not take up it just to avoid punishment or to get some reward. 2. Interesting: A good assignment is according to the interests, attitudes and the natural tendencies of the pupils. Hence, while providing home assignments, the interests, capabilities and tendencies of the pupils must be looked after, otherwise they won't show full interest in completing that home assignment. 3. Definite and Clear. A good assignment is definite and clear. At the very first sight, it becomes clear to the pupils what they are to do and how much they are to do. Unless and until they get clear and definite idea of the home task, they do not like to do it. Hence, it must be made easy and clear to the pupils the home task given to the pupils. 4. Stimulative. A good assignment creates curiosity among the pupils. Under the influence of this curiosity, the pupils become active and they accomplish the assignment. 5. Purposeful. A good assignment has one or the other purpose: Purposeless assignment fails to make the pupils interested in doing that task. 6. Relevant. A good home task is related to the learnt lesson. Not only this, home task makes the main points permanent. From this angle, the home assignment should be useful and appropriate in the practical life of the pupils. 7. Based on Individual Differences. A good home task is based on individual differences. Hence, the intelligence quotient interest and aptitudes of the pupils should be considered while assigning the home task. If the home task will not be according to the mental level of the pupils, they will not be able to finish it. As a result, the objective of the home task will not be achieved. From this point of view, sharp-minded pupils should be assigned comparatively more complex and sufficient home task. 8. Related with Previous Knowledge. A good home task is related to the previous knowledge and experiences of the pupils-Remember if the home task is not related to the previous knowledge of the pupils, they cannot acquire the new knowledge conveniently. Hence, the pupil-teachers should be conscious about this. 9. Accurate. A good home task is accurate and real with regard to the language, subject and validity. Hence, all these things should be cared while framing the home assignment. 10. Challenging. A good home task is always challenging for a pupil. Hence, the achievement level of the pupil should be considered at the time of assigning the home task so that they can utilize their mental ability to the maximum. 11. Economic. A good home task is in short but the pupils gain much knowledge from this.

12. Sequential. A good home task is presented in graded manner from simple to complex. In other words, every home task should be related to each other. This helps in acquiring the new knowledge from the acquired knowledge. 13. Related to Life. A good home task is related to the real problems of the pupils' life. Hence, while assigning the home task, it should be cared that the home task must be related to the real life of the pupils, otherwise they won't like to finish it. 14. Necessary Direction. The teacher issues instructions to do a good home task. In other words, the teacher makes the pupils familiar with the possible difficulties so that they may not loose the heart. 15. Time Factor. In a good home task, time factor is kept in mind. Since the grown up pupils can work for a longer time as compared to the younger pupils. Therefore, the grown up pupils should be assigned with the home work of longer duration and the younger pupils should be assigned with the home work of shorter duration. From this view-point, the younger pupils should be given the interesting home tasks. The pupils, aged 11 to 13 years, should be provided with the home task which can be finished in one and half an hour. Similarly, so much home task should be given to the pupils aged 13 to 16 years, which takes about 3 hours for its completion. It needs attention that the above planning can only succeed when the different teachers of different subjects mutually decide beforehand the amount of home task to be assigned to the pupils. 16. Evaluation. A good home task is evaluated properly. Hence, the teacher should evaluate that task which the pupils154do at home and their mistakes are removed. Hence, they move gradually towards correctness. TYPES OF ASSIGNMENT The classification of home-assignments is done invariably. Some of these classifications are being given in the following lines: 1. Study Type. This assignment is too easy. In this, pupils are asked to prepare a note on some topic. 2. Memorization Type. It is such a home assignment in which the pupils try to cram the already read lesson, e.g., the pupils should be directed to learn any poem of the book by heart. 3. Informative. It is such a home assignment in which the pupil collects various types of information, such as, the pupils should be ordered to reply the following questions (i) What are the main industries of Saharanpur? (ii) At what places the sugar mills are located in Meerut commissionary? (iii) Who founded Anup City? 4. Problematic. It is such an assignment in which the pupils search out the solution of some problems themselves. According to another classification, the home assignments can be divided into two parts: 1. Average. It is that assignment which any student can attempt. In other words, average home work has to be done normally by each and every pupil. 2. Achievement Level Type. This type of assignment is given to the pupils according to the individual variations of the pupils. In other words, more problematic and sufficient home assignment is given to the pupils having sharp intelligence and simpler and limited home assignment is given to the mentally retarded pupils.

According to the third classification, the home assignment is divided into three parts: 1. Unit Assignment. It is that type of assignment in which pupils are assigned those activities in which pupils' real life needs are fulfilled. 2. Problematic Assignment. In this assignment, either a problem from the book or from the real life is given to the pupils for solving it. 3. Practice Assignment. In this assignment, pupils are made aware of their previous knowledge. In such assignments, pupils are given such questions, to which they are to write answers at home.

VI. EVALUATING TEACHING AND LEARNING A. DIFFERENCE OF MEASUREMENT AND EVALUATION (Brien Naco) MEASUREMENT-is the process of determining the quantitative achievement of a learner in the subject he studied. EVALUATION-is the process of determining the worth or value of the result of measurement. For instance, a student took algebra, in an examination, the student obtained a score of 97, that is measurement. If the teacher believes that the student deserves to be passed, the he passes the student, that is evaluation. If the teacher also believes that the student ought to be in the honor roll, then he places the name of the student in the honor roll, that is also evaluation. IMPORATNCE OF MEASRUEMENT AND EVALUATION The most important purpose of measurement and evaluation is for the teacher and the learner to know how successful the teaching and learning have been. B. FUNCTIONS OF MEASUREMENT AND EVALUATION The functions of measurements and evaluation may be classified as follows: B.1. INSTRUCTIONAL FUNCTIONS Main instructional functions. The Main instructional functions are: 1. To determine what and how much knowledge, principles and other pieces of information have been acquired. 2. To determine what and how much values and attitudes have been implied. 3. To determine what and to what extent skills have been acquired; and 4. To determine the difficulties and problems encountered by the students. AUXILLIARY INSTRUCTIONAL FUNCTIONS 1. To serve as guides in learning. 2. To serve as a motivation and incentive to study harder. 3. To serve as a basis for records of work and study. 4. To serve as a basis for diagnosing students needs and problems. 5. To serve as a basis for predicting student future success. 6. To serve as a basis for student guidance and counseling especially in the selection of subjects and information of good study habits; and 7. To serve as a basis for determining the effectiveness of the teaching-learning process and the need for reteaching. B.2. ADMINISTRATIVE FUNCTIONS

The administrative functions of measurement and evaluation are: 1. To serve as a basis for classification, retention, and promotion of and giving honors to students. 2. To serve as a basis for various kinds of guidance and counseling. 3. To serve as a basis for determining(teaching) teacher efficiency. 4. To provide data for school surveys and comparison of work of different classes, grades, and schools. 5. To provide data for students records and reports to students and parents. 6. To serve as a basis for recommendation to higher grades, for taking government licensure examinations and for employment. 7. To serve as a basis for determine participation of students in co-curricular activities; and 8. To provide data for research. C. TYPES OF TEST (Jefferson Bernardo) Tests are systematic procedures for measuring the results or effects of instruction on learning. C.1. According to manner of response C.1.1 ORAL TEST
The oral exam (also oral test ) is a practice in many schools and disiplines, where an examinator poses questions to the student in spoken form. The student has to answer the question in such a way as to demonstrate sufficient knowledge of the subject in order to pass the exam.

C.1.2 WRITTEN TESTS

Written tests are tests that are administered on paper or on a computer. A test taker who takes a written test could respond to specific items by writing or typing within a given space of the test or on a separate form or document. C.2. ACCORDING TO THE METHOD OF PREPARATION C.2.1 SUBJECTIVE/ESSAY TEST

Subjective test items are more commonly called constructed response (CR) items. They require examinees to create their own responses, rather than selecting a response from a list of options (American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, 1999). No single wording (or set of actions) can be regarded as the only correct response, and a response may earn full or partial credit. Responses must be scored subjectively by content experts. The termconstructed response item may refer to an essay item or performance assessment. C.2.2 OBJECTIVE TEST

a test consisting of factual questions requiring extremely shortanswers that can be quickly and unambiguously scored by anyonewith an answer key, thus minimizin g subjective judgments by boththe person taking the test and the person scoring it.

1. Multiple choice Multiple choice is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list. 1.stem-and-options variety : the stem serves as the problem

2.setting-and-options variety : the optional respon-ses are dependent upon a setting or foundation of some sort, i.e. graphical representation 3.group-term variety : consist of group of words or terms in which one does not belong to the group 4.structured response variety: makes use of structured response which are commonly use in classroom testing for natural science subjects 5.contained-option variety: designed to identify errors in a word, phrase, sentence or paragraph 2. Alternative Response True/False questions present candidates with a binary choice - a statement is either true or false. This method presents problems, as depending on the number of questions, a significant number of candidates could get 100% just by guesswork, and should on average get 50%. 3. Matching Type A matching item is an item that provides a defined term and requires a test taker is to match identifying characteristic to the correct term. 4. Completion Type A fill-in-the-blank item provides a test taker with identifying characteristics and requires the test taker to recall the correct term. There are two types of fill-in-the-blank tests. The easier version provides a word bank of possible words that will fill in the blanks. For some exams all words in the word bank are exactly once. If a teacher wanted to create a test of medium difficulty, they would provide a test with a word bank, but some words may be used more than once and others not at all. The hardest variety of such a test is a fill-in-the-blank test in which no word bank is provided at all. This generally requires a higher level of understanding and memory than a multiple choice test. Because of this, fill-in-the-blank tests[with no word bank] are often feared by students. C.3. according to nature of the answer C.3.1 A proficiency test is one that measures a candidate's overall ability in a language, it

isn't related to a specific course. An achievement test on the other hand tests the students' knowledge of the material that has been taught on a course. A diagnostic test highlights the strong and weak points that a learner may have in a particular area. A prognostic test attempts to predict how a student will perform on a course.
A STANDARDIZED TEST IS ONE IN WHICH THE PERFORMANCE OF AN INDIVIDUAL, OR THE AVERAGE OF THE CLASS, MAY BE COMPARED WITH THAT OF A LARGER POPULATION. D. CHARACTERISTICS OF A GOOD TESTS Characteristics of A Good Test 1- Validity: A test is considered as valid when it measures what it is supposed to measure.

2- Reliability : A test is considered reliable if it is taken again by the same students under the same circumstances and the score average is almost the constant , taking into consideration that the time between the test and the retest is of reasonable length. 3- Objectivity: Objectivity means that if the test is marked by different people, the score will be the same . In other words, marking process should not be affected by the marking person's personality. 4- Comprehensiveness: A good test should include items from different areas of material assigned for the test. e.g ( dialogue composition - comprehension - grammar - vocabulary - orthography - dictation - handwriting ) 5- Simplicity: Simplicity means that the test should be written in a clear , correct and simple language , it is important to keep the method of testing as simple as possible while still testing the skill you intend to test . ( Avoid ambiguous questions and ambiguous instructions ) . 6- Scorability : Scorability means that each item in the test has its own mark related to the distribution of marks given by the Teacher.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION
Sta. Mesa, Manila

TEACHING METHODS AND TECHNIQUES

Reports: I. Preparing Lesson Plan -Joco Langley Lorenzo -Marlou Sanchez II. Using audio-visual material -Vanessa Radaza -Ma. Theresa Huelva III. Questioning -Angelica Lista IV. Conducting Drill and Review -Pamela Jane Cruz V. Making Assignments -Alyza Mae Macaraeg - Erika Vien Odron VI. Evaluating Teaching and Learning -Brien Naco -Jefferson Bernardo BBTE III-1D