SET B

1. According to Department of Education to improve quality in education and elevate its standards,
and to improve student outcomes, the five strands of Assessment and Reporting should be
considered as follows:
a. Design, selection, organization, and utilization of assessment strategies. As Proficient
teacher, we are expected to design, select, organize, and use diagnostic, formative, and
summative assessment strategies consistent with curriculum requirements. Assessment
and instruction are parallel in a classroom that focuses on the learner. Teachers need to
use a variety of strategies to assess learner readiness for a particular unit of study and to
plan their instruction around the needs the learners demonstrate. Ongoing assessment of
student learning is an important part of the planning process.
b. Monitoring and evaluation of learner progress and achievement. Most teachers monitor
learner progress informally, that is, they may not always record their impressions in any
formal way or undertake more formal tasks. Monitoring and evaluating learner progress
and achievement will only be effective if done religiously, systematically, and accurately.
c. Feedback to improve learning. Giving feedback is essential to monitor student learning.
Feedback should be timely, accurate and constructive. As a facilitator of learning, we
need to ensure that your students really
learn.
d. Communication of learner needs, progress and achievement to key stakeholders. The
teachers’ keen attention to the performance of the learners helps them to immediately see
progress and achievements of the learners. Learners will be inspired to persevere more
and trust in their own abilities, knowing that their teachers trust them and care about the
things they do.
e. Use of assessment data to enhance teaching and learning practices and programs.
Assessment data helps identify the number of learners who obtain passing scores and the
learners who need remediation. Teachers utilize the assessment data as a basis for
instructional decisions. As Proficient Teachers, we can develop our capacity to use
classroom data well by expanding our conception of what counts as “assessment data”.
These data can be obtained from formative and summative assessment.
2. As mentioned in an article written by Uma Mathuraaman in TLex Institute and as shared in some
of the discussions in Educational Management class, Positional power is the authority one wields
by one’s position in an organization’s structure and hierarchy. Personal power is the ability to
influence people and events with or without formal authority. Furthermore, Positional leaders
induce other people due to the position they’re holding in the organization. On the contrary,
individuals who derive their power from their followers, due to their possessed attitudes, skills, or
traits, are considered to have personal leadership.
Positional leaders are supposed to instruct and guide all those who are under them to fulfill their
tasks in accordance with the rules and regulations of the organization. They impose their
authority through commands and directives. Personal leaders, however, can motivate and inspire
others to achieve their targets. These people can influence others by forming relationships with
them. Instead of just making sure that specified outcomes are achieved, a leader with personal
power influences the hearts and minds of people.

3. Basically, the phrase “Teach Themselves” refers to the teaching method called “Self-Leaning”.
According to Malcom Knowles in his book, Self-Directed Learning: A Guide for Learners and
Teachers, Self-Learning is defined as a process by which individuals take the initiative, with or
without the assistance of others, in diagnosing their learning needs, formulating learning goals,
 identifying human and material resources for learning, and evaluating learning outcomes. It
contrasts with the usual method where most of us are used to passive learning in school. A
teacher presents while students take notes and ask questions. Students who self-learn, on the other
hand, essentially teach themselves. Instead of having a concept explained to them, they use
instructions, context clues, and examples to figure out the answer on their own. When a student
develops the ability to self-learn, they can study any subject confidently.

4. With the continuing challenges brought by the COVID-19 pandemic, the following can be
considered as the three most critical curriculum issues facing educational leaders today:
A. Misalignment of several subjects and competencies in DepEd’s Senior High School with
CHED’s college curriculum;
B. Lack of effective assessment of students’ learning; and
C. Struggling implementation of distance learning.
The number one issue among the three, I think, is the struggling implementation of distance
learning because several other issues boil to this one. According to Child Hope Philippines, with
the sudden events brought by the health crisis, distance learning modes via the internet, or TV
broadcasts were ordered. Further, a blended learning program was launched in October 2020,
which involves online classes, printouts, and lessons broadcast on TV and social platforms, thus
the new learning pathways rely on students and teachers having access to the internet. This yet
brings another issue in the current system. Millions of Filipinos don’t have access to computers
and other digital tools at home to make their blended learning worthwhile. Hence, the value of
technology in learning affects many students.
With these struggles, I believe our school should invest on easing the burdens of students,
teachers, and parents:
a. on financial assistance for mobile or data load;
b. procurement of gadgets;
c. outsourcing of internet providers;
d. regular conduct of psychological guidance for students and teachers; and
e. active information dissemination for parents, especially on the students’ lessons.
While investing, curriculum leaders should plan and design towards effective and efficient face-
to-face classes to focus on subjects that requires laboratory activities, even if limited.

5. A. This will be my response: “Well, my friend. You don’t need to be a researcher, but studies
reveal that research helps restore and protect memory and enhances mathematic and problem-
solving skills. Therefore, it prepares the mind for a better understanding of concepts and theories.
A person’s learning capacity is improved, and they can perform better in comparison who is
reluctant to research. Reading and writing are the core elements of research. So, they
automatically become familiar to you if you are involved in researching facts and figures.
Reading helps open your mind to a never-ending horizon of knowledge. While developing
writing skills gives you the ability to express in a constructive way. As your career goes, the
growth goes too. Research sheds light on problems that have not yet come out in the open. It
gives people the opportunity to address issues and answer questions that the society doesn’t
respond to. In various fields, especially ones that are related to science, there are always new
discoveries to explore. Research prevents you from remaining behind or have inaccurate
information about a topic. You can use the latest knowledge to build upon ideas or talk
confidently about a subject if required.”
B. As discussed in Research Methodology, Quantitative research is expressed in numbers and
graphs. It is used to test or confirm theories and assumptions. This type of research can be used to
establish generalizable facts about a topic. Common quantitative methods include experiments,
observations recorded as numbers, and surveys with closed-ended questions. On the other hand,
Qualitative research is expressed in words. It is used to understand concepts, thoughts, or
 experiences. This type of research enables you to gather in-depth insights on topics that are not
well understood. Common qualitative methods include interviews with open-ended questions,
observations described in words, and literature reviews that explore concepts and theories.
These two approaches can work together. Since in this time of pandemic we are exposed to the
use of online platforms, let’s take this as an example. Google Analytics offers a wealth of
quantitative data, such as how many people visited our site, how they got there, and how long
they stayed. The information is incredibly helpful and extremely detailed, but without thoughtful
interpretation, it’s useless. In many cases, Google Analytics’ quantitative data will help us
pinpoint exactly where our problem lies. But only qualitative data can identify the cause of the
issue. Why is that text box causing people to leave our site? Is the field too difficult to fill out?
We’ll obtain this information through interviews, co-browsing sessions, or feedback tools.

6. Under the New Civil Code Article 349, teachers and professors consider having substitute
parental authority. Though we have to take note that the New Civil Code is an old law and we
have a newer law, the Family Code. So in Article 218 of the Family Code of the Philippines
states that: The school, its administrators and teachers, or the individual, entity or institution
engaged in child care shall have special parental authority and responsibility over the minor child
while under their supervision, instruction or custody.
Article 218 provides that, the persons and entities given by law special parental authority are the
school, its administrators, and teachers, or the individual, entity or institution engaged in
childcare. They are civilly liable for acts and omissions of unemancipated minor. However, the
liabilities shall not apply if they proved that they exercised the proper diligence required under a
particular circumstance. The liability is still attached while the minor child is under their
supervision, instruction, and custody and to all authorized activities inside the premises of the
school. This simply means that teachers shall act as parents to their students, but with limitations
as promulgated by the law.

7. As far as what I have learned and experienced, quality classroom management is all about
knowing the best for our students’ need and how we, teachers, accommodate them into our
teaching strategies. High quality classroom management is understanding our role and
contribution to our students. As teachers, our role is to educate our students and provide sufficient
input inside and outside the classroom. It is not solely on disciplining the students inside the
classroom, but on how we are prepared to make the environment conducive to learning and to
avoid any disturbances so we may have a clearer learning goal. We will be able to maintain
quality classroom management by understanding our students. We must know each of them and
build rapport with them. We must practice patience. Remember, students have individual
differences. Set effective limits by reviewing and posting classroom expectations to make it
clearly visible. Engage with students. As they say, when a student is inattentive, rowdy, or
challenging, it distracts others. We must learn to make friendly eye contact with this kind of
student.

8. To qualify as Good Research, the process must have the following characteristics:
a. it must be Empirical. Research can be based on direct experience or observation by the
researcher. Empirical research is undertaken to study certain situations based on
experiments, observation, and surveys. Here, the researchers develop an hypothesis;
b. b. it must be Logical. The research is objective and logical in nature. Research is based
on valid procedures and principles. There is a need to collect relevant, accurate and
objective data to investigate into the research problem;
c. it must be Cyclical. Research ends up back where it started - with questions.
d. it must be Critical. Research should create new ideas, perspectives, and arguments. It
seeks relevant information.
 e. it must be Replicable. Research is replicable when an independent group of researchers
can copy the same process and arrive at the same results as the original study. Hence,
establishing its validity.
Though there are a lot of other characteristics of good research, other attributes are may closely
related to the aforementioned.

9. According to DepEd’s official website, there are actually six (6) salient features of K to 12 as
follows:
a. Strengthening Early Childhood Education (Universal Kindergarten)
b. Building Proficiency through Language (Mother Tongue-Based Multilingual Education)
c. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
d. Gearing Up for the Future (Senior High School)
e. Ensuring Integrated and Seamless Learning (Spiral Progression)
f. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let
Century Skills)

Well among these six salient features I could say that “Gearing Up for the Future” or the injection
of Senior High School, arguably, has the most impact to the change. Senior High School is two
years of specialized upper secondary education; students may choose a specialization based on
aptitude, interests, and school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks. These added two years, that have impeded the supposed early
college years of the students, aim to prepare learners for their future employment or continuing
academic journey.

10. Education cannot be separated from economic, political, and social realities of the country. First,
we must define education. Education is both the act of teaching knowledge to others and the act
of receiving knowledge from someone else. Education also refers to the knowledge received
through schooling or instruction and to the institution of teaching. In an article entitled “The role
of education in shaping youth’s national identity”, written by Fazilah Idris et. al., states that the
main purpose of education is to educate individuals within society, to prepare and qualify them
for work in economy as well as to integrate people into society and teach them values and morals
of society. Role of education is means of socializing individuals and to keep society smoothing
and remain stable. These statements support the first argument. In the field of economics, politics,
and society, education cannot be eliminated. Certainties and experiences in those fields are much
connected to how one was prepared and honed by education.
Set A.
1. Some of the practices or activities of classroom teachers that tend to contribute to teaching
effectiveness are the following:
a. Classroom Discussions;
b. Teaching Journal/Portfolio;
c. Co-teaching;
d. Peer-Teaching;
e. Cell Grouping;
f. Visual Aids Utilization;
g. ICT integration;
h. Formative Assessment;
Though there are a lot more of helpful practices and activities to mention, let me focus on the last
two in the enumeration.
ICT integration - Technology is perhaps the most powerful tool we have at our disposal. It’s an
essential part of modern jobs and has a lot to offer in the way of education. Not to mention that
students nowadays are more inclined to the emerging technologies. Computers, laptops, and
tablets can allow us to enhance our lesson plans with online educational activities. There are
several free resources that you can access with a simple Google search. Try looking up
educational videos or playing free math and science games. Your students will not only enjoy the
time they spend online but also gain a deeper understanding of your classwork. Use all the
resources you have at your disposal to your advantage — you’ll have a more engaged and
motivated group of students as a result.
Formative Assessment - Conducting frequent formative assessments in class is a great way to
keep constant check on our teaching efficacy. Like reflective writing, students feedback can
provide us with valuable insights regarding our instructional practices. While there are many web
tools to help us create formative assessment activities, I usually use game-based platforms such as
Quizalize, Blooket, Quizizz, Kahoot, and Quizlet. We can use these tools to create our own
gamified quizzes to host live in our class for every student to take or we can assign them as
homework for students to work at their own pace.

2. A. Research question/hypothesis, including definition of your variables/terms.

A1. What is the mean percentage score (MPS) of the different school for the last 5 years in the
National Achievement Test?
A2. What is the dietary and exercise habits as perceived by the respondents during the pandemic?
A3. Is there a significant relationship between diet, exercise, and success rate of the school as
indicators for the health and wellness status of the school?
A4. What health and wellness program that can be proposed to address the challenges of the
health crisis?

B. Population and/or Sample. The respondents of the study will be the public Junior High School
from Santa Fe-San Jose district. Clustered sampling will be utilized in determining the samples.
The researcher then selects random groups with a simple random or systematic random sampling
technique for data collection and data analysis.

C. Data Collection Methods. A survey questionnaire will be the main gathering instrument of the
study. The survey questionnaire will be adapted from a University of North Florida’s survey of
 diet and exercise habits. The survey had 38 questions and was divided into 2 sections. The first
section will be the survey questionnaire on Dietary Habits of the Respondents and the other
section will be the Exercise habits of the respondents. The mean percentage score for the past five
(5) years of each school will be obtained from their respective registrar which will be properly
communicated to each school principals. Since pandemic and face-to-face administration of the
questionnaire is not possible, the researcher will create a google form together the data. The
google form link will be forwarded to each school through their ICT coordinators. The school
principals will be given 2 weeks to administer the questionnaire to their respective learners
guided and supervised by their advisers.

D. Protection of student information. The data gathered in this study will be subjected to the
Data Privacy Act of 2012. The consent form will be included in the google form prepared by
the researcher asking their consent as well as approval to get information with their full
knowledge about the research. Data to be gathered from schools will be secured through
formal communications signed by the proper authorities. The researcher will secure a permit
to authorities before the conduct of the study. It will also include the timeline as well as the
dissemination of the results of the study after it is conducted
E. Analysis. The data gathered will be organized and analyzed using frequency counts,
percentages, mean and standard deviation. This is applicable on the survey questionnaire of
the study. In terms of the success rate of the different school, frequency and percentage based
on the mean percent score being categorized into seven scales:
Mean Percentage Score Descriptive Equivalent
96%-100% Proficient
86%-95% Closely Approximating Proficiency
66%-85% Moving Towards Proficiency
35%-65% Average Proficiency
15%-34% Low Proficiency
5%-14% Very Low Proficiency
0%-4% Absolutely no Proficiency
3. A. As discussed in Statistics and in Research Methodology, Population is the entire group that we
want to draw conclusions about. While a Sample is the specific group that we will collect data
from. The size of the sample is always less than the total size of the population. As an analogy,
we can think of sample as an aquarium and population as the ocean. Sample is small portion of a
vaster ocean that we are attempting to understand.
B. T-test refers to a type of parametric test that is applied to identify, how the means of two sets
of data differ from one another when variance is not given. While Z-test implies a hypothesis test
which ascertains if the means of two datasets are different from each other when variance is
given. Furthermore, Z-test requires knowing the population standard deviation and can be used to
test one sample mean against a known population mean or two sample means against each other.

On the other hand, T-test uses the sample standard deviation to estimate the population standard
deviation and can be used to test one sample mean against a known population mean or two
sample means against each other.
C. Chi-square evaluates if there is a relationship between two variables. It does not
specify what type of relationship. Pearson R evaluates whether there is a linear
relationship. Pearson’s coefficient of correlation (r) quantifies the correlation between
 two numeric variables. A Chi-squared test of association tests for association
between two categorical variables.

4. As defined in a book entitled Assessing Learners with Special Needs and as shared in Advance
Measurement and Evaluation subject, Test is a method to determine a student’s ability to
complete certain tasks or demonstrate mastery of a skill or knowledge of content. Some types
would be multiple choice tests, or a weekly spelling test. While it is commonly used
interchangeably with assessment, or even evaluation, it can be distinguished by the fact that a test
is one form of an assessment. Assessment is the process of gathering information to monitor
progress and make educational decisions if necessary. As noted in the definition of test, an
assessment may include a test, but also includes methods such as observations, interviews,
behavior monitoring, and others. Evaluation on the other hand, is a procedure used to determine
whether the subject meets a preset criterion, such as qualifying for special education services.
This uses assessment to decide of qualification in accordance with a predetermined criterion.
Lastly, Measurement refers to the set of procedures and principles for how to use the procedures
in educational tests and assessments. Some of the basic principles of measurement in educational
evaluations would be raw scores, percentile ranks, derived scores, standard scores, among others.

5. An author of an article entitled “Governance of the Education Sector” states that Governance of
the education sector has remained largely centralized since the American occupation of the early
1900s. The Education Department long had sole responsibility for the formulation, planning,
implementation, and coordination of all levels of formal and non-formal education in the
Philippines. It supervised all education institutions, both public and private. Governance of Basic
Education Act of 2001 provides the overall framework for principal empowerment by
strengthening principal and leadership goals, and local school based management within the
context of transparency and local accountability. The objective of basic education is to provide
the school age population and the youth with skills, knowledge, and values to become caring,
self-reliant, productive, and patriotic citizens. Governance of basic education shall begin at the
national level. It is at the regions, divisions, schools and learning centers — herein referred to as
the field offices — where the policy and principle for the governance of basic education shall be
translated into programs, projects and services developed, adapted and offered to fit local needs.
Shared governance is a principle which recognizes that every unit in the education bureaucracy
has a particular role, task and responsibility inherent in the office and for which it is principally
accountable for outcomes; (b) The process of democratic consultation shall be observed in the
decision-making process at appropriate levels. Feedback mechanisms shall be established to
ensure coordination and open communication of the central office with the regional, division and
school levels; (c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and (d) The communication channels
of field offices shall be strengthened to facilitate flow of information and expand linkages with
other government agencies, local government units and nongovernmental organizations for
effective governance.

6. Based the on the Revised Administrative Code of 1987 on the Civil Service Commission, the
following are some of the enlightenments regarding the following:
a. Recruitment, selection, and placement
Opportunity for government employment shall be open to all qualified
citizens and positive efforts shall be exerted to attract the best qualified to enter the
service. Employees shall be selected on the basis of fitness to perform the duties and
assume the responsibilities of the positions. When a vacancy occurs in a position the
employees in the department
 who occupy the next lower positions in the occupational group under
which the vacant position is classified, and in other functionally related
occupational groups and who are competent, qualified and with the
appropriate civil service eligibility shall be considered for promotion. The process
goes on.
b. Performance
There shall be established a performance evaluation system, which shall be
administered in accordance with rules, regulations, and standards, promulgated by the
Commission for all officers and employees in the career service. Such performance
evaluation system shall be administered in such manner as to continually foster the
improvement of individual employee efficiency and organizational effectiveness.
c. Promotions
Each department or agency shall establish merit promotion plans which shall be
administered in accordance with the provisions of the Civil Service law and the rules,
regulations, and standards to be promulgated by the Commission. Such plans shall
include provisions for a definite screening process, which may include tests of
fitness, in accordance with standards and guidelines set by the Commission.
Promotion Boards may be organized subject to criteria drawn by the Commission.
d. Retirement
No person who has reached the compulsory retirement age of 65 years can be
appointed to any position in the government. "The Commission however may, in
meritorious cases, extend the services of one who has reached compulsory retirement
age of 65 years for a period of six (6) months.

7. Education cannot be separated from economic, political, and social realities of the country. First,
we must define education. Education is both the act of teaching knowledge to others and the act
of receiving knowledge from someone else. Education also refers to the knowledge received
through schooling or instruction and to the institution of teaching. In an article entitled “The role
of education in shaping youth’s national identity”, written by Fazilah Idris et. al., states that the
main purpose of education is to educate individuals within society, to prepare and qualify them
for work in economy as well as to integrate people into society and teach them values and morals
of society. Role of education is means of socializing individuals and to keep society smoothing
and remain stable. These statements support the first argument. In the field of economics, politics,
and society, education cannot be eliminated. Certainties and experiences in those fields are much
connected to how one was prepared and honed by education.

8. As mentioned in an article written by Uma Mathuraaman in TLex Institute and as shared in some
of the discussions in Educational Management class, Positional power is the authority one wields
by one’s position in an organization’s structure and hierarchy. Personal power is the ability to
influence people and events with or without formal authority. Furthermore, Positional leaders
induce other people due to the position they’re holding in the organization. On the contrary,
individuals who derive their power from their followers, due to their possessed attitudes, skills, or
traits, are considered to have personal leadership.
Positional leaders are supposed to instruct and guide all those who are under them to fulfill their
tasks in accordance with the rules and regulations of the organization. They impose their
authority through commands and directives. Personal leaders, however, can motivate and inspire
others to achieve their targets. These people can influence others by forming relationships with
them. Instead of just making sure that specified outcomes are achieved, a leader with personal
power influences the hearts and minds of people.
9. Educational planning has become very important, and it assures institution’s success. So it must
be taught and established as a continuous process to most emerging needs of the institution. It
considers the significant issues, constraints, conditions, and factors of education. The focus is on
potential objectives, goals, and vision. This is practical in nature that it emphasizes the ability and
perception to apply to theory and profits from it prior to the action. It explains the objectives and
also the means of achieving those objectives. Therefore, it eliminates the trial-and-error
procedure, reduces the chances of collapse and guarantees success. It offers intelligent direction
for action. Successful and well-organized planning saves effort, time, and money. Educational
planning is among the elements of general national and socioeconomic development. The
planning needs to offer the educational objectives and finances for the educational development
to accomplish these objectives.
10. Good leadership in schools is vital for improving the learning outcomes of students. Though we
need both kinds of leadership, in definition, effective is producing the intended or expected
results in school programs. While, efficient is performing the best results in the least about of
time and/or effort. In other words, being effective is doing the right things and being efficient is
doing things right.
An effective leader focuses on productivity in various layers such as motivation, teamwork,
communication, and objectives. They encourage innovation and creativity to reach a desired goal.
Those who are efficient are task-oriented, impulsive, and project focused. On the other hand, an
efficient leader is one who uses limited resources to get the job done in a more professional
manner; They want immediate results. Efficiency avoids mistakes and likes to take repeated steps
to achieve a goal.
Both efficiency and effectiveness are desirable characteristics in school system.