School Polytechnic University of the Philippines Grade Level Fouth Year

Teacher Abad, Allan c. Learning Area Measurement and Evaluation

Teaching Dates and Time Quarter 2nd

I. OBJECTIVES FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies, and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards  The learners must be able to demonstrate an understanding in group-term variety of multiple choice test item,
anatomy of group-term variety test and guidelines in writing group-term variety test.

B. Performance Standards  The learners must be able to construct their own multiple choice question using group-term variety.

C. Learning Competencies/Objectives  Assess students’ knowledge about “multiple choice question using group-term variety”.
Write the LC code for each  Determine guidelines in writing and anatomy of multiple choice question using group-term variety.
 Describe how important multiple choice question using group-term variety is.

 Group term variety

II. CONTENT
III. LEARNING RESOURCES
A. References Measuring and Evaluating Learning Outcomes: A Textbook in Educational Assessments 1 and 2

1. Teacher’s Guide pages Pages 78-79

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud.,1991. How to Prepare Better
Multiple Choice Test Items: Guidelines for University Faculty,
https://testing-beta.byu.edu/handbooks/betteritems.pdf
 Marie Tarrant, James Ware.Impact of itemwriting flaws in multiple choice questions on student
achievement in highstakes nursing assessments. Medical Education. 2008, 42, pp. 198–206.
http://www.tpcb.org/ptoe/TechnicalGuidelines.pdf

Kehoe, J. (1995-10-00). Writing Multiple-Choice Test Items. ERIC Clearinghouse on Assessment and
Evaluation Washington DC, 1-5.
https://files.eric.ed.gov/fulltext/ED398236.pdf
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson  Recall the past lesson discussed.
 Students will group the following terms according to their use, nature and origin.
 Let the students share their insights about “group-term variety”
 Introduce the lesson

B. Establishing a purpose for the  Ask questions regarding the importance of constructing multiple choice question using group-term variety.
lesson

C. Presenting examples/instances for  Present real-life scenarios related to the multiple choice question using group-term variety.
the new lesson  Let students collaborate with each other to come up with the proper guidelines in writing multiple choice question
using group-term variety.

D. Discussing new concepts and  Discuss the multiple choice question using group-term variety.
practicing new skills #1

E. Discussing new concepts and  Discuss the anatomy of group term variety test.
practicing new skills #2  Let students give their opinion regarding the guidelines in writing group term variety test .

F. Developing mastery  Assess what students have learned by asking questions related to the topic discussed.
(Leads to Formative Assessment 3)
G. Finding practical applications of  Let the students make their own reflection on how the topic relates their life experiences.
concepts and skills in daily living
 How does these multiple choice question using group-term variety help in the teaching and learning process?

H. Making generalizations and  What is the importance of knowing the multiple choice question using group-term variety?
abstractions about the lesson

I. Evaluating learning  The teacher will give 20-item quiz.

j. Additional activities for application
for remediation
V. REMARKS

VI.REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
 help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?