Curriculum Development

CURRICULUM DEVELOPMENT
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1. In the bottom-up perspective, a reader could read a text when he/she
a. uses his prior knowledge to make sense of the text.
b. selects only the meaningful segments in the text.
c. can translate the visual symbols to their aural equivalent.
d. relates the text to other texts previously read.
2. Which of the following reading skills or strategies is the closest to outside-

in processing or reading?
A. inferencing
b. outlining
c. predicting outcomes
d. structural analysis
3. Before a reader could read the WORD, he must learn to read the WORLD
first. This statement implies that
a. students or readers must know the names of the letter first before they
will know what the word means.
b. readers must know the sounds of the letters first before they will know
what the word means.
c. words are only representations of the concepts that the child or reader
knows before encountering the print.
D. the text supplies the readers with the necessary knowledge they need to
make sense of the print.
4. Teacher A explicitly teaches his/her students the rhetorical patterns of an

informational text taken from a science textbook. Which of the following
does the teacher want to develop in the reader?
A. print skill
b. content schemata
c. formal schemata
d. vocabulary knowledge
5. Teacher B uses the timeline as a graphic organizer to teach the readers to

understand a given expository text. Which of the following organizational
structures might be the one used in the exposition of the text’s information?
A. cause and effect
b. comparison and contrast
c. enumeration-description
d. sequence or procedural
6. Teacher C has presented a reading lesson to her students. The lesson

went on for a span of a week. After a day or two, when the teacher
introduced a new lesson that requires them the knowledge of the previous
lesson, the students no longer remember it. What could be the cause of this
problem?
A. There was a lack of constant drill and practice given by the teacher.
b. The text used and the instruction given in the previous lesson is within the
students’ independent level.
c. There was a lack of activities that integrate the students’ background

experiences to the text presented.
D. The text used and the instruction given in the previous lesson is within the
students’ instructional level.
7. A reader was asked to fill in words to the sentences that are found inside
the box below. Which of the following cueing systems did the reader fail to
consider?
A. graphophonic cues
b. syntactic cues
c. semantic cues
d. pragmatic cues
8. A reader read the word “plan” with a pronunciation like “plane” in the
sentence, “It’s my plan to sail across the ocean.” The deviation of the reader
in reading the text can be explained by the reader’s use of
A. syntactic cues
b. semantic cues
c. graphophonic cues
d. pragmatic cues
9. An office secretary encoded her boss’s memorandum for the company’s

employees. The boss returned the memo to the secretary along with the
note, “Please justify this!” The secretary felt bad and wanted to resign
immediately because she thinks that it’s not her job to explain the contents
of the memo. What cueing system did the secretary fail to consider?
A. graphophonic
b. syntactic
c. semantic
d. pragmatic
10. A reader was asked to read the sentence found inside the box below.
Instead of reading the word “moved”, he substituted it with the word “ran”.
Which of the cueing systems could have interfered his reading so that he
manifests such a deviation from the text?
a. graphophonic cues
b. syntactic cues
c. semantic cues
d. pragmatic cues
11. Which of the following refers to the movement of the eyes across a line
of text?
a. saccades
b. fixation
c. clustering
d. regression
12. A reader was asked to read a short story. When the reader started
reading the text, he encountered several words that are unfamiliar. He tried
to pause for a moment and tried to convert the word from visual to aural.
Which of the following physiological correlates of effective reading does the
reader evidently practice in this situation?
A. saccadic movements
b. return sweeps
c. fixations
d. clustering
13. The following are the reasons why fixation is not encouraged at times
EXCEPT for
a. Fixation allows readers to think of the meaning of a word encountered.
b. Fixation slows down fluency.
c. Readers are given the chance to do subvocalization when they fixate.
d. Too much fixation results to poor comprehension.
14. It refers to the learned ability to see words in groups rather than as
individual words.
A. subvocalization
b. regression
c. fixation
d. clustering
15. You asked a group of students to read a passage silently. After a minute
of observation, you noticed that they are moving their lips as they do
saccadic movements along the page. Which of the following terms refers to
the practice that you have observed from your students?
A. subvocalization
b. regression
c. fixation
d. clustering
16. You asked your students to silently read the passage you have prepared
for them. The passage is all about arthropods. As a student go over his
passage, you noticed that he sweeps his hands along the page. After a
while, his eyebrows met, as if he doubts what the passage is all about. You
noticed that he made return sweeps to the text in a backward manner, as if
trying to search for a previously read word. This situation implies that the
reader is doing
A. regression.
b. saccades.
c. fixation.
d. subvocalization.
17. Regression is BEST when the reader uses it as a means to
a. search for keywords in a text.
b. monitor comprehension when the text seems not to make sense.
c. read a passage all over again.
d. highlight important lines in the text for retrieval purposes.
18. Teacher D entered the classroom and posted images that she has taken
from the story she is about to tell the students. Before she started telling the
story to the class, she grouped the students and asked them to make a story
out of the pictures posted on the board. Which of the following approaches
reflects the practice of the teacher?
A. Explicit Phonics
b. Basal Approach
c. Embedded Phonics
d. Language Experience Approach
19. Teacher E entered the classroom and showed a list of word families like
cat, mat, fat, rat, pat, and bat. This practice clearly shows that the teacher
employs
A. Whole-language approach.
b. Language experience approach.
c. Literature-based approach.
d. Phonics approach.
20. A student asked the teacher to tell him the meaning of the word
“disestablishmentarianism”, which is found in the text that the student read.
Instead of explicitly stating the meaning of the word, the teacher asked the
student to segment the word and look for its base word, prefix, and suffixes
so that they may construct the meaning of the word through these word
parts. Which of the following vocabulary strategy did the teacher use to help
the students arrive at the meaning of the unfamiliar word?
a. semantic feature analysis
b. semantic mapping
c. structural analysis
d. context clues
21. You were given a long passage to read in a short period of time. Along
with the passage, you were also asked to answer questions regarding the
text you have read. Which of the following reading strategies should you use
to successfully meet your aim?
A. skimming
b. scanning
c. close reading
d. summarizing
22. You want your students to give you a detailed account of what they have
understood from the story you have all read in the classroom. Which of the
following assessment measures, tools, or procedures should you use to meet
your goal?
A. think-aloud
b. cloze procedure
c. miscue analysis
d. standardized tests
23. A teacher wants to know the current functional reading level of a student
in her reading class in terms of word recognition. Which of the following
assessment measures, tools, or procedures should the teacher use to meet
her aim?
a. think-aloud
b. miscue analysis
c. standardized tests
d. informal reading inventory
24. You want to know the quality of responses the students make as they
process a text while they are in the act of audibly reading it. You recorded
their reading and found out that they stop at times and give personal
reactions to the text. Some of the students’ reactions are even stated in
their mother tongue. Which of the following assessment tools or procedures
refers to this practice?
A. think-aloud
b. miscue analysis
d. cloze procedure
25. You want to know the range of your students’ vocabulary, graphophonic
knowledge, syntactic knowledge, semantic knowledge, and pragmatic
knowledge by filling in gaps within an information. Which of the following
should you use to achieve your goal?
A. think-aloud
b. miscue analysis
d. cloze procedure
26. Teacher A has found out that the results of the curriculum that was
implemented call for an alteration in the set of objectives and competencies.
Which of the following curriculum development stages does teacher A want
to happen?
a. curriculum planning
b. curriculum evaluation
c. curriculum change
d. curriculum improvement
27. Ms. Natividad, a classroom teacher, wants to try-out to her class another
strategy she has learned from a seminar-workshop she has attended. Which
level of curriculum is shown in this situation?
A. societal
b. experiential
c. instructional
d. institutional
28. Mr. Reyes, the principal of Bagumbato National High School, opted to use
the curriculum that employs the integration of Music, Arts, P.E., and Social
Studies on a longer time block. This situation clearly shows that the principal
prefers to use
A. core curriculum design.
b. correlated subjects design.
c. broad-fields curriculum design.
d. single-subject curriculum design.
29. The sub-processes of curriculum planning, organization and designing,

implementation and evaluation sum up the process of
A. curriculum and instruction.
b. curriculum management.
c. curriculum development.
d. curriculum assessment.
30. When the aim of the curriculum is to provide the learners with the
needed skills in this ever-changing world, the curriculum reflects the belief
that it should
A. provide learner’s with the knowledge needed for social relevance.
b. perpetuate cumulative tradition of organized knowledge.
c. provide avenues for the students to do self-expression.
d. allow learner’s self-actualization.
31. The following statements are characteristics of the subject-centered

curriculum EXCEPT for
a. The main task is mastery learning.
b. The teacher has full control of the lesson.
c. There is a high level of cooperative interaction.
d. It covers much of the content in a short span of time.
32. The phase of curriculum development which involves a survey of the

current needs of the learners and the demands of society is curriculum
A. planning.
b. evaluation.
c. organization.
d. implementation
33. Ms. Oliveros, a language teacher, has noticed that Bryan, a diagnosed
dyslexic child, has already improved in his reading, writing, gross, and fine
motor abilities. She recommended to her principal that Bryan should be
learning in a regular classroom. Which of the following does the teacher
want to happen?
A. promotion
b. intervention
c. inclusion
d. exclusion
34. When developers try to obtain relevant information to be able to judge

the worth of an educational program, its product, procedures, and objectives,
the developers are in the process of curriculum
A. planning.
b. designing.
c. evaluation.
d. alignment.
35. Johnny, a junior high school student, connected his lesson on fractions
with his Social Studies lesson on land ownership during the time of
Feudalism. Which curriculum design element is reflected in Johnny’s
practice?
A. articulation
b. integration
c. continuity
d. balance
36. Teacher B wants to give his student the freedom to choose what to learn
and believe, and allow the student to set his own identity and standards.
Teacher B clearly shows that he believes in
A. Realism.
b. Idealism.
c. Perennialism.
d. Existentialism
37. A curriculum developer wants to combine geography, civics and culture,

and history to complete the subject area of Social Studies. The curriculum
developer clearly manifests favor for the
A. correlated subjects curriculum design.
b. broad fields curriculum design.
c. fused curriculum design.
d. core curriculum design.
38. Teacher C has found out that there was a mismatch between the content
she was teaching in the class and the competencies tested in the standards-
based assessment (SBA) given after a year of instruction. This situation calls
for curriculum
A. planning.
b. designing.
c. alignment.
d. implementation.
39. The following are characteristics of the experience-centered curriculum

EXCEPT for
a. The classroom activities are cooperatively controlled by the learner and

the teacher.
b. The emphasis is on the holistic development of the individual learner.
c. Education aims to develop a socially creative individual.
d. Facts and knowledge are to be mastered for future use.
40. The students’ first languages are to be the medium of instruction during
the first three years of formal schooling both in the public and private
schools. Which of the following stakeholders in curriculum development asks
for this requirement?
A. parents
b. teachers
c. publishers
d. legislators
CURICULUM DEVELOMENT
ANSWER KEY
1 c 21 b
2 d 22 retelling
3 c 23 d
4 c 24 a
5 d 25 d
6 c 26 c
7 b 27 c
8 c 28 c
9 d 29 c
10 c 30 a
11 a 31 c
12 c 32 a
13 a 33 c
14 d 34 c
15 a 35 b
16 a 36 d
17 b 37 c
18 d 38 c
19 d 39 d
20 c 40 d
KDM REVIEWERS ONLINE [PRC Board Exam reviewers]
Prof-Ed-Review-Curriculum-Development
1. Which is NOT a provision for the development of each learner in a good

curriculum?
a. Extensive arrangements are made for the educational diagnosis of

individual learners.
b. Self-directed, independent study is encouraged wherever possible and

advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized

throughout the learning opportunities of the school.
D. The program provides a wide range of opportunities for individuals with

same abilities, needs and interests.
Answer: D
2. Teacher Lily would like to take part in developing a subject-centered

curriculum because she believes that all subjects in this type of curriculum
are geared towards the hollistic development of the learner. Is her belief
about the subject-centered curriculum true?
A. Yes, because the subject-centered curriculum focuses on the learners

needs, interests and abilities.
b. No, because it is the experience-centered curriculum that emphasizes the

teaching of facts and knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered

curriculum that emphasizes integration of habits and skills in learning the
knowledge component of subject areas.
Answer: D
3. In the elementary level, English literature and Social studies relate well.
While history is being studied, different literary pieces during the historical
period is being studied as well. What curriculum design is shown here?
A. Separate subject design
b. Correlation design
c. Discipline design
d. Broad field design
Answer: C
4. This phase of curriculum development involves decisions, among other

things, on grade placement and sequencing of content. Which phase is this?
A. Curriculum planning
b. Curriculum evaluation
c. Curriculum organization
d. Curriculum implementation
Answer: C
5. One example of this design of subject-centered curriculum is that which
shows social studies being combined with geography, civics, culture and
history to comprises subject area. Which design is this?
A. Correlated
b. Broadfields
c. Separate Subject
d. Core
Answer: B
6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by
identifying related concepts in Math. What pattern of organizing subjects did
Ms. Ortiz consider?
A. Broadfield
b. Correlated
c. Core
d. Separate Subject
Answer: B
7. Which design is easy to deliver because complementary books and

materials are commercially available?
A. Experience centered design
b. Problem design
c. Process design
d. Subject centered design
Answer: D
8. What refers to the matching between curriculum and test to be used to

assess the learners?
A. Alignment
b. Auditing
c. Articulation
d. Delivery
Answer: A
9. Ms. Mateo, a History teacher considers the element of time in arranging

content of her lessons in World History. What way of establishing sequence is
given emphasis by Ms. Mateo?
a. Simple to complex
b. Part to whole
c. Concrete to abstract
d. Chronological
Answer: D
10. Mr. Rivera, a new teacher believes that education is a process of

development and is life itself; therefore, experience related to the child's
need and interest should be given primary consideration. What educational
philosophy is being exhibited by Mr. Rivera?
A. Idealism
b. Reconstructionism
c. Progressivism
d. Realism
Answer: C
11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor

and a member of the school board has one of the following primary roles.
A. Support and participate in parent-school organization activities.

b. Authorize school expenditures for curriculum development,
implementation and evaluation
c. Enact legislation to effect curriculum improvement.
d. Recommend changes in curriculum.
Answer: D
12. The schools in the first District plan to adopt the reading program used in
the third district. What level of curriculum improvement is used?
A. Variation
b. Value orientation
c. Substitution
d. Restructuring
Answer: C
13. Mr. Bernardo, a curriculum consultant on Economics insists that in

selecting the curriculum content, it is better that throughout the high school
years, economic geography concepts be used to recur and be repeated with
depth for effective learning. What criterion in content selection is shown
here?
A. Validity
b. Continuity
c. Significance
d. Learnability
Answer: B
14. The Filipino learners envisioned by the Department of Education (DepEd)

in the light of K-12 Curriculum is
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino

c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos
Answer: B
15. Teacher Dominguito believes that a new respect for the child is
fundamental in curriculum. Thus, all activities in the classroom are geared
towards the development of the child – the center of the educative process.
To which approach in curriculum does Teacher Dominguito adhere?
A. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic
Answer: A
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the
Brgy. Captain in the school to solicit inputs for a new curriculum in Social
Science which highlights indigenous knowledge in the community. What is
shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum
Answer: B
17. Teacher Bert puts emphasis on the immediate felt interests and needs of
his students and not on the anticipated needs and interests. What type of
curriculum does teacher Bert adheres?
A. Subject-centered
b. Learner-centered
c. Experience-centered
d. Culture-based
Answer: C
18. What type of curriculum divides the school day into different periods
such as language arts, social studies, science and health, arithmetic, etc.?
A. Correlated
b. Broad fields
c. Integrated
d. Separate Subject
Answer: D
19. Which curriculum design element is taking place when Eduardo, a 4 th

year student can connect the lessons he learned in a subject area to a
related content in another subject area?
A. Articulation
b. Balance
c. Continuity
d. Integration
Answer: D
20. The following curricular changes took place in what particular period?
Restore Grade VII, double-single session was abolished and more textbooks
were written by Filipino authors.
a. American Period
b. Philippine Republic
c. Japanese Occupation
d. New Society
Answer: B
21. This concept includes the sub-processes of curriculum planning,

organization, implementation and evaluation. Which concept is this?
a. Curriculum development
b. Curriculum assessment
c. Curriculum management
d. Curriculum and instruction
Answer: A

curriculum?


advisable.


Answer: D



Answer: D
Answer: C

Answer: C
A. Correlated
b. Broadfields
c. Separate Subject
d. Core
Answer: B
Ms. Ortiz consider?
A. Broadfield
b. Correlated
c. Core
d. Separate Subject
Answer: B

b. Problem design
c. Process design
Answer: D
A. Alignment
b. Auditing
c. Articulation
d. Delivery
Answer: A

A. Simple to complex
b. Part to whole
d. Chronological
Answer: D

A. Idealism
c. Progressivism
d. Realism
Answer: C


Answer: D
A. Variation
c. Substitution
d. Restructuring
Answer: C

here?
A. Validity
b. Continuity
c. Significance
d. Learnability
Answer: B


Answer: B
A. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic
Answer: A
Answer: B
A. Subject-centered
b. Learner-centered
d. Culture-based
Answer: C
A. Correlated
b. Broad fields
c. Integrated
d. Separate Subject
Answer: D

A. Articulation
b. Balance
c. Continuity
d. Integration
Answer: D
a. American Period
d. New Society
Answer: B

A. Curriculum development
Answer: A
22. If curriculum is the “means”, what is the “end”?
a. Strategies
b. Instruction
c. Technique
d. Approaches
Answer: B
23. The curriculum used during the period in Philippine history terminated
the use of English as a medium of instruction, What period is this?
A. American
b. Spanish
c. Commonwealth
d. Japanese
Answer: D
24. Which of the following statements about the concept of curriculum is

NOT quite acceptable?
a. It refers to all experiences that both the school and the teacher provide
the students with.
b. It is the set of acquired knowledge, habits and skills
c. It consists of everything that goes within the school.
d. It is a planned action for instruction
Answer: C
25. What process is being undertaken by curriculum developers when they

enrich or modify certain aspects of a particular program without changing its
fundamental conceptions?
A. Curriculum improvement
b. Curriculum change
c. Curriculum design
Answer: A
1. What design element establishes the vertical linkage from level to level to
avoid glaring gaps and wasteful overlaps?
A. Articulation
b. Balance
c. Scope
d. Sequence
Answer: A
2. What refers to the authenticity of the content selected by the curriculum

developer?
a. Feasibility
b. Learnability
c. Significance
d. Validity
Answer: D
3. What do we call the allocation of content to a definite grade capable of

learning?
a. Time allotment
b. Grade placement
c. Grade level
d. Maturity level
Answer: B
4. Which pattern of experience-centered curriculum centers around the

normal activities of children and is based on each child’s needs, interests and
potentials?
A. Child-centered
b. Activity
c. Social function
d. Specific competencies
Answer: A
5. Which curriculum development phase focuses on the change which will

take place in certain aspects of the curriculum without changing the
b. Curriculum design
c. Curriculum improvement
d. Curriculum evaluation
Answer: C
6. Which is not a component of curriculum designing?
a. Objective
b. learning content
c. learning experiences
d. Diagnosis of needs
Answer: D
7. Which type of curriculum design serves as a response to society’s demand

for integration of knowledge and enables the learner to see relationship
among various aspects?
a. Broadfield
b. Correlated
c. Core
d. Separate subjects
Answer: A

curriculum?

advisable.


Answer: D




Answer: D

Answer: C

Answer: C

A. Correlated
b. Broadfields
c. Separate Subject
d. Core
Answer: B
Ms. Ortiz consider?
A. Broadfield
b. Correlated
c. Core
d. Separate Subject
Answer: B
b. Problem design
c. Process design
Answer: D

A. Alignment
b. Auditing
c. Articulation
d. Delivery
Answer: A

A. Simple to complex
b. Part to whole
d. Chronological
Answer: D

A. Idealism
c. Progressivism
d. Realism
Answer: C


Answer: D
A. Variation
c. Substitution
d. Restructuring
Answer: C

here?
A. Validity
b. Continuity
c. Significance
d. Learnability
Answer: B

Answer: B
A. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic
Answer: A
Answer: B
A. Subject-centered
b. Learner-centered
d. Culture-based
Answer: C
A. Correlated
b. Broad fields
c. Integrated
d. Separate Subject
Answer: D

A. Articulation
b. Balance
c. Continuity
d. Integration
Answer: D
a. American Period
d. New Society
Answer: B

a. Curriculum development
Answer: A
22. If curriculum is the “means”, what is the “end”?
a. Strategies
b. Instruction
c. Technique
d. Approaches
Answer: B
23. The curriculum used during the period in Philippine history terminated
the use of English as a medium of instruction, What period is this?
A. American
b. Spanish
c. Commonwealth
d. Japanese
Answer: D
24. Which of the following statements about the concept of curriculum is

NOT quite acceptable?
a. It refers to all experiences that both the school and the teacher provide
the students with.
b. It is the set of acquired knowledge, habits and skills
c. It consists of everything that goes within the school.
d. It is a planned action for instruction
Answer: C
25. What process is being undertaken by curriculum developers when they

enrich or modify certain aspects of a particular program without changing its
A. Curriculum improvement
b. Curriculum change
c. Curriculum design
Answer: A
1. What design element establishes the vertical linkage from level to level to
avoid glaring gaps and wasteful overlaps?
A. Articulation
b. Balance
c. Scope
d. Sequence
Answer: A
2. What refers to the authenticity of the content selected by the curriculum

developer?
a. Feasibility
b. Learnability
c. Significance
d. Validity
Answer: D
3. What do we call the allocation of content to a definite grade capable of

learning?
a. Time allotment
b. Grade placement
c. Grade level
d. Maturity level
Answer: B
4. Which pattern of experience-centered curriculum centers around the

normal activities of children and is based on each child’s needs, interests and
potentials?
A. Child-centered
b. Activity
c. Social function
d. Specific competencies
Answer: A
5. Which curriculum development phase focuses on the change which will

take place in certain aspects of the curriculum without changing the
b. Curriculum design
c. Curriculum improvement
d. Curriculum evaluation
Answer: C
6. Which is not a component of curriculum designing?
a. Objective
b. learning content
c. learning experiences
d. Diagnosis of needs
Answer: D
7. Which type of curriculum design serves as a response to society’s demand

for integration of knowledge and enables the learner to see relationship
among various aspects?
a. Broadfield
b. Correlated
c. Core
d. Separate subjects
Answer: A
8. Who controls the subject centered-curriculum?
a. Learner
b. Teacher
c. Parent
d. Teacher and parent
Answer: B
9. To provide individual differences in the classroom, how is curriculum

designed?
a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
Answer: C
10. To ensure success in curriculum development, which of the following

specific actions should a curriculum leader avoid?
A. Work with people over them.
b. Use your status frequently to establish discipline
c. Keep channels of communication open
d. Show that you too desire to improve
Answer: B
11. Which of the following is a reason for the continuous appraisal of the
existing curriculum in all levels?
a. New national policies in government
b. Changing needs and condition of society
c. Economic status of the people
d. Political trust of the country
Answer: B
12. Which of the following best defines curriculum development?
a. The total mental phenomena directly received at any given time
b. The planning of learning opportunities intended to bring about certain

desired changes in pupils and the assessment of the extent to which these
changes have taken place.
c. A continuous cycle of activities in which all elements of curriculum are

considered.
d. Education is aiding each child to be socially creative individuals.
Answer: B
13. To build a sense of pride among Filipino youth, which should be done in
the curriculum?
a. Re-study our history and stress on our achievements as a people.
b. Re-study our history from the perspective of our colonizer.
c. Replace the study of folklore and myths with technical subjects.
d. Set aside the study of local history.
Answer: A
14. What do you call the curriculum when the teacher puts into action all the
different planned activities in the classroom?
A. Recommended Curriculum
b. Written Curriculum
c. Taught Curriculum
d. Supported Curriculum
Answer: C
15. Which statement about the subject-centered curriculum is NOT true?
a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
Answer: A
16. Schools divide the school hours to different subjects such as reading,
grammar, literature, math, science, history and geography. What curriculum
design is referred here?
A. Problem-centered
b. Learner-centered
c. Subject-centered
d. Culture-based
Answer: C
17. Which is NOT a description of the learner-centered curriculum?
a. Emphasis is on the total growth and development of the learners
b. Controlled and cooperatively directed by learners, teachers and parents
c. Education is a means to develop social creative individual
d. Emphasis upon facts and knowledge for future use
Answer: D
18. The K-12 curriculum is otherwise called as
a. 2002 Basic Education Curriculum
b. Revitalized Basic Education Curriculum
c. Enhanced Basic Education Curriculum
d. Extended Basic Education Curriculum
Answer: C
19. What refers to an individual or group of individuals who have a direct and
indirect influence in curriculum development?
A. Stockholders
b. Stakeholders
c. Promoters
d. Incorporators
Answer: B
20. What refers to the appropriateness of the content in the light of the
particular students who are to experience the curriculum?
A. Significance
b. Validity
c. Interest
d. Learnability
Answer: D
21. Which of the following statements is NOT acceptable?
a. Instruction is the actual engagement of learners in the planned learning

activities.
b. Curriculum determines what assessment should be done, and how to do it.

c. Instruction requires teachers to use a variety of action to accomplish a
variety of functions.
d. Assessment establishes what is to be accomplished in teaching and

learning.
Answer: D
22. Which characteristic of a good curriculum highlights the psychological

nature of the learner?
A. Provisions are made for the smooth transition and continuing achievement
of pupils.
b. Curriculum plans in areas which extend over several years are developed
vertically.
c. Classroom practices give attention to the maturity and learning problems

of each pupil.
d. Cooperative planning and teaching provide for exchange of information

about pupil’s learning experiences.
Answer: C
23. Objectives must be evaluated in the light of practical considerations,

including teacher competence, availability of instructional materials, time
allotment, etc. What characteristic of educational objective is defined by the
aforementioned statement?
A. Comprehension
b. Attainability
c. Consistency
d. Feasibility
Answer: D
24. “Knowledge is true if it is workable”. What philosophical foundation

supports this statement?
a. Idealism
b. Realism
c. Pragmatism
d. Essentialism
Answer: C
25. As a member of the curriculum committee, your chief concern is to give

the child freedom to choose what to learn and believe, as you allow them to
set their own identities and standards. What philosophy will you consider?
a. Existentialism
b. Realism
c. Idealism
d. Pragmatism
Answer: A

Curriculum Development

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CURRICULUM DEVELOPMENT

More at LET Review University ❤️

1. In the bottom-up perspective, a reader could read a text when he/she

a. uses his prior knowledge to make sense of the text.

b. selects only the meaningful segments in the text.

c. can translate the visual symbols to their aural equivalent.

d. relates the text to other texts previously read.

2. Which of the following reading skills or strategies is the closest to outside-

4. Teacher A explicitly teaches his/her students the rhetorical patterns of an

5. Teacher B uses the timeline as a graphic organizer to teach the readers to

A. cause and effect

b. comparison and contrast

6. Teacher C has presented a reading lesson to her students. The lesson

c. There was a lack of activities that integrate the students’ background

9. An office secretary encoded her boss’s memorandum for the company’s

a. Fixation allows readers to think of the meaning of a word encountered.

b. Fixation slows down fluency.

c. Readers are given the chance to do subvocalization when they fixate.

d. Too much fixation results to poor comprehension.

17. Regression is BEST when the reader uses it as a means to

a. search for keywords in a text.

b. monitor comprehension when the text seems not to make sense.

c. read a passage all over again.

d. highlight important lines in the text for retrieval purposes.

d. Language Experience Approach

b. Language experience approach.

a. semantic feature analysis

d. informal reading inventory

A. core curriculum design.

b. correlated subjects design.

c. broad-fields curriculum design.

d. single-subject curriculum design.

29. The sub-processes of curriculum planning, organization and designing,

A. curriculum and instruction.

A. provide learner’s with the knowledge needed for social relevance.

b. perpetuate cumulative tradition of organized knowledge.

c. provide avenues for the students to do self-expression.

d. allow learner’s self-actualization.

31. The following statements are characteristics of the subject-centered

b. The teacher has full control of the lesson.

c. There is a high level of cooperative interaction.

d. It covers much of the content in a short span of time.

32. The phase of curriculum development which involves a survey of the

34. When developers try to obtain relevant information to be able to judge

37. A curriculum developer wants to combine geography, civics and culture,

A. correlated subjects curriculum design.

b. broad fields curriculum design.

c. fused curriculum design.

d. core curriculum design.

39. The following are characteristics of the experience-centered curriculum

a. The classroom activities are cooperatively controlled by the learner and

c. Education aims to develop a socially creative individual.

d. Facts and knowledge are to be mastered for future use.

KDM REVIEWERS ONLINE [PRC Board Exam reviewers]

1. Which is NOT a provision for the development of each learner in a good

a. Extensive arrangements are made for the educational diagnosis of

b. Self-directed, independent study is encouraged wherever possible and

c. Self-motivation and self-evaluation are stimulated and emphasized

D. The program provides a wide range of opportunities for individuals with

2. Teacher Lily would like to take part in developing a subject-centered