Seminar paper summative test of MICHAEL M. MAGBANUA
1. SUMMATIVE TEST
SUMMATIVE TEST ON GRAMMAR
Directions: All sentences that follow are divided into five parts. Notice the
division of words through “|” symbol on the following sentences. On your
answer sheet, write only the number of sequence where error/s in
sentences occurred.
Example: Do | teachers | observes |reflective teaching | more often?
Answer: 3
1. Do |the |objectives |give direction| to teaching?
2. Do |they| tell exactly | what |to teach?
3. Do |they |help determine |the |technique of teaching?
4. Do |they |give |continuity| to the lesson?
5. Do |they |determine |the outcomes| of learning?
6. Do|they help| in determining| the effectiveness| of the teaching
process? |
7. Are they| in|harmony| with the school |and national objectives? |
8. Are| they| stated| clearly| and unequivocally?|
9. Do they fit| the age,| grade level |and other psychological
characteristics|of the learner?|
10. Are |the instructional| objectives |behavioral| and attainable? |
11. Do |the instructional objectives| cover |all the important aspects| of
the subject matter? |
12. Do |they |stimulate |important |learning outcome? |
13. Are |the |instructional |objectives |properly formulated? |
14. Do |instructional |objectives| determine| test content? |
15. Are |the standardized| examinations given| by the government and
private entities| a reliable measure of evaluation? |
16. Has the school produced |responsible, productive, and versatile
|citizens as envisioned |in the Constitution |and the laws of the
land?|
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171
2. SUMMATIVE TEST
17. Has |the school produced |graduates |who are efficient| in their
vocations and professions? |
18. Has |the school produced |who |are performing leadership roles |in
their respective areas of endeavor? |
19. Can an alumni survey |reveal information |as to whether |graduates
are doing the work |they have learned in school? |
20. Do government authorities |seriously look |into |the objectives of the
school|to determine its strength?|
21. What is done| to respond to| the quality needs |of teacher education
|as it serve basic education? |
22. Why| does I love| teaching?
23. How could shifting| your thoughts| on critical to grateful| benefit
people| in your workplace?
24. How did| a teacher| go about making| subject matter meaningful| to
pupils?
25. Who| am I| and what can I do| when I becomes an adult?
26. What| do you think| is more important| to human development ,
hereditary| or |environmental influence?
27. Why| is adolescence|refer| to as a period| of conflict?
28. How| does each| in the different theories| at learning| view| the
learning process?
29. What|is the relevance| of the different theory|of transfer |of
learning|to educational process?
30. What| factors| affects you| behave|towards your teacher |and your
classmate?
31. Goleman’s| describes |the five components |of emotional intelligence|
by defining each one| and identifying its hallmark attributes and
behaviors.
32. Other studies| on pre- schooler| and younger children| reveals how
teachers can secure| and maintain interest| and increase the
children’s span of attention.
33. According to| Webster, recreatory reading refers |to reading and
language activities| that a person engage| in which give new life and
creates |as forms a new in his/her imagination.
*See more exercises on next page!
172
3. SUMMATIVE TEST
34. I| believes there| is a variation as I| also strongly consider that
children| have different levels |and pacing of development.
35. Present civil service requirement |demand|18 units| of education from
non-BS graduates.
36. If teacher| want to really teach |and ensure that learning |is taking
place, they must find a way| to make the material meaningful |to their
pupils.
37. At| teacher development, | it takes| four to five years| before a
teacher is born.
38. The new grading system expect| to| show the students actual
performance |on the competencies they are expected to master.
39. Some| teacher keep| on |complaining.
40. Hence|, many education graduates| ends up|being unemployed|or
move| into other areas of work.
41. Test, | at| the other hand, | need to take| in different nature form.
42. From|the meantime, | undergraduate programs| in education should
be reduced|to perhaps true quality programs| in education.
43. Others| go| to the| office jobs as clerks| and sales ladies.
44. Class lesson| won’t stop| at PNU| and I| can immediately relate my
lessons| in the students when I meet them.
45. Since| I work weekdays| and go| to| school during weekends, I can
easily relate my PNU lessons| into my work.
46. We |are brought up| and |raising for| different environment; different
atmosphere |and we’ve experience varying situations.
47. The rapid increase| into|the need for basic education teachers has
strained the caring capacity| of teacher training institutions and has
contributed| to its continuing decrease in quality.
48. A daily glance|through| the newspaper|can provide a wealth| of ideas
for |activity.
49. I| came| with| a family |of teachers.
50. I| was employed| for the Economics, Values education| and music
teacher |at| the newly opened Rogationist Academy |in Silang Cavite.
*See more exercises on next page!
173
4. SUMMATIVE TEST
51. We| must not only continue improving| working conditions| for our
teachers| however in effect re – engineer the teaching profession |to
make their improvement possible.
52. These| is important| so that| as students mature |and develop, their
learning capacity also changes |and this is what one teachers need.
53. This is not a progress|brought| by| the books she reads| for the notes
she memorize.
54. Eventhough, | sometimes| to much critical thinking| has blocked the
path| to being grateful |for the existing contributions.
55. Hence, | leaders |must be encouraged| to maintain their critical
thinking |yet balance it| with genuine appreciation for what exist.
56. Moreover, | but of the kind| of liberal arts training |that they receive|
in a good undergraduate arts| and science college.
57. The teacher| must be alert| to these opportunities| yet,| they may
present themselves |at an inopportune time in the teaching schedule.
58. It should be pointed out, | therefore| that ideas discussed are not
meantv to supplement procedure already used| in the classroom.
59. School’s masses| highlighted |our Values| and Music lessons.
60. The Licensure Examination| for Teachers (LET) | are expecting |to
select the best qualified teachers| entering the work force.
61. The Pre Service Scholarship Program|aims|to| attract high school
graduate| to taking ups teaching as a career.
62. One of the topics| discussed| on| Educational Psychology| is Jean
Piaget’s Cognitive Development theories.
63. Reflected| the students actual performance| and not the transmitted
grades| will be very good bases |to evaluate the school| and teacher’s
accountability.
64. A teacher time |is| so precious. A teacher’s life| is| so |challenging.
65. They| was well acquainted| with real life situations: | malnourished
children, broken families, ruggedly dressed pupils| and shanties.
66. Choral reading, | jazz chants, | speech choir, finger plays, chamber|
and reader theater presentation |is enjoyable |and memorable
activities.
*See more exercises on next page!
174
5. SUMMATIVE TEST
67. I| am| to| invite the whole barrio| to the celebration.
68. The dead |have |to paying a boatman| by the name of Charon| to
cross the River Styx.
69. In| human development, a child| has acquired| independent| in
many physical activities| and has improving language facility.
70. But| successive education| wont be| contained |in |just a blink of an
age.
71. After teaching|some| years, they have| felt something satisfaction| in
their kind of work that they|never wanted to leave.
72. However, | it is light fiction| that is the focus of the five studies|
because the experience of being lost| in absorption or enchanted| is
most strongly associated.
73. The second element |is self-regulating/self managing|, which refers
|to the ability to control as redirect disruptive impulses and moods|
and the propensity to suspend judgment.
74. The names| of the retired teachers| who lucky are| in today’s column,
| fiction.
75. And| they began| the contest, | tree planting trips, park clean up
draws |and information disseminate
76. Whether |remediation| or| enriching |to further improve the quality|
of education.
77. A| teacher’s| life| is| challenger.
78. Since|, I engaged| in teaching without any educator’s program, | I
found it fundamental |to teach values |starting with myself.
79. During| his formation years, | his parents remained| a constant
guide, nurturing| and |caring for him.
80. Grades provide feedback |to parents |so they know what their children
need |to be helped with| and motivator on |and to help firm up their
children’s aspiration.
81. But| parents oftentimes| use grades| for punishment their children|
who do not do well |or for blaming teachers and the school.
82. Now| retired, Norma| is comfortable settled| as a retiree, absorbed| in
her textbook writing.
*See more exercises on next page!
175
6. SUMMATIVE TEST
83. On| several occasions, | I have witnessed| the effect| of recreation
reading techniques| in Bilingual classroom.
84. A longed-|for ambition that dwelt | at my mind| and heart is| to
|serve humanity—as a nurse. But| financial constraints| hindered my
eagerness| from| pursue this career. My parents | cannot afford |to
send me| to| a nursing school.
85. I suggested to them that I would stop going| to school |for a year to
give them ample time| to save |into my college education.
86. One year| passed| however| my expectations| did not materialize.
87. I decided| to take the entrance examination |at a well-known public
school| in Laoag City, the Northern Luzon Teachers College (formerly
the Ilocos Norte Normal School and now MMSU). Therefore, | I passed|
this examination.
88. I graduated on| March 1974. As a new graduate without eligibility
|and experience I presumed that I would not qualify| for a substitute
position. I decided| to look for a job| in Manila, and fate intervened.
89. During my short sojourn |in Manila, I met my dashing Romeo |who
captivated my heart. We| having hasty marriage| and he brought me|
to his hometown: Ilagan, Isabela.
90. It was in May 1975 when I took |a Competitive Examination| through|
the Division of Isabela| and luckily passed as one |of the top ten.
91. In| the start| of the following school year, the District Supervisor| of
Ilagan East District notified me |for an interview. A vacant position
needed |to be filled up.
92. Before| I left the house, I would be reminded| by |my good father-in-
law that I should not attempting| to choose any place of assignment. I
was new| in Isabela and I didn’t know the place well.
93. After| the interview, the District Supervisor asked me| ―Does| you like
to| go to| San Pedro Primary School?‖
94. Upon| hearing| this I remembered what my father-in-law told me and
without ado, I| immediate answered, ―Yes."
95. I| told my father in regards it. He said| ―Comply| before you
|complain.‖
96. It was| a Sunday morning |when| my father |and husband
accompanies me| to my new station.
*See more exercises on next page!
176
7. SUMMATIVE TEST
97. I| and my father rode |at| a jeepney |until we reached
a riverbank.
98. To |my surprise, | we also has to cross the river| by banca| to reach
my very first teaching assignment.
99. We makes | a courtesy call |to| the Barangay Chairman, |who offered
his residence |for me.
100. Hence |the school was still very far from his house, so we decided to go
|to the PTA President, Mr. Pedro Manuel, | whose house was just a
stone’s throw away |from the school.
177
8. SUMMATIVE TEST
KEY TO CORRECTION
SUMMATIVE TEST
1. Do |the |objectives |give direction| to teaching?
2. Do |they| tell exactly | what |to teach?
3. Do |they |help determine |the |technique of teaching?
4. Do |they |give |continuity| to the lesson?
5. Do |they |determine |the outcomes| of learning?
6. Do|they help| in determining| the effectiveness| of the teaching
process? |
7. Are they| in|harmony| with the school |and national objectives? |
8. Are| they| stated| clearly| and unequivocally?|
9. Do they fit| the age,| grade level |and other psychological
characteristics|of the learner?|
10. Are |the instructional| objectives |behavioral| and attainable? |
11. Do |the instructional objectives| cover |all the important aspects| of the
subject matter? |
12. Do |they |stimulate |important |learning outcome? |
13. Are |the |instructional |objectives |properly formulated? |
14. Do |instructional |objectives| determine| test content? |
15. Are |the standardized| examinations given| by the government and
private entities| a reliable measure of evaluation? |
16. Has| the school produced| responsible, productive, and versatile
citizens| as envisioned |in the Constitution| and the laws of the land?
17. Has| the school produced graduates| who are efficient| in their
vocations| and professions?
18. Has| the school produced| who| are performing leadership roles| in
their respective areas| of endeavor?
19. Can| an alumni survey reveal information| as to whether| graduates are
doing the work| they have learned in school?
178
9. SUMMATIVE TEST
20. Do| government authorities| seriously| look into the objective| of the
school| to determine its strength?
21. What has been done| to respond to| the quality needs |of teacher
education |as it serve basic education? |
22. Why| do I love| teaching?
23. How could shifting| your thoughts| from critical to grateful| benefit
people| in your workplace?
24. How does| a teacher| go about making| subject matter meaningful| to
pupils?
25. Who| am I| and what can I do| when I become an adult?
26. Which| do you think| is more important| to human development ,
hereditary| or |environmental influence?
27. Why| is adolescence|referred| to as a period| of conflict?
28. How| does each| of the different theories| at learning| view| the
learning process?
29. What|is the relevance| of the different theories|of transfer |of
learning|to educational process?
30. What| factors| affect you| behave|towards your teacher |and your
classmate?
31. Goleman| describes |the five components |of emotional intelligence| by
defining each one| and identifying its hallmark attributes and behaviors.
32. Other studies| on pre- schooler| and younger children| reveal how
teachers can secure| and maintain interest| and increase the children’s
span of attention.
33. According to| Webster, recreatory reading refers |to reading and
language activities| that a person engages| in which give new life and
creates |as forms a new in his/her imagination.
34. I| believe there| is a variation as I| also strongly consider that children|
have different levels |and pacing of development.
35. Present civil service requirement |demands|18 units| of education
fromV non BS graduates.
36. If teachers| want to really teach |and ensure that learning|is taking
place, they must find a way| to make the material meaningful |to their
pupils.
179
10. SUMMATIVE TEST
37. In| teacher development, | it takes| four to five years| before a teacher
is born.
38. The new grading system|expects| to| show the students actual
performance |on the competencies they are expected to master.
39. Some| teachers|keep| on |complaining.
40. Hence|, many education graduates| end up|being unemployed|or
move| into other areas of work.
41. Test, | on| the other hand, | need to take| in different nature form.
42. In|the meantime, | undergraduate programs| in education should be
reduced|to perhaps true quality programs| in education.
43. Others| go| into| office jobs as clerks| and sales ladies.
44. Class lesson| won’t stop| at PNU| and I| can immediately relate my
lessons| to my students when I meet them.
45. Since| I work weekdays| and go| to| school during weekends, I can
easily relate my PNU lessons| with my work.
46. We |are brought up| and |raised in| different environment; different
atmosphere |and we’ve experience varying situations.
47. The rapid increase| in |the need for basic education teachers has
strained the caring capacity| of teacher training institutions and has
contributed| to its continuing decrease in quality.
48. A daily glance|at| the newspaper|can provide a wealth| of ideas for
|activity.
49. I| came| from| a family |of teachers.
50. I| was employed| as Economics, Values education| and music teacher
|at| the newly opened Rogationist Academy |in Silang Cavite.
51. We| must not only continue improving| working conditions| for our
teachers| but in effect re – engineer the teaching profession |to make
their improvement possible.
52. These| is important| because| as students mature |and develop, their
learning capacity also changes |and this is what one teachers need.
53. This is not a progress|brought| by| the books she reads| or the noles
she memorize.
54. However, | sometimes| to much critical thinking| has blocked the
path| to being grateful |for the existing contributions.
180
11. SUMMATIVE TEST
55. Therefore, | leaders |must be encouraged| to maintain their critical
thinking |yet balance it| with genuine appreciation for what exist.
56. Moreover, | because of the kind| of liberal arts training |that they
receive| in a good undergraduate arts| and science college.
57. The teacher| must be alert| to these opportunities| even though| they
may present themselves |at an inopportune time in the teaching
schedule.
58. It should be pointed out, | however| that ideas discussed are not meantv
to supplement procedure already used| in the classroom.
59. School masses| highlighted |our Values| and Music lessons.
60. The Licensure Examination| for Teachers (LET) | is expected |to select
the best qualified teachers| entering the work force.
61. The Pre Service Scholarship Program|aims|to| attract high school
graduate| to take up teaching as a career.
62. One of the topics| discussed| on| Educational Psychology| is Jean
Piaget’s Cognitive Development theory.
63. Reflecting| the students actual performance| and not the transmitted
grades| will be very good bases |to evaluate the school| and teacher’s
accountability.
64. A teacher’s time |is| so precious. A teacher’s life| is| so |challenging.
65. They| are well acquainted| with real life situations: | malnourished
children, broken families, ruggedly dressed pupils| and shanties.
66. Choral reading, | jazz chants, | speech choir, finger plays, chamber|
and reader theater presentation |are enjoyable |and memorable
activities.
67. I| was| to| invite the whole barrio| to the celebration.
68. The dead |have |to pay a boatman| by the name of Charon| to cross the
River Styx.
69. In| human development, a child| has acquired| independence| in many
physical activities| and has improving language facility.
70. But| successful education| wont be| contained |in |just a blink of an
age.
71. After teaching|some| years, they have| felt something satisfying| in
their kind of work that they|never wanted to leave.
181
12. SUMMATIVE TEST
72. However, | it is light fiction| that is the focus of the five studies|
because the experience of being lost| in absorption or enhancement| is
most strongly associated.
73. The second element |is self-regulation/self management|, which refers
|to the ability to control as redirect disruptive impulses and moods| and
the propensity to suspend judgment.
74. The names| of the retired teachers| who lucky are| in today’s column, |
fictitious.
75. And| they began| the contest, | tree planting trips, park clean up draws
|and information dissemination.
76. Whether |remediation| or| enrichment |to further improve the quality|
of education.
77. A| teacher’s| life| is| challenging.
78. Since|, I engaged| in teaching without any educational program, | I
found it fundamental |to teach values |starting with myself.
79. During| his formative years, | his parents remained| a constant guide,
nurturing| and |caring for him.
80. Grades provide feedback |to parents |so they know what their children
need |to be helped with| and motivated on |and to help firm up their
children’s aspiration.
81. But| parents oftentimes| use grades| for punishing their children| who
do not do well |or for blaming teachers and the school.
82. Now| retired, Norma| is comfortably settled| as a retiree, absorbed| in
her textbook writing.
83. On| several occasions, | I have witnessed| the effect| of recreatory
reading techniques| in Bilingual classroom.
84. A longed-|for ambition that dwelt in my mind| and heart is| to |serve
humanity—as a nurse. But| financial constraints| hindered my
eagerness| to| pursue this career. My parents | cannot afford |to send
me| to| a nursing school.
85. I suggested to them that I would stop going| to school |for a year to give
them ample time| to save |for my college education.
86. One year| passed| yet| my expectations| did not materialize.
182
13. SUMMATIVE TEST
87. I decided| to take the entrance examination |at a well-known public
school| in Laoag City, the Northern Luzon Teachers College (formerly the
Ilocos Norte Normal School and now MMSU). Luckily, | I passed| this
examination.
88. I graduated on| March 1974. As a new graduate without eligibility |and
experience I presumed that I would not qualify| for a substitute
position. I decided| to look for a job| in Manila, but fate intervened.
89. During my short sojourn |in Manila, I met my dashing Romeo |who
captivated my heart. We| had hasty marriage| and he brought me| to
his hometown: Ilagan, Isabela.
90. It was in May 1975 when I took |a Competitive Examination| at| the
Division of Isabela| and luckily passed as one |of the top ten.
91. At| the start| of the following school year, the District Supervisor| of
Ilagan East District notified me |for an interview. A vacant position
needed |to be filled up.
92. Before| I left the house, I would be reminded| by |my good father-in-law
that I should not attempt| to choose any place of assignment. I was
new| in Isabela and I didn’t know the place well.
93. After| the interview, the District Supervisor asked me| ―Do| you like to|
go to| San Pedro Primary School?‖
94. Upon| hearing| this I remembered what my father-in-law told me and
without ado, I| immediately answered, ―Yes."
95. I| told my father about it. He said| ―Comply| before you |complain.‖
96. It was| a Sunday morning |when| my father |and husband
accompanied me| to my new station.
97. I| and my father rode |on| a jeepney |until we reached a riverbank.
98. To |my surprise, | we also had to cross the river| by banca| to reach
my very first teaching assignment.
99. We made | a courtesy call |to| the Barangay Chairman, |who offered his
residence |for me.
100. However |the school was still very far from his house, so we
decided to go |to the PTA President, Mr. Pedro Manuel, | whose house
was just a stone’s throw away |from the school.
183