A Grade 9 teacher is preparing a unit on climate change. She begins by identifying learning outcomes, then chooses teaching activities and assessment tools that match the competencies. In her reflection, she notes: “Dapat una ang layunin bago ang materyales.” Which principle is she applying?

• Activity-centered instruction

• Outcome-based alignment of instruction, resources, and assessment

• Technology integration for motivation

• Random selection of resources

A TLE intern uses a printed manual for a repair activity but does not design an assessment tool aligned with the learning objectives. Which best describes the weakness of this lesson plan?

• Lack of instructional materials

• Poor alignment between learning outcomes and assessment

• Weak classroom management plan

• Inappropriate choice of teaching method

A science teacher asks students to conduct an experiment using locally available materials, then gives a test on unrelated vocabulary. Which principle is violated?

• Feedback and remediation strategies

• Variety of strategies

• Alignment of instruction, activity, and assessment

• Accessibility of materials

A pre-service teacher develops a lesson on entrepreneurship. She includes role play, product presentation, and peer evaluation rubrics. During post-conference, the supervisor commends her for—

• Integrating multiple modalities without alignment

• Ensuring constructive alignment in planning

• Focusing on product display only

• Using varied media without structure

A Grade 7 teacher is given a pre-made PowerPoint but modifies the learning outcomes to match her students’ needs and revises the activity accordingly. This demonstrates—

• Teacher autonomy without standards

• Constructive alignment through adaptation

• Strict adherence to materials

• Overreliance on templates

In evaluating a lesson plan, the department head observes that all assessments directly measure what was taught and practiced in class. This validates—

• A. Aesthetic quality of instructional materials

• B. Coherence and alignment of instruction, resources, and assessment

• C. Frequency of assessments

• D. Number of strategies used

During a performance task in Carpentry, students are graded based on a rubric with criteria on safety, accuracy, and time management. What principle is demonstrated?

• Competency-based evaluation aligned with standards

• Norm-referenced grading

• Peer judgment only

• Attendance-based assessment

A student completes the required skill but commits a minor process error. Under competency-based grading, the teacher should—

• Deduct full points immediately

• Give opportunity for corrective feedback

• Ignore the error and give full credit

• Let peers decide the score

An intern designs a rubric based on MELCs and required competencies. Which characteristic is most evident?

• Construct validity

• Overgeneralization of tasks

• Cultural bias

• Attendance reliance

When evaluating skill-based tasks, the teacher focuses on performance mastery rather than seatwork completion. This is consistent with—

• Competency-based learning

• Product-based grading only

• Seatwork assessment

• Summative memorization