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Worksheetsôn tập
Total questions: 189
Worksheet time: 2hrs 35mins
Name
Class
Date
1.
What is a teacher's educational plan?
a)
A document listing duties and responsibilities assigned to each teacher during the school year.
b)
A concretization of the detailed content of each teacher's professional work in the school year.
c)
A guide prepared by the subject team for use in instructional work throughout the school year.
d)
A summary of the school's objectives and requirements for every teacher in the school year.
2.
How is the legal validity of a teacher's plan ensured?
a)
By following educational documents, school regulations and official planning instructions.
b)
By adapting the plan creatively to demonstrate the teacher's professional independence.
c)
By consulting colleagues to agree on methods suitable for their teaching situations.
d)
By using previous plans as references to maintain the traditional structure of planning.
3.
What is the first step in building a teacher's educational plan?
a)
Identify the main duties and required activities to be carried out within the school year.
b)
Complete the personal plan and submit it to the head of the professional department.
c)
Review available documents and adjust the contents according to school regulations.
d)
Analyze subject programs and arrange the lessons according to the teaching schedule.
4.
What does consistency and historical relevance in a teacher's plan mean?
a)
Ensuring unity with the school plan and continuity from previous academic results.
b)
Ensuring flexibility and creativity in designing independent tasks for each teacher.
c)
Ensuring alignment between current goals and student learning outcomes this year.
d)
Ensuring renewal of teaching approaches without relying on previous experiences.
5.
What should teachers do if they find the workload beyond their capacity?
a)
Continue to work under pressure and complete the plan according to the first schedule.
b)
Reassess the plan, prioritize main duties and request adjustment from school leaders.
c)
Ask for colleagues' assistance in fulfilling part of the tasks during the current semester.
d)
Remove less important duties from the plan to maintain focus on essential objectives.
6.
How is the feasibility of a teacher's plan demonstrated?
a)
By analyzing strengths and limits to assign tasks appropriate to individual capabilities.
b)
By arranging additional duties that promote motivation and improve teaching quality.
c)
By reducing certain activities to guarantee that all school targets are fully achieved.
d)
By dividing responsibilities equally among teachers to balance total working hours.
7.
When a teacher notices that the teaching schedule conflicts with a major school event, what should be done to keep the personal educational plan effective?
a)
Adjust the lesson timing and revise the personal plan to align with the school schedule.
b)
Discuss the situation with school leaders and modify the plan according to their guidance.
c)
Continue teaching as scheduled to maintain stability and avoid unnecessary plan changes.
d)
Ask another teacher to substitute temporarily while keeping the current plan unchanged.
8.
If a teacher realizes that students are struggling with a topic, how should the educational plan be adjusted?
a)
Add a review session and modify the plan to reinforce students' understanding.
b)
Skip the topic and move forward to maintain the planned teaching schedule.
c)
Wait for the department head to suggest how to change the existing plan.
d)
Keep the original plan unchanged to ensure equal progress across all classes.
9.
During a lesson on computer security, some students are not aware of safe online practices. How should the teacher adjust the educational plan?
a)
Add an in-class activity for students to identify risks and propose safe online behaviors.
b)
Spend more time explaining the theoretical concepts of online safety.
c)
Assign homework requiring students to list principles for safe Internet use.
d)
Move the practical activity to a later session so students have more time to explore independently.
10.
During a lesson on spreadsheet functions, many students make repeated formula errors. What adjustment should the teacher make to the plan?
a)
Add a short in-class exercise that focuses on the most common formula mistakes.
b)
Organize a discussion on advanced function scenarios for students to analyze outcomes.
c)
Explain the theory of each function in detail without using specific examples.
d)
Allocate more time to the theoretical part of basic functions.
11.
What does a teacher's educational plan mainly include?
a)
A detailed outline of teaching tasks and educational duties.
b)
A national framework of curriculum development policies.
c)
A collection of scientific research on pedagogy methods.
d)
A record of training sessions for professional managers.
12.
According to the teacher's educational plan document, which of the following is the first step in developing a teacher's educational plan?
a)
Identifying main tasks and responsibilities for the school year.
b)
Designing detailed teaching contents and lesson objectives.
c)
Selecting teaching materials and assessment instruments.
d)
Evaluating previous teaching results and student performance.
13.
What does the principle of practicality in a teacher's plan emphasize?
a)
Objectives must fit the school's conditions and resources.
b)
Lesson content must follow the national subject program.
c)
Teaching methods should remain unchanged every year.
d)
Objectives must reflect scientific and educational principles.
14.
Which part is placed first in the structure of a teacher's educational plan?
a)
The teaching plan shows topics, periods, and teaching schedule.
b)
The assessment section presents evaluation criteria and methods.
c)
The list of additional tasks and assigned responsibilities.
d)
The summary of applied methods and instructional approaches.
15.
When identifying tasks in an individual educational plan, what should teachers pay attention to in order to ensure feasibility?
a)
Identify tasks based on colleagues' experiences and apply them to their own class.
b)
Define objectives, timeframe, location, and resources.
c)
Arrange tasks according to annual teaching habits for easier implementation.
d)
Select tasks that can be easily included in the school's general timetable.
16.
Why is developing an individual education plan considered the "key" to all educational processes?
a)
Because it allows teachers to easily track, store, and complete all teaching records and documents throughout the school year.
b)
Because it provides the initial direction that guides the entire educational process and future activities.
c)
Because with a well-prepared plan, teachers can be confident that all educational objectives will automatically be achieved.
d)
Because it helps reduce workload pressure and makes teaching and educational organization easier for teachers.
17.
When developing an individual education plan, analyzing the teacher's strengths and limitations is related to which requirement?
a)
Legality.
b)
Scientific basis.
c)
Feasibility.
d)
Consistency.
18.
Analyze the educational plan table above, suppose the computer lab (Lab 1) experiences a network failure in Week 2. Based on practicality, what is the most optimal and feasible solution for Teacher A at this time?
a)
Report the issue to repair urgently and use Computer lab 2 instead.
b)
Revise the plan by teaching the theoretical content of Lesson 7 first.
c)
Organize a "simulation practice" session in class for coding and logic discussion.
d)
Guide students to practice programming exercises at home carefully.
19.
Ms. Lan's action mainly shows compliance with which requirement when building a education plan of teacher?
a)
Scientific.
b)
Feasibility.
c)
Legality.
d)
Consistency and historical specificity.
20.
If you were the head of the specialized team and had to review this plan before approval, how many of these statements are appropriate for a education plan of teacher?
a)
1
b)
2
c)
3
d)
4
21.
What does a teacher's educational plan represent in teaching activities?
a)
A summary of teaching and learning results throughout the school year.
b)
The orientation and implementation method of the teacher's educational duties.
c)
Proposals for innovating teaching methods within the specialized team.
d)
The teacher's annual targets and emulation titles.
22.
What does ensuring the scientific nature of a teacher's educational plan require?
a)
The plan must rely on educational theories, pedagogical principles, and age-appropriate teaching foundations.
b)
The plan must follow subject standards, instructional formats, and evaluation requirements of the school.
c)
The plan must be based on teaching goals, professional criteria, and management principles of the institution.
d)
The plan must include learning outcomes, assessment indicators, and appropriate instructional methodologies.
23.
Arrange the correct order of the four steps in developing a teacher's individual educational plan:
a)
1 → 3 → 4 → 2
b)
3 → 4 → 1 → 2
c)
3 → 1 → 4 → 2
d)
4 → 3 → 1 → 2
24.
When we say "a plan helps use resources effectively and avoids overlapping activities," which requirement does this express?
a)
Ensuring scientific validity.
b)
Ensuring legality.
c)
Ensuring efficiency and practicality.
d)
Ensuring feasibility.
25.
How does a teacher's educational plan support the school's educational objectives?
a)
It promotes coordination between teachers and administrators to ensure consistency with the school's educational goals.
b)
It provides detailed instructions for teachers to implement teaching tasks according to the annual school regulations.
c)
It ensures alignment between personal responsibilities and collective outcomes defined in the school's strategic plan.
d)
It organizes subject activities and assessment processes to maintain systematic implementation throughout the year
26.
What distinguishes legality from practicality in building a teacher's educational plan?
a)
Legality is based on official regulations practicality reflects the actual teaching conditions.
b)
Legality depends on the principal's approval practicality depends on student results.
c)
Legality concerns correct documentation practicality concerns the school calendar.
d)
Legality is shown in lesson plans practicality is shown in assessments.
27.
To ensure feasibility in an individual plan, what should teachers do?
a)
Analyze strengths and weaknesses, prioritize tasks, and schedule realistic timelines.
b)
Analyze abilities and set objectives and detailed schedules.
c)
Base on strengths and weaknesses to define the teaching timeline.
d)
Evaluate competencies and prioritize tasks according to the specialized team's requirements
28.
When the school requires integrating experiential learning activities into lessons, at which step of the individual educational planning process should a teacher make adjustments?
a)
Task identification step.
b)
Implementation step.
c)
Evaluation and improvement step.
d)
Review and approval step
29.
When a teacher designs a personal educational plan that emphasizes scientific accuracy but neglects practical coordination, what outcome best illustrates the result of this imbalance?
a)
The plan appears well-structured on paper but fails to match real teaching conditions, reducing overall implementation efficiency.
b)
The plan follows all administrative procedures but lacks coherence between objectives and instructional evaluation methods.
c)
The plan reflects creativity in classroom design but omits systematic integration with the school's broader educational goals.
d)
The plan includes detailed objectives and learning outcomes but provides limited flexibility for adapting to student differences.
30.
When developing the educational plan for Informatics 10 – Topic B: Internet Applications in Learning and Daily Life, Ms. Huong realizes that the school computer lab has only 30 computers for 45 students. To ensure feasibility and effectiveness of her plan, which of the following solutions should she choose?
a)
Keep the existing curriculum allocation and arrange students to work in groups of two or three per computer.
b)
Reduce the amount of practical work and add more theoretical content to maintain the required number of periods.
c)
Request to borrow another school's computer lab so that every student can practice individually.
d)
Encourage students to practice at home using their personal laptops or smartphones.
31.
How should the development of a professional team's educational plan be defined?
a)
It is a part of the school's overall plan to be executed over the entire academic year.
b)
It represents the entirety of the school's detailed planning over the entire academic year.
c)
It is a part of the school's overall plan to be executed over a single academic semester.
d)
It represents the entirety of the school's detailed planning over a single academic semester.
32.
Which specific administrative authority is responsible for approving the professional team's educational plan?
a)
The Professional Team Leader must provide the official approval.
b)
The School Principal must provide the official approval.
c)
The Vice Principal must provide the official approval.
d)
The Department of Education must provide the official approval.
33.
Following the analysis of student characteristics, what is the mandatory subsequent step for the professional team?
a)
Immediately beginning the development of the detailed Professional Development Plan.
b)
Immediately beginning the development of the detailed Assessment Plan.
c)
Immediately beginning the development of the detailed Teaching Plan.
d)
Immediately beginning the development of the detailed Extracurricular Activities Plan.
34.
From a managerial standpoint, what is the critical significance of the team's plan for the institution?
a)
Guaranteeing a high degree of uniformity among teams during plan implementation.
b)
Guaranteeing complete synchronization among teams during plan implementation.
c)
Guaranteeing maximal flexibility among teams during plan implementation.
d)
Guaranteeing significant diversity among teams during plan implementation.
35.
What is the primary role of the team's educational plan in supporting overall curriculum deployment?
a)
Serving as a foundation for task assignment and supporting formalistic teaching practices.
b)
Serving as a foundation for task assignment and supporting simultaneous teaching practices.
c)
Serving as a foundation for task assignment and supporting effective teaching practices.
d)
Serving as a foundation for task assignment and supporting temporary teaching practices.
36.
If the professional plan guarantees flexibility, which adjustment is an Informatics teacher empowered to make?
a)
Modifying the duration and format of the lesson to match the current student context.
b)
Modifying the methodology and duration of the lesson to match the current student context.
c)
Modifying the content and location of the lesson to match the current student context.
d)
Modifying the content and duration of the lesson to match the current student context.
37.
To bolster STEM initiatives, which content area must the Informatics Team prioritize in the Teaching Plan?
a)
Focusing on integrating basic theory and traditional learning tools into the main subject topics.
b)
Focusing on integrating programming and new technologies (AI/IoT) into the main subject topics.
c)
Focusing on reviewing and adjusting the curriculum to eliminate basic software training content.
d)
Focusing on assigning teachers to specialized classes to excel in regional student competitions.
38.
During the execution phase, how does a teacher successfully concretize the general professional team's plan?
a)
By converting it into a general teaching plan to carry out all teaching responsibilities effectively.
b)
By converting it into a general individual plan to carry out all teaching responsibilities effectively.
c)
By converting it into a detailed organizational plan to carry out all teaching responsibilities effectively.
d)
By converting it into a detailed individual plan to carry out all teaching responsibilities effectively.
39.
Which specific managerial factor must the Team Leader primarily rely on when assigning tasks to teachers?
a)
The expressed individual aspirations and total number of years of service for each teacher
b)
The summarized teaching achievements and official exam results from the most recent semester.
c)
The total teaching load and mandated teaching hour quotas defined by current regulations.
d)
The accumulated parental opinions and student feedback received from previous classes.
40.
If the team fails to achieve consensus on the draft plan internally, what is the mandatory next procedural step?
a)
Continue discussion and adjustment of the draft to achieve consensus before submitting to the Principal.
b)
Continue discussion and adjustment of the draft to achieve consensus after submitting to the Principal.
c)
Continue discussion and adjustment of the draft to achieve consensus before sending to the Department.
d)
Cease discussion and adjustment of the draft to achieve consensus before submitting to the Principal.
41.
What is an important requirement when developing the educational plan of a subject team?
a)
Ensuring legal validity and compliance with official guidelines.
b)
Ensuring scientific soundness and reflecting the orientation of educational innovation.
c)
Ensuring feasibility and alignment with the school's practical conditions.
d)
Ensuring consistency and focusing on the availability of facilities.
42.
What is the first step in the process of developing the educational plan of a subject team?
a)
Identifying educational objectives and orientations for students' competency development.
b)
Designing the teaching plan based on the subject curriculum.
c)
Analyzing the characteristics of students, teaching staff, and available facilities.
d)
Reviewing the current curriculum and proposing content adjustments.
43.
If the educational plan lacks logical coherence, what consequence may occur?
a)
Overlapping content and unreasonable time allocation.
b)
Difficulty in ensuring the progress of educational activities.
c)
Confusion in assigning tasks to teachers.
d)
Limited coordination between subjects and educational activities.
44.
Based on the content "The process of developing the educational plan of the specialist group," arrange the following steps in the correct order of implementation:
a)
2 - 4 - 1 - 3.
b)
4 - 2 - 1 - 3.
c)
2 - 1 - 4 - 3.
d)
4 - 1 - 2 - 3.
45.
By developing a plan for the use of the computer lab, support software, and digital resources, the Informatics specialized team demonstrates compliance with which requirement in educational plan?
a)
Legality.
b)
Feasibility.
c)
Flexibility.
d)
Inheritance.
46.
What is the fundamental difference in focus between a subject teaching plan and the organizing educational activities plan by the specialist group?
a)
Teaching focuses on subject knowledge educational activities focus on experience and practical application.
b)
Teaching focuses on subject knowledge educational activities focus on assessing competencies and personal qualities.
c)
Teaching emphasizes summative assessment educational activities focus on assessing competencies and personal qualities.
d)
Teaching emphasizes formative assessment educational activities focus on experience and practical application.
47.
When the educational plan of a specialized team is described as "a bridge," which role does this primarily emphasize?
a)
Linking the school's plan with the specialized team's practical activities.
b)
Linking the objectives of the curriculum with specific lessons.
c)
Linking the school with parents.
d)
Linking teaching activities with educational activities.
48.
When designing the teaching plan for Informatics, a teacher realizes that the lab has only 20 computers while the class has 45 students. To meet the requirement of feasibility, which adjustment is most appropriate?
a)
Keep the program unchanged and ask students to rotate freely when using the computers in class.
b)
Replace several practice sessions with additional theory lessons to reduce the demand for computer use.
c)
Organize structured groups, assign students per computer, and arrange complementary support activities.
d)
Request additional equipment from the school so that each student can work individually during the lessons.
49.
During an Informatics lesson, the teacher discovers that several activities require more computers than are available, and the school cannot provide additional devices. To ensure feasibility while still meeting the required outcomes, which solution is the most appropriate?
a)
Ask students to complete the computer-based tasks as homework using their personal devices at home.
b)
Replace some practice tasks with theory-based lessons to limit the need for computers.
c)
Arrange structured groups, assign students to each computer, and add supporting learning tasks.
d)
Postpone the planned lessons until more equipment can be supplied by the school.
50.
The head of department notices that Informatics assessments overlap with exams in other subjects, creating pressure for students. To ensure consistency and feasibility, which action should be taken?
a)
Keep the Informatics schedule unchanged and expect other departments to adjust their assessment plans.
b)
Shorten the Informatics tests so that students can more easily manage the combined examination load.
c)
Coordinate with the school management and all departments to revise the overall testing timetable.
d)
Change the test dates for some Informatics classes but leave the rest of the classes as originally planned.
51.
What is the purpose of developing the subject group's educational plan?
a)
Manage all the group's teaching and educational activities within a specific semester.
b)
Implement all teaching and educational activities of the group throughout the school year.
c)
Record teaching periods, allocate instructional duties, and assign tasks to each teacher.
d)
Compile the group's extracurricular activities for reporting to the school.
52.
According to regulations, who must approve the subject group's educational plan?
a)
The subject group leader.
b)
The school principal.
c)
The homeroom teacher.
d)
The Department of Education.
53.
After finalizing the draft educational plan, what should the subject group do?
a)
Discuss, reach consensus within the group, and submit to the principal for approval.
b)
Submit the draft plan directly to the District/City Education Office for review.
c)
Implement the draft plan immediately for teachers to carry out instruction.
d)
Store the draft plan in the subject group's records for internal use.
54.
Arrange correctly the four steps in developing a subject group's educational plan:
a)
3 → 1 → 4 → 2
b)
1 → 3 → 2 → 4
c)
4 → 3 → 1 → 2
d)
2 → 1 → 3 → 4
55.
Why should the draft educational plan of the subject group be reviewed collectively before being submitted to the principal?
a)
Because this step ensures the plan is consistent, feasible, and minimizes errors before approval.
b)
Because this step helps the plan reflect collective opinions and demonstrate members' participation.
c)
Because this step makes the plan appropriate to the actual conditions of the subject group and the teaching context.
d)
Because this step helps the plan meet requirements on format and timeline according to management regulations.
56.
The legal validity of the subject group's educational plan is reflected in which aspect?
a)
Legal validity is reflected in compliance with official directives, while feasibility is tied to actual conditions regarding students, teachers, and facilities.
b)
Legal validity is reflected in the approval of management authorities, while feasibility is tied to the level of consensus among teachers in the group.
c)
Legal validity is reflected in adherence to curriculum regulations, while feasibility is tied to how the group can implement it in actual teaching practice.
d)
Legal validity is reflected in relying on general regulations, while feasibility is tied to the allocation of time and resources within the group.
57.
What is the relationship between situation analysis and goal setting in the subject group's educational plan?
a)
Situation analysis provides the basis for setting goals that fit the actual context and ensure feasibility.
b)
Situation analysis directs goals according to students' learning outcomes and achievements.
c)
Situation analysis directs goals according to the timeline and activity requirements of the school year.
d)
Situation analysis directs goals according to the professional competence and experience of the teaching staff.
58.
When setting goals, the subject group aims to improve students' collaboration skills. Data show that many students are shy and rarely participate in discussions. Which measure should be chosen?
a)
Design group tasks with specific parts assigned to each student to ensure equal participation.
b)
Appoint high-achieving students as group leaders to direct the other members.
c)
Organize group discussions with open topics, letting groups decide how to divide the tasks.
d)
Increase the number of individual assignments so that students have more knowledge before joining group activities.
59.
In the step of developing measures, the subject group plans to implement the project "Applying AI in Learning." Analysis shows that students do not yet have the necessary foundational knowledge about AI. What should the group do to make the implementation plan feasible?
a)
Organize a thematic session to provide foundational knowledge about AI before starting the project.
b)
Launch the project immediately while supplementing the necessary knowledge during the process.
c)
Divide the project into smaller parts and begin with simple tasks first.
d)
Implement the project in a simulated form to help students gradually become familiar with AI technology.
60.
The principal proposes adding the activity "Visiting an IT enterprise" to the educational plan. How should the subject group handle this to ensure the plan's appropriateness and consistency?
a)
Review the draft, discuss within the group, and submit the revised plan to the principal for approval.
b)
The head of the subject group directly adds the activity to the plan and sends it to the principal for approval.
c)
Include the activity in the educational plan and implement it in the next semester to meet the timeline.
d)
Add the activity to the plan and assign a teacher to be responsible for organizing and reporting the results afterward.
61.
What is understood as the school's educational plan?
a)
A plan to organize educational activities to implement the general education curriculum in accordance with school conditions.
b)
A detailed guide to extracurricular activities built on the basis of parents' opinions.
c)
A regulation on the number of compulsory study periods for each subject issued by the Ministry of Education and Training for the whole country.
d)
A plan to distribute the number of study periods to teachers according to the school's tradition over many school years.
62.
Which legal document promulgates the current General Education Curriculum?
a)
Decision No. 16/2006/QĐ-BGDĐT dated May 5, 2006.
b)
Circular No. 32/2020/TT-BGDĐT dated September 15, 2020.
c)
Circular No. 32/2018/TT-BGDĐT dated December 26, 2018.
d)
Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020.
63.
What is the first step in the process of developing an educational plan?
a)
Develop the framework plan for the implementation schedule of the curriculum.
b)
Assign teachers and arrange the subject timetable.
c)
Complete the report to submit to the Department of Education and Training for approval.
d)
Organize a parents' meeting to collect feedback on the implementation of the program.
64.
What is the difference between the educational plan in high school and in middle school?
a)
In high school, students create their own study plans in middle school, parents make plans for students.
b)
In high school, teachers decide the content of the subjects in middle school, the principal decides the content of the teaching.
c)
In high school, the plan focuses on science subjects in middle school, the plan is linked to social subjects.
d)
In high school, students choose subjects and topics in middle school, students follow a general curriculum.
65.
Why is it necessary to take into account students' psychological and cognitive characteristics when developing the educational plan?
a)
Because this factor determines the selection of appropriate content and organization.
b)
Because this factor is related to students' ability to acquire knowledge.
c)
Because this factor affects students' participation in experiential activities.
d)
Because this factor helps ensure a balance between learning requirements and students' health.
66.
What is the significance of combining national educational goals with the goals of the school?
a)
It enables the school to translate national goals into practical and feasible plans.
b)
It helps align national orientation with the school's own conditions and context.
c)
It promotes initiative and creativity in organizing teaching and learning.
d)
It ensures a balance between academic learning and other educational activities.
67.
The school wants to organize an activity called "Design a digital poster about environmental protection". Which design reflects the educational plan?
a)
Students design posters based on real-life situations and present specific messages.
b)
Students create posters based on a template and submit them for final grading by the teacher.
c)
Students participate in group poster making and exhibit them on campus.
d)
Students use digital tools to create posters and discuss the pros and cons of the product.
68.
The school has a limited number of computer labs, but a large number of 10th grade students have registered for the Informatics course. How should the school arrange to ensure that students can complete the full curriculum?
a)
Arrange the timetable into multiple sessions and possibly alternate teaching between semesters.
b)
Deliver theoretical lessons in the classroom and require students to practice on their own at home.
c)
Place all students together in the same computer lab and shorten each lesson.
d)
Reduce the number of Informatics classes and require students to register for another subject instead.
69.
A group of 11th-grade students is assigned the project "Safe Online Data Use." The teacher requires the group to create a digital product to share with the whole school. What should the students do?
a)
Design a multimedia presentation on safe Internet usage habits.
b)
Create a digital infographic illustrating steps to prevent online scams.
c)
Record a video interview with classmates about their online learning experiences and share it in class.
d)
Develop an online survey on students' use of digital devices across the school.
70.
Which is NOT a principle that must be ensured when developing an upper secondary school's educational plan?
a)
Ensuring the implementation of the national education curriculum's objectives as well as the school's own objectives.
b)
Ensuring scientific, pedagogical, logical, and consistent connections among subjects and educational activities.
c)
Ensuring suitability with facilities, teaching equipment, student characteristics, and teacher capacity.
d)
Ensuring that the teaching plan is reasonably distributed by subject and grade level.
71.
Choose the best answer to fill in the blank: The objectives developed in the ______ of an upper secondary school must meet both the objectives of the national education curriculum and the school's educational objectives, and be appropriate to conditions ensuring educational quality.
a)
Subject curriculum
b)
Educational plan
c)
Teaching plan
d)
Curriculum allocation
72.
How should a high school with limited facilities organize the Informatics curriculum according to the guidelines?
a)
Continue teaching Informatics with chalk, blackboard, and textbooks despite lacking computers.
b)
Combine Informatics lessons with Mathematics to optimize time and scheduling.
c)
Teach Informatics flexibly within half a semester but ensure all content is completed.
d)
Reduce the number of Informatics lessons to fit the school's current resources.
73.
What is the main purpose of setting both general and specific objectives in the plan?
a)
They balance national expectations with the teaching capacity of the school.
b)
They simplify the planning process by reducing the number of goals in practice.
c)
They standardize objectives so that all schools apply the same requirements.
d)
They provide administrative guidance instead of focusing on learning results.
74.
What is the essential role of experiential and career-oriented activities in the plan?
a)
They enable students to practice skills, apply knowledge, and explore careers.
b)
They help students develop social interaction, communication, and teamwork abilities.
c)
They create meaningful contexts that connect classroom knowledge with real situations.
d)
They are arranged as optional programs when resources are easily available.
75.
A high school has 120 grade-10 students: 40% chose Informatics, 30% Technology, 20% Music, and 10% Fine Arts. The school has only 1 Informatics teacher, 1 Technology teacher, and no teachers for Music or Fine Arts. To both respect students' choices and match staffing conditions, which option is most appropriate?
a)
Keep students' registered choices unchanged, while assigning current teachers to concurrently take on Music and Fine Arts.
b)
Organize an inter-school cluster for Music and Fine Arts, while maintaining the other subjects within the school.
c)
Open classes for subjects with available specialized teachers (Informatics, Technology) students who registered for Music and Fine Arts will be reassigned to these two subjects.
d)
Integrate elements of Music and Fine Arts into Technology or Informatics lessons, rather than opening separate subjects.
76.
When planning the Informatics curriculum, some teachers suggest teaching all of "Computer Networks" in semester I and "Databases" in semester II for easier assignment. As the subject head, what would you decide?
a)
Approve the proposal because it would make management more convenient and straightforward for the school.
b)
Recommend spreading the lessons more evenly across semesters, while still separating each major topic for clarity.
c)
Follow the program logic by interleaving topics to support continuity and student competence.
d)
Allow teachers full autonomy to choose their own teaching sequence as long as they finish the required content by year's end.
77.
A high school plans to introduce the Informatics elective "Mobile Application Development" for 12th graders. However, some argue that this content goes beyond the knowledge standards of the 2018 General Education Curriculum. What is the most appropriate way to handle this?
a)
Postpone the elective and organize a consultation session with parents, teachers, and experts to evaluate its suitability before making a final decision.
b)
Pilot the elective as a short module in selected classes, collect feedback, and then decide whether to expand it.
c)
Retain the elective but classify it as an optional specialization topic for ICT career orientation, while ensuring all students still meet the mandatory standards.
d)
Reframe the advanced technical content as expert-led seminars or extracurricular workshops, and include them in the school's career development program plan.
78.
Which element is included in the objectives of building a school education plan?
a)
Ensuring standardization, promoting autonomy, and improving the effectiveness of classroom organization.
b)
Ensuring standardization, promoting equality, and improving the effectiveness of teacher management.
c)
Ensuring flexibility, promoting equality, and improving the effectiveness of curriculum implementation.
d)
Ensuring flexibility, promoting autonomy, and improving the effectiveness of school management.
79.
Why is logical knowledge flow emphasized in building the school education plan?
a)
It ensures subject connection and activity organization supported by logical sequence.
b)
It emphasizes activity organization and subject connection within logical sequence.
c)
It focuses on logical sequence through subject connection and activity organization.
d)
It promotes logical sequence organized with activity organization and subject connection.
80.
Which teaching method is encouraged in the Informatics curriculum to promote students' active learning?
a)
Using visual aids and hands-on activities.
b)
Delivering lessons mainly by lecturing.
c)
Asking students to memorize all content.
d)
Giving frequent tests to check learning.
81.
Which teaching method is most suitable for content that requires using software and observing hardware devices?
a)
Teaching through real-life situations.
b)
Teaching through hands-on practice tasks.
c)
Teaching through group discussion sessions.
d)
Teaching through guiding questions only.
82.
Why does the Informatics curriculum require students to create digital products during learning activities?
a)
To increase the number of homework tasks.
b)
To build students' activeness, creativity, teamwork.
c)
To help students memorize theories more quickly.
d)
To improve students' note-taking and writing skills.
83.
A teacher is preparing to teach the topic Problem solving with computer support which contains many algorithm theories. What is the most appropriate teaching approach?
a)
Letting students self-study the textbook at home.
b)
Asking students to build software products in groups.
c)
Teaching theory with videos and data as illustrations.
d)
Organizing practice tasks in the computer laboratory.
84.
A group of students needs to integrate knowledge to create a product in the Applied Informatics orientation. Which method should the teacher use?
a)
Discussion-based teaching to share main ideas.
b)
Theory-based teaching to present all knowledge.
c)
Inquiry-based teaching to check basic concepts.
d)
Project-based learning to develop teamwork skills.
85.
What is the purpose of assessing Informatics?
a)
To help students achieve high scores in exams.
b)
To meet the school's periodic testing requirements.
c)
To develop students' qualities and abilities.
d)
To classify and compare students.
86.
Which type of assessment is emphasized to support student learning?
a)
Formative assessment.
b)
Summative assessment.
c)
Peer assessment.
d)
Teacher assessment.
87.
What is the difference between assessment in the old curriculum and the new Informatics curriculum?
a)
The new curriculum focuses on developing competencies and qualities, the old curriculum focuses more on memorization and the ability to reproduce.
b)
The new curriculum emphasizes learning activities associated with practice, the old curriculum tends to focus on written tests and theoretical exercises.
c)
The new curriculum focuses on the progress of each individual student, the old curriculum mainly focuses on test results and final scores.
d)
The new curriculum encourages assessment through diverse learning products, the old curriculum is often limited to periodic tests.
88.
Informatics curriculum emphasizes assessment through digital products. What does this approach reflect?
a)
Students create digital products to explain solutions and justify design choices.
b)
Digital products provide evidence to monitor students' overall learning and progress.
c)
Assessment emphasizes the completeness, quality, and practical applicability of digital products.
d)
Students apply knowledge and skills to create products that are relevant in practice.
89.
What form should teachers use to assess students in the DL knowledge flow?
a)
Observe students' attitudes, behaviors, and responses when participating in solving situations in the digital environment.
b)
Organize multiple-choice tests to assess students' level of memorization of basic computer concepts and terminology.
c)
Measure the speed and accuracy of keyboard and mouse operations when students practice on digital devices.
d)
Collect and summarize scores from exercises, worksheets, and practice exercises that students have previously completed.
90.
Which teaching approach focuses on applying differentiated instruction?
a)
Active teamwork method.
b)
Situational teaching approach.
c)
Cooperative learning practice.
d)
Visual demonstration technique.
91.
Which of the following is a method applied to develop ICT competencies?
a)
Product-oriented teaching.
b)
Problem-based teaching.
c)
Classroom group discussion.
d)
Hands-on cooperative learning.
92.
Which assessment principle asks the question "What can students do?"?
a)
Product-based evaluation.
b)
Memorization-based testing.
c)
Written exam assessment.
d)
Comparative grading.
93.
Which form of assessment includes teacher evaluation together with student self- and peer assessment?
a)
Combined teacher, self, and peer assessment.
b)
Summative assessment with final exams.
c)
Formative assessment during learning.
d)
Quantitative assessment with scores.
94.
On what basis should the educational methods in the Informatics curriculum be primarily determined?
a)
On orientations for national educational reform, emphasizing innovation and learner-centered approaches.
b)
On accumulated results of pedagogical research combined with teachers' classroom experiences.
c)
On legal regulations, scientific–pedagogical foundations, and the realities of educational practice.
d)
On international guidelines, advances in digital technology, and demands for lifelong learning in society.
95.
What is the most outstanding advantage of project-based learning in Informatics?
a)
It helps students consolidate learned knowledge but connects less with real-world applications.
b)
It encourages basic group cooperation, though without producing clear learning products.
c)
It promotes problem-solving thinking, research competence, and systematic presentation of learning outcomes.
d)
It fosters proactiveness and a sense of responsibility, though it pays less attention to digital competence and progress management.
96.
What is the most important objective of assessment in the Informatics curriculum?
a)
To classify students and compare results across classes, though this may overlook individual progress.
b)
To give timely feedback that guides teaching and supports students' competency growth.
c)
To determine task completion and scores, but this does not fully reflect students' thinking abilities.
d)
To provide evidence for administrative inspections and reporting, though it does not directly enhance students' learning.
97.
According to the 2018 General Education Curriculum, the assessment of Informatics competency in general education focuses on evaluating students' ability to ___ (1) ___ knowledge and skills in practical situations, based on the ___ (2) ___ of topics from Grade 3 to Grade 12. The assessment should emphasize the development of core competences, particularly the competency of ___ (3) ___ in a digital environment, to ensure students can work effectively in digitized contexts.
a)
Apply, required outcomes, collaboration.
b)
Apply, curriculum content, creativity.
c)
Analyze, educational objectives, collaboration.
d)
Analyze, required outcomes, creativity.
98.
When teaching the topic Applications of Informatics, the teacher wants students to create a digital product to verify their solution. Which teaching method is the most appropriate?
a)
Situation-based teaching.
b)
Project-based learning.
c)
Problem-posing and problem-solving.
d)
Cooperative group learning.
99.
A teacher wants to assess students' problem-solving skills in the topic Computer Networks. Which option is most consistent with the orientation of the 2018 General Education Curriculum?
a)
Students analyze the cause of a network connection error and propose a solution.
b)
Students exercise how to resolve network problems in a simulated situation.
c)
Students practice entering commands to check IP addresses and observe the displayed results.
d)
Students discuss how to apply network knowledge to solve a real-world situation.
100.
In the general orientation of educational methods, which of the following factors is emphasized?
a)
Exploiting the digital environment.
b)
Visual and hands-on teaching.
c)
Exploit diverse forms of education.
d)
Differentiated instruction.
101.
Which method belongs to the group that develops communication and cooperation ability?
a)
Problem-solving learning activities organized in small groups.
b)
Situational teaching combined with role-play performance.
c)
Teaching methods and techniques with active teamwork.
d)
Peer feedback and mutual assessment during group activities.
102.
The assessment of educational outcomes in Informatics aims to provide information about what?
a)
Student progress and the extent to which the requirements of the curriculum are met.
b)
The level of students' interest in the subject of Informatics.
c)
The extent of students' achievement of knowledge, skills, and attitudes in Informatics.
d)
Students' learning outcomes in relation to the requirements of the curriculum.
103.
What is the main objective of assessment in the general education Informatics curriculum?
a)
Provide useful and accurate information about students' progress to guide teaching and learning.
b)
Provide reliable and timely information about students' achievements to orient teaching activities.
c)
Provide accurate and useful feedback on students' results in order to adjust teaching methods.
d)
Provide valuable information on students' learning outcomes for teaching across different educational levels.
104.
In the Informatics curriculum, what does "exploiting the diversity of the digital environment" mainly mean in terms of teaching methods?
a)
Encouraging project-based learning and linking classroom content with practical applications.
b)
Allowing students to explore online platforms for educational and recreational purposes responsibly
c)
Using digital tools to facilitate learning activities while maintaining teacher guidance and interaction
d)
Delivering theoretical lectures supported by slides and other multimedia teaching resources
105.
In the Informatics curriculum, on what basis should the assessment of students' qualities and competencies be conducted?
a)
Based on the results of students' periodic tests and examinations.
b)
Based on the knowledge and skills standards and the required learning outcomes of each grade level.
c)
Based on the level of participation in learning activities and students' classroom attitudes.
d)
Based on the comparison of students' learning outcomes with their previous results.
106.
In the new Informatics curriculum, what is the focus of student competency assessment?
a)
Assessing ability to memorize and reproduce taught knowledge.
b)
Assessing ability to apply knowledge and skills in practice.
c)
Assessing level of knowledge accumulation and concept grasp.
d)
Assessing extent of meeting learning outcomes by set criteria.
107.
A teacher asks students to design a multimedia presentation on "Digital Ethics" and then present it in groups. Which teaching method or form does this best represent?
a)
Lecture-based teaching focusing on theory.
b)
Project-based learning with digital product creation.
c)
Situational teaching where students act out real-life cases.
d)
Cooperative learning through group discussion and presentation.
108.
During a lesson on "Computer Networks," the teacher presents a real-world scenario: a school network facing connection issues. Students are divided into groups to identify possible causes and propose solutions. Which method is the teacher applying?
a)
Problem-based learning where students analyze the situation and propose solutions.
b)
Inquiry-based learning where students explore possible causes through discussion.
c)
Cooperative learning emphasizing teamwork in identifying and discussing problems.
d)
Case-based learning where the real-world scenario is used to engage students in analysis.
109.
An informatics teacher wants to ensure that the assessment of the group project "Game Design" follows the principles of objectivity, fairness, and comprehensiveness. Which approach is the most appropriate?
a)
Assessing the final group product, combined with monitoring the working process and the level of individual contribution.
b)
Assessing the final group product, combined with observing the implementation process and the effectiveness of group collaboration.
c)
Assessing the final group product, combined with reviewing the report, the presentation, and the participation of each member.
d)
Assessing the final group product, combined with observing group coordination and the sense of responsibility during the process.
110.
Which of the following is NOT a general orientation on educational methods?
a)
Emphasizing visual and hands-on teaching to strengthen student engagement.
b)
Exploiting diverse forms of education such as interdisciplinary STEM integration.
c)
Applying differentiated instruction combined with situational teaching approaches.
d)
Promoting theoretical consolidation through structured memorization activities
111.
Which of the following is a method for developing students' problem-solving and creativity abilities?
a)
Cooperative teaching.
b)
Situational teaching.
c)
Lecture-based teaching.
d)
Practice-based teaching.
112.
Which groups are identified as beneficiaries of assessment objectives?
a)
Students, teachers, parents, and administrators.
b)
Students, teachers, administrators, and families.
c)
Students, instructors, families, and school leaders.
d)
Students, instructors, administrators, and parents
113.
What is the main focus of assessment in CS?
a)
Assessing students' creative and systematic thinking abilities.
b)
Assessing students' creative and structured analytical abilities.
c)
Assessing students' innovative and systematic reasoning abilities.
d)
Assessing students' logical and systematic problem-solving abilities.
114.
Why is the digital environment emphasized in the orientation of teaching methods?
a)
It highlights interdisciplinary integration and project-based tasks supported by the digital environment.
b)
It emphasizes project-based learning and interdisciplinary integration within the digital environment.
c)
It focuses on project-based activities and interdisciplinary learning through the digital environment.
d)
It promotes interdisciplinary integration and project-based learning organized in a digital environment.
115.
Why is it recommended to combine formative and summative assessment?
a)
To provide continuous feedback on progress along with overall evaluation of results.
b)
To connect regular feedback on progress with broad reporting of final outcomes.
c)
To balance ongoing evaluation of progress with standardized reporting of results.
d)
To ensure both immediate feedback and evaluation together with overall results reporting.
116.
What is the main idea of assessing competencies across school levels?
a)
Competency achievement is recorded at stages without earlier progress considered.
b)
Competency requirements are applied to subjects across grades and all stages.
c)
Competency progress is tracked through stages of education and across grades.
d)
Competency progress and achievement are aligned with curriculum stages and grades.
117.
Which instructional method best supports students in understanding ethical and cultural issues in the digital environment?
a)
Experiential learning where learners practice digital behavior through activities and reflect on the ethical consequences.
b)
Product-oriented learning where students perform digital tasks and reproduce outputs based on fixed ethical rules.
c)
Lecture-based learning where the teacher explains digital norms and students memorize key ethical guidelines.
d)
Situational learning where learners analyze digital cases of behavior and discuss the ethical responses.
118.
In what way can abstract Informatics concepts be delivered so learners actually understand them deeply?
a)
By applying visual models with practical examples that relate abstract concepts to direct tasks in learning.
b)
By using structured explanations with practical examples that connect abstract concepts to guided tasks in lessons.
c)
By designing repetitive tasks with practical examples that reinforce abstract concepts through recall in exercises.
d)
By facilitating peer discussions with practical examples that reinterpret abstract concepts into shared tasks in groups.
119.
How should assessment be applied in CS, DL, and ICT?
a)
Problem-solving abilities behavioral patterns in digital contexts transfer of knowledge in projects.
b)
Innovative and analytical skills emotional responses in digital use reporting of technology tasks.
c)
Logical and structured reasoning online participation records recall of technical concepts.
d)
Creative and systematic thinking digital attitudes and behaviors application in product creation
120.
What are the five main qualities that students need to develop?
a)
Patriotism, kindness, diligence, honesty, responsibility.
b)
Patriotism, diligence, creativity, honesty, self-reliance.
c)
Kindness, diligence, honesty, discipline, responsibility.
d)
Patriotism, honesty, responsibility, cooperation, creativity.
121.
Which component of Informatics competency is directly linked to "Applying information and communication technology in learning and self-study"?
a)
NLa.
b)
NLc.
c)
NLd.
d)
NLe.
122.
What is the main difference between the requirements of Informatics in Primary and Secondary school?
a)
In Primary school, students are introduced to and adapted to, in Secondary school, students are created with digital products.
b)
In Primary school, students are practiced with basic calculations, in Secondary school, students are focused on memorizing calculation formulas.
c)
In Primary school, students are mainly taught typing skills, in Secondary school, students are oriented towards careers.
d)
In Primary school, students are focused on theory, in Secondary school, students are focused on memorizing formulas.
123.
Students create a survey of their friends' opinions about their favorite subjects, summarize the results and propose solutions to make the class more interested in the subjects. What skills does this activity develop?
a)
Thinking, problem solving, self-study and cooperation in groups, developing the ability to analyze information.
b)
Ability to synthesize data, evaluate trends and propose appropriate solutions to improve the learning environment.
c)
Practice skills in presenting survey results, convincing groups and receiving feedback from friends.
d)
Develop communication and cooperation skills, appropriate behavior in the digital environment and the ability to guide others.
124.
Students practice making a poster introducing their school. What qualities does this activity help students develop?
a)
Diligence, responsibility and kindness in the process of making the product.
b)
Honesty, responsibility and diligence when working in a learning environment.
c)
Patriotism, diligence and responsibility through demonstrating team spirit.
d)
Kindness, honesty and diligence when cooperating and completing tasks.
125.
Which of the following is described as part of the practical basis for determining the educational content of the informatics curriculum?
a)
Consolidation and analysis of expert opinions from national educators and international consultants.
b)
Formal directives and regulatory guidance issued by national political and educational authorities.
c)
Synthesized findings from international agencies and comparative curriculum studies.
d)
Analytical forecasts of evolving knowledge domains and skills required by future industrial revolutions.
126.
In the curriculum framework, what information is presented in Table 1?
a)
General outcomes that summarize the qualities and competencies expected for students.
b)
Major themes of the level, with sub-themes arranged by grade across the columns.
c)
Detailed objectives and content for each grade, grouped in separate sub-tables.
d)
The correspondence between program requirements and the approved textbook sets.
127.
What does the curriculum mean when saying the link between Learning Objectives and Educational Content is dialectical?
a)
Objectives set assessment methods, while content determines approved textbooks.
b)
One objective may involve several themes, and one theme may support many objectives.
c)
Content defines the scope of competencies, while objectives cover only subject knowledge.
d)
Objectives and content are independent components without direct influence.
128.
Why are learning outcomes considered an essential reference when designing teaching methods and preparing educational materials?
a)
Because they provide the legal foundation that integrates both national policies and international standards on ICT education.
b)
Because they guarantee consistency across objectives, textbook development, and teacher training requirements.
c)
Because they determine the appropriate breadth and depth of the knowledge, skills, and attitudes that students should acquire.
d)
Because they specify the technical benchmarks for digital literacy that must be covered in each grade level.
129.
When updating the high school informatics curriculum, which approach best reflects both global experience and the orientation of the new program?
a)
Prioritize CS as a main pillar while still maintaining ICT and DL components to meet the demands of the Industry 4.0.
b)
Emphasize ICT and DL themes while continuing to treat CS the same as in the previous curriculum.
c)
Concentrate on producing multiple textbook sets to expand school options without changing the structure of the program.
d)
Rely mainly on national consultations and postpone adopting international curriculum models until a later stage of reform.
130.
Which of the following key qualities does the Informatics curriculum directly contribute to fostering in students?
a)
Patriotism, compassion, diligence, honesty and responsibility.
b)
Patriotism, solidarity, frugality, creativity and responsibility.
c)
Patriotism, eagerness to learn, creativity, carefulness and discipline.
d)
Patriotism, confidence, cooperation, flexibility and honesty.
131.
In Competency A of Informatics, what should primary school students be able to know?
a)
Distinguish types of computer devices.
b)
Calculate binary numbers and bit sequences.
c)
Create simple game programs.
d)
Describe the steps of problem solving.
132.
The scientific and theoretical basis for determining the curriculum content is:
a)
Strategic directions issued by the Government.
b)
Suggestions from parents' associations and students ideas.
c)
Global documents summarizing educational research.
d)
Research findings of UNESCO and OECD.
133.
How is the relationship between "Learning Objectives" and "Educational Content" described?
a)
Two independent components, not directly related to each other.
b)
Two opposing components, often in conflict with each other.
c)
Two dialectical components, closely connected with each other.
d)
Two random components, without any specific regularity.
134.
Which competency is demonstrated in the example: "Students know that the product they create belongs to their own ownership"?
a)
Competency A.
b)
Competency B.
c)
Competency C.
d)
Competency D.
135.
When teachers refer to "Table 2: Required Learning Outcomes," which of the following benefits can they gain in the teaching process?
a)
Correctly identifying objectives, content, and appropriate teaching methods.
b)
Planning practical teaching methods based on students' basic competency requirements.
c)
Suggesting illustrative activities to enrich the lesson.
d)
Determining assessment content that aligns with the instructional objectives.
136.
The topic "G. Career Orientation with Informatics" was added to the new curriculum for what purpose?
a)
To support students in exploring job opportunities in the field of information technology.
b)
To encourage students to learn about practical applications of informatics in work.
c)
To help students recognize the role of informatics in modern professions.
d)
To introduce careers related to informatics and provide future orientation.
137.
In the theme Information Organization and Exchange, students learn how to store and search data effectively. Which situation best requires applying this knowledge in a new context?
a)
Preparing a handwritten chart to display survey results from the classroom.
b)
Entering class survey results into a digital spreadsheet for analysis and sharing.
c)
Listing several storage devices that are often used by students in schools.
d)
Explaining from memory how computer files and folders are usually organized.
138.
Students are asked to demonstrate problem-solving and creativity when facing a new digital challenge. Which of the following tasks best reflects this competency?
a)
Modifying an existing program to solve a slightly different classroom problem.
b)
Repeating the exact steps of an algorithm provided in the textbook examples.
c)
Designing a small program that automates a routine classroom activity.
d)
Reading a detailed case study about innovative digital solutions in education.
139.
Learners are practicing self-study and autonomy while working with computers. Which activity gives them the best opportunity to apply this competency
a)
Writing a reflective essay on how technology influences modern education.
b)
Reading a textbook section about the invention of digital storage devices.
c)
Memorizing the main functions of common computer input and output tools.
d)
Using adaptive educational software to practice exercises independently.
140.
What do students mainly do at the primary level?
a)
Explore and use artificial intelligence to solve problems.
b)
Use computers to support play, entertainment, and learning.
c)
Design and program automated systems.
d)
Research and analyze big data systems.
141.
Which of the key qualities does Informatics education help to foster in students?
a)
Patriotism.
b)
Critical thinking.
c)
Economic reasoning.
d)
Foreign language competence.
142.
What is the theoretical and scientific basis for determining the educational content of the Informatics curriculum?
a)
Opinions from teachers and students.
b)
UNESCO, OECD research outcomes.
c)
Course outlines from domestic universities.
d)
Personal teaching experience of some experts.
143.
What is the main goal of Informatics education in the context of Industry 4.0?
a)
Historical knowledge
b)
Core informatics competencies
c)
The habit of reading printed books
d)
Drawing and fine arts skills
144.
Why is the requirement "Understand simple computer programs" important for students?
a)
Because it provides a foundation for absorbing technology and learning effectively.
b)
Because it allows students to gain all advanced knowledge of computer science.
c)
Because it enables students to build complete artificial intelligence systems.
d)
Because it ensures students can operate every digital device fluently.
145.
What is the significance of the new curriculum placing a "greater emphasis on the CS knowledge stream" compared to the current curriculum?
a)
It helps students strengthen information and communication technology (ICT) skills.
b)
It develops students' computational thinking and problem-solving abilities with technology.
c)
It enables students to effectively use digital tools for learning and daily activities.
d)
It supports students in adapting to rapid changes in digital technologies.
146.
Why is the relationship between "Learning Objectives" and "Educational Content" considered dialectical in the Informatics curriculum?
a)
Because one objective can be achieved through several content themes, and one theme can contribute to multiple objectives.
b)
Because each objective is achieved through a single content theme that corresponds directly to the learning goal and does not overlap with other themes.
c)
Because the two elements are designed to exist independently, with objectives focusing on outcomes and content focusing only on knowledge delivery.
d)
Because objectives remain fixed across all grades, while the educational content can be freely adjusted by teachers depending on classroom conditions.
147.
A students who knows how to use search engines effectively, safely, and legally is demonstrating which competence?
a)
Competence in collaboration in the digital environment.
b)
Problem-solving competence with the support of ICT.
c)
Competence in applying ICT in learning and self-study.
d)
Specialized professional competence in computer science.
148.
To foster students' awareness of copyright protection and personal data security, which activity is the most appropriate?
a)
Allowing students to download commercial software for free from the Internet.
b)
Asking students to share their personal accounts for group communication.
c)
Guiding students to present regulations on copyright and ways to prevent malware.
d)
Encouraging students to copy documents verbatim to submit assignments quickly.
149.
An informatics teacher wants to create an end-of-semester exam for 10th-grade students. Based on the document, what is the most important principle this teacher must follow when designing the exam?
a)
The teacher should use only objective multiple-choice questions to ensure the scientific accuracy and objectivity of the test.
b)
The assessment tools must be scientifically aligned with the learning outcomes for the specific content being assessed.
c)
The questions should be designed to be easy and suitable for every single student.
d)
The exam questions must be directly related to the knowledge taught in the assigned textbook.
150.
At the Primary Level, students mainly use computers to:
a)
Support daily play and study.
b)
Operate automated devices.
c)
Produce simply digital works.
d)
Draw pictures or do simple text editing.
151.
Which of the following qualities can be developed through selected topics in the Informatics subject?
a)
Responsibility.
b)
Imagination.
c)
Flexibility.
d)
Ambition.
152.
Which international organizations are mentioned as references for selecting informatics competencies?
a)
WHO and UNICEF.
b)
ASEAN and APEC.
c)
UNESCO and OECD
d)
NATO and EU.
153.
Which knowledge stream is emphasized in the new informatics curriculum?
a)
ICT is emphasized alongside CS and DL in the new curriculum.
b)
CS is emphasized alongside ICT and DL in the new curriculum.
c)
DL is emphasized alongside CS and ICT in the new curriculum.
d)
CS, ICT, and DL are emphasized equally in the new curriculum.
154.
Why does the requirement "Understand simple computer programs" directly contribute to students' development of key qualities?
a)
It guides learners to memorize standard syntax and reproduce code patterns.
b)
It trains learners to interpret technical texts and explain the logic of a program.
c)
It encourages learners to depend on digital aids instead of reading attentively.
d)
It directs learners to focus on creating complete software rather than comprehension.
155.
How are learning objectives and educational content related?
a)
Several content themes can contribute to one objective, and several objectives can be supported by a single content theme.
b)
Several content themes may support a single objective, while one content theme can participate in achieving several objectives.
c)
One objective may be linked with several content themes, and a content theme may link to multiple objectives
d)
One objective can be achieved through multiple content themes, and one content theme can contribute to several objectives
156.
What role do learning outcomes play in informatics education?
a)
They guide content, teaching, and assessment to develop targeted competencies
b)
They serve as references for content, teaching, and assessment reflecting competencies
c)
They direct content preparation, teaching methods, and assessment tools
d)
They provide a basis for content, teaching, and assessment to achieve competencies.
157.
When planning a learning activity to develop IT competences, which strategy is most appropriate?
a)
Build interdisciplinary activities where IT is used as a support tool for other subjects
b)
Create exercises for individual competences while contributing to several other components.
c)
Exploit exercises that address problems while developing several IT competence components.
d)
Divide each lesson into separate IT competencies, each lesson will focus on the corresponding skills.
158.
A learner finds reliable online data and uses it correctly in a project. Which action best demonstrates their competence
a)
Cite sources, use figures to support discussion points, and discuss the relevance of the data
b)
Understanding workforce demands and applying this knowledge to manage project tasks
c)
Visualize data, explain preprocessing steps, and illustrate the connection to conclusions
d)
Searching for and using information effectively while following legal and ethical rules.
159.
Which approach best ensures IT competencies are appropriately determined for students?
a)
Apply theoretical research, practical surveys, and policy considerations to establish competency standards
b)
Integrate legal regulations, theoretical frameworks, and practical student data into competency standards
c)
Combine legal requirements, international guidelines, and expert advice when setting competency standards
d)
Use scientific foundations, legal policies, and practical forecasts to define competency standards for students
160.
At the elementary level, which subject is formed by mechanically combining two independent sub-disciplines?
a)
Informatics and Mathematic
b)
Informatics and Technology.
c)
Technology and Arts.
d)
Informatics and Physics.
161.
According to the General Education Curriculum (2018), what is the official status of Informatics at the high school level?
a)
Informatics is an elective subject that students may choose depending on their career orientation and study plan.
b)
Informatics is a mandatory subject for every student across all grades in the general high school program.
c)
Informatics is integrated into Technology and Arts courses without being taught as an independent subject.
d)
Informatics is a short preparatory course that students complete before selecting their specialization options.
162.
In the context of Industry 4.0, what is the essential contribution of Informatics Education to students' development?
a)
Encouraging students to independently search for information, expand their knowledge base, and create innovative solutions.
b)
Training students to repeatedly apply fixed computer operations and standard digital commands in practice.
c)
Reducing the scope of traditional subjects by substituting them with digital technology–based learning activities.
d)
Supporting students in using computers and application software mainly for personal communication and leisure.
163.
Why is the view that "Informatics only means learning how to use computers and software" a misconception?
a)
Because Informatics is limited to the management of digital devices and does not deal with knowledge structures.
b)
Because Informatics encompasses computational thinking, problem-solving methods, and Computer Science principles.
c)
Because Informatics excludes training in office software and no longer emphasizes the use of digital tools.
d)
Because Informatics appears only in elementary-level activities and is not part of the formal secondary curriculum.
164.
A teacher aims to develop computational thinking in students through Informatics. Which activity would best achieve this goal?
a)
Asking students to perform text-processing tasks such as typing, formatting, and editing documents on a computer.
b)
Requiring students to memorize the syntax and rules of a specific programming language without applying them.
c)
Engaging students in solving structured problems that involve designing algorithms and writing executable programs.
d)
Guiding students to install, configure, and update commonly used office and productivity software packages.
165.
Which of the following is the general objective of the Informatics curriculum?
a)
To help students design professional-level software products.
b)
To develop essential qualities, core and informatics competencies.
c)
To provide in-depth knowledge of computer networks for specialization.
d)
To prepare students for international programming competitions.
166.
At the primary level, what is the goal of the Computer Science program?
a)
Provide students with deep knowledge of algorithm design and data organization.
b)
Train students in professional-level software engineering practices.
c)
Help students develop problem-solving thinking and create simple digital products.
d)
Prepare students for advanced computer science research.
167.
What is the main difference between the objectives of Digital Literacy (DL) and Computer Science (CS) in the Informatics curriculum?
a)
DL focuses on responsible tool use, while CS focuses on computational thinking and programming.
b)
DL focuses on safe resource use, while CS focuses on algorithm design.
c)
DL focuses on applying ICT in everyday life, while CS focuses on solving problems using programming.
d)
DL relates to basic digital communication skills, while CS relates to creating digital products through coding.
168.
A high school student uses a programming language to design a small game to review math knowledge for lower-class students. Which goal of the Information Technology Program is most clearly demonstrated in this situation?
a)
DL – applying digital tools responsibly to access and use information.
b)
ICT – using multimedia resources to support learning and knowledge sharing.
c)
CS – applying algorithmic and programming principles to create digital products.
d)
Collaboration – developing skills of communication and teamwork in the digital environment.
169.
An 8th-grade student uses software to design a digital mind map for the History subject. Which objective of the Informatics curriculum is most clearly reflected in this activity?
a)
Digital Literacy – using software properly and following basic rules.
b)
Communication Competence – presenting information clearly and persuasively.
c)
Computer Science – applying algorithms to create digital products.
d)
Information and Communication Technology – applying digital tools to solve learning tasks
170.
Which answer corresponds to the aim "Nld" in Informatics Capabilities?
a)
Using and managing ICT facilities.
b)
Behave appropriately in the digital environment.
c)
Solve problems with ICT support.
d)
Computational Thinking (CT).
171.
According to the document, what is considered the core of "computational thinking"?
a)
Design thinking.
b)
Algorithmic thinking.
c)
Critical thinking.
d)
Creative thinking.
172.
At the upper secondary level, what type of subject is Informatics?
a)
2
b)
3
c)
4
d)
5
173.
At the upper secondary level, Informatics belongs to which type of subject?
a)
Compulsory subject
b)
Elective subject
c)
Integrated subject
d)
Specialized subject
174.
Why is it considered a mistake to assume that Informatics at the primary level is an integrated subject?
a)
Because Informatics and Technology have independent objectives, competencies, and content.
b)
Because Informatics is supposed to merge with Arts and Music at early grades.
c)
Because the combination reduces the total number of subjects in primary school.
d)
Because students cannot differentiate between digital and physical objects at that age.
175.
Why does Informatics education depend on contributions from other subjects such as mathematics and languages?
a)
Because natural sciences provide all the experimental methods required in Informatics.
b)
Because every school subject is supposed to integrate knowledge in the same standardized way.
c)
Because other subjects only supply background knowledge that does not directly affect Informatics.
d)
Because mathematics strengthens logical and statistical reasoning while language supports accurate expression in programming.
176.
Why are active teaching methods highlighted in Informatics education?
a)
Because they involve learners in participation, independent thinking, and creative knowledge use.
b)
Because they require learners to follow lectures carefully and take detailed written notes.
c)
Because they limit classroom interaction, reducing direct communication between teachers and learners.
d)
Because they help instructors complete lessons more quickly and cover a larger amount of content.
177.
A primary school student wants to create a simple game using Scratch to solve a maze problem. Which learning objective at the primary level is being applied here?
a)
Using software to create digital products and develop basic problem-solving thinking.
b)
Learning advanced programming and applying complex algorithms to create games.
c)
Becoming familiar with digital devices and using software for entertainment and learning.
d)
Practicing safe computer use, protecting health, and using the Internet responsibly.
178.
A group of upper secondary students designs a website providing educational information for the community, choosing tools, digital devices, and managing online data. Which curriculum objective is being applied?
a)
Applying ICT knowledge, skills to create and share digital products, and following legal and ethical principles.
b)
Learning basic programming, using digital tools, but not applying integrated knowledge to create products.
c)
Using the Internet and online tools to collect information but not organizing data or creating products.
d)
Familiarizing with digital devices and basic software, focusing on entertainment and basic learning.
179.
A school mistakenly treats "Information Technology and Technology" at the elementary level as a fully integrated subject with the same objectives. According to the curriculum, what could be a harmful consequence of this misunderstanding?
a)
Students may fail to develop both essential digital skills and practical technology skills
b)
IT teachers could be trained with the wrong focus, leading to long-term teaching issues
c)
The number of subjects may change, causing difficulties in scheduling the timetable
d)
Students might lose interest in creative subjects and social skills development
180.
At the elementary level, how is the subject "Informatics" organized?
a)
An elective subject.
b)
A compulsory subject.
c)
Integrated with Mathematics and Science.
181.
Which of the following is one component of IT competence?
a)
Using and managing information and communication technology (ICT) tools.
b)
Appropriate behavior in the digital environment.
c)
Solving problems with the support of ICT.
d)
Applying ICT in learning and self-learning.
182.
Which of the following is the legal basis for the Informatics curriculum?
a)
Parents' opinions.
b)
Party and Government policies.
c)
Teachers' initiatives.
d)
Global tech trends.
183.
In the three components of Informatics, "Digital Literacy (DL)" mainly aims to:
a)
Develop systematic thinking and problem analysis.
b)
Use digital devices and common software in an ethical and lawful manner.
c)
Organize and process structured information for decision-making.
d)
Apply programming knowledge to build useful applications.
184.
Why does IT play an important role in education during the Fourth Industrial Revolution?
a)
Because it reduces the number of subjects in the curriculum
b)
Because it helps students learn mathematics in a more abstract way
c)
Because it enables anytime, anywhere learning and supports innovation
d)
Because it focuses mainly on teaching programming syntax
185.
How can the relationship between IT and other subjects be understood?
a)
Informatics mainly supports the development of concepts in Natural Sciences such as Mathematics, Physics, and Chemistry.
b)
Informatics both fosters teaching innovation and evolves through interaction with knowledge from other disciplines.
c)
Informatics is taught with its own objectives and content, independent of cross-disciplinary applications.
d)
Informatics is often emphasized in areas related to engineering, technology, and applied sciences.
186.
What is the main difference between Informatics objectives at the primary and lower secondary levels?
a)
Primary school highlights visual programming, while lower secondary reduces its focus.
b)
Primary school builds basic digital skills, while lower secondary strengthens problem-solving competence.
c)
Primary school introduces simple tasks, while lower secondary applies software for broader contexts.
d)
Primary school starts with general awareness, while lower secondary expands into structured informatics learning.
187.
If you are an Informatics teacher at lower secondary school, which activity is most suitable to develop the competence "Applying ICT in learning and self-learning"?
a)
Guiding students to review theoretical definitions from the textbook
b)
Engaging students in using simulation software and preparing a learning report.
c)
Assessing students mainly through a written multiple-choice test on concepts
d)
Assigning students to study the history of Informatics through reading materials
188.
A high school student is able to analyze problems, design algorithms, organize data, and do programming. This competence belongs to which pillar of Informatics?
a)
Digital Literacy (DL)
b)
Information and Communication Technology (ICT)
c)
Computer Science (CS)
d)
General Competency
189.
A teacher wants to assess whether students can create and share digital products for learning and daily life. This competence is mainly formed at which educational level?
a)
Primary school
b)
Lower secondary school
c)
Upper secondary school
d)
Vocational/technical training
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