This document discusses various teaching and assessment techniques for evaluating student learning. It provides examples of true/false questions to test principles of teaching and learning. Different types of discussion stoppers that can hinder learning are identified. The document also categorizes different types of student readiness to learn and provides matching and question construction exercises to measure different levels of learning according to Bloom's taxonomy. The goal is to help educators design effective evaluation methods to improve the learning process.

1. Questionnaires
Health Education
Concept: Learning & teaching principles; Discussion method; Readiness to learn; Teaching evaluation
(questioning method; types of assessment); Objective costruction by Bloom
Test 1: True or False: (Concept: Teaching-Learning Principles). Write TRUE if the statement is correct; and writes
FALSE if the statement is incorrect. Write your answer on the blank provided before the number.
_____1. Facts, concepts and skills are learned in different ways.
_____2. Learners must be provided allowable time for reflection; for learning to be processed and assimilated.
_____3. Effective learning does not always depends on realistic, objective and constructive feedback.
_____4. The students must have a sense of progress in learning; so the teachers must update them.
_____5. Learning should not be related to and use the learner’s experience and knowledge; for they may acquire wrong
practiced and lots of misconception.
_____6. Getting ideas wrong can still be a valuable aid to developing new understanding.
_____7. Learning lies not on learners alone; the responsibility to learn must be a main part of function by the teacher.
_____8. The learning environment must be one of trust, respect, openness and acceptance of learner’s differences.
_____9. The learning process need to be actively participated by the learner, not just the teacher alone.
_____10. Each student’s brain is uniquely organized as it depicts its unique differences among them.
_____11. Using distant learning approach will enhance multiple interactions, group collaboration and cooperative learning
may provide increased levels of interaction and simulation.
_____12. Learning is social and insensitive to context.
_____13. A knowledge-based learning involves recall, comprehension and application.
_____14. Various learning styles acquired by students are best engaged by using the least minimum and simple variety of
teaching tools to achieve learning outcomes.
_____15. Selection of media may also depend on nature of content, learning goals, access to technology, and the local
learning environment.
_____16. Active, hands-on, concrete experiences are highly effective; specifically in related learning experiences by
nursing students.
_____17. Problem-based learning involves higher order thinking skills such as analysis, synthesis, and evaluation.
_____18. Learning experiences should be independent from support interaction and the development of communities of
interest.
_____19. Grades obtained from return demonstrations is a vital indicator on how competent and ready the student nurses.
_____20. Students’ prior knowledge can help or hinder learning.
_____21. When students perceive support from their environment, they are likely to be strongly motivated to learn.
_____22. The possibility that students fail to retrieve or apply knowledge appropriately, is when knowledge is connected
in inaccurate or random ways,
_____23. A negative climate may impede learning and performance, but a positive climate can energize students’
learning.
_____24. Students are not only intellectual but also social and emotional beings.
_____25. The teachers can control the developmental process of a learner, the same thing that they can shape the
intellectual, social, emotional, and physical aspects of classroom climate in developmentally
appropriate ways.
Test 2: : Identification and Categorization: Analyze what type of Discussion Stoppers base on a given situation written
below. Choose answers given below and write on the blank provided.
Rapid reward judgmental response cutting students off programmed answer
Teaching ego-stroking intrusive questioning insufficient wait-time low level
questioning Creating powerful emotional atmosphere non specific feedback question
_________________________ 1. Teacher: Isn’t it that your mother was admitted in the hospital because of ingestion of
high dosage of aspirin? (asking one of the student), because that’s our topic for today;
“Suicide”. Student: (Embarrassed and just quiet)
_________________________ 2. Student: Excuse me ma’am, may I have a question about neuron? Teacher: Oh, I’m
sorry times up and besides it is not our scope for today’s topic.
_________________________3. Teacher: I find it very improper about eating while you are studying, isn’t it? Student:
(Can’t comment because they are doing it as fun and a habit).
_________________________4. Teacher: Wow! Your group reported the topic excellent… Students (The other group):
Ma’am, will also report bout same topic and we can also present some different
perspective.
_________________________5. Teacher: Ok Robin..please explain to me why your patient react to penicillin?
Student:..(thinking)..Ah hhhm Teacher: Come on, talk…I give you 30 seconds….
(times-up)
Student: Ah ok I got it! Teacher: No I’m sorry, time is up. Student: Oh?
(Disappointed)…

2. _________________________6. Who is the proponent of environmental theory?
_________________________7. Oh come on, I ask you 3 times on the same question already and none of your answers
satisfies me.
_________________________8. How these new law reproductive health bills improve health to mankind?
_________________________9. What are your responses about our film showing entitled; “Child abuse”? Aren’t they
(children) quite pitiful?.......(one student crying..) Teacher: Are you crying? (asking the
student) well, it’s just a movie, we are just discussing issues here. Student: I’m sorry
ma’am I can’t help crying about the story, I am just being emotional.
_________________________10. Teacher: Your answer would be….No, it start with a letter “b”…okay, it ends with
“y”..
Test 3: Identification and Categorization: Identify what type of Readiness to Learn based on the given situations written
below. Write the letter as your choice of answer on the blank provided.
A – Physical Readiness B – Emotional Readiness
C – Experiential Readiness D – Knowledge Readiness
_____1. The educator chooses AVR for their incoming symposium to accommodate two sections and convenience of the
learner.
_____2. The lecture about breastfeeding to the post-partum mother postponed due to her weak condition.
_____3. The diabetic patient keep asking question about his condition and search through internet.
_____4. The nurse asks the patient how many years he injects insulin by himself.
_____5. The nurse ask, “Do you know how you’re contacted Hepatitis B?”
_____6. The client verbalized, “I’m happy because my family is always with me during my entire hospitalization.”
_____7. “I know how to use the Glucometer in taking my blood sugar.” As verbalized by patient.
_____8. The nurse instructs the mother how to “bear-down” during labor, the patient commented, “It’s easy to follow
because this is my second labor already.”
_____9. The client verbalized to the dietician; “I already lose weight about 5 pounds; I still have to lose 5 pounds more
within a month; as you have instructed.”
_____10. The nurse asks the patient, how his feeling after he had rested, the patient replied. “I feel good today, and I am
ready to listen of your medical instructions.”
_____11. The nurse turned off the TV, opened the window for fresh air, turned on the bedside lamp, and has the client sit
on a comfortable chair, before he started giving lecture.
_____12. The nurse considers the client’s belief and his value of his religion that would affect in his recovery pertaining
to what specific food to eat.
_____13. I think I can carry on with my disabilities; I still have many important goals to achieve. When is the schedule for
physiotherapy? (she asked the nurse).
_____14. My family and friends supported me since day 1 of my hospitalization; they are the reasons that I had to be
recovered fast.
_____15. Please nurse, (said the mother of the patient); do explain slowly and use simple words to my 10 year old child,
she had difficulty understanding words and had speech problem.
Test 4: Multiple Responses: Choose the options given for the correct answer and write the letter of your answer on the
blank provided before each number. (Concept: Questioning Method/Assessment)
Directions:
a. In every written discussion below had multiple opinions, read and understand carefully for there are right and wrong
opinions given.
b. Answer every opinion by writing Yes, if the given statement is true; write No, if the statement is false.
c. Write your answer on the blank provided.
1. Goal-directed practice and trainings coupled with targeted feedback by teachers, enhances the quality of students’
learning.
_____a. Learning and performance are best fostered when students engage in practice that focuses on a specific
goal or criterion.
_____b. The objectives set must target a very high level of challenge, and high level of quantity and frequency of
performance criteria to develop competence of students.
_____c. Practice or trainings must be coupled with feedback that explicitly communicates about some aspect(s) of
students’ performance relative to specific target criteria,
_____d. The trainings must be provided by appropriate information to help students progress in meeting those
criteria, and is given at a time and frequency that allows it to be useful.
2. What is classroom assessment?
_____a. Classroom assessment is both a teaching approach and a set of assessment techniques.
_____b. The approach is that the more you know about what and how students are learning; the better you can
plan learning activities to structure your teaching.
_____c. The techniques are mostly complicated, graded activities, time consuming.
_____d. It is a class activities that give both you and your students useful feedback on the teaching-learning
process.
3. Why should faculty use Classroom Assessment Techniques?
_____a. Provide short-term feedback about the day-to-day learning and teaching process at a time when
it is still possible to make mid-course corrections.
_____b. Provide useful information about student learning with a much lower investment of time
compared to tests, papers, and other traditional means of learning assessment.

3. _____c. Help to foster good rapport with students and increase the efficacy of teaching and learning.
_____d. Encourage the view that teaching is a formative process that evolves over time with feedback.
4. For students, more frequent use of Classroom Assessment Techniques can:
_____a. Help them become better monitors of their own learning.
_____b. Can break down feelings of anonymity, especially in larger courses.
_____c. Point out the need to alter study skills.
_____d. Provide concrete evidence that the instructor cares about learning.
5. How to use questioning as a strategy?
_____a. Teachers should first develop a series of increasingly sophisticated questions as a data set from which to
work.
_____b. The first question will be relatively easy but should always answerable by a yes or no.
_____c. The answer to the first question should lead to the next question in order to create more participation of
students.
_____d. The questions must lead the students to a logical conclusion. As a learning theory good questioning helps
lead the student to realize the principles behind what is being learned.
6. How the questioning method facilitated by the teacher effective to students?
_____a. It increases students’ learning; wherein the brain of each student will stay active.
_____b. This is a passive learning activity.
_____c. The question must not necessarily follow as long as student can contribute correct or wrong answers.
_____d. The use of carefully developed questions as a way of increasing student learning
_____e. Lead the student until the correct answer is reached.
Test 5: Question Construction:
1. Construct 3 questions each/according to the cognitive level by using given directed-action words.
2. Write your constructed questions on each blank/space provided in every level of category.
3. Use nursing concepts in writing questions as much as possible.
Example: To measure knowledge (common terms, facts, principles, procedures), ask these kinds of questions: Define,
Describe, Identify, Label, List, Match, Name, Outline, Reproduce, Select, State. Example: "List the steps
involved in titration."
1. 1. To measure knowledge (common terms, facts, principles, procedures), ask these kinds of questions: Define, Describe,
Identify, Label, List, Match, Name, Outline, Reproduce, Select, State.
Question 1________________________________________________________________________________
Question 2_________________________________________________________________________________
Question 3_________________________________________________________________________________
2.
2. To measure comprehension (understanding of facts and principles, interpretation of material), ask these kinds of
questions: Convert, Defend, Distinguish, Estimate, Explain, Extend, Generalize,
Question 1________________________________________________________________________________
Question 2_________________________________________________________________________________
Question 3_________________________________________________________________________________
3. To measure application (solving problems, applying concepts and principles to new situations), ask these
kinds of questions: Demonstrate, Modify, Operate, Prepare, Produce, Relate, Show, Solve, Use.
Question 1________________________________________________________________________________
Question 2_________________________________________________________________________________
Question 3_________________________________________________________________________________
4. To measure analysis (recognition of unstated assumptions or logical fallacies, ability to distinguish between
facts and inferences), ask these kinds of questions: Diagram, Differentiate, Distinguish, Illustrate, Infer,
Point out, Relate, Select, Separate, Subdivide.
Question 1________________________________________________________________________________
Question 2_________________________________________________________________________________
Question 3_________________________________________________________________________________
5. To measure synthesis (integrate learning from different areas or solve problems by creative thinking), ask
these kinds of questions: Categorize, Combine, Compile, Devise, Design, Explain, Generate, Organize,
Plan, Rearrange, Reconstruct, Revise, Tell.
Question 1________________________________________________________________________________
Question 2_________________________________________________________________________________
Question 3_________________________________________________________________________________
6. To measure evaluation (judging and assessing), ask these kinds of questions: Appraise, Compare, Conclude,
Contrast, Criticize, Describe, Discriminate, Explain, Justify, Interpret, Support.
Question 1________________________________________________________________________________
Question 2_________________________________________________________________________________
Question 3_________________________________________________________________________________

4. Test 6: Matching Type: Match column A from column B; write a letter as chosen answer on the blank provided.
Column A Column B
_____1. Minute paper A. Students summarize knowledge of a topic by constructing a single
sentence that answers the questions
_____2. Directed paraphrasing B. Ask student to write certain points that are unclear in the discussion
_____3. One-sentence summary C. Ask students to write a layman’s "translation" of something they have
just learned
_____4. Muddiest point D. Ask students to answer on a half-sheet of paper: "What is the most
important point you learned today?"; and, "What point remains least
clear to you?".
_____5. Essay-type question E. Allow students to write test questions and model answers for specified
topics
_____6. Student- generated test F. Allow student to express his point in a broader sense, through
questions his own way of explaining and giving important point or examples.
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