K to 12 Edukasyon sa Pagpapakatao Grade 2 (3rd Periodical Exam)LiGhT ArOhL
Third periodical test in Edukasyon sa Pagpapakatao 2 (ESP 2) in K12
Note: I just copied it from my daughter's exam and upload it to here for some reference.
K to 12 Edukasyon sa Pagpapakatao Grade 2 (3rd Periodical Exam)LiGhT ArOhL
Third periodical test in Edukasyon sa Pagpapakatao 2 (ESP 2) in K12
Note: I just copied it from my daughter's exam and upload it to here for some reference.
K to 12 GRADE 3 Mother Tongue Based (MTB - 2nd Quarter)LiGhT ArOhL
FIRST SUMMATIVE TEST in MTB Grade 3 K to 12 for
Second Quarter.
Note: I just copied it from my daughter's quiz and uploaded it to here for some reference.
The document contains a science test covering physics concepts such as density, pressure, buoyancy, and fluid mechanics. It includes multiple choice questions, problem solving exercises, and essay questions testing understanding of these concepts. The test was administered to 4th year science students to evaluate their knowledge, process, and understanding of key physics principles.
K to 12 GRADE 3 Mother Tongue Based (MTB - 2nd Quarter)LiGhT ArOhL
FIRST SUMMATIVE TEST in MTB Grade 3 K to 12 for
Second Quarter.
Note: I just copied it from my daughter's quiz and uploaded it to here for some reference.
The document contains a science test covering physics concepts such as density, pressure, buoyancy, and fluid mechanics. It includes multiple choice questions, problem solving exercises, and essay questions testing understanding of these concepts. The test was administered to 4th year science students to evaluate their knowledge, process, and understanding of key physics principles.
This document appears to be an English exam for a primary school student. It contains two sections - Section A with questions about piranhas, and Section B with language questions about the piranha passage. The exam tests the student's reading comprehension, vocabulary, grammar, and punctuation skills. It covers topics like where piranhas live, what they eat, how many species there are, and whether they are truly as dangerous as believed.
This document appears to be an examination for a creative writing assignment given to students at Laerskool Morester Primary School in South Africa. It provides instructions for a 2-part examination. Question 1 (30 marks) asks students to write an 80-100 word story based on the prompt "And then it started moving towards me...". Students are guided to plan, write a draft, revise and edit before submitting their final draft. Question 2 (20 marks) asks students to write a 60-80 word thank you letter to someone who sent them a birthday present, describing what they received and how they will use it.
The document contains multiple choice questions about biological classification. It covers the following key points:
- The highest classification category is kingdom.
- Prokaryotic organisms make up the domains of archaebacteria and eubacteria.
- A group of related genera comprise the classification level of family.
- Soft-bodied multicellular organisms found in decomposing leaves are members of the kingdom Protista.
- The binomial nomenclature uses the classification levels of genus and species.
This document contains a practice test for a MAPEH (Music, Arts, Physical Education, and Health) class. The test has three parts - multiple choice questions about music, art, sports and family relationships; a true/false section; and essay questions. The multiple choice questions cover topics like musical elements, responsibilities of parents, soccer rules and batik design. The true/false deals with statements about family relationships, sports rules and batik making. The essay prompts ask about how music of Pakistan was influenced, designing a batik artwork and importance of understanding game rules before playing. The document provides instructions to not erase and includes a Bible verse at the end.
The document discusses different aspects of music, sports, and family relationships. It covers topics like the characteristics of Mapeh music from the Philippines, which has complex melodies, heterophonic textures, and improvisational forms. It also discusses responsibilities of parents, importance of family relationships, different techniques in soccer like dribbling and passing, and rules in sports like football. The document contains multiple choice and true/false questions testing understanding of these concepts.
The document contains a 20-item practice test in LET MAPEH (Licensure Examination for Teachers - Major in Physical Education, Health and Music). The test covers various topics related to physical education, sports, and fitness including cardiovascular endurance activities, components of physical fitness, types of sports tournaments, skills in basketball and volleyball, and refereeing hand signals. It provides the questions, multiple choice answers, and an answer key at the end. There is also a background section that introduces the author as an experienced teacher and researcher with blogs on various topics.
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
The document provides examples of different types of test questions that can be used to assess student learning, including multiple choice, true/false, matching, and essay questions. It includes sample questions for each type as well as instructions for how to structure and score the questions. The final section provides a sample lesson plan and rubric for an essay activity asking students to classify foods into food groups and provide examples.
This document discusses different types of test items that can be used to assess students, including matching, multiple choice, and essay questions. For matching questions, students match items in column A to column B. Multiple choice questions consist of a stem and a blank for the answer. Essay questions allow students to organize their thoughts on a subject and are used to assess higher-order thinking skills. When using essay questions, teachers should provide keywords, grading criteria, and a time limit to focus students' responses. It also recommends that teachers grade all answers to one question before moving to the next and do so without knowing the identity of the student.
This document appears to be a student's exam from a MAPEH (Music, Arts, Physical Education, and Health) class. It contains 60 multiple choice questions testing material about elements of music, indigenous art and culture, physical education concepts, Philippine literature and drama, and other topics covered in the class. The exam includes spaces for the student's name and score, as well as the teacher's signature.
This document discusses different types of objective tests that can be used to assess student learning, including selection, arrangement, matching, multiple choice, alternate response, key list, interpretative exercises, and essay tests. It provides examples for each type and describes their characteristics. The types vary in their structure and format, from arranging terms in order, to matching items, to answering multiple choice or true/false questions. The document emphasizes that teachers should choose the test type based on the learning outcomes being assessed and time available.
The document discusses different types of assessment including formal, informal, and self-assessment. It then describes various types of tests such as diagnostic tools, formal tests, informal tests, summative tests, formative tests, norm-referenced tests, and criterion-referenced tests. The final section outlines principles of test construction including validity, reliability, objectivity, discrimination, comprehensiveness, ease of administration, practicality and scoring, and usability.
The document provides guidelines for constructing different types of test questions including matching, sentence completion, essay, and other question types. It discusses principles such as ensuring questions are clear, focused, and at an appropriate level for students. The document emphasizes that creating good tests takes time but plays an important role in evaluation. It also notes that breaking rules is acceptable when one has a good reason.
1. The document is a 50-item final exam in Biological Science covering various topics and question types, including true/false, multiple choice, matching, fill-in-the-blank, analogy, rearrangement, and essay questions.
2. The exam tests knowledge of key biological concepts like the parts of the cell, theories of evolution and cell theory, scientists who made important contributions to the field, and classification of living things.
3. It aims to evaluate students' understanding of core ideas in biology as well as their ability to apply knowledge in different testing formats requiring recall, analysis, and explanation.
This document contains sample tests from various subjects for 7th grade students at Almacen Torrevillas National High School in the Philippines. The tests assess different skills like knowledge, understanding, application, and analysis. The topics covered include health, physical education, arts, and music. The tests contain various question types like multiple choice, matching, calculations, explanations, and diagrams. The document provides instructions and examples to help students prepare for their exams.
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document contains samples of questionnaires to assess different aspects of branding: brand perception, brand preference, brand image, and brand loyalty. The questionnaires include multiple choice and open-ended questions about the respondent's attitudes toward brands, factors influencing purchase decisions, assessment of a particular brand's image and performance, and areas for potential improvement.
1) The document outlines the program for a Sabbath Retreat in 2019 with the theme of strengthening relationships.
2) The day is divided into sessions with modules focusing on strengthening family relationships, relationships with God, and peer relationships.
3) Each module involves Bible study, discussion of passages, and reflection on applying the lessons to strengthening relationships in their lives.
This document contains a series of questions about the human body, space, chemistry, general science, states of matter, nature, animals, and planets. The questions cover topics like the names of body parts, elements on the periodic table, planets in the solar system, and properties of materials.
Jesus will return to Earth to judge all people and establish his eternal kingdom. When he comes back, everyone will see him descending from heaven with his angels. All people who have died will be resurrected for judgment, where those who accepted Jesus will live with him forever in heaven and those who rejected him will be eternally separated from God in hell.
Jesus cares for me each and every day. No matter what challenges I face, I know that God is always with me to give me strength and comfort. Whether I'm happy or sad, Jesus' love for me remains constant and is a source of hope.
God created Adam and Eve and placed them in the Garden of Eden, where they lived freely without worries. However, God forbade them from eating the fruit of one particular tree. Unfortunately, Eve was deceived by the serpent into eating the forbidden fruit, and she shared it with Adam. As a result of disobeying God, they were banished from the garden to face suffering and death.
This document provides the class plan and schedule for the Busy Bees class for the 2007-2008 school year. It lists the date, the skill or information that will be covered, the planned activity, and any necessary materials for each class meeting from September to April. The plan includes covering topics like the Adventurer pledge, Bible stories, health, family, friendship, community, and more through activities like discussions, games, crafts, field trips and role playing. Awards and requirements for various achievements are also included in the plan.
The document provides guidance for teaching an Adventurer class, including:
1. Plan lessons thoroughly with yearly timetables and understanding of requirements.
2. Consider the interests and needs of the children when planning activities.
3. Involve parents to assist with requirements.
4. Use a variety of engaging teaching methods like stories, pictures, and activities to explain lessons and help children apply what they learn.
The document discusses the topic of creation. It does not provide any additional details about what or who was created. The single word "Creation" as the title provides very little contextual information to build a more descriptive summary. In just one word, the document introduces the concept of creation but does not elaborate on any specific details related to the topic.
This document outlines the requirements for students in the Busy Bee Class. It includes sections on responsibility, reading, Bible stories, spending time with God in prayer, self-care, health, family, caring for others, and nature. Students must complete various awards, illustrations, discussions, and other activities to demonstrate their understanding in these areas. The overall goal is to teach students about their responsibilities to themselves, their faith, their families, and the world around them.
The document is a checklist with 18 items numbered 1 through 17. It appears to be tracking the completion of awards by a child, with each award related to a different topic such as artist, bible reader, butterfly, buttons, fish, flowers, friend of animals, friend of jesus, guide, health specialist, home helper, music maker, reading, safety specialist, specialist, spotter, and swimmer. Beside each numbered item is a column to mark completion with a check.
This document provides a reading list for Adventist children in grades 1-4. It includes 6 categories of books that are required to earn a reading award: 1) Bible stories, 2) a book about Jesus, 3) a health or safety book, 4) a book about family, friends or feelings, 5) a history or missions book, and 6) a nature book. Over 100 book titles are listed under these categories, along with brief descriptions and publishing information for each.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document outlines the philosophy and organization of the Adventurer Club, a ministry for children ages 6-9 run by Seventh-day Adventist churches. It describes the objectives of helping children develop spiritually, socially, and physically. It details the leadership structure, including roles like the Director and staff. It also covers uniforms, finances, programming, and the importance of partnering with parents in discipling children. The Adventurer Club is designed to nurture children prior to them joining the Pathfinder program for older youth.
Create a story
chart showing the order in
which these events took
place:
♦ Creation
♦ Sin and sadness begin
♦ Jesus cares for me
today
♦ Jesus comes again
♦ Heaven
B. Memorize and recite
John 3:16
B. Memorize and recite
John 3:16
C. Make a picture of Jesus
caring for children
C. Make a picture of Jesus
caring for children
D. Learn and sing a song
about Jesus
D. Learn and sing a song
about Jesus
A. Create a story chart
showing the order in which
these events took place:
This document outlines the requirements and curriculum for the Master Guide program, which is the highest level of leadership training for Adventurer and Pathfinder youth ministry programs. It has three parts: Part 1 is the Master Guide level, focusing on spiritual growth and general leadership skills. Part 2, the Pathfinder Leadership Award, provides continuing education to keep leaders sharp and up to date. Part 3, the Advanced Pathfinder Leadership Award, trains leaders to train others. The curriculum covers spiritual development, skills development, leadership development, child development, and adopting a lifestyle of fitness. Completing the requirements qualifies one for active leadership roles in local church youth ministry.
1. The document provides an overview of the Christian Church through history, beginning with the Church of the Old Testament. It describes how God's church has existed from Eden to Eden under different names but with the same fundamental beliefs and acceptance of God's law.
2. It then discusses the Church of the New Testament, noting that it received its beliefs from the Old Testament church and also accepted God's law. It briefly outlines the organization and evangelistic efforts of the early apostolic church.
3. Persecution of the church began only a few weeks after Christ's ascension, with disciples being imprisoned and Stephen becoming the first martyr as Christianity spread throughout the Roman Empire.
1. Panabo SDA Learning Center, Inc.
Purok 18, New Visayas, Panabo City
Semi-Final
FILIPINO 9
Pangalan:__________________________________ Petsa:___________
PANGKALAHATANG PANUTO: Intindihing mabuti ang bawat panuto/tanong o pangungusap. Piliin o ibigay ang wastong
sagot. Iwasan ang pagkakaroon ng pagbubura.
I. Piliin ang kasingkahulugan ng mga salita sa loob ng kahon. Isulat sa parihaba ang sagot.
1. nakahimlay 6. Hinihimod
2. nanlilimahid 7. Malumanay
3. nakausad 8. Hilahil
4. napakamiserable 9. Lansihin
5. buhaghag 10. Iguguho
II.A Sa bawatpangungusap aymay maling salita.Isulatsa unang patlang ang bilang atsa pangalawa ang wastong sagot.
1. ______, ________________ Ako raw ay isang salotatang matandang babae aydin a nagbalik upang bayaran ang upa sa
1 2 3
pagtulog.
4
2.______, _______________ Isang magsasaka ang nais magpahinga ngunit walang matuluyan dahil walang upa.
1 2 3 4
3. ______, _______________ Ang labimpitong nilalang na ito ay katulad ng mga gamugamong nasisilaw sa liwanag ng
1 2 3
kalunsuran.
4
4._______, _______________ Ang mga babae ay nasasadlak sa pagbebenta ng laman at ang mga utusan ay
1 2 3
nakagagawa ng krimen.
4
5._______, _______________ Ang magsasaka ay natuwa dahil may nasalubong ng taga-probinsiya na handing
1 2 3
makipag-usap.
4
II.B Lagyan ng bilang 1-10 ang pagkasunod-sunod ng mga pangyayari sa nabasang akda (Ang Istorya ng Taxi Driver).
Isulat sa patlang ang sagot.
________ Naisasalaysay ng taxi driver na dalawampung-taon na siyang nagmamaneho.
________ Nailalahad rin niya kung ilan ang anak niya.
________ Naibabahagi niya sa pasahero na may dalawang dalang damit ang ilang batang babae pagpasok sa paaralan.
________ Naidaing niya na mahirap ang buhay ng “no read, no write”.
________ Naikukuwento niya ang pagkatuklas niya sa ginagawa ng kaniyang anak na si Lay Choo.
________ Naisa-isa niya ang mga kalokohang ginagawa ng mga kabataang nag-aaral.
________ Nagmamadaling nagpaalam ang driver sa pasahero dahil pupunta ito sa Hotel Elory.
________ Naisiwalat niya sa pasahero ang kaniyang naramdaman sa ginawa ng anak.
________ Naisabi niya na malaki ang pagkakaiba ng mga kabataan noon at ngayon.
________ Nabanggit niya na may mga araw na kumikita siya ng one hundred fifty dollars.
III. Pag-eedit o Pagwawasto ng Sulatin. Iwasto ang seleksyon gamit ang tamang symbolo sa pag-eedit o Copy Editing.
Ang Mabuting Samaritano
datapuwa't siya, na ibig magaringganap sa kaniyang sarili, ay nagsabi kay jesus, at sino ang aking kapuwa
tao? sumagot si jesus at sinabi, isang tao'y buma baba jerico sa na mula sa jerusalem; at siya'y nahulog sa kamay ng
mga tulisan, na sa kaniya'y sumamsam at sa kaniya'y humampas, at nagsialis na siya'y iniwang halos patay na. at
SCORE:
Knowledge:_____
Process :_____
Understanding:_____
natisod guluhin itutumba hirap banayad nilalasahan malambot
nakakaawa nakaraos madungis nakahayang isinangal
2. nagkataong bumababa sa daang yaon ang isang saserdote; at nang makita siya ay dumaan sa kabilang tabi. at sa gayon
ding paraan ang isang levita naman, nang dumating siya sa dakong yaon, at makita siya, ay dumaan sa kabilang
tabi. datapuwa't ang samaritano isang, sa kaniyang paglalakbay, ay dumating sa kinaro roonan niya: at nang siya'y
makita niya, ay nagdalang habag, at lumapit sa kaniya, attinalian ang kaniyang mga sugat, na binuhusan ng langis at
alak; at siya'y isinakay sa kaniyang sariling hayop, at dinala siya sa bahay-tuluyan, at siya'y inalagaan. at nang
kinabukasa'y dumukot siya ng dalawang denario, at ibinigay sa katiwala ng bahay-tuluyan, at sinabi, alagaan mo siya, at
ang anomang magugol mong higit, ay aking pagbab ayaran sa iyo pagbabalik ko. sino sa tatlong ito, sa akala mo, ang
nagpakilalang kapuwa tao sa nahulog sa kamay ng mga tulisan? at sinabi niya, ang nagkaaw anggawa sa kaniya. at
sinabi sa kaniya ni jesus, humayo ka, at gayon din ang gawin mo
IV. Ipaliwanag ang sumusunod na katanungan.
1. Bilang isang mag-aaral, paano mo maipamamalas ang iyong tungkulin kahit sa maliit na paraan ang pagpapalaganap
ng kapayapaan sa iyong lugar?
2. Kung ikaw ang nasa kalagayan ng kasambahay, gagawin mo rin ba ang kanilang ginawa sukdulang pati kanilang
pagkatao ay kanilang ibenta? Ipaliwanag ang sagot.
“Nguni't kung nagkukulang ng karunungan ang sino man sa inyo, ay humingi sa Dios, na nagbibigay ng
sagana sa lahat at hindi nanunumbat; at ito'y ibibigay sa kaniya.” – Santiago 1:5
God Bless! ! ! .
Inihanda ni:
Bb. Sarah Jane C. Lambonao
Guro sa Filipino 9