Detailed Lesson Plan in Assessment of Student Learning 2

I. Objectives
At the end of the lesson the students should be able to:
1. evaluate existing multiple-choice items by using commonly-accepted criteria to identify
specific flaws in the items
2. improve poorly-written multiple-choice items by correcting the flaws they contain
3. construct well-written multiple-choice items that measure given objectives, and
4. show teamwork and cooperation through participating in a group activity.

II. Contents
Topic Preparing a Better Multiple- Choice Test Items
References  Ebel, R. L., & Frisbie, D. A. (1986). Essentials of educational measurement (4th ed.).
Englewood Cliffs, NJ: Prentice-Hall.
 Zimmerman, B. B., Sudweeks, R. R., Shelley, M.F., & Wood, B. (1990). How to prepare
better tests: guidelines for university faculty. Provo, UT: Brigham Young University
Testing Services.
 http://www.duq.edu/about/centers-and-institutes/center-for-teaching-
excellence/teaching-and-learning/multiple-choice-exam-construction

Materials  OHP Projector

 Laptop
 Easel Pads
 Markers

III. Procedure
A. Routinary Activities
Teacher’s Activity Student’s Activity
Good Morning Class...
Good Morning Sir!
Before we start let us seek first the guidance of our Almighty
God...”
(One Student will lead the Prayer)
(Checking of Attendance)
(Students will tell who’s absent for the day)
So how’s your day? Is it good so far?
It was great Sir!
That’s good to know. Last meeting we have discussed table of
specifications So, are you ready for our new topic today?
Yes Sir!
Okay that’s good, so let’s begin this with a group activity!
Yes Sir!
B. Motivation
Before I will discuss our topic for today, let us have an activity. I
will divide you into 4 groups.

You know what are Memes?

Who doesn’t know Memes? These are the famous pictures

usually funny pictures that we see in facebook. Have you seen
one? Have you watch the Ms. Q and A in Showtime?
Yes Sir!
Good. I have here several memes regarding exams, test
question and multiple choices. All you have to do is give serious
choices, comments and answers regarding that you will see.

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(The teacher will discuss the mechanics and facilitate the said
activity.)
C. Presentation of the Lesson
How did you find the activity?
It is nice Sir!
You have listed a number of comments regarding how the
questions were constructed. If you are the students taking
those questions as the items in your examination do you think
you will get the answer right? Why?
No Sir, the questions are confusing and funny.
Questions are defective that the correct answer is
obvious, debatable, obscure, or missing altogether.
Very good! You know class sometimes exams are not difficult,
or perhaps students fail examination because they did not
review. Sometimes it is the fault of the test writer. What do
you think is our lesson for today?
Preparing a Better Multiple- Choice Test Items
Very nice, it seems we are ready to discuss this lesson. Well-
written multiple-choice test questions do not confuse students,
and yield scores that are more appropriate to use in
determining the extent to which students have achieved
educational objectives. As future teachers, you must acquire
the competency of authentic and purposeful assessment

D. Lesson Proper
(Teacher prepares the Powerpoint presentation of this lesson)
Anatomy of a Multiple-Choice Item
A standard multiple-choice test item consists of two basic
parts: a problem (stem) and a list of suggested solutions
(alternatives). The stem may be in the form of either a
question or an incomplete statement, and the list of
alternatives contains one correct or best alternative (answer)
and a number of incorrect or inferior alternatives (distractors).

The purpose of the distractors is to appear as plausible

solutions to the problem for those students who have not
achieved the objective being measured by the test item.
Conversely, the distractors must appear as implausible
solutions for those students who have achieved the objective.
Only the answer should appear plausible to these students.

Students given this example, identify the stem, options

and distractors.( Call students to recite)
Tuguegarao City is widely known for its:
*a. Pavvurulun Festival
b. Ati-atihan Festival
c. Pahiyas Festival
d. Pancit Festival
Sir, the stem is Tuguegarao City is widely known for its:
. The distractors are options B, C and D.
Very good! Now we know the different parts of a multiple item
question. We will now proceed with to the guidelines for

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constructing multiple-choice items. Before that tap the person
to your right and tell “Are you still ok?” Tap back the person
who just tapped you and respond “Yes, Im ok and ready to
learn.”
(Student follows the icebreaker of the teacher)
Guidelines for Constructing Multiple-Choice Items
These guidelines are specifically designed for the single-answer
and best-answer varieties of multiple-choice items.

1. Construct each item to assess a single written

objective.
Items that are not written with a specific objective in mind
often end up measuring lower-level objectives exclusively, or
covering trivial material that is of little educational worth. Isn’t
it that we have learned that not all objectives can be measured
by multiple-choice question?
Yes Sir!

2. Base each item on a specific problem stated clearly in

the stem.
Given these examples which do you think is better?
1. Jose Rizal:
a. An ophthalmologist by profession
b. Died on December 30, 1896
c. Is the author of Noli Me Tangere and El Felibusterismo
*d. Made national hero by colonial Americans

2. What is the main reason Rizal was declared as the

national hero during the American colonial period?
a. Is a known opthalmologist.
*b. Started a non-violent revolution.
c. He authored Noli Me Tangere and El Felibusterismo.
d. Leader of the liberation forces.
I think the second example is better than the first
example.
You got it right, the second example is better constructed. The
stem is the foundation of the item. After reading the stem, the
student should know exactly what the problem is and what he
or she is expected to do to solve it. If the student has to infer
what the problem is, the item will likely measure the student’s
ability to draw inferences from vague descriptions rather than
his or her achievement of a course objective.

3. Include as much of the item as possible in the stem,

but do not include irrelevant material.
Students, in this given example which do you think is better?
What do you observe?

1. If the pressure of a certain amount of gas is held

constant, what will happen if its volume is increased?
a. The temperature of the gas will decrease.
*b. The temperature of the gas will increase.
c. The temperature of the gas will remain the same.

2. If you increase the volume of a certain amount of gas

while holding its pressure constant, its temperature will:
a. Decrease.
*b. Increase.
c. Remain the same. The second example is better than the first example
Sir. I notice how the underlined words are repeated in
each of the alternatives in the first example. This
problem is fixed in the second example, where the

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 stem has been reworded to include the words
common to all of the alternatives.
Very well said. Excess material in the stem that is not essential
to answering the problem increases the reading burden and
adds to student confusion over what he or she is being asked to
do. Look at this another example.
1. Suppose you are a mathematics professor who wants to
determine whether or not your teaching of the unit on
probability has had a significant effect on your students.
You decide to analyze their scores from a test they took
before the instruction and their scores from another
exam taken after the instruction. Which of the following
t-tests is appropriate to use in this situation?
*a. Dependent samples.
b. Heterogeneous samples.
c. Homogeneous samples.
d. Independent samples.

2. When analyzing your students’ pretest and posttest

scores to determine if your teaching has had a
significant effect, an appropriate statistic to use is the t-
test for:
*a. Dependent samples.
b. Heterogeneous samples.
c. Homogeneous samples.
d. Independent samples.

My dear students please bear in your minds that “do not make
an essay-long stem”. The stem of the first example is
excessively long for the problem it is presenting. The stem of
the second example has been reworded to exclude most of the
irrelevant material, and is less than half as long. Isn’t it?
Yes Sir!
4. State the stem in positive form (in general)
Negatively-worded items are those in which the student is
instructed to identify the exception, the incorrect answer, or
the least correct answer. Such items are frequently used,
because they are relatively easy to construct. The teacher
writing the item need only come up with one distractor, rather
than the two to four required for a positively-worded item.

5. Word the alternatives clearly and concisely.

Take a look at this example and comment. (Call a student to
aswer)
1. The term hypothesis, as used in research, as defined as:
a. A conception or proposition formed by speculation or
deduction or by abstraction and generalization from facts,
explaining or relating an observed set of facts, given
probability by experimental evidence or by factual or
conceptual analysis but not conclusively established or
accepted.
b. A statement of an order or relation of phenomena that so
far as is known is invariable under the given conditions,
formulated on the basis of conclusive evidence or tests and
universally accepted, that has been tested and proven to
conform to facts.
*c. A proposition tentatively assumed in order to draw out its
logical or empirical consequences and so test its accord
with facts that are known or may be determined, of such a
nature as to be either proved or disproved by comparison
with observed facts.

Sir, the alternatives in the example are wordy, and

may require more than one reading before we can

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 understand it clearly.

Thank you very much for that good answer. How can we then
improve this question, anyone? Alternatives must be reworded or paraphrased to
make it clearer and concise.

Okay let us then turn the alternatives to a briefer one. In the

next example, alternatives are streamlined to increase clarity
without losing accuracy. Is the question better?
1. The term hypothesis, as used in research, is defined as:
a. An assertion explaining an observed set of facts that
has not been conclusively established.
b. A universally accepted assertion explaining an
observed set of facts.
*c. A tentative assertion that is either proved or
disproved by comparison with an observed set of facts.
Yes Sir!
6. Keep the alternatives mutually exclusive.
Alternatives that overlap create undesirable situations. Some
of the overlapping alternatives may be easily identified as
distractors. On the other hand, if the overlap includes the
intended answer, there may be more than one alternative that
can be successfully defended as being the answer. Here is an
example.
Poor Example
1. How long does an annual plant generally live?
*a. It dies after the first year.
b. It lives for many years.
c. It lives for more than one year.
*d. It needs to be replanted each year

Better Example
1. How long does an annual plant generally live?
*a. Only one year.
b. Only two years.
c. Several years.

What can you say about the poor example?

In the poor example above, alternatives A and D
overlap, as do alternatives B and C Sir.

7. Keep the alternatives homogeneous in content.

Alternatives that are parallel in content help the item present a
clear-cut problem more capable of measuring the attainment
of a specific objective.
Poor Example
1. Region 2 is widely known as?
*a. The largest producer of corn in the Philippines.
b. The location of the longest river system.
c. The Cagayan Valley Region.
d. The second biggest region in the country.

Better Example
1. Region 2 is widely known for its?
*a. Corn
b. Banana
c. Durian
d. Kiwi

What do you think is wrong with the poor example?

Sir, I believe that the poor example contains
alternatives testing knowledge on agriculture, physical
features, geography, and nicknames.

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Very well said. If the student misses the item, it does not tell
the teacher in which of the four areas the student is weak. In
the better example, all of the alternatives refer to state
agriculture, so if the student misses the item, it tells the
teacher that the student has a weakness in that area. Now let
us proceed to the 8th guideline. This is the guideline loved by
students.

8. Keep the alternatives free from clues as to which

response is correct.
You know now a days students are very clever. Poorly-written
items often contain clues that help students who do not know
the correct answer eliminate incorrect alternatives and
increase their chance of guessing correctly. The following
suggestions will help you detect and remove many of these
clues from your items.

8.1 Keep the grammar of each alternative consistent with

the stem
Poor Example
1. A word used to describe a noun is called an:
*a. Adjective.
b. Conjunction.
c. Pronoun.
d. Verb.
Better Example
1. A word used to describe a noun is called:
*a. An adjective.
b. A conjunction.
c. A pronoun.
d. A verb.

Why do you think that even if the student doesn’t know the
correct answer he/she can guess the correct answer?
Sir, the word “an” in the stem of the poor example
above serves as a clue to the correct answer,
“adjective,” because the other alternatives begin with
consonants.
Yes, I can’t agree more to that. The flaw has been corrected in
the better example by placing the appropriate article, “an” or
“a,” in each alternative.

8.2 Keep the alternatives parallel in form.

If the answer is worded in a certain way and the distractors are
worded differently, the student may take notice and respond
accordingly.
Poor Example
1. You have just spent ten minutes trying to teach one of
your new employees how to change a typewriter ribbon.
The employee is still having a great deal of difficulty
changing the ribbon, even though you have always
found it simple to do. At this point, you should:
a. Tell the employee to ask an experienced employee
working nearby to change the ribbon in the future.
b. Tell the employee that you never found this difficult,
and ask what he or she finds difficult about it.
*c. Review each of the steps you have already
explained, and determine whether the employee
understands them.
d. Tell the employee that you will continue teaching him
or her later, because you are becoming irritable.

Better Example

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 4. You have just spent ten minutes trying to teach one of
your new employees how to change a typewriter ribbon.
The employee is still having a great deal of difficulty
changing the ribbon, even though you have always
found it simple to do. At this point, you should: a. Ask an
experienced employee working nearby to change the
ribbon in the future.
b. Mention that you never found this difficult, and ask
what he or she finds difficult about it.
*c. Review each of the steps you have already
explained, and determine whether the employee
understands them.
d. Tell the employee that you will continue teaching him
or her later because you are becoming irritable.

Why can a student guess the right answer in the poor example?
The answer in the poor example above stands out
because it does not include the identical wording
underlined in each of the distractors.
No Sir, we will violate guideline number 3.
Very good, so can we just correct it by adding the phrase “tell
the employee” in alternative C?”
Yes, that is correct. The answer is less obvious in the better
example because the distractors have been reworded to be
more parallel with the answer.

8.3 Keep the alternatives similar in length

You know what class, An alternative noticeably longer or
shorter than the other is frequently assumed to be the answer,
and not without good reason.
Poor Example
1. Which of the following is the best indication of high
morale in a supervisor’s unit?
a. The employees are rarely required to work overtime.
*b. The employees are willing to give first priority to
attaining group objectives, subordinating any personal
desires they may have.
c. The supervisor enjoys staying late to plan the next day.
d. The unit gives expensive birthday presents to each
other.
Better Example
1. Which of the following is the best indication of high
morale in a supervisor’s unit?
a. The employees are rarely required to work overtime.
*b. The employees willingly give first priority to attaining
group objectives.
c. The supervisor enjoys staying late to plan for the next
day.
d. The unit members give expensive birthday presents to
each other.
Notice how the answer stands out in the poor example above.
Both the answer and one of the distractors have been
reworded in the better example to make the alternative
lengths more uniform.

8.4 Avoid textbook, verbatim phrasing

If the answer has been lifted word-for-word from the pages of
the textbook, the students may recognize the phrasing and
choose correctly out of familiarity rather than achievement.

8.5 Avoid the use of specific determiners.

When words such as never, always, and only are included in
distractors in order to make them false, they serve as flags to

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the alert student.
Poor Example
1. To avoid infection after receiving a puncture wound to
the hand, you should:
a. Always go to the immunization center to receive a
tetanus shot.
b. Be treated with an antibiotic only if the wound is
painful.
*c. Ensure that no foreign object has been left in the
wound.
d. Never wipe the wound with alcohol unless it is still
bleeding.
Better Example
1. To avoid infection after receiving a puncture wound to
the hand, you should always:
a. Go to the immunization center to receive a tetanus
shot.
b. Be treated with an antibiotic if the wound is painful.
*c. Ensure that no foreign object has been left in the
wound.
d. Wipe the wound with alcohol unless it is still bleeding.

How did we improve the poor example?

In the poor example Sir, the underlined word in each

of the distractors is a specific determiner. These
words have been removed from the better example by
rewording both the stem and the distractors.

Thank you Mr./Ms. _____. Next we have…

8.6 Avoid including keywords in the alternatives.

When a word or phrase in the stem is also found in one of the
alternatives, it tips the student off that the alternative is
probably the answer.
Poor Example
1. When conducting library research in education, which of
the following is the best source to use for identifying
pertinent journal articles?
a. A Guide to Sources of Educational Information.
*b. Current Index to Journals in Education.
c. Resources in Education
d. The International Encyclopedia of Education

In the poor example, the underlined word “journal” appears in

both the stem and the answer. How can we correct it then?
Can someone do it?
(A student will write on the board the corrected
answer)
Better Answer
1. When conducting library research in education,
which of the following is the best source to use
for identifying pertinent journal articles?
a. A Guide to Sources of Educational
Information.
*b. Education Index.
c. Resources in Education.
d. The International Encyclopedia of Education.

Well done! The clue has been removed from by replacing the
answer with another valid answer that does not include the
keyword.

8.7 Use plausible distractors

Unrealistic or humorous distractors are nonfunctional and

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increase the student’s chance of guessing the correct answer.
Poor Example
1. Which of the following artists is known for painting the
ceiling of the Sistine Chapel?
a. Vice Ganda.
b. Flintstone.
*c. Michelangelo.
d. Santa Claus
To correct this, we have something like this…
Better Example
1. Which of the following artists is known for painting the
ceiling of the Sistine Chapel?
a. Botticelli.
b. da Vinci.
*c. Michelangelo.
d. Raphael.

What do you think is the tip for plausible distractors? (Teacher

will cull from the given answers and will choose the most close
to the answer). (Students will give their opinions)

Okay let us see from what you have given, to create plausible
distractors you should use common student misconceptions.
Also, you can develop your own distractors, using words that
“ring a bell” or that “sound official.”

9. Avoid the alternatives “all of the above” and “none of

the above” (in general)
These two alternatives are frequently used when the teacher
writing the item has trouble coming up with a sufficient
number of distractors. Such teachers emphasize quantity of
distractors over quality. Unfortunately, the use of either of
these alternatives tends to reduce the effectiveness of the
item. Okay let us try answering this: My students are: a.
Handsome and Beautiful b. Intelligent c. Punctual d. All of the
Above e. None of the Above
(Students laugh about the given choices)

10. Include one and only one correct or clearly best

answer in each item.
You know what class; sometimes students will fight with their
teacher, insisting that their answer is correct. As the saying
goes: ‘Kapag may katwiran ipaglaban mo.’ Do you do that
class? Do you think it as something to do with the construction
of the test item?
Yes Sir!

Yes you are right. When more than one of the alternatives can
be successfully defended as being the answer, responding to an
item becomes a frustrating game of determining what the
teacher had in mind when he or she wrote the item. Such
ambiguity is particularly a problem with items of the
bestanswer variety, where more than one alternative may be
correct, but only one alternative should be clearly best. Take a
look at this example.
Poor Example
1. China should adopt a foreign policy based on:
a. A strong army and control of the North American
continent.
b. Achieving the best interest of all nations.
c. Isolation from international affairs.
*d. Naval supremacy and undisputed control of the

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 South East Asia sea lanes
As you can see in this example class, all answers can be a
correct answer because we have a problem with the stem.
Here is the improve version of it.

Better Example
1. According to Xi Jinping, China should adopt a
foreign policy based on:
a. A strong army and control of the North American
continent.
b. Achieving the best interest of all nations.
c. Isolation from international affairs.
*d. Naval supremacy and undisputed control of the
South East Asia sea lanes

While the answer to the poor example above is a matter of

debate, the underlined phrase added to the better example
clarifies the problem considerably and rules out all of the
alternatives except the answer. Isn’t it class?

11. Present the answer in each of the alternative positions Yes, Sir
approximately an equal number of times, in a random
order.
During examinations do you look for a pattern in the answer
sheet?

As a future teacher you should not create a pattern because Yes Sir!
once the pattern was disclosed to the students, you are already
defeating the purpose of the assessment. Many teachers have
a tendency to avoid placing the answer in the first or last
alternative positions, preferring instead to “bury the answer in
the middle.” This tendency, however, is not unknown to
certain students, who generally select one of the alternatives in
the middle if they are unsure of the answer. Also, if there is a
noticeable pattern to the positions of the answers from item to
item, alert students will take notice and make their selections
accordingly. In either case, the unprepared but clever student
increases his or her chance of obtaining a higher score. So how
are we going to address this problem?

Yes, the easiest method of randomizing the answer position is We do randomization.

to arrange the alternatives in some logical order. The best
order to use for a particular item depends on the nature of the
item’s alternatives.
Logical Order Example
Numerical a. 1939
(ascending/descending) b. 1940
c. 1941
d. 1942
Alphabetical (lexicographic) a. Changing α from .01 to .05.
b. Decreasing the degrees of
freedom.
c. Increasing the spread of
the exam scores.
d. Reducing the siz of the
treatment effect
Sequential a. Heating ice from -100°C to
0°C.
b. Melting ice at 0°C.
c. Heating water from 0°C to
100°C.
d. Evaporating water at
100°C.

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 e. Heating steam from 100°C
to 200°C

Again students what are the three ways we can achieve

alternatives randomization?
Sir it depends on the nature of the alternative and can
be randomized through numerical, alphabetical or
sequential.
12. Lay out the items in a clear and consistent manner.
How do you feel when you see an item with this layout?
1. Your supervisor informs you that three of your fifteen
employees have complained to him about your
inconsistent methods of supervision. The first thing you
should do is: a. ask if it is proper for him to allow these
employees to go over your head. *b. ask what specific
acts have been considered inconsistent. c. explain that
you’ve purposely been inconsistent because of the
needs of these three employees. d. offer to attend a
supervisory training program.

It is hard to read. It is not neat.

Correct. Poorly-formatted test items make taking the test
confusing and time consuming for students. The following
suggestions may help you improve the layout of your items.
• Provide clear directions at the beginning of each section of
the test.
• Use a vertical format for presenting alternatives.
• Avoid changing pages in the middle of an item

With the suggestions I have given you? How do you correct our
example?

Arranged the alternatives in vertical order.

This should look something like this.
1. Your supervisor informs you that three of your fifteen
employees have complained to him about your
inconsistent methods of supervision. The first thing you
should do is:
a. Ask if it is proper for him to allow these employees to
go over your head.
*b. Ask what specific acts have been considered
inconsistent.
c. Explain that you’ve purposely been inconsistent
because of the needs of these three employees.
d. Offer to attend a supervisory training program.

13. Use proper grammar, punctuation, and spelling.

How do you feel when you are taking an examination full of
grammatical error, wrong punctuation and misspelled words?

I think that the exam is not serious. I will doubt the

credibility of the exam result and the teacher.
This guideline should be self-evident. Adherence to it reduces
ambiguity in the item and encourages students to take your
test more seriously. Imagine being asked by a question like this:
1. Joey invited you to eat their house in his graduation. He
will die 10 ducks and 10 chickens. How many beards do
Joey died?
a. 10
b. 20
c. 30
d. 40

14. Avoid using unnecessarily difficult vocabulary.

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If the vocabulary is somewhat difficult, the item will likely
measure reading ability in addition to the achievement of the
objective for which the item was written. As a result, poor
readers who have achieved the objective may receive scores
indicating that they have not. Avoid highfalutin words. How do
you call a very difficult test?

“Nosebleed”, Sir
Lastly, one of the most neglected guideline sometimes.

15. Analyze the effectiveness of each item after each

administration of the test.

Item analysis is an excellent way to periodically check the

effectiveness of your test items. It identifies items that are not
functioning well, thus enabling you to revise the items, remove
them from your test, or revise your instruction, whichever is
appropriate.

Did you learn something today?

A lot Sir

E. Values Integration
You know class; it is upsetting in the part of the teacher if the
students fail their exams. Sometimes even though how great
you are in instructional delivery, if you can’t prepare a good
assessment tool the whole teaching learning process is futile.
Isn’t it?
Yes Sir.
The 15 guidelines that I have given you should be memorized
by heart because this will guide you in your future career. May I
ask you what is the most difficult exam you ever had
undertaken?
(Answer may vary)
You know what is the most difficult exam class for me?
No, Sir. What is it?
Life is the most difficult exam. Many people fail because they
try to copy others. Not realizing that everyone has a different
test paper. Do you believe in that?
Yes Sir!
If life is an exam what type do you think it is?
(Answer may vary)

Life is a multiple choice question; sometimes the choices

confuse you and, not the question itself.

With that are there any queries regarding our lesson?

(Students may ask now their questions)

F. Generalization
What did you learn?
We learned the parts of a multiple-choice item and the
guidelines in better preparing it.
Okay class let us recall the fifteen (15) guidelines we have just
tackled. (Ask a student to give one)
(Students will answer in no specific order)

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What type of test item will I use if the attainment of the
educational objective can be measured by having the student
select his or her response from a list of several alternative
responses.
Multiple-choice
Very good class!
G. Application
Since you already understand our lesson for today, let us have
a game entitled “The Choice”. (The teacher will discuss the
mechanics of the game)

IV. Evaluation

Direction: Identify the guideline/s violated by the following items. Reconstruct/revise each item to be a
better test exam item. The correct answer is indicated by asterisk (*). (2 points each)

1. Philippines is
a. a member of ASEAN
b. located at the Pacific Ring of Fire*
c. the Pearl of the Orient
d. worth dying for

2. Which of the following is the best explanation of why technical advances in farm equipment led
to an increase in urbanization?
a. Fewer people were needed to run the farms.*
b. Fewer people were qualified to operate the equipment.
c. More people could live in the city and commute to the farm.
d. More people went to work at the equipment manufacturing plant.

3. Neurotics are more likely than psychotics to

a. be dangerous to society
b. have delusional symptoms
c. be dangerous to themselves
d. have insight into their own inappropriate behavior but nevertheless feel rather
helpless in terms of dealing with their difficulties*

4. A nurse is assessing a client who has pneumonia. Which of these assessment findings indicates
that the client does NOT need to be suctioned?
a. Diminished breath sounds.
b. Absence of adventitious breath sounds.*
c. Inability to cough up sputum.
d. Wheezing following bronchodilator therapy.

5. Which of the following artists is known for painting the Spolarium?

a. Andrew E.
b. Juan Luna*
c. La Luna Sangre
d. Cardo Dalisay

6. The kidneys:
a. are located in a position that is retroperitoneal.

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 b. are surrounded by a renal capsule.
c. are protected by the 9th and 10th ribs of the rib cage.
d. are a) and b) only.
e. are all of the above

7. Which of the following provides the best indication that somatosensory pathways are affected
by Gilda’s multiple sclerosis?
a. Gilda has fuzzy vision.*
b. Gilda has strange sensations in her arms.
c. Gilda is having trouble performing the cognitive skills required in her job.
d. Gilda has become increasingly clumsy.

8. Which one of the following did NOT contribute to the eighteenth century Industrial Revolution
in Britain?
a. rapid technological change in the textile industry
b. enclosure and consolidation of agricultural lands
c. introduction of gold as a convenient medium of exchange *
d. increased trade with other nations

9. For interactionists, which of the following is generally identified as the cause of deviance?
a) Subcultures b) Individual c) Society d) Biology

10. What causes ice to transform from solid state to liquid state?
a. Change in temperature
b. Chemical Change
c. Change in chemical composition
d. Change in heat levels

V. Assignment

Direction: Read some articles about Super Typhoon Lawin. Prepare five (5) multiple-choice items
following the given guidelines. Print your output in a letter size bond paper. (15 points)

You will be graded based from this rubric:

Adherence to Guidelines 50%

Formatting 20%
HOTS Questions 30%
100%

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