Name __________________________ Grade 10 - ______________

Maryhill College Date ___________________

TECHNOLOGY AND LIVELIHOOD EDUCATION 10 – CFPWH

First Quarterly Examination

INSTUCTIONS FOR SEMI-QUARTERLY AND QUARTERLY EXAMINATIONS

KNOWLEDGE

I. TRUE OR FALSE: Write true if the statement is correct and false if it is

wrong/incorrect on the space before each number. (1 pt each)

II. MULTIPLE CHOICE: Choose the correct answer for each question. Write
the letter of your choice on the space provided. Any form of erasure is
not allowed. (1 pt each)

III. FILL IN THE BLANKS: Fill each blank with the correct word or phrase to
complete the statement. Choose your answer from the Word Box below.
Any form of erasure is not allowed. (1 pt each)

IV. IDENTIFICATION: Identify what or who is being referred to in each

statement. Write your answers in the blank before each number. (1 pt
each)

IDENTIFICATION: Place a check mark (√) in the blank before the five
correct symptoms of eye strain.

V. COMPLETION: Complete each statement by choosing the best answer

from the options given in the box. (1 pt each)

Note: Multiple Choice, Identification, True or False can be categorized as process

or understanding if the test items or questions do not only require simple recall
of facts, but entail students to make mental processes in order to derive an
answer.
Types of test under knowledge assess students’ ability to recall facts and
information and produce only one pre-existing answers to the questions (Cruz
and Grafil, 2015)

PROCESS

VI. COMPLETION: Complete the chart by writing down your answers (1 pt

each)

VII. MODIFIED TRUE OR FALSE: Write TRUE if the statement is correct. If

FALSE, encircle the word/s that made the statement wrong, then write
the correct answer on the space provided. Any form of erasure is not
allowed. (1 pt. each)

VIII. MODIFIED TRUE OR FALSE: If your answer is true, underline the

number of the correct statement. If your answer is false, underline the
wrong word and write the correction after the false statement. (1 pt
each)

IX. FILLING THE BLANKS: In the box are some common Filipino
expressions. Study each expression and its given meaning. Then read
the sentences that follow and choose the expression which fits the
sentence. (1 pt each)
 X. CLASSIFICATION:
A. Write RWC if the statement explains the “Reason for Writing
Creatively” and PCW if it states the “Principles of Creative
Writing”. (1 pt each)
B. Classify the type of research design which can be used in the
given studies. Write your answer on the space provided. No
erasure. (1 pt each)
C. Classify the type of research necessary to solve the given
problems. Write your answer on the space provided. No erasure.
(1 pt each)
D. In the blank before the number, write main idea, fact or
interference to identify the type of comprehension skills tested in
the following questions. (1 point each)

XI. SEQUENCING: Read each sentence/item carefully, and then decide how
they should be arranged. Write the sequence number (1-5) in the blank
provided. (1 pt each)

SEQUENCING: Arrange the following statements according to their

occurrence in the story. Use letters A-E. (1 point each)

XII. ODD MAN OUT: Encircle the word which does not belong to the group.
On the space provided, explain why it does not belong to the group. (2
points each)

XIII. ANALOGY: Analyze the relationship of each pair of words, then

complete the pair left unmatched. Write your answer on the space
provided. (1 pt each)

XIV. IDENTIFYING ERRORS: Identify and encircle the error/s in the statement
or solution provided. Then, explain or show why it is wrong on the
space provided. (2 pts each)

XV. PICTURE ANALYSIS: Identify the expression which describes each

picture and write it in the blank. Then copy the letter of its meaning and
write it in the box provided. (1 pt each)

XVI. USING ADVANCE ORGANIZER: Complete the given graphic organizer

based on the article “The Ban for Plastic: A Global Concern”. (10 pts.)

Note: Types of test under process assess student’s ability to use skills
in a complex manner, have more than one good answer, and employ higher order
thinking skills (Cruz and Grafil, 2015).

UNDERSTANDING

XVII. ILLUSTRATING THE THEME: Depict the theme or the message of the
literary pieces below through a sketch or drawing. (2 pts each)

XVIII. ILLUSTRATION: On the box provided, draw an image showing the

milestones in the evolution of media. (5 points)

XIX. PICTURE ANALYSIS: Analyze what each picture depict. State your
answer in no less than two sentences. (5 pts each)
 XX. READING AND INTERPRETING GRAPHS: Interpret the meaning of each
graph below.
A. Use the following weather information to calculate the mean, median
and mode in the chart that follows:

XXI. ANALYZING LITERARY PIECE: Compare the characteristics of the

newspaper article and poem. Write your analysis in the chart.

XXII. SITUATIONAL ANALYSIS: Analyze each question below. In at least five

sentences, explain briefly but substantially the questions below. (5
points)

XXIII. USING T-CHART: Fill out the T-chart with the types of microscope and
its description. (10 pts each)

XXIV. APPLICATION: Using the table below, relive the episode of Jesus’
temptations in your own words. (6 points)

XXV. COMPARISON AND CONTRAST: Using the H-Diagram, compare and

contrast the concepts being compared. Give a situational scenario for
each to support your answer. (5 points)

XXVI. USING GRAPHIC ORGANIZER: Fill in the graphic organizer to illustrate

the social identity of people. (6 pts each)

USING GRAPHIC ORGANIZER: Through the use of graphic organizer,

the key concepts in understanding culture.

USING VENN DIAGRAM: Compare and contrast accuracy and precision

using Venn diagram (4 pts)

XXVII. CONSTRUCTED RESPONSE: Answer each question in no less than

three sentences. (5 pts each)

XXVIII. PROBLEM SOLVING: Solve the given problems correctly. Write the
solution on the space provided. (5 pts each)

Note: Understanding involves “doing” and not just a “mental act” and
thus includes application (MC Tighe, 2005). Types of test under understanding
assess students’ ability to generate insights about key ideas, reflected in wise
inferences about the knowledge and skills acquired (Cruz and Grafil, 2015).