CURRICULUM DEVELOPMENT

Answer
1. The arrangement of the elements of a curriculum A
a. Curriculum design
b. Curriculum development
c. Curriculum
d. Curriculum organization
2. Which is NOT the elements of a curriculum? D
a. Goal
b. Subject-matter
c. Learning activities
d. Assignment
3. How many elements are there in a curriculum? B
a. 5
b. 4
c. 3
d. 7
4. The arrangement of the total curriculum from the philosophy or VMGO down to the C
contents of different subjects is _____________
a. Micro level
b. Mega level
c. Macro level
d. Micro design
5. This means organizing the content of a specific subject or discipline. A
a. Micro level
b. Macro level
c. Curriculum development
d. Curriculum evaluation
6. The subjects are organized in a fragment manner and connection between this subject B
is not emphasized.
a. Academic discipline design
b. Subject design
c. Integrated design
d. Interdisciplinary
7. When the subject or contents are highly specialized and arrange accordingly like C
Biology, Algebra, Earth Science and Economics.
a. Integrated design
b. Subject design
c. Academic discipline design
d. Multidisciplinary design
8. The arrangement of the curricula used in schools is in terms of subjects. C
a. Core
b. Multidisciplinary
c. Subject-centered design
d. Integrated design
9. The arrangement of the subjects includes merging of two related disciplines or subjects C
a. Academic discipline design
b. Multi-disciplinary design
c. Interdisciplinary design
 d. Subject-centered design
10. The integration of three or more related disciplines or subjects in the curriculum is D
________________
a. Learner-centered design
b. Problem-centered design
c. Thematic design
d. Broad field design
11. The focus of the curriculum is on the needs, nature and interest of the learners B
a. Problem-centered design
b. Learner-centered design
c. Core learning design
d. Subject-centered design
12. The curriculum is designed focusing on understanding and finding solutions to individual D
and social issues and problems
a. Learner-centered design
b. Humanistic design
c. Activity design
d. Problem-centered design
13. The curriculum is composed of topics and learning experiences that focus on the A
holistic development of an individual
a. Humanistic design
b. Activity design
c. Thematic design
d. Problem design
14. The curriculum concentrates on activities that are meaningful and interesting to the D
learner
a. Humanistic design
b. Problem centered design
c. Thematic design
d. Activity design
15. The learners are exposed to different lessons in problem solving involving real-life B
problems
a. Thematic design
b. Problem design
c. Humanistic design
d. Activity design
16. The curriculum is designed focusing on learning a set of common subjects, disciplines, A
courses that is necessary for students to master.
a. Core learning design
b. Humanistic design
c. Subject design
d. Learner centered design
17. How many major forces is considered in designing the curriculum? C
a. 4
b. 3
c. 2
d. 5
18. The focus is on developing the mastery of the students on the content by examining the A
prerequisite knowledge
a. Vertical organization
 b. Horizontal organization
c. Core design
d. National core curriculum design
19. What curriculum organization is using the DepEd in various subjects like Science? C
a. Subject design
b. Thematic design
c. Vertical
d. Horizontal

20. To which curriculum model when the first consideration is the objectives? B
a. Taba’s grassroot
b. Tyler model
c. Standard-based model
d. UBD
21. The last process on curriculum model based on Tyler is ______________ D
a. Selecting learning experiences
b. Selecting objectives
c. Organizing learning experiences
d. Evaluation
22. The advocate of Grassroot approach in developing a curriculum based on sequential C
and logical process is ____________
a. Glatthorn
b. Tyler
c. Taba
d. Wiggins
23. How many steps are outlined in curriculum development according to Hilda Taba? A
a. 7
b. 5
c. 4
d. 3
24. To Taba, the first step in the curriculum development is ___________ C
a. Formulating of objectives
b. Selection of contents
c. Diagnosis of needs
d. Selection of learning experiences
25. The follower of Ralph Tyler who presented her book entitled “Curriculum Development: B
Theory and Practice” in 1962.
a. Glatthorn
b. Taba
c. Wiggins
d. Murray
26. Allan Glatthorn also developed a curriculum development model, it is called C
______________
a. Grassroot Model
b. Rational-Linear Model
c. Standard-based model
d. UBD
27. The curriculum development model that was developed by Wiggins and McTighe that A
has become the by word in the Philippine Educational System
a. UBD
b. Tyler rational-linear model
c. Standard-based model
d. Grassroot Model
28. The backward design in curriculum development putting emphasis on starting with the A
goals and objectives in designing curriculum.
a. UBD
b. Tyler rational-linear model
c. Standard-based model
d. Grassroot Model
29. U in UBD is ______________ B
a. Underestimate
b. Understanding
c. Unlimited
d. Utilization
30. How many phases are there in standard-based model in curriculum development? B
a. 4
b. 3
c. 5
d. 6
31. The first phase in standard-based is _____________ C
a. Develop final product
b. Develop benchmarks
c. Develop standard
d. Develop evaluation
32. The last stage in UBD is ___________ A
a. Plan the learning experiences and instruction
b. Determine acceptable evidence
c. Identify results
d. Analyzing the learning objectives
33. Systematic Design Model was developed by _____________ in early 1960s. A
a. Robert Diamond
b. Ralph Tyler
c. Hilda Taba
d. Wiggins and Mctighe
34. How many phases are there in Systematic Design Model? A
a. 2
b. 3
c. 4
d. 5
35. The last phase in the Systematic Design Model is ___________ C
a. Project selection
b. Project Design
c. Production
d. Project objective
36. Which model of curriculum development emphasizes that it is a continuous process? A
a. Cyclical model
b. Print’s model
 c. Systematic Design model
d. UbD model
37. The model that stresses on the six facets of understanding as a framework for B
identifying the results or goals of learning.
a. Systematic design model
b. UbD
c. Print model
d. Cyclical model
38. This model was developed by Stark, Lowther, Ryan, Martens, Genthon, Wren and A
Shaw in 1990.
a. Contextual filters model of course planning
b. UbD
c. Wheeler’s model
d. Systematic design model
39. The influences outside of the instructor’s immediate control that cause adjustments in D
the course plans
a. Contextual filters
b. Course decision
c. Content influences
d. Contextual influences
40. Faculty members’ background and associated disciplinary and educational belief A
a. Content influences
b. Contextual influences
c. Course decision
d. Contextual filters
41. The faculty members may plan the curriculum based on their own convenience D
a. Course decision
b. Content influences
c. Contextual influences
d. Academic freedom

42. Which phase of Walker’s model of curriculum development suggested that curriculum C
workers bring with them their individual beliefs, knowledge and values
a. Deliberation
b. Curriculum design
c. Platform
d. Output
43. This phase of Walker’s model involves planning, decision making and actual C
development of the curriculum
a. Deliberation
b. Platform
c. Curriculum design
d. Evaluation
44. Which is one of the criticisms to Walker’s model? D
a. There are only three processes in the linear
b. Curriculum design is too broad
c. Platform should be included because it is too narrow
d. There is a strong tendency to be stuck in Phase II that may lead to analysis-
paralysis
45. This curriculum model focuses on a school based dynamic view of curriculum A
 development in Australia
a. Skilbeck’s model
b. Eisner’s Approach
c. Walker’s model
d. Pawilen’s model
46. This model of curriculum emphasized on providing a variety of learning opportunities, A
recognizes various curriculum workers, and designing school-based curriculum
a. Eisner model
b. Walker’s model
c. Pawilen’s model
d. Skilbeck’s model
47. This model of curriculum is a need to develop a new theory that recognizes the artistry A
of teaching which is useful in helping teachers develop those arts.
a. Eisner’s model
b. Skilbeck’s model
c. Pawilen’s model
d. Walker’s model
48. This curriculum was developed to help curriculum workers in developing a curriculum B
that is relevant and appropriate to the Philippine context
a. Skilbeck’s model
b. Pawilen’s model
c. Walker’s model
d. Eisner’s model
49. In the Pawilen’s model, the curriculum sources are the following: B
I. Learner
II. Society
III. Teachers
IV. Discipline
a. I, II, III
b. I, II, IV
c. II, III, IV
d. I, III, IV
50. The final phase of the processes for developing a curriculum according to Pawilen’s D
model is ________
a. Selection of content
b. Selection of organization
c. Implementation
d. Evaluation

51. The actual execution or application of the curriculum from the national level to the local D
school context.
a. Curriculum design
b. Curriculum planning
c. Curriculum implementation
d. Curriculum evaluation
52. The most visible among the curriculum workers. They prepare instructional materials, D
select methods and strategies and assess the progress of the students.
a. Principal
b. Consultants
 c. Supervisors
d. Teachers
53. The chief academic officer of each division. They supervise the implementation of the B
DepEd curriculum
a. Division supervisor
b. Division superintendents
c. District supervisor
d. Education program specialist
54. They supervise the implantation of the curriculum within the district level. C
a. Division superintendents
b. Division supervisors
c. District supervisors
d. Regional directors
55. Professors and individual experts from different disciplines and fields who assist the B
CHED in developing curriculum
a. Education program specialist
b. Technical panels and technical committees
c. Education supervisors
d. Regional directors
56. The chief academic and administrative office of the school level. They provide circular A
and instructional leadership and supervision within the school level
a. Principal
b. Students
c. Teachers
d. Head teachers
57. They work at the national level or at the central offices of the CHED and DepEd to help A
in the development of curriculum policies
a. Education program specialist
b. Education supervisor
c. Regional director
d. Technical panel and technical committees
58. They are called the subject specialists and assigned specific subject areas in basic A
education
a. Education supervisor
b. District supervisors
c. Education program specialist
d. Technical panels and technical committees
59. Where the educational policies are being formulated? B
a. Regional level
b. National level
c. District level
d. School level
60. The enhancement of employment status, professional competence, and the working A
conditions of all personnel of the departments are created?
a. National level
b. Regional level
c. District level
d. School level

61. The strict compliance with the prescribed national criteria for the recruitment, selection A
 and training of all staff in the region and division is being ensured
a. Regional level
b. District level
c. Division level
d. School level
62. The awareness of and adherence by all schools and learning centers to accreditation B
standards prescribe by the Secretary of Education are promoted.
a. School level
b. District level
c. Division level
d. Regional level
63. The professional and instructional advice and support to the school heads and teachers A
and learning centers in the cluster are provided.
a. District level
b. School level
c. Division level
d. Regional level
64. The VMGO of the school are being set A
a. School level
b. District level
c. National level
d. Regional level
65. The faculty and staff development are being encouraged. C
a. Division level
b. District level
c. School level
d. National level
66. The legal basis for the implementation of K-12 Basic Education Program. C
a. RA 7722
b. Higher Education Act of 1994
c. RA 10533
d. EO 10355
67. The mandate of the Commission of Higher Education C
a. RA 10355
b. RA 2772
c. RA 7722
d. RA 10533
68. The circular and guide of the Higher Education Institution on the courses that should be B
offered per program
a. DepEd Order
b. CMO
c. RQuAT
d. TESDA
69. The monitoring and implementation of the policies and guidelines developed by the C
Central Office.
a. CHEd
b. DepEd
c. RQuAT
d. TESDA
70. A in RQuAT is _______________ B
 a. Association
b. Assurance
c. Aviation
d. Authority

71. The government agency that prescribe the curriculum and other requirements for the C
implementation of the program in vocational and technical courses.
a. DepEd
b. CHEd
c. TESDA
d. PCER
72. Which is one of the considerations in implementing the curriculum? C
I. Political affiliation
II. Religious organization
III. Demands of the society
IV. Faculty expertise
V. Needs of the students
a. I, II, IV, V
b. I, III, IV, V
c. III, IV, V
d. I,II, III, IV, V
73. The process of examining the goals, rationale, and structure of any curriculum C
a. Curriculum implementation
b. Curriculum planning
c. Curriculum evaluation
d. Curriculum designing
74. Which is NOT the purpose of curriculum evaluation? D
a. Essential in providing feedback to learners
b. Helpful in determining how well learners have achieved the objectives
c. To improve curriculum
d. Standardize the teaching and learning activities
75. Context, input, process and product (CIPP) is developed and published by B
______________
a. Provus
b. Stufflebeam
c. Tyler
d. Stakes
76. It pertains to new knowledge, theories, practices, or designs of the curriculum D
a. Curriculum development
b. Curriculum implementation
c. Curriculum evaluation
d. Curriculum innovation
77. It describes what students should know. D
a. Disposition
b. Skills standards
c. Performance standards
d. Knowledge standards
78. The thinking and process skills and strategies that students should acquire A
a. Skills standard
b. Content standard
c. Disposition
d. Performance standard
79. The type of curriculum innovation that aimed to promote cultural literacy and cultural B
understanding
a. Indigenous curriculum
b. Multicultural curriculum
c. Standard-based curriculum
d. Brain-based education
80. It is designed to respond to the needs of a growing number of gifted learners and to B
develop gifted potentials
a. Brain-based curriculum
b. Gifted education curriculum
c. Autonomous leaner model
d. Parallel curriculum model