PRINCIPLES AND METHODS OF TEACHING

SEMI-FINAL EXAMINATION
LICEO DE CAGAYAN UNIVERSITY

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1. If learning is defined as knowledge base with fluency to make sense the world, solve problems
and make decisions, what do the phrase a) knowledge base; b) fluency; c) make sense of
the world; d) solve problems and e) make decisions imply? (10pts)

Learning is knowledge base implies that learning revolves around both the knowledge
that the student already has, and the understanding that they are going to achieve by doing work.
It is a learning that is based around knowledge that students already have, and knowledge they
are going to be achieving, and the learning that is better connected to real life. Fluency in learning
implies the learner can deliver the knowledge that has been gained with precise experience and
practice. Make sense the world implies that learners through the knowledge that has been
gained can now understand the world around them and make interactions in the environment.
Solve problems implies that when the learners learn something, they have now the ability to
understand what the goal of the problem is, and what rules could be applied, represents the key
to solving the problem even the problem requires abstract thinking or coming up with a creative
solution. Make decisions that when learners learned, learners can now consider at the alternative
choices, identify as many of the alternatives as possible but to choose the one that has the highest
probability of success or effectiveness and best fits with its goals, desires, lifestyle, values, and
so on and produce a final choice whether it will have a positive or negative outcome. Learner will
not blame anyone on whatever the result is.

2. What are the primary and secondary laws of learning according to Thorndike? Discuss how
these laws operate in the learning process and their teaching implications. (20 pts)

The Primary Laws of Learning according to Thorndike are:

1. Law of Readiness which is also known as the “law of action tendency”. According to this
law, learning takes place when an action tendency is aroused through preparatory
adjustment, set or attitude. Learning can only take place when a student is ready to learn.
 Educational Implications of Law of Readiness:
(i) Readiness means desire to do a job. In the absence of desire learning cannot be
effective. Hence the teacher must arouse the interest or readiness of the pupils. In teaching
any topic, he must tap their previous knowledge, arouse interest for the new topic through
suitable questions and then announce the aim of the new lesson. So ‘motivation’ is one of
the important step in lesson-planning.
(ii) Curiosity is essential for learning. Hence the teacher should arouse curiosity for
learning, so that the pupils feel ready to imbibe the new experiences. Some teachers do
not prepare their pupils psychologically for their lessons. They dole out the knowledge they
possess in a mechanical way. The teacher should, before taking up the new lesson arouse
interest and curiosity by making the problems real and concrete. Abstract elements not
connected with real- life situations should be avoided.

2. Law of Exercise means that drill or practice helps in increasing efficiency and durability
of learning. - and according to Thorndike’s Stimulus - Response(S-R) theory, the
connections are strengthened with trial or practice and the connections are weakened
when trial or practice is discontinued. The more a person repeats something, the better
he is able to retain that knowledge.
Educational Implications of Law of Exercise:
(i) We should devote much of our learning time to acquiring all these facts, abilities, arts
and skills, which we shall find useful.
(ii) We should have constant practice in what has once been learnt.
(iii) Much time should not elapse between one practice and the subsequent one. Delayed
use or long disuse may cause forgetfulness.
(iv) Law of exercise cannot be applied quantitatively, because other factors also come in.
So learning is not directly proportional to the amount of exercise. Interest and purpose
coupled with repetition make repetition more effective. Thorndike himself revised his views
on ‘Law of Disuse’. He finds that disuse may play an important part as dissatisfaction with
a particular job. It is interest and satisfaction that comes in the success and repetition of
successful response which help in the selection of desired response.

3. Law of Effect is based on the emotional reaction and motivation of the student. It
emphasizes that learning is strengthened with pleasant or satisfying feeling while
unpleasant feelings tend to do otherwise. Learners are more likely to learn when they are
rewarded for learning, rather than punished for not learning.

Educational Implication of Law of Effect:

(i) As a failure is accompanied by a discouraging emotional state, it should be
avoided. The evaluation system should be so modified that nobody is called ‘a failure’. A
student may pass in 4 subjects out of 7. He should be given a certificate to that effect,
and encouraged to appear again in the other three subjects.
(ii) Reward and recognition play a great role in encouraging the pupil. Due recognition
should be given to good achievement, so that the pupil is cheered up to march forward.
 (iii) Educational guidance should be provided to all the pupils, so that no pupil become
a misfit in any subject or educational course. It is desirable to enable everyone to
experience success by guiding him to pursue the course suits him. It should be possible
to adjust the pupils and their work so that they will experience an optimum of amount of
success.
(iv) Punishments should be avoided as far as possible. Punishment produces a negative
effect, and it causes discouragement and it eliminates the response in due course. The
most effective and healthful way of establishing desirable behaviour is to reinforce it with
a feeling of satisfaction and encouragement.
(v) Interest is directly connected, with law of effect. Pupils get satisfaction in things which
interest them. Interest causes satisfaction, satisfaction promotes learning, better learning
gives higher satisfaction and thus the cycle goes on. Pupils prefer that which is pleasant
and interesting to them, while selecting books, subjects, activities, mates, games, food
and clothing. Thus the behaviour is controlled by interest and satisfaction.
(vi) Memory is also directly related to this law. Pleasant things are remembered better
than unpleasant things. What interests most, which is vital for us, what gives us great
satisfaction, is remembered the most. The pupil forgets the home-task because it is
unpleasant job for him.

The Secondary Laws of Learning according to Thorndike are:

1. Law of Primacy:
‘Learning that takes place in the beginning is the best and lasting’. Usually we say, first
impression is the best. Hence the pupils should make the right start, and be most serious
even from the first day. The learning on the first day is most vivid and strong. The teacher
also should be most serious on the first day of teaching. He must impress his students on
the very first day.

2. Law of Recency:
‘Recent acts are lasting’. We remember those things better which are recent. Hence a pupil
should revise his entire course just before the examination. Without revision, he is apt to
forget even the best assimilated matter. The revision just before the examination helps him.

3. Law of Intensity of stimulus:

‘If a stimulus is strong, the response will be strong, and vice-versa.’ The student who has
the dash or the enthusiasm makes a greater progress and achievement. The weak-willed
student achieves less. The more serious a student, the greater his achievement. From this
point of view, examinations bear a positive effect on learning, in so far as they present an
intense stimulus to study. The justification of internal assessment throughout the session is
the same. Hence, the pupils must have a stimulus to learn throughout the academic session.

4. Law of Multiple Response:

 Confronted with a new situation the organism responds in a variety of ways arriving at the
correct response.

5. Law of Set Attitude:

The learner performs the task well if he has his attitude set in the task.

6. Law of Analogy and assimilation:

The organism makes responses by comparison or analogy and assimilation. When learner
finds the similarities and dissimilarities in the lesson with daily experiences he earns better.
Hence teaching must be correlated with life experiences.

7. Law of Associative Shifting:

According to this law we can get any response, from the learner of which he is capable,
associated with any situation to which he is sensitive.

8. Law of Partial activity:

This law states that teaching should be done in parts. It is more true in the case of children’s
education

3.In the report subordinate laws of learning were also discussed. What are these subordinate
laws of learning? Explain these subordinate laws of learning? (10 pts)

The following are the Subordinate laws of Learning:

The Law of Multiple Response: This law is confronted with a new situation the learner responds
in a variety of ways arriving at the correct response. It is some like the. Trial and Error. If the
individual wants to solve a puzzle, he is to try in different ways rather than mechanically persisting
in the same way.

Law of Set Attitude: According to this law, learning is guided by a total set or attitude of the
learner, which determines not only what the learner will do but what will satisfy him/her. The
learner performs the task well if he has his attitude set in the task.

Law of Analogy and assimilation: According to this law, the individual makes use of old
experiences or acquisitions while learning a new situation. There is a tendency to utilize common
elements in the new situation as existed in a similar past situation.

Law of Associative Shifting: According to this law we may get a response, of which a learner is
capable, associated with any other situation to which he is sensitive. Sometimes, a reaction to a
certain stimulus might shift to a different one

Pre- potency of Elements: According to this law, the learner reacts selectively to the important
in the situation and neglects the other features or elements which may be irrelevant.
 4.Compare: as to Bloom’s Taxonomy, Anderson’s Taxonomy and Krathwohl’s Taxonomy as to
the lowest level to the highest level.(15 pts)

Bloom's Taxonomy 1956 Anderson and Krathwohl's Taxonomy 2000

1. Knowledge: Remembering or retrieving 1. Remembering: Retrieving, recalling, or

previously learned material. Examples of verbs that recognizing knowledge from memory.
relate to this function are: Remembering is when memory is used to
know define record name produce definitions, facts, or lists, or recite or
identify recall recognize acquire retrieve material.
relate memorize list repeat

2. Comprehension: The ability to grasp or construct 2. Understanding: Constructing meaning from

meaning from material. Examples of verbs that relate different types of functions be they written or
to this function are: graphic messages activities like interpreting,
restate identify illustrate exemplifying, classifying, summarizing,
locate discuss interpret inferring, comparing, and explaining.
report describe draw
recognize review represent
explain infer differentiate
express conclude

3. Application: The ability to use learned material, or 3. Applying: Carrying out or using a procedure
to implement material in new and concrete situations. through executing, or
Examples of verbs that relate to this function are: implementing. Applying related and refers to
apply organize practice situations where learned material is used
relate employ calculate through products like models, presentations,
develop restructure show interviews or simulations.
translate interpret exhibit
use demonstrate dramatize
operate illustrate

4. Analysis: The ability to break down or distinguish
the parts of material into its components so that its
organizational structure may be better understood.
Examples of verbs that relate to this function are:
4. Analyzing: Breaking material or concepts
into parts, determining how the parts relate or
interrelate to one another or to an overall
structure or purpose. Mental actions included in
this function are differentiating, organizing,
and attributing, as well as being able to
distinguish between the components or parts.
When one is analyzing he/she can illustrate this
mental function by creating spreadsheets,
 analyze differentiateexperiment surveys, charts, or diagrams, or graphic
compare contrast scrutinize representations.
probe investigate discover
inquire detect inspect
examine survey dissect
contrast classify discriminate
categorizededuce separate

5. Synthesis: The ability to put parts together to form 5. Evaluating: Making judgments based on
a coherent or unique new whole. Examples of verbs criteria and standards through checking and
that relate to this function are: critiquing. Critiques, recommendations, and
compose plan propose reports are some of the products that can be
produce invent develop created to demonstrate the processes of
design formulate arrange evaluation. In the newer taxonomy evaluation
assemble collect construct comes before creating as it is often a necessary
create set up organize part of the precursory behavior before creating
prepare generalize originate something.
predict document derive Remember this one has now changed
modify combine write places with the last one on the other side.
tell relate propose

6. Evaluation: The ability to judge, check, and even 6. Creating: Putting elements together to form a
critique the value of material for a given purpose. coherent or functional
Examples of verbs that relate to this function are: whole; reorganizing elements into a new
judge argue validate pattern or structure through generating,
assess decide consider planning, or producing. Creating requires
compare choose appraise users to put parts together in a new way or
evaluate rate value synthesize parts into something new and
conclude select criticize different a new form or product. This process is
measure estimate infer the most difficult mental function in the new
deduce taxonomy.
This one used to be #5 in Bloom's known as
synthesis.

5.Accountability Learning Lesson; objectives must be smart. What does the acronym stand for?
Elaborate its meaning. (15 pts)
 S.M.A.R.T. is an acronym that is used to guide the development of measurable goals.
Each objective should be: Specific, Measurable w/Measurement, Achievable, Relevant, and
Time-Oriented

Specific: Specific answers the questions "what is to be done?" "how will you know it is done?"
and describes the results (end product) of the work to be done. The description is written in such
a way that anyone reading the objective will most likely interpret it the same way. To ensure that
an objective is specific is to make sure that the way it is described is observable. Observable
means that somebody can see or hear (physically observe) someone doing something.

Measurable w/Measurement: Measurable w/Measurement answers the question "how will you
know it meets expectations?" and defines the objective using assessable terms (quantity, quality,
frequency, costs, deadlines, etc.). It refers to the extent to which something can be evaluated
against some standard. An objective with a quantity measurements uses terms of amount,
percentages, etc.. A frequency measurement could be daily, weekly, 1 in 3. An objective with a
quality measurement would describe a requirement in terms of accuracy, format, within university
guidelines.

Achievable: Achievable answers the questions "can the person do it?" "Can the measurable
objective be achieved by the person?" "Does he/she have the experience, knowledge or
capability of fulfilling the expectation?" It also answers the question "Can it be done giving the
time frame, opportunity and resources?" These items should be included in the SMART objective
if they will be a factor in the achievement.

Relevant: Relevant answers the questions, "should it be done?", "why?" and "what will be the
impact?" Is the objective aligned with the S/C/D’s implementation plan and the university’s
strategic plan?

Time-oriented: Time-oriented answers the question, "when will it be done?" It refers to the fact
that an objective has end points and check points built into it. Sometimes a task may only have
an end point or due date. Sometimes that end point or due date is the actual end of the task, or
sometimes the end point of one task is the start point of another. Sometimes a task has several
milestones or check points to help you or others assess how well something is going before it is
finished so that corrections or modifications can be made as needed to make sure the end result
meets expectations. Other times, an employee’s style is such that the due dates or milestones
are there to create a sense of urgency that helps them to get something finished.

6.Define a) Teaching Approach b) Teaching Strategy c) Teaching Method d) Teaching Technique.

Differentiate with an example for each. (20 pts)
a) Teaching Approach is a set of principles, beliefs, or ideas about the nature of learning
which is translated into the classroom.
 b) Teaching Strategy is a long term plan of action designed to achieve a particular goal.
c) Teaching Method is a systematic way of doing something. It implies an orderly logical
arrangement of steps. It is more procedural. The term teaching method refers to the
general principles, pedagogy and management strategies used for classroom instruction.
Your choice of teaching method depends on what fits you — your educational philosophy,
classroom demographic, subject area(s) and school mission statement.
d) Teaching Technique is a well-defined procedure used to accomplish a specific activity or
task.

Examples of Teaching Approach:

Teacher Centered Approach, Learner Centered Approach, Constructivist Approach

Examples of Teaching Strategies:

Active learning it consists of promoting the engagement of students in their own learning. Under
this strategy, students’ discussions, group work, co-operation, reflection and the necessary
support to foster these activities play a central role. Furthermore, the inclusion and use of
information and communication technologies (ICT) in the classroom can help to foster an
interactive and individual learning environment.
Cognitive activation refers to the use of practices capable of challenging students in order to
motivate them and stimulate higher order skills, such as critical thinking, problem solving and
decision making. This strategy not only encourages students to find creative and alternative ways
to solve problems, but enables them to communicate their thinking processes and results with
their peers and teachers.
Teacher-directed instruction refers to teaching practices that rely, to a great extent, on a
teacher’s ability to deliver orderly and clear lessons. Making explicit the learning goals, providing
a summary of previous lessons or asking short, fact-based questions are examples of practices
that help to structure lessons.

Examples of Teaching Methods:

Lecturing: The lecture method is just one of several teaching methods, though in schools it's
usually considered the primary one. The lecture method is convenient for the institution and cost-
efficient, especially with larger classroom sizes. This is why lecturing is the standard for
most college courses, when there can be several hundred students in the classroom at once;
lecturing lets professors address the most people at once, in the most general manner, while still
conveying the information that they feel is most important, according to the lesson plan. While the
lecture method gives the instructor or teacher chances to expose students to unpublished or not
readily available material, the students plays a passive role which may hinder learning. While this
method facilitates large-class communication, the lecturer must make constant and conscious
effort to become aware of student problems and engage the students to give verbal feedback. It
can be used to arouse interest in a subject provided the instructor has effective writing and
speaking skills.

Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration

method, is the process of teaching through examples or experiments. The framework mixes the
instructional strategies of information imparting and showing how.[For example,
a science teacher may teach an idea by performing an experiment for students. A demonstration
may be used to prove a fact through a combination of visual evidence and associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow students to
personally relate to the presented information. Memorization of a list of facts is a detached and
impersonal experience, whereas the same information, conveyed through demonstration,
becomes personally relatable. Demonstrations help to raise student interest and reinforce
memory retention because they provide connections between facts and real-world applications of
those facts. Lectures, on the other hand, are often geared more towards factual presentation than
connective learning.
One of the advantages of the demonstration method involves the capability to include different
formats and instruction materials to make the learning process engaging.[7] This leads to the
activation of several of the learners' senses, creating more opportunities for learning. [8] The
approach is also beneficial on the part of the teacher because it is adaptable to both group and
individual teaching. While demonstration teaching, however, can be effective in teaching Math,
Science, and Art, it can prove ineffective in a classroom setting that calls for the accommodation
of the learners' individual needs.
Collaborating: Collaboration allows student to actively participate in the learning process by
talking with each other and listening to others opinions. Collaboration establishes a personal
connection between students and the topic of study and it helps students think in a less personally
biased way. Group projects and discussions are examples of this teaching method. Teachers may
employ collaboration to assess student's abilities to work as a team, leadership skills, or
presentation abilities.
Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some
preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the
teacher only giving short feedback at the end or in the following lesson.
Some examples of collaborative learning tips and strategies for teachers are build trust, establish
group interactions, keeps in mind the critics, include different types of learning, use real-world
problems, consider assessment, create a pre-test and post-test, use different strategies,help
students use inquiry and use technology for easier learning.

Examples of Teaching Techniques:

1. Flipped Classroom (Inverting your class):

The Flipped Classroom Model basically involves encouraging students to prepare for the
lesson before class. Thus, the class becomes a dynamic environment in which students
elaborate on what they have already studied. Students prepare a topic at home so that the class
the next day can be devoted to answering any questions they have about the topic. This allows
students to go beyond their normal boundaries and explore their natural curiosity.
2. Design Thinking (Case Method):

This technique is based on resolving real-life cases through group analysis, brainstorming,
innovation and creative ideas. Although “Design Thinking” is a structured method, in practice it
can be quite messy as some cases may have no possible solution.

However, the Case Method prepares students for the real world and arouses their curiosity,
analytical skills and creativity. This technique is often used in popular MBA or Masters classes to
analyze real cases experienced by companies in the past.

3. Self-learning:

Curiosity is the main driver of learning. As a basic principle of learning, it makes little sense to
force students to memorize large reams of text that they will either begrudgingly recall or instantly
forget. The key is to let students focus on exploring an area which interests them and learn about

4. Gamification:

Learning through the use of games is one of the teaching methods that has already been explored
especially in elementary and preschool education. By using games, students learn without even
realizing. Therefore, learning through play or ‘Gamification‘ is a learning technique that can be

5. Social Media:

A variant of the previous section is to utilize social media in the classroom. Students today are
always connected to their social network and so will need little motivation to get them engaged
with social media in the classroom. The ways you can use teaching methods are quite varied as

6. Free Online Learning Tools:

There is an array of free online learning tools available which teachers can use to encourage
engagement, participation and a sense of fun into the classroom. Teachers can create an
interactive and dynamic classroom environment using, for example, online quizzes to test
student’s knowledge.

7. Differentiate a Teacher-Centered Approach and Learner-Centered Approach.

Teacher-Centered Approach is the traditional approach used by educators in the

classroom. This approach is very regimented. Teachers choose the course materials based on
the curriculum they are required to cover by the end of the semester. Learners success is based
upon a measure of individual performance in comparison to the work of the rest of the class.
Emphasis is placed on the instructor in the teacher- centered classroom. The lecture in this
approach follows a strict format where the teacher talks and the learners listen to what the teacher
has to say. The classroom is very quiet. Classroom objectives are measured upon the amount of
material covered, not necessarily the level of learning achieved by each learner. Learners are all
given of the same learning goals, which are based on the information covered in the class.
The learner-centered learning implies that students become active participants of the
learning process instead of mere subjects to the learning process as used to be the case of the
teacher-centered approach. The student-centered learning can become successful through the
engagement of students in the learning process when they participate in the development of the
plan of the learning process, when their interests and needs are taken into consideration by
educators in the course of the development of lesson plans and curriculum, when students can
evaluate and assess the work of each other and when they can work autonomously, whereas
educators perform the role of guides. Learner-centered approach is viewed as a progressive
approach to teaching. The focus is to make learner more aware of the material they are learning,
and why it is important. Teachers want to make learners more active in the classroom by
encouraging them to interact with one another. The teacher measures achievement based on the
individual learner performance, instead of comparing each person to their peers.

8. After understanding the different methods and approaches from the report you can put together
some of the characteristics of the teaching methods that have been proven to be effective are
enumerated below. Describe briefly the following teaching methods. (20 pts)
a) Interactive teaching is a means of instructing whereby the teachers actively involve the
students in their learning process by way of regular teacher-student interaction, student-
student interaction, use of audio-visuals, and hands-on demonstrations. The students are
constantly encouraged to be active participants.
b) An integrative approach is a well-organized approach anchored on real life situation that
include learners’ interests and needs creating a variety of meaningful activities and
learning experiences.
c) Inquiry based teaching approach is mainly involving the learner and leading him to
understand. Inquiry here implies on the possessing skills and attitude of yours, which
allows you to ask questions about new resolutions and issues while you are gaining new
information.
d) Collaborative learning is an umbrella term for a variety of approaches in education that
involve joint intellectual effort by students or students and teachers. Collaborative learning
refers to methodologies and environments in which learners engage in a common task in
which each individual depends on and is accountable to each other. It involves use of
small groups so that all students can maximize their learning and that of their peers. It is
a process of shared creation: two of more individuals interacting to create a shared
understanding of a concept, discipline or area of practice that none had previously
possessed or could have come to on their own. Collaborative learning activities can
include collaborative writing, group projects, and other activities.
The idea of collaborative learning is linked to cooperative learning and concepts found in
learning organizations, learning communities and communities of professional learning.
 e) Constructivist teaching is based on the belief that learning occurs as learners are actively
involved in a process of meaning and knowledge construction as opposed to passively
receiving information. Learners are the makers of meaning and knowledge.
f) Varied teaching approach Use multiple teaching methods and modes of instruction.
g) Experiential learning entails a hands-on approach to learning that moves away from just
the teacher at the front of the room imparting and transferring their knowledge to students.
Experiential learning is the process of learning through experience, and is more
specifically defined as "learning through reflection on doing
h) Reflective teaching is a process where teachers think over their teaching practices,
analyzing how something was taught and how the practice might be improved or changed
for better learning outcomes. Some points of consideration in the reflection process might
be what is currently being done, why it's being done and how well students are learning.
You can use reflection as a way to simply learn more about your own practice, improve a
certain practice (small groups and cooperative learning, for example) or to focus on a
problem students are having. Let's discuss some methods of reflective teaching now.

9. What are some things to remember in constructing a good test?

Test construction requires a systematic organized approach if positive results are to be expected.
Firstly, the objective must be well defined. A good test must possess a very high validity. It must
have a high reliability. It must be very objective in nature. It must pick out the good students from
the poor i.e. it must possess high discriminating power. It must be very comprehensive. It must
be easy to use. Its administration and scoring must be easy and there must be economy of time
and 'effort. Norms established on the basis of its results must be satisfactory. There are numerous
points which are common to all types of tests and items which must be observed in constructing
a test. Some of the more important are given below

1. Avoid obvious, trivial, meaningless and ambiguous items;

2. Observe the rules of rhetoric, grammar and punctuation;
3. Avoid items that have no answer upon which all experts will agree;
4. Avoid trick, or catch items that are so phrased that the correct answer depends on a
single obscure key word.to which even good students are unlikely to give sufficient
expression.
5. Avoid items which contain irrelevant clues.
6. Avoid items which furnish the answers to other items. All the pupils are to take the
same tests and permit no chance among items. Pupils cannot be compared with one
another unless they all take the same tests.

10. What are the criteria of good test? Discuss these criteria exhaustively.
There are some criteria of a good test according to some expert. A good test should have
(1) Validity, (2) Reliability, (3) Level of difficulty, (4) Discrimination Power, and (5) The Quality of
Options.
Validity refers to the extent to which an instrument really measures the objective to be
measured and suitable with the criteria. In other words, a test can be said to be valid to the extent
that it measures what it is supposed to measure. If the test is not valid for the purpose for which
its design, the scores do not mean what they are supposed to mean. Reliability refers to the
consistency of measurement that is, to see how consistent test scores or other evaluation results
are from one measurement to another. It means that a test is administered to the same condition
on different occasion, the extent that it produces different result, it is not reliable. Discrimination
power is an aspect of item analysis, discrimination power tells about which is the item
discriminates between the upper group students and the lower group students. Difficulty level is
one of kind of item analysis. Level of difficulty was concerned with how difficulty or easy the item
for the students. The quality of options is a distribution of tests in deciding alternatives on a
multiple choice test. It is obtained by calculating the number of testees who choose the
alternatives A, B, C, or D or those who do not choose any alternatives. From this way, the teachers
would be able to identify whether distracters function well or bad.

11. Enumerate the different types of test mentioned in the report of Group 3. Define each and cite
advantages and disadvantages of these different types of test.
The different types of tests are Intelligence tests; Personality tests; Aptitude tests;
Performance tests; Achievement tests; Comprehensive exams; Standardized tests and
Teacher-made tests.

1. Intelligence quotient (IQ) testing holds numerous advantages and disadvantages. This
type of testing can help educators to adapt classes and work to suit students' needs by
identifying gifted and struggling students. However, it can lead to a range of problems,
such as stereotyping and a lack of motivation in test subjects.
The Advantages of IQ Testing

Measuring IQ allows one to predict success in a variety of activities and to measure a person's
ability to perform socially and compete economically. It reveals a person's strengths and
weaknesses and highlights talents people don't know they have, improving educational and skills
development. This type of testing provides a standardized method of comparing children's abilities
and performance, accurately predicts scholastic achievement and identifies gifted students. This
allows parents, caregivers and teachers to tailor education to individual needs. IQ tests are also
invaluable tools when working with handicapped children.
The Disadvantages of IQ Testing

IQ tests have severe limitations because they restrict people's understanding of intelligence and
do not test all situations that show intelligent behavior. These tests do not consider the
multidimensional nature of intelligence and are not always accurate in predicting success.
Typically, IQ tests measure only verbal and mathematical abilities despite the fact that
psychologist Howard Gardner identified at least seven types of intelligence

2. Personality tests are assessments that provide insight into important but intangible
information about candidates, such as their personality, values and work preferences.
Armed with this information, human resource managers are able to gain insight into how
 well a candidate might fare in any given job. The pros and cons of personality testing are
significant, and companies must weigh them carefully before deciding on their use.

Advantages of Personality Testing

Personality testing can certainly provide substantial benefits to hiring managers. As a concept,
they have been praised for several reasons:
 Knowing the unique information personality tests provide can help hiring managers assess
a candidate’s fit into company culture.
 Personality tests allow hiring managers to better understand how to keep individual
employees engaged and motivated at work.
 Well-designed, standardized assessments allow an organization to improve its legal
defensibility by providing a fairer method of candidate comparison.
 Personality tests can reduce the chance of putting the wrong person in the wrong role (a
mistake that can be costly).

Disadvantages of Personality Testing

For all their positive qualities, personality tests also have drawbacks. Criticisms include:
 Time. Personality tests can be time-consuming, which may lead to job candidate
frustration or even loss to other companies.
 Money. Personality tests can be costly to administer.
 Accuracy. While useful for gaining behavioral insight, personality tests are not always the
best indicators of how successful an individual will be in a job.
 Reliability. Candidates often answer personality tests by choosing answers they believe
employers want to hear. This can make test results difficult to interpret or even invalid.