Final Examination in
ENG 3113
Teaching English in the Elementary Grades (Language Arts)
First Semester, AY 2024-2025
INSTRUCTIONS: READ THE STATEMENTS AND QUESTIONS CAREFULLY. CHOOSE THE LETTER OF YOUR CHOICE BY
SHADING ON THE ANSWER SHEET.
1. A teacher asks students to write a short essay summarizing a poem
they studied in class. This task is an example of:
A. Traditional
C. Diagnostic
B. Authentic
D. Summative
2. In a speaking class, students are tasked with role-playing as
participants in a job interview. This type of assessment is:
A. Traditional
C. Summative
B. Authentic
D. Diagnostic
3. A teacher gives students a multiple-choice test on grammar rules.
This is an example of:
A. Authentic
C. Formative
B. Traditional
D. Peer
4. To assess vocabulary acquisition, students are asked to use ten new
words in a paragraph that reflects their personal experience. This is
an example of:
A. Authentic
C. Formative
B. Traditional
D. Diagnostic
5. In a writing class, students are tasked with rewriting a news article
in their own words. This is an example of:
A. Traditional
C. Summative
B. Peer
D. Authentic
6. While designing a rubric for a reading comprehension test, what
aspect should the teacher prioritize?
A. Providing equal weight to all performance criteria
B. Adding extra categories unrelated to reading skills
C. Focusing exclusively on vocabulary usage
D. Including descriptors for understanding main ideas and supporting
details
7. In an oral speaking assessment, the teacher’s rubric focuses on
pronunciation, fluency, vocabulary, and body language. Why is this
rubric effective?
A. It assesses multiple dimensions of communication
B. It eliminates subjectivity from grading
C. It reduces grading time significantly
D. It only focuses on accuracy
8. A rubric for evaluating creative writing includes categories for
originality, language use, and adherence to the prompt. Which
category might need clarification?
A. Originality
C. Adherence to the prompt
B. Language use
D. All categories
9. A rubric for a class debate includes “clarity of argument,”
“relevance of points,” and “engagement with opposing views.”
Which element enhances the rubric’s authenticity?
A. Adding a general score for participation
B. Including criteria for engaging in counterarguments
C. Focusing only on grammar accuracy
D. Limiting evaluation to the debate's outcome
10. For a listening comprehension task, a teacher’s rubric includes
“understanding main ideas,” “recognizing details,” and “writing a
summary.” What is a potential limitation?
A. Overlap between “understanding main ideas” and “recognizing
details”
B. Including too many categories for a single skill
C. Failing to assess pronunciation
D. Ignoring vocabulary acquisition
11. A teacher wants to monitor student progress during a lesson on
vocabulary. Which activity best represents formative assessment?
A. Administering a final test at the end of the unit
B. Giving students a list of words to memorize for homework
C. Asking students to complete a quick matching exercise during the
lesson
D. Assigning an essay to be graded at the end of the week
12. In a writing class, the teacher provides feedback on students’
drafts before the final submission. This is an example of:
A. Summative
C. Formative
B. Peer
D. Diagnostic
13. During a speaking activity, the teacher observes and notes
common pronunciation errors. This formative assessment technique
is called:
A. Peer evaluation
C. Observation and feedback
B. Diagnostic assessment
D. Performance grading
14. During a group writing task, the teacher walks around the room
and offers guidance. Why is this formative?
A. It focuses on improving the process rather than grading the
product
B. It evaluates group dynamics and teamwork skills
C. It gathers data for report cards
D. It ensures that all groups are using correct grammar
15. A teacher uses a short quiz to identify which grammar rules need
more explanation. How does this function as formative assessment?
A. It identifies gaps in understanding for immediate reteaching
B. It provides a final grade for the unit
C. It determines student performance for external reporting
D. It measures long-term mastery of concepts
16. Students are encouraged to reflect on their speaking performance
using a checklist. This activity is:
A. Summative
C. Diagnostic
B. Self-directed formative
D. Peer
17. Why might a teacher choose to use formative assessment in a
listening activity?
A. To grade students on their listening accuracy
B. To diagnose learning disabilities
C. To identify comprehension gaps and adjust teaching methods
D. To provide a performance ranking
18. A teacher uses a rubric to provide formative feedback on group
presentations. Why is this approach effective?
A. It ensures consistency and clarity in feedback
B. It avoids using subjective observations
C. It focuses solely on grammar accuracy
D. It ranks the groups based on performance
19. Students complete a brainstorming activity for an essay. How can
the teacher use this as formative assessment?
A. Grade the brainstorming sheets as a final product
B. Provide feedback on the organization of ideas to guide drafting
C. Ignore the activity and focus on the final essays
D. Use the activity to rank students’ creativity
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20. In a peer feedback session, students exchange essays and provide
constructive comments. This technique supports formative
assessment by:
A. Allowing students to grade each other’s work
B. Helping students learn from peers and improve their drafts
C. Reducing the teacher’s grading workload
D. Ranking student essays for future assignments
21. A teacher introduces a leaderboard for vocabulary quizzes to
motivate students. What aspect of gamification is being used?
A. Competition and achievement
B. Collaboration and teamwork
C. Exploration and discovery
D. Personal reflection
22. Why might a teacher use a point-based system for class
participation in an English-speaking activity?
A. To create a summative assessment tool
B. To standardize grading across the class
C. To encourage active engagement and reward effort
D. To replace traditional methods of evaluation
23. In a grammar lesson, the teacher integrates a digital game that
awards badges for correct answers. What benefit does this gamified
approach provide?
A. It ensures mastery of the material
B. It replaces the need for teacher feedback
C. It simplifies grading for the teacher
D. It prevents students from making mistakes
24. A teacher creates a scavenger hunt where students find clues and
solve riddles related to English idioms. What principle of
gamification is being applied?
A. Collaboration and teamwork
B. Immediate feedback and reward
C. Exploration and discovery
D. Mastery through repetition
25. In a reading comprehension activity, students earn points for
completing sections correctly. What should the teacher ensure to keep
the activity balanced?
A. Points are distributed randomly
B. The point system aligns with the learning objectives
C. Points are only awarded to the fastest students
D. Points are only used to grade performance
26. In a vocabulary-building game, students lose points for incorrect
answers. How might this impact motivation?
A. It fosters a positive, risk-free environment for learning
B. It encourages strategic thinking and careful decision-making
C. It may discourage students
D. It eliminates the need for further instructional support
27. Students enjoy a gamified reading activity but struggle to recall
key details afterward. What should the teacher focus on next time?
A. Aligning the game’s objectives more closely with learning goals
B. Making the game more competitive
C. Reducing the fun elements to focus on content
D. Increasing the difficulty level of the game
28. The teacher finds that students are overly focused on earning
points rather than understanding content. How can this issue be
addressed?
A. Remove points entirely and focus on traditional methods
B. Connect points to specific learning milestones and objectives
C. Only reward students who achieve perfect scores
D. Use points exclusively for behavior management
29. Students use a mobile app to practice vocabulary, earning coins to
unlock levels. What gamification principle is at work here?
A. Mastery through repetition
B. Incentives and progression mechanics
C. Peer collaboration and feedback
D. Punishment for incorrect answers
30. Students participate in a gamified storytelling challenge. How can
the teacher ensure the activity promotes long-term learning?
A. Follow up with reflective discussions on language use and
creativity
B. Focus solely on awarding winners of the challenge
C. Repeat the activity weekly
D. Use it as a standalone activity
31. A teacher plans a vocabulary lesson with three versions of a
worksheet: one with definitions, one with fill-in-the-blanks, and one
requiring original sentence creation. What principle of differentiated
instruction is being applied?
A. Adjusting content delivery C. Assigning homogeneous grouping
B. Providing tiered activities D. Using summative assessments
32. In a mixed-ability English class, the teacher provides audio
recordings of reading passages for some students while others read
silently. This approach demonstrates differentiation in:
A. Process
C. Product
B. Content
D. Environment
33. Why might a teacher use flexible grouping during a writing
lesson?
A. To ensure all students are exposed to the same instructional
material
B. To allow students to work with peers at a similar skill level or
interest
C. To make grading more efficient
D. To reduce the number of groups the teacher needs to monitor
34. In a poetry unit, students can choose between writing a poem,
illustrating a poem, or performing a dramatic reading. What is this an
example of?
A. Differentiation by process
C. Differentiation by environment
B. Differentiation by content
D. Differentiation by product
35. A teacher notices that some students struggle with complex
instructions during group activities. What adjustment would support
differentiation?
A. Provide written and visual instructions
B. Eliminate group work altogether
C. Give all students the simplest instructions
D. Rely on peer leaders to explain the tasks
36. In a speaking activity, one group practices simple dialogues,
while another discusses abstract topics. What makes this activity
differentiated?
A. Students have varying roles in the discussion
B. The teacher groups students by their speaking proficiency levels
C. It focuses on one skill for all students
D. All groups work on identical tasks
37. A teacher lets students choose between writing an essay or
creating a podcast to demonstrate their understanding of a novel. This
differentiation focuses on:
A. Product
C. Content
B. Process
D. Environment
38. A teacher struggles to manage multiple differentiated activities in
a single lesson. What could help streamline the process?
A. Use rotational stations to organize tasks
B. Assign the same activity to all students
C. Eliminate differentiation and focus on a whole-class approach
D. Let students manage their own activities without guidance
39. A teacher adapts seating arrangements for students with different
needs: a quiet corner for independent readers and a collaborative area
for group work. This demonstrates differentiation by:
A. Content
C. Environment
B. Process
D. Product
40. For a listening activity, the teacher provides transcripts for
students who struggle with auditory processing. What is this
adjustment called?
A. Differentiation by product
C. Differentiation by process
B. Differentiation by environment
D. Differentiation by content