Review

1. The editor found the news story not so entertaining.
He found it full of:
A. Adjectives
B. Verbs
C. Pronouns
D. Adverbs
2. On the street of this position of Gods world, I feel neighbor to a rat, so brother of a worm.
Forever chasing rainbows at muddy margins The line on Quemadas poem is saying that:
A. Life is fruitful.
B. Life is not worth living.
C. Life is empty and meaningless.
D. Life is full of challenges.
3. The whale has no famous author and whaling, no famous chronicles. Based on this line
from the novel, Moby Dick is treated as:
A. Whaling is not truly structured.

B. Whales are ordinary creatures.
C. Whale is a wild mammal that hunts mariners.
D. Whaling is an old hobby.
4. Venus is an exemplification of feminine pulchritude.
A. Plain
B. Beauty
C. Ugliness
D. Homeliness
5. Samanthas eyes are blurred and her eyes ached. She ___ at the computer for six long hours.
Finally, she took a break.
A. Was seated
B. Has seated
C. Would have seated
D. Had been seated
6. After seven depressing years, Mitch finally quit the job. She ___ along with her superior for a
long time before she finally decided to look for a new position.
A. Didnt get
B. Isnt getting
C. Hasnt been getting
D. Hadnt been getting
7. Five years of intensive language study are required for second-language learners. Chu Li ___
English for three years, but she will need more training to be more proficient.
A. Has studied
B. Will have studying
C. Has been studying
D. Will be studying
8. The laborers are so happy that ___ now reaping the fruit of ___ efforts.
A. Theyre their
B. Theyre there
C. There their
D. Their their
9. The seatwork is difficult for Paul and __.
A. Myself
B. I
C. Me
D. Himself
10. The candy can smells ___.
A. Sweet
B. Sweetly
C. Sweeter
D. More sweet
11. What is the biggest hindrance in learning a second language.
A. Grammar
B. Structure of language
C. Imagery
D. Cross-cultural issues
12. Which of the following words has the /z/ end sound?
A. Maps
B. Jokes
C. Laughs
D. Buys
13. Which among these words has the voiced /th/ sound?
A. Thank
B. Breathe
C. Teeth
D. Health
14. Which of the words below has the /zh/ sound?
A. Ships
B. Shore
C. She
D. Leisure
15. Which among these words has the /id/ end sound?
A. Praised
B. Mailed
C. Judged
D. Needed
16. Audio-lingual is a new language-teaching approach that mainly focuses on ___.
A. Syntax
B. Structure
C. Reading
D. Pronunciation
17. Rubric as a measuring instrument is best used in assessing ___.
A. Sentence structure
B. Oral recitation
C. Multiple-choice test
D. Dictation test
18. Which among these words has the starting voice /th/ sound?
A. Thank
B. These
C. Think
D. Thing
19. Manuel Arguilla wrote the Juan Tamad series. He is famous in injecting ___ in his stories.
A. Urbanity
B. Cosmopolitanism
C. Local color
D. Ranch life
20. Who wrote the novel the Jungle Book?
A. Victor Hugo
B. Rudyard Kipling
C. William March
D. K.L. Mansfield
21. This is Victor Hugos masterpiece about the French Revolution.
A. Les Miserables
B. Hunchback of Notre Dame
C. Anna Karenina
D. Fathers and Sons
22. A comma indicates _.
A. Pause
B. Slight pause
C. Longer pause
D. No pause
23. Which word has the c pronounced as k?
A. Century
B. Cold
C. City
D. Censure
24. Which word is accented on the first syllable?
A. Fifteen
B. Out-speak
C. Understand
D. Heaven
25. Which word has the c pronounce as s?
A. Censure
B. Connote
C. Comma
D. Collaborate
26. Loreto Paras Sulits short story that revolves around the theme that beauty can be danger is titled
_.
A. The Harvest
B. The Beautiful Stranger
C. Desire
D. Beautiful Liar
27. Shes riding ___ a plane.
A. In
B. On
C. At
D. Into
28. Robert Frosts poems are commonly about ___.
A. Beautiful girls
B. Decision-making and fate
C. God and faith
D. End of the world
29. F. Scot Fitzgeralds story about a boy who was born old and gets younger every day
A. The Curious Case of Benjamin Button

B. The Great Gatsby
C. The Innocent Boy
D. Growing Young
30. In the ballet presentation Swan Lake by Tchaikovsky, who seduced the prince?
A. Black Swan
B. Golden Swan
C. Swan Witch
D. Ugly Duckling
31. In Chaucers Canterbury Tales, which tale talks about three friends who killed each other for the
chest filled with treasures?
A. Pardoners Tale
B. Knights Tale
C. Merchants Tale
D. The Nun Priests Tale
32. Rabindranath Tagores poem Innermost One is taken from the collection devotional songs title
___.
A. Gitanjali
B. Shakuntala
C. Ramayana
D. Mahabharata
33. It determines if a sound is voiced or voiceless.
A. Ovula
B. Voice box
C. Tongue
D. Alveolar Ridge
34. Family of consonant sounds where the air is held back for a moment before it is released abruptly
A. Fricatives
B. Plosives
C. Affricates
D. Glides
35. Paz Marquez Benitez wrote a love triangle amongst Alfredo, Esperanza and Julia. What is the
title of this masterpiece?
A. Wedding Dance
B. Dead Stars
C. Desire
D. Tatsulok
36. What makes the sentence bellow erroneous?
I have written a letter yesterday.
A. Yesterday
B. Have
C. A
D. Letter
37. What is not true about the present perfect tense?
A. The action started somewhere in the past and continued up until present.
B. It must bear with it the auxiliary verb has/have, plus the past participle form of the verb.
C. The action is still happening at present or just recently ended.
D. The action is happening at present and may still happen in the future.
38. He is considered the father of essay.
A. Michel de Montaigne
B. Francis Bacon
C. William Shakespeare
D. George Elliot
39. Which work of Leo Tolstoy is about the Napoleonic Invasion in Russia?
A. War and Peace

B. Anna Karenina
C. God Sees the Truth but Waits
D. Fathers and Sons
40. The film Tatarin is based on the short story by Nick Joaquin ___.
A. May Day Eve

B. Summer Solstice
C. Three Generations
D. Woman Two Navels
41. Read the poem below.
The angels, not half so happy in Heaven,

Went envying her and me
Yes!that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.
What can be the cause of death of Annabel Lee?
A. Consumption
B. Dengue
C. HIV
D. Hepatitis
42. Who is considered as the father of detective stories?
A. Edgar Allan Poe

B. William Shakespeare
C. Robert Frost
D. Shoguna
43. The vellum is also known as the _.
A. Hard palate
B. Soft palate
C. Uvula
D. Alveolar Ridge
44. In Carlo Bulusans My Father Goes to Court, what was the accusation of the rich father?
A. Stealing the aroma of the food

B. Stealing the kitchen utensils
C. Stealing the gold bars under their bed
D. Cheating on his wife
45. In Paz Latorenas story Desire, the main character has a sexy body but a _.
A. Homely face
B. Twisted mind
C. Scaly skin
D. Low IQ
46. The lines below are taken from what Shakespearean play?
If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die?
And if you wrong us, shall we not revenge?
A. Romeo and Juliet

B. Merchant of Venice
C. Hamlet
D. Macbeth
47. What is true about the past perfect tense?
A. There must be two past actions.

B. The auxiliary verb must be has.
C. The main verb must be in the present participial form.
D. The auxiliary verb had must not be used.
48. Dante Alighieris Divine Comedy is originally titled:
A. Comedia
B. DivinaComedia
C. Comedia de Divina
D. D. Divina de CovalandiaComedia
49. Divine Comedy is a trilogy. Which of the three is most widely read?
A. Purgatory
B. Bel and the Dragon
C. Paradise
D. Inferno
50. Who is considered as the master of short story writing?
A. Edgar Alan Poe

B. Leo Tolstoy
C. Jose Rizal
D. Rudyard Kipling
51. The novel Crime and Punishment was written by _.
A. Fyodor Dostoyevsky
B. Leo Tolstoy
C. Anton Chekov
D. Ivan Turgenev
52. This tense connotes actions that are happening at present time.
A. Present tense
B. Past
C. Progressive
D. Present
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#9 DRILLS FOR GEN. ED.

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RATIONALIZATIONS.
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25. The teacher as well as her students ___ to attend the seminar on drug abuse.
A. Need
B. Needs
C. Have
D. Are
Remember the simple rule that the agreement between a subject and a verb is not affected
by intervening words. A prepositional phrase was used as intervening words in this item.
What is the subject here? The teacher. What is the number of the subject? Singular.
Therefore, the verb must also be singular.
The only singular verb among the options is B - Needs.
26. Scientists ___ evolution as a change within a period of time.
A. Defines
B. Define
C. Has defined
D. Is defining
If a statement is made to denote a factuality, it must be in the simple present tense. The
answer for this item is B - Define.
Although A - Defines - is also in the simple present tense, it cannot be the answer since it is
a singular verb. The subject is a plural noun; therefore, the verb must also be in the plural
form.
Option C - Has defined - is in the perfect present tense, which denotes completion and
perfection. Option D - Is defining - is in the progressive present tense, which denotes an
action taking place with continuity or at the present time.
27. A number of heinous crimes ___ recorded by the police since the start of this
year.
A. Have already been

B. Are already being
C. Has already been
D. Have already being
The expression "a number" does not affect the number of the subject, thus, having no effect
on the agreement between the subject and the verb. So, when we say "A number of guests
have arrived," we say so with grammatical accuracy.
On the other hand, when we say "The number of enrollees have increased," we are
committing a grave structural flaw since the expression "the number" affects the agreement
between the subject and the verb.
The answer is C - Has already been.
Option D - Have already being - is in itself structurally inconsistent. Why, because a

progressive verb to exist in any verb phrase, there must be a be-verb helping it. The proper
phrasing should have been "Has been being."
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RATIONALIZATIONS.
22. Is your office always busy? No. Rarely _____ so busy.
A. This place being

B. Is this place
C. This place is
D. Does this place
23. Where's your mom? She's in the backyard, ___ the dogs.
A. Shampooing
B. To shampooing
C. To shampoo
D. For shampooing
24. Did you paint your car by yourself? No, I _____ professionally.
A. Have done it
B. Had done it
C. Had it done
D. Had gone
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
19. Which ends with /d/?
A. Joked
B. Walked
C. Laughed
D. Played
20. Which words ends with /z/?
A. Maps
B. Jokes
C. Laughs
D. Buys
21. How long ___ Japanese?

A. Are you learning
B. Have you been learning
C. Do you learn
D. Have you learned
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
16. Which of the following is NOT voiced?
A. /f/
B. /b/
C. /v/
D. /d/
17. Which of the following does not belong?
A. Mean
B. Sheet
C. Cheap
D. Ship
18. What kind of day is it? It is a cold day! What word should receive the most
emphasis to answer the question?
A. Is
B. Cold
C. Day
D. This
No comments:
SOON AS POSSIBLE.

RATIONALIZATIONS.
13. Never GLOAT about anything. What does the emphasized word mean?
A. Scoff
B. Deride
C. Brag
D. Belittle
14. That is your assignment. In the preceding sentence, which word has to get more
emphasis to underline ownership?
A. That
B. Your
C. Is
D. Assignment
15. What a strange story! What is the pitch that the word "strange" should receive?
A. 3
B. 2
C. 4
D. 1
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
10. We need to herald a major economic and social changes brought about by
technology. The word "herald" means __.
A. End
B. Proclaim
C. Respond to
D. Encourage
11. There was a HIATUS of two years before I went back to college. What does the
word in all caps mean?
A. Length
B. Lapse
C. Continuation
D. Uninterruption
12. Mr. Sabado will retire soon. He ___ for a long time.
A. Has been working

B. Has been being working
C. Had been working
D. Have been working
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SOON AS POSSIBLE.

RATIONALIZATIONS.
7. The following are minimal pairs. Which does not belong?
A. Give - thieve
B. Tore - Thor
C. Seethe - sheathe
D. Bear - cheer
8. What is the tense of the following sentence: Surprisingly, Betty has written
a beautiful poem.
A. Simple Past
B. Simple Present
C. Perfect Past
D. Perfect Present
9. Which word in the following passage does NOT need a change in pitch to show
confidence?
I am the master of my fate; I am the captain of my soul!
A. Am
B. Captain
C. Master
D. Fate
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
4. Which of the following is the best question form for the statement,"The kidnappers
wanted to surrender."
A. The kidnappers wanted to surrender, didn't they?

B. The kidnappers wanted to surrender, don't they?
C. The kidnappers surrender, did they?
D. What did the kidnappers surrender?
5. The government should work for a total ban ___ of marijuana in our town.
A. On the use of
B. By the use of
C. On using
D. With the use
6. Which of the following words is pronounced with ?
A. Throw
B. Than
C. Wrath
D. Nothing
No comments:

RATIONALIZATIONS.
1. This is considered to be the first manual data processing device developed in

China in the 2th century BCE.
A. Hieroglyphics
B. Papyrus
C. Printing Press
D. Abacus
The answer is letter D - Abacus.
The abacus, also called a counting frame, is a calculating tool that was in use centuries
before the adoption of the written modern numeral system and is still widely used by
merchants, traders and clerks in Asia, Africa, and elsewhere.
Note, however, that China is not the only country which developed the Abacus. The list
includes Mesopotamia, Egypt, Persia, Greece and many others. However, what is talked
about here is the 2th century, the time around which China developed their own version of
the Abacus.
Egyptian hieroglyphs or mdww-nr were a formal writing system used by the ancient
Egyptians that combined logographic and alphabetic elements. Egyptians used cursive
hieroglyphs for religious literature on papyrus and wood.
Papyrus, on the other hand, is a thin paper-like material made from the pith of the papyrus
plant, Cyperus papyrus. It is very popular especially in the world of literature because many
ancient texts excavated/found were written in papyri. This includes the New Testament.
Printing Press is a device for evenly printing ink onto a print medium (substrate) such as
paper or cloth. The device applies pressure to a print medium that rests on an inked surface
made of movable type, thereby transferring the ink.
Notice how similar options A, B and C are to one another. All of them relate to writing while
option D talks of counting, mathematics and data processing.
TEST-TAKING SKILL:
[!] Choose the option that is very different from the other three.
2. He is considered to be the Father of Computing because of his contributions to the

basic design of computer.
A. John Napier
B. William Oughtred
C. Blaise Pascal
D. Charles Babbage
Many people mistakenly answer C - Blaise Pascal - when confronted with this question.
However, remember that Blaise Pascal did not contribute to the design of computers; he
contributed basic mathematical computing processes that gave rise to calculators.
Remember: Blaise Pascal = calculator, the syringe and Pascal's Wager (in Christian
philosophy)
So, if option C is not correct, which one is? It's letter D - Charles Babbage. Charles
Babbage originated the concept of programmable computers. Since he was an engineer
and a computer scientist, he devoted most of his life to inventing the first mechanical
computer that eventually led to more complex designs.
John Napier is more known for his contributions to logarithm and decimal notation. He also
conceptualized the Napier's Bones or Napier's Rods used in the teaching of Mathematics
and Languages today.
William Oughtred or Rev. William Oughtred (5 March 1574 30 June 1660) was an English
mathematician and Anglican minister. After John Napier invented logarithms, and Edmund
Gunter created the logarithmic scales (lines, or rules) upon which slide rules are based, it
was Oughtred who first used two such scales sliding by one another to perform direct
multiplication and division; and he is credited as the inventor of the slide rule in 1622.
Oughtred also introduced the "" symbol for multiplication as well as the abbreviations "sin"
and "cos" for the sine and cosine functions
3. A computer system is actually made up of actual machines known as _.
A. Monitor
B. Hardware
C. Printer
D. Software
The answer for this item is option B - hardware.
Notice that both option A - monitor - and option C - printer - are under the umbrella term
"hardware." Answering either A or C will overlook the fact that the questions seeks a general
term used to refer to "actual machines" that compose "a computer system."
Varieties of software, on the other hand, are not actual machines but are programmed
applications and systems used for people to interact with the computer system and get
something done.
TEST-TAKING SKILLS:
[!] The correct answer is usually between two directly opposite options.
[!] Eliminate options that are under another umbrella term.
Here are one-hundred six LET questions (topics, actually) that are frequently asked in the Licensure
Examination for Teachers. Familiarizing yourselves with these questions and researching deeper on
them can help you ace the LET.
We do not guarantee that these questions exactly will be asked in the LET but we are sure that these
topics are always covered in Professional Examination questions of the Licensure Examination for
Teachers. Please note that there are no suggested answers for it is up to you, dear readers, to dig
deeper and search wider.
1. He discovered that learning organisms such as humans tend to relate separate occurrences
and tend to conclude that if one comes with the other, the other means the same as the former.
a. Ivan Pavlov
b. B.F. Skinner
c. E.L. Thorndike
d. John Watson
2. His studies showed that learners put on what they see others do.
a. Jerome Bruner
b. Albert Bandura
c. Lev Vygotsky
d. Lawrence Kohlberg
3. This person concluded that a learner has the potential to be good in many aspects.
a. Sigmund Freud
b. William Glasser
c. Howard Gardner
d. Robert Havighurst
4. He said that a learner, with the assistance of a more capable person, is able to learn skills or
aspects of a skill that go beyond the childs actual developmental or maturational level.
a. Jerome Bruner
b. Albert Bandura
c. Lev Vygotsky
d. Lawrence Kohlberg
5. This states that a child has a range of tasks that he can do, that he can do with help and that
he cant do.
a. Scaffolding
b. Zone of Proximal Development
c. Cone of Experience
d. Montessori Approach
6. This person views play as an important form of learning because it develops abstract
meaning separate from the objects in the world, which is a critical feature in the development
of higher mental functions.
a. Lev Vygotsky
b. Lawrence Kohlberg
c. Erik Erikson
d. Sigmund Freud
7. As a constructivist, what will you advise a parent who doesnt want his child to play with
classmates?
a. Play develops friendship and trust among classmates.

b. Play gives the child an idea of what is right or wrong.
c. Play provides experiences that will help him understand abstracts.
d. Play helps the child suppress his basic desires and learn to consider balance.
8. Whose idea is it that people remember 10% of what they read, 20% of what they hear, 30%
of what they see, 50% of what they hear and see, 70% of what they say and write and 90% of
what they do?
a. Abraham Maslow
b. Robert Gagne
c. Edgar Dale
d. Carl Jung
9. What happens when an experience goes higher into Dales Cone?
a. It becomes more abstract.

b. It becomes less abstract.
c. It becomes more relevant.
d. It becomes less relevant.
10. This person is responsible for the idea that language is creatively produced by a device in
the mind that controls the construction and reception of information.
a. Carl Jung
b. Abraham Maslow
c. Noam Chomsky
d. Robert Mager
11. According to Association Montessori Internationale (AMI), a true Montessori Education is

characterized by 7 elements. Which of the following does not belong?
a. Freedom of movement within the classroom

b. Uninterrupted blocks of work time, ideally 3 hours
c. Student choice of activity within a range of prescribed options
d. Two nap times a day, one in the morning and one in the afternoon
12. According to Association Montessori Internationale (AMI), a true Montessori Education is

characterized by 7 elements. Which of the following does not belong?
a. Mixed age classrooms

b. A trained Montessori teacher
c. Lectures for not more than an hour every day
d. Learners work with materials rather than with direct instruction
13. Who asserted that pre-school education or kindergarten should be a transition from home
to school?
a. Friedrich Froebel
b. Kurt Lewin
c. Charles Colley
d. Maria Montessori
14. Who among the following personalities believed that learning should stress development of
a child's own initiative and natural abilities, especially through practical play?
a. Friedrich Froebel
b. Kurt Lewin
c. Charles Colley
d. Maria Montessori
15. Who identified the five environmental systems with which an individual interacts?
a. Martin Buber
b. Urie Bronfenbrenner
c. Max Wertheimer
d. Charles Colley
16. Which of the following is not related to Friedrich Froebel?
a. Free play
b. Play things
c. Reward
d. Play gifts
17. Which of the following pairs of personalities contributed to the development of ABC
blocks?
a. Maria Montessori and Friedrich Froebel

b. John Locke and Friedrich Froebel
c. Friedrich Froebel and Jean Jacques Rousseau
d. Jean Jacques Rousseau and Edgar Dale
18. Which of the following theories do not relate to Urie Bronfenbrenner?
a. Development in Context Theory

b. Developmental Task Theory
c. Ecological Systems Theory
d. Human Ecology Theory
19. Which person discovered that learning organisms tend to frequent a behavior when they
are given something pleasant or when they are set in a favorable situation?
a. Ivan Pavlov
b. B.F. Skinner
c. E.L. Thorndike
d. John Watson
20. Education is what survives when what has been learnt has been forgotten, said BF
Skinner.
a. Education is a process of acquiring new information.

b. Education is a process of unlearning previously-learned ideas.
c. Education is a process of what is called survival of the fittest.
d. Education is a process that should never be forgotten.
21. Teacher A gave his student additional points for being honest in his exams. The child
admitted that one of his items should be marked incorrect due to erasures.
a. Positive reinforcement
b. Positive punishment
c. Negative reinforcement
d. Negative punishment
22. Teacher B allowed his students to eat inside the classroom, although there is a rule not to do
so, because they cleaned the room very well.
23. Teacher C sent his student home after the latter broke the window of the classroom, in
effect, not allowing him to participate in the Christmas party.
24. Two of Teacher Ds students were forced to clean the room after they were caught cheating
in the National Achievement Test.
25. Teacher E used to give her students plus points for watering the plants and then, her
students were very much motivated to do the task. Now that she doesnt give any plus points
anymore, her students seem to forget the task.
a. Escape and Avoidance

b. Discrimination
c. Extinction
d. Satiation
26. Student A does his assignments every night because he already had plenty of experiences
being scolded for not doing assignments.

b. Discrimination
c. Extinction
d. Satiation
27. Teacher Fs students always ask her to let them play a game. Every day, for two weeks, she
gave them play activities until the students themselves decided to stop the tiring games.

b. Discrimination
c. Extinction
d. Satiation
28. Student B is afraid of dogs. However, whenever she sees dogs in chains, she doesnt feel any
fear.

b. Discrimination
c. Extinction
d. Satiation
29. Teacher G punished his student for pinching his seatmate, a week after the pinching was
done. What factor did the teacher forget to consider?
a. Satiation
b. Immediacy
c. Contingency
d. Size
30. Teacher H let two more straws pass before she punished a student for the same action.
What factor did the teacher forget to consider?
a. Satiation
b. Immediacy
c. Contingency
d. Size
31. Two of Teacher Is students incurred a deduction of one point in a 50-item exam because of
cheating. This punishment did not stop them from doing it again. What factor did the teacher
forget to consider?
a. Satiation
b. Immediacy
c. Contingency
d. Size
32. Teacher J did not give his students their graduation pictures until they finished designing
the bulletin board.
a. Satiation
b. Extinction
c. Deprivation
d. Discrimination
33. Student C was taught by one of his subject teachers always to leave the first page of a
notebook clean. As a result, he leaves the first page of all his notebooks for all his subjects.
a. Association
b. Generalization
c. Extinction
d. Satiation
34. Student D always expects a brownout during violent rains because of his experiences.
a. Association
b. Generalization
c. Extinction
d. Satiation
35. Student E registered a 2-week pass in a gym. After a week of working out, he noticed that
his sleeping becamesounder and his bowel movement became stable. As a result, he cancelled
the 2-week pass and upgraded to 1-year membership.
e. Law of Readiness
f. Law of Exercise
g. Law of Effect
h. Law of Recency
36. Student F answered A to a certain question in an exam. He then discovered that his
answer was wrong. After a week, the teacher administered the same exam. Unconsciously,
Student F answer A, once more to the same question.
a. Law of Readiness
b. Law of Exercise
c. Law of Effect
d. Law of Recency
37. The students of IV-Rizal were very excited to take the quiz for which they reviewed the
whole week. However, their teacher announced that there would be no quiz, instead a
symposium. As a result, the students did not focus on the speakers speech.
a. Law of Readiness
b. Law of Exercise
c. Law of Effect
d. Law of Recency
38. Teacher E started with a simple sentence on the first of his topic on sentences. After a few
weeks, he ended with a very complicated sentence.
a. Law of Readiness
b. Law of Exercise
c. Law of Effect
d. Law of Recency
39. Student G had to speak English every day because her cousin from Hawaii arrived. Because
of this, she became more confident in speaking English in front of the class.
a. Law of Readiness
b. Law of Exercise
c. Law of Effect
d. Law of Recency
40. Student H reads notations well because they have a piano at home.
a. Law of Transfer
b. Law of Effect
c. Law of Availability
d. Law of Multiple Response
41. Student I tried to open an old cassette player by pressing buttons. When he failed, he tried
feeling the edges for some kind of opening. After another failure, he banged it on the table.
a. Law of Transfer
b. Law of Effect
42. Student J relates very much to the story of Rizal. Aside from having born on the same date,
he is also very interested in writing poems and stories about the Filipino people. Because of
this, he did not have any difficulty in taking up a subject on Rizals Life and Works.
a. Law of Transfer
b. Law of Effect
43. Who among the following puts more emphasis on the external behavior of an individual, rather
than the internal, mental state of people?
a. John B. Watson
b. Jean Piaget
c. Jerome Bruner
d. Edward Lee Thorndike
44. Who among the following was the proponent of connectionism?

a. John B. Watson
b. Jean Piaget
c. Jerome Bruner
45. Who among the following was the proponent of behaviorism?
a. John B. Watson
b. Jean Piaget
c. Jerome Bruner
46. Which theory asserts that learning is a collection of links between stimuli and responses?
a. Behaviorism
b. Constructivism
c. Connectionism
d. Montessori Method
47. Which theory asserts that learning can be observed through learners reactions and
responses?
a. Behaviorism
b. Constructivism
c. Connectionism
48. Which theory asserts that learning is a building up of real-life experiences and knowledge?
a. Behaviorism
b. Constructivism
c. Connectionism
49. Which theory asserts that fear can be learned?
a. Behaviorism
b. Constructivism
c. Connectionism
50. Edward C. Tolman asserted that _.
a. Learning is a collection of previously-learned facts and concepts.

b. Behavior should be guided by someone more capable and more knowledgeable.
c. Learning is a process of forgetting previously-learned facts and concepts.
d. Behavior should be studied while considering the purpose or goal of behavior.
51. Jean Piaget asserted that _.
a. Learning is a progressive reorganization of mental processes.

b. Learning is a collection of previously-learned facts and concepts.
c. Learning is a process of forgetting previously-learned facts and concepts.
d. Learning is a collection of many links between stimuli and responses.
52. A child asked his mother the name of the animal he saw outside. His mother answered,
Thats a dog. From then on, he called everything similar to the animal dog.
a. Assimilation
b. Accommodation
c. Classification
d. Conservation
53. Teacher A transferred water from a short glass to a taller glass and refilled the short glass.
When asked which has more water, the student said both have the same amount of water. What
cognitive process does the student have?
a. Assimilation
b. Accommodation
c. Classification
d. Conservation
54. Child A recognized that the animal with pink fur was a dog because of its sound.
a. Assimilation
b. Accommodation
c. Classification
d. Conservation
55. Child B cried when his ball of clay was flattened by his sister. He whined that the ball of
clay is lost. What does the child lack?
a. Decentering
b. Seriation
c. Transitivity
d. Reversibility
56. Child C understood that when his basketball ball deflated, it can be filled with air again.
What cognitive process does the child possess?
a. Decentering
b. Seriation
c. Transitivity
d. Reversibility
57. Child D said 1+2 is 3 and that 2+1 is also 3.
a. Decentering
b. Seriation
c. Transitivity
d. Reversibility
58. Child E sorted the books according to their height. What cognitive process does he possess?
a. Decentering
b. Seriation
c. Transitivity
d. Reversibility
59. When asked, What is next to F? Child F cannot answer. What does he lack?
a. Decentering
b. Seriation
c. Transitivity
d. Reversibility
60. In which stage does a child recognize that other people have thoughts that may be different
from his thoughts?
a. Sensorimotor stage
b. Preoperational stage
c. Concrete operational stage
d. Formal operational stage
61. In which stage is a child able to think logically?
62. In which stage can a child think about his thinking?
63. Which process do children possess when they realize that an object hidden still exists?
a. Preeminence of Danger
b. Object Permanence
c. Intentionality
d. Creativity
64. The following are characteristics of a preoperative child except _.
a. Centration
b. Irreversibility
c. Classification
d. Egocentrism
65. Child G said, I love apples so Daddy must love apples too.
a. Centration
b. Centrism
c. Egocentrism
d. Animism
66. Which of the following refers to a childs inability to consider other aspects of a problem
and a childs inclination to focus on only one side of a problem.
a. Centration
b. Centrism
c. Egocentrism
d. Animism
67. Which of the following refers to a childs belief that he is the center of everything?
a. Centration
b. Centrism
c. Egocentrism
d. Animism
68. Child H cried when his mother said she didnt have any money to buy ice cream.
a. Centration
b. Centrism
c. Egocentrism
d. Animism
69. A child, a doll and a drawer are in a room. Jane entered the room, played with the doll and
left. Melissa entered the room, hid the doll in the drawer and left. When Jane came back and
took the doll straightaway from the drawer without looking for it, the child was amazed and
thought it was magic.
a. Centration
b. Centrism
c. Egocentrism
d. Animism
70. Child I said, I dont understand how Skype works. Please show me how to add a contact
again. What does the child show?
a. Metacognition
b. Animism
c. Justification
d. Personal Fable
71. The teacher asked a child why he answer 3 for 1+2. The child said, Because if I have 1
piece of candy in one hand and 2 pieces of candy in another hand, I have I three pieces of
candy.
a. Metacognition
b. Animism
c. Justification
d. Personal Fable
72. Child J believes that his life is the best among the lives of other children. He thinks that he
is unique and undefeatable.
a. Justification
b. Metacognition
c. Personal Fable
d. Imaginary Audience
73. Child K thinks that people stay tuned to everything she does. This is why she tries to move
as graceful as possible.
a. Justification
b. Metacognition
c. Personal Fable
d. Imaginary Audience
74. The following characterizes a formal operative child except _.
a. Abstract thought
b. Problem Solving
c. Metacognition
d. Animism
75. Which of the following is not at the bottom of Maslows Hierarchy of Needs?
a. Sexual intimacy
b. Excretion
c. Sleep
d. Sex
76. Arranged from highest to lowest, based on Maslows Hierarchy of Needs, which of the
following is true?
a. Creativity, friendship, confidence, food, health

b. Creativity, confidence, friendship, health, food
c. Creativity, friendship, health, confidence, food
d. Creativity, health, friendship, confidence, food
77. Which arrangement is correct, based on Maslows Hierarchy of Needs, from lowest to
highest.
a. Physiological needs, safety, belongingness, esteem, self-actualization

b. Physiological needs, esteem, belongingness, safety, self-actualization
c. Self-actualization, safety, belongingness, esteem, physiological needs
d. Self-actualization, esteem, belongingness, safety, physiological needs
78. Virginia does not have friends. Which need was she not able to attain?
a. Physiological
b. Safety
c. Belonging
d. Esteem
79. Virginia cannot decide for herself. Which need was she not able to attain?
a. Safety
b. Esteem
c. Physiological
d. Self-actualization
80. Which of the following is not true about Maslows Hierarchy of Needs?
a. The first two bases refer to survival needs.

b. After the survival needs comes social needs.
c. One can easily pass through higher needs without attaining lower needs.
d. The highest need is characterized by a state of harmony and understanding with an engagement to
achieve ones full potential.
81. Student A doesnt cheat because shes afraid of getting scolded by her teacher.
a. Pre-conventional
b. In-conventional
c. Conventional
d. Post-conventional
82. Student B does chew gum in the classroom because there such a rule established by the
teacher.
a. Pre-conventional
b. In-conventional
c. Conventional
83. Student C turned off the light to conserve energy even though no one asked him to do so.
a. Pre-conventional
b. In-conventional
c. Conventional
84. Student D removed the stones in the road in fear that someone might get hurt if a vehicle
should run over them.
a. Pre-conventional
b. In-conventional
c. Conventional
85. Student D turned off the light because they will pay higher electric bill should the teacher
know.
a. Pre-conventional
b. In-conventional
c. Conventional
86. Student E was asked to erase the writings on the board. Before he did it, he negotiated that
the teacher add points to his quiz first.
a. Pre-conventional
b. In-conventional
c. Conventional
87. All of the following are not characteristics of the Conventional Level of Kohlbergs Moral
Development except _.
a. Avoidance of Punishment
b. Good boy/girl attitude
c. Expectation of benefit
d. Exchange for benefit
88. Student F doesnt attend classroom meetings because he doesnt benefit from it.
a. Obedience and Punishment Orientation

b. Self-interest Orientation
c. Interpersonal Accord and Conformity
d. Authority and Social-Order Maintaining Orientation
89. Student F wanted to go over the fence to cut classes but hes afraid to break the rules.
a. Obedience and Punishment Orientation

b. Self-interest Orientation
c. Interpersonal Accord and Conformity
d. Authority and Social-Order Maintaining Orientation
90. Which of the following is the best arrangement, from the lowest level to the highest level,
based on Kohlbergs Moral Development?
a. Self-interest, obedience to authority, social contract

b. Obedience to authority, self-interest, punishment orientation
c. Obedience to authority, social contract, universal ethical principles
d. Interpersonal Conformity, punishment orientation, universal ethical principles
91. Something that is legal doesnt mean its good for people.
a. Pre-conventional
b. Conventional
c. Post-conventional
92. How can I avoid punishment?
a. Pre-conventional
b. Conventional
93. How can I be a good boy for people around me?
a. Pre-conventional
b. Conventional
94. I shouldnt do that because its against the law. I know you need it but I cant.
a. Pre-conventional
b. Conventional
95. I have to do this because people can benefit from it.
a. Pre-conventional
b. Conventional
96. I should wear a ponytail because my mother said I should.

a. Pre-conventional
b. Conventional
97. I know my mother hates gays but I dont see anything wrong about them. So, I still like
them.
a. Pre-conventional
b. Conventional
98. Ill do that if you give me 5 pesos.
a. Pre-conventional
b. Conventional
99. He asserted that humans have a series of tasks to develop in the course of their maturation
and growth.
a. Robert Gagne
b. Howard Gardner
c. Robert Havighurst
d. James Marcia
100. Which of the following is the correct arrangement of the stages in the Developmental Task
Theory?
a. Infancy, middle childhood, adolescence, early adulthood, middle age, later maturity
b. Infancy, post-infancy, adolescence, early childhood, late childhood, later maturity
c. Pre-infancy, infancy, post-infancy, early adolescence, late adolescence, later maturity
d. Infancy, middle childhood, middle adolescence, middle adulthood, middle age
101. Which of the following is not a source of Developmental Tasks?
a. Physical maturation
b. Economic situation
c. Personal values
d. Pressures of society
102. Yong wishes to be a responsible citizen in his barangay.
c. Personal values
103. Although he can freely do so, John prefers to control his urine so that he doesnt disturb
the church worship service.
c. Personal values
104. Although he can freely do so, John prefers to control his urine so that he doesnt disturb
the church worship service.
a. Pre-conventional
b. Conventional
105. Mark is very interested in science, philosophy and empiricism. This is why he feels the
need to buy and read books on these subjects.
c. Personal values
106. He asserted that learning must be purposeful.
a. Kurt Kofka
b. Kurt Lewin
c. Robert Mager
d. Edward Tolman
***
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#27 DRILLS FOR PROF. ED.

SOON AS POSSIBLE.

RATIONALIZATIONS.
79. Study this group of tests which was administered with the following results, then
answer the question.
SUBJEC MEA SD RONNEL

T N SCORE
Math 56 10 43
Physics 41 9 31
English 80 16 109
80. Study this group of test which was administered with the following results, then
answer the question that follows.
SUBJEC MEA SD RONNEL

T N SCORE
Math 40 3 58
Physics 38 4 45
English 75 5 90
In which subject(s) were the scores most homogenous?
A. English
B. Physics
C. Math and English
D. Math
81. Under which assumption is portfolio assessment based?
A. Portfolio assessment is dynamic assessment.

B. Assessment should stress the reproduction of knowledge.
C. An individual learner is inadequately characterized by a test score.
D. An individual learner is adequately characterized by a test score.
No comments:

RATIONALIZATIONS.
76. When a significantly greater number from the lower group gets a test item
correctly, this implies that the test item is _.
A. Very valid
B. Not very valid
C. Not highly reliable
D. Highly reliable
The lower group is expected to have difficulties with test items. If the a significantly greater
number from the lower group gets a test item correctly over the upper group, then, there's
something wrong with the item.
The answer for this item is option C - Not highly reliable.
77. Teacher X wants to make use of the most stable measure of variability. Which
one(s) should you recommend?
A. External range and Quartile range
B. Standard Deviation
C. Quartile Deviation
D. External Range
We all know that when we deal with the dispersion of data, we always use Standard
Deviation. The answer for this is B.
78. To determine student's entry knowledge and skills, which test should be given?
A. Aptitude
B. Standardized
C. Diagnostic
D. Placement
Option B - Standardized - should be eliminated immediately. Any type of test can be

standardized. Moreover, it does not belong to the same line of categorization as options A,
C and D. We all know that the opposite of standardized is teacher-made.
We're down to three.
An aptitude test assesses what a student can do or what he knows right now. It's a test of
how far has one gone in his studies. This kind of test is administered for the purpose of
identifying the teacher's effectivity and the progress of the teaching-learning process.
A diagnostic test, on the other hand, assesses what areas a student is likely to have
difficulties with. Diagnostic tests are given, usually, at the start of the school year to direct
the teacher of what learning objectives to set.
Finally, a placement test assesses what a student can do or what he know right now for the
purpose of placing him in the right section or group.Answer is option D -placement.
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
73. Which error do teachers commit when they tend to overrate the achievement of
students identified by aptitude tests as gifted because they expect achievement and
giftedness to go together?
A. Generosity Error
B. Central Tendency Error
C. Severity Error
D. Logical Error
74. What is the mean of this score distribution: 4, 5, 6, 7, 8, 9, 10?
A. 8.5
B. 6
C. 7.5
D. 7
75. Which statement correctly applies to a student who got a score of 72 in a test?
A. He surpassed the scores of 72 students.

B. He correctly answered 72% of the items in the test.
C. He obtained a raw score of 72.
D. He answered 72 items in the test.
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
70. Which assessment tool will be most authentic?

A. Short answer test
B. Alternate-response test
C. Essay Test
D. Portfolio
71. Which holds true to norm-referenced testing?
A. Constructing test items in terms of instructional objectives

B. Identifying an acceptable level of mastery in advance
C. Determining task that reflect instructional objectives
D. Identifying average performance of a group
72. HERE ARE TWO SETS OF SCORES:

SET A. 1, 2, 3, 4, 5, 6, 7, 8, 9
SET B. 3, 4, 4, 5, 5, 6, 6, 7, 9
Which statement correctly aplpies to the two sets of score distributions?
A. The scores in SET A are more spread out than those in SET B.
B. The range for SET B is 6.
C. The range for SET A is 5.
D. The scores in SET B are more spread out than those in SET A.a
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
67. Two students are given WISC III. One has a full scale IQ of 91, while the other has
an IQ of 109. Which conclusion can be drawn?
A. The second student has significantly higher intellectual ability.

B. The first student is probably below average, while the send has above average potential.
C. Both students are functioning in the average range of intellectual ability.
D. Another IQ test should be given to trully assess their intellectual potetial.
68. Teacher A is researching on family income distribution which is quite

symmetrical. Which measure/s of central tendency will be most informative and
appropriate?
A. Mode
B. Mean
C. Median
D. Mean and Median
69. The difficulty index of a test item is 1.0. What does this imply? The test item must
be _.
A. Moderate in difficulty
B. Very difficult because only 1 got the item correctly
C. Very easy because everybody got the item correctly
D. Neither difficult nor easy
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
64. Which one can enhance the comparability of grades?
A. Using common conversion table for translating test scores to ratings

B. Formulating tests that vary from one teacher to another
C. Allowing individual teacher to determine factors for rating
D. Individual teachers giving weights to factors considered for rating
65. Which describes norm-referenced grading?
A. The performance of the group

B. What constitutes a perfect score
C. The students' past performance
D. An absolute standard
66. The search for related literature by accessing several data bases by the use of the
telephone line to connect a computer library with other computers that have
database is termed _.
A. Compact disk search

B. Manual search
C. Online search
D. Computer search
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
61. What is the mean of the score distribution: 4, 5, 6, 7, 8, 9, 10?
A. 7
B. 6
C. 8.5
D. 7.5
62. Standard Deviation is to variability as mean is to _.
A. Coefficient of correlation
B. Central Tendency
C. Discrimination Index
D. Level of Difficulty
63. What measure/s of central tendency do/es the number 16 represent in the
following data: 14, 15, 17, 16, 19, 20, 16, 14, 16?
A. Mode
B. Mode and Median
C. Median
D. Mean
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
58. Which measure(s) of central tendency separate(s) the top half of the group from
the bottom half?
A. Median
B. Mean
C. Median and Mean
D. Mode
59. Which applies when skewness is zero?
A. Mean is greater than the median.

B. Median is greater than mean.
C. Scores have three modes.
D. Scores are normally dis4tributed.
60. Standard Deviation is to variability as mode to _.
A. Level of difficulty
B. Discrimination
C. Correlation
D. Central tendency
No comments:
SOON AS POSSIBLE.

RATIONALIZATIONS.
55. A simple frequency distribution is a graphic representation of _.
A. Means
B. Standard Deviations
C. Raw scores
D. Lowest and highest scores
56. About what percentage of the cases falls between +1 and -1 SD in a normal
curve?
A. 43.1
B. 95.4
C. 99.8
D. 68.3
57. In which competency do my students find the greatest difficulty? In the item with
a difficulty index of _.
A. 0.1
B. 0.9
C. 0.5
D. 1.0
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
52. Which is an advantage of teacher-made tests over those which are standardized?
A. Highly reliable
B. Better adapted to the needs of the students
C. Highly valid
D. More objectively scored
53. On the first day of class after introductions, the teacher administered a
misconception/preconception check. She explained that she wanted to know what
the class as a whole already knew about the Philippines before the Spaniards came.
The M/PC is a form of _.
A. Diagnostic test
B. Placement test
C. Criterion-referenced test
D. Achievement test
54. Which happens when the score distribution is positively skewed?
A. The median will be higher than the mean and the mode.
B. The mode corresponds to a low value.
C. The mean will have a higher value.
D. The mode corresponds to a high value.
No comments:

SOON AS POSSIBLE.

RATIONALIZATIONS.
49. Which term refers to the collection of student's products and accomplishments
for a period of time, for evaluation purposes?
A. Anecdotal records
B. Portfolio
C. Observation reports
D. Diary
50. A class is composed of bright students. This distribution will most likely be _.
A. Platykurtic
B. Skewed to the right
C. Skewed to the left
D. Very normal
51. A test is considered reliable if _.
A. It is easy to score.
B. It serves the purpose for which is constructed.
C. It is consistent and stable.
D. It is easy to administer.
No comments:

RATIONALIZATIONS.
46. In the conduct of item analysis, Teacher Maria found out that a significantly
greater number from the upper group of the class got test item #5 correctly. This
means that the test item _.
A. Has a negative discriminating power

B. Is valid
C. Is easy
D. Has a positive discriminating power
A valid item can be easy and difficult. An easy or difficult item can be valid, either way. So,
options B and C don't make any sense.
47. Michelle obtained an NSAT percentile rank of 80. This indicates that she _.
A. Surpassed the performance of 80% of her fellow examinees

B. Got a score of 80.
C. Surpassed the performance of 20% of her fellow examinees
D. Answered 80 items correctly.
48. What is an element of norm-referenced grading?
A. The student's past performance

B. An absolute standard
C. The performance of a group
D. What constitutes a perfect score
No comments:

RATIONALIZATIONS.
43. Test norms are established in order to have bases for _.
A. Establishing learning objectives

B. Identifying pupils' difficulties
C. Planning effective instructional devices
D. Comparing test score
Remember that this item talks about test-construction. By this token, it is safe to say that
option A - Establishing learning objectives - and option C - Planning effective instructional
devices - should immediately be out of the picture. This is because of the fact that they do
not deal with test-construction but with instructional-planning.
Option B also seems to be a tantalizing choice but a simple scrutiny will reveal that it should
not be the answer for this item. Remember that identifying pupil's difficulties is done through
a process called diagnostic assessment. The result of the "test" itself is proof/basis in
determining with which area students are hard up.
The answer is option D - Comparing test score. This is true because there are two kinds of
test-score comparison/evaluation: one that is criterion-referenced and another which is
norm-referenced.
44. Here is a test item: "Jose Rizal was born in Calamba, Laguna on June _, 1861."
What error is noticeable in this item?
A. The blank is very short.

B. It is concerned with trivia.
C. The blanks are near the end.
D. It is open to more than one correct answer.
We all know that teacher are encouraged to bring out students' higher order thinking skills
when constructing test items. The reason behind this is that knowledge level is not enough
for global competency and that anyone can memorize facts.
There nothing wrong about an item having a very short blank. Indeed, there is also no
problem about an item where the black is near at the end. Although option D - It is open to
more than one correct answer - also makes a bit of a sense, we all know that Jose Rizal
was only born within a day and was not given birth by his mother once more after that.
So, the answer is letter B - It is concerned with trivia.
45. The score distribution follows a normal curve. What does this mean?
A. Most of the scores are on the -2SD.

B. Most of the scores are on the +2SD.
C. The scores coincide with the mean.
D. Most of the scores pile up between -1SD and +1SD.
To be honest, I don't like these kinds of questions. However, we can't do away with them.
The mean covers about 68.26% of a nomarl distribution curve. The mean is represented by
the T Score 50 or 0SD. The mean of normally-distributed curve is between -1SD (T Score:
40) and +1SD (T Score: 60), just around 0SD (T Score: 50).
That's it.
No comments:

RATIONALIZATIONS.
40. EDUCATION FOR ALL. What is its implication?
A. The acceptance of exclusive schools for boys and girls.

B. The stress on the superiority of formal education over that of alternative learning
systems.
C. Practice of inclusive education.
D. The concentration on formal education system.
If the answer is D - The concentration on formal education system - were the correct
answer, what would become of informal education and other alternative learning systems?
What about those who cannot qualify for the formal education system?
Here, it is noticeable that option D and option B - The stress on the superiority of formal
education over that of alternative learning systems - are the same. On the other hand,
option A - The acceptance of exclusive schools for boys and girls - promotes gender
discrimination.
Therefore, option C - Practice of inclusive education - is the best answer.
41. Student A has to transfer to a private school due to the large population of
students in every classroom in the public school where he tried to enroll. From which
Republic Act can he avail assistance/support?
A. RA 7784
B. RA 6728
C. RA 7836
D. RA 7722
The answer is option B - RA 6728. This Act is also known Public-Private Partnership in
Education or more formally, AN ACT PROVIDING GOVERNMENT ASSISTANCE TO
STUDENTS AND TEACHERS IN PRIVATE EDUCATION, AND APPROPRIATING FUNDS
THEREFOR.
To read more of RA 6728, please visit http://reviewlet.blogspot.com/2014/06/ra-6728.html.

However, please note that this Act has already been amended by RA 8545. To read more of
RA 8545, please visit http://reviewlet.blogspot.com/2014/06/ra-8545.html.
RA 7784, on the other hand, is known as National Centers for Teacher Education Act or
more formally, AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES
BY ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER EDUCATION
COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES.
Finally, RA 7722 is known as the Separation of Basic and Tertiary Education Act or more
formally, AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.
Of course, RA 7836 is very much known to all education students. RA 7836 is commonly
known as the Professionalization Act for Teacher or more formally, AN ACT TO
STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION
FOR TEACHERS AND FOR OTHER PURPOSES.
42. The authoritarian setting in the Filipino home is reinforced by a classroom

teacher who:
A. Encourages questions and doubts

B. Dictates what learners should do
C. Is open to suggestions
D. Ask open-ended questions
An authoritarian setting is an unpleasant, undesirable setting. Options A, C and D are all

positive options. They are all pleasant and desirable.
Option B - Dictates what learners should do - is the correct answer.

RATIONALIZATIONS.
37. Which of the following shows an interactive learning environment?
A. The child goes out and discovers for himself some rock fossils.
B. The child listens to a lecture on fossils.
C. The child summarizes a science textbook discussing fossils.
D. The child writes in his notes lists of fossils from the board.
It's very easy to answer this question. Obviously, the answer is option A - The child goes out
and discovers for himself some rock fossils.
There is nothing interactive about listening to a lecture. We all know how boring lectures
can get. How much more would it be for a child?
There is nothing interactive about summarizing a section of a textbook. We all know how
mentally cumbersome and torturing the task of summarizing is. It is not neither interactive
nor fun.
Although writing is one of the five (5) macro-skills, still, writing is not as interactive as option
A.
[!] Remember that there are already 5 macro-skills: reading, writing, listening, speaking and
viewing. The old four-macro-skill idea is already outdated due to the inundation of
technological advancements.
38. Teacher C wishes to stand by the belief that teachers are trustees of the cultural
and educational heritage of the nation and is under the obligation to transmit to
learners such heritage. What should she do?
A. Use interactive teaching strategies.

B. Use the latest educational technology.
C. Observe continuing educational technology.
D. Study the life of Filipino heroes.
Using interactive teaching strategies does not have even a lick of effect to a teacher's being
a trustee of cultural and educational heritage. One can stand by such an idea with only the
use of the black board or the manila paper. Eliminate option A.
Option B - Use the latest educational technology - and option C - Observe continuing
educational technology are the same with option A - Use interactive teaching strategies.
They talk about educational materials.
Basing our arguments on paragraph 1 and paragraph 2, we can safely conclude that the
best answer is option D - Study the life of Filipino heroes.
39. DepEd plans to cluster remote stand-alone school under one school head. What
factor must be prioritized?
A. Psychological factors
B. Historical factors
C. Geographical factors
D. Social factors
Do we still need to go into details? No. Any thinking person will immediately know the
answer for this question.
OPTION C - Geographical factors.

No comments:

RATIONALIZATIONS.
34. "Every person has the same predicament and the same possibilities." This is said
by an teacher who adheres to existentialist principles. What is its implication?
A. Every person must go to school.

B. Every person must go through the same form of education.
C. Every person must earn a college degree.
D. Every person must be given access to education.
Notice how strict the first three options - options A, B and C - are. They don't seem to
provide learners any choice.
The best answer is D - Every person must be given access to education.
35. Teacher A believes that the singing of the National Anthem is essential to
education. Teacher A is an _.
A. Nationalist
B. Pragmatist
C. Naturalist
D. Socialist
Socialism is a form of economy. Eliminate option D.
The keywords here are "National Anthem." O f course, the answer is option A - Teacher A is
a nationalist.
36. Teacher B is deeply interested in quality PDP's - Professional Development

Programs. What should she look for?
A. That which is prescribed by educational leaders

B. That which is required for the renewal of professional license
C. That which is dependent on one's availability of funds
D. That which responds to one's needs as a teacher
Although option A - That which is prescribed by educational leaders, option B - That which is
required for the renewal of professional license and option C - That which is dependent on
one's availability of funds are also considerations in choosing Professional Development
Programs, we are looking for the best answer. What most better answer can be given
beside option D?
Yes. Teacher B should look for Professional Development Programs that are responsive to
her needs as a teacher.
No comments:
RATIONALIZATIONS.
31. Student A cannot decide which course to enroll in her college. As her adviser,
what assistance are you going to give her?
A. Tell her to pursue the course she is interested in.

B. Tell her to follow the trend.
C. Inform her of the financial aspect of the course she may likely to take.
D. Advise the student to take an aptitude test to determine the area where she is likely to
succeed.
Not because it is the longest answer but because it is the best answer, option D - Advise the
student to take an aptitude test to determine the area where she is likely to succeed - is
correct.
Options A, B and C are very shallow ways of assistance. To tell and to inform belong to the
lowest levels of advisory functions.
To advise, on the other hand, involves knowledge, skills, emotion and psyche.
32. Student B was observed to be always clowning, creating distractions in your

class. It would be best for you, as a teacher, to:
A. Tell him how to behave in class.

B. Remind him of the possible consequences of his behavior.
C. Ask him why he is behaving this way.
D. Ignore what he does.
Option D - Ignore what he does - might probably the stupidest thing a teacher would do in a
situation such as this. Misbehavior in the classroom must always be handled, with
intelligence, skills and sympathy.
Options A and C are also good options but the best answer is C - Ask him why he is
behaving this way.
33. You are a parent and a teacher at the same time. Aside from that, you are also one
of those who head the PTA project - a school canteen the proceeds of which are to
finance PTA needs and the sales of which are a little bit higher. Which of the
following should you do?
A. Bring food for you and your children, but always make it a point to buy from the canteen.
B. Buy all your food from the canteen and request for a discount.
C. Bring food enough for you and your children. Don't eat in the canteen.
D. Buy all your food from the school canteen even if you cannot afford to do so every day.
Obviously, the answer is A - Bring food for you and your children, but always make it a point
to buy from the canteen.
Option B is unacceptable. Option C seems extreme. Option D seems too much.

No comments:

RATIONALIZATIONS.
28. Which describes best a man with a disciplined mind?
A. A man who is able to read and write legibly

B. A man whose highest intellectual powers are developed
C. A man equipped to deal with the problems that confront him by intellectual means
D. A man who has greater ability to use his intellectual powers for controlling his emotional
life
Here, we are confronted by a rather tricky question.
The keyword to be kept in mind is discipline. One who can read or write in a way that others
may understand is not a strong proof of discipline. Moreover, having the highest intellectual
power does not guarantee discipline. Indeed, there had been a lot of instances where an
intelligent person has done mistakes characteristic of an undisciplined mind.
Letter C, to be honest, can be a very plausible option. One who can use his
mind/intellectual capabilities to deal with problems does show "discipline," to some extent.
However, we are looking for the best answer.
Option D - A man who has greater ability to use his intellectual powers for controlling his
emotional life - is the answer. This, merely, is signaled by the word "discipline" in the
question and the word "control" in the option.
We all know that disciplining oneself means controlling the same.
29. Which of the following is a method of Greek education?

A. Direct imitation of living models
B. Direct inculcation of certain qualities
C. Learning through example
D. All of the above
This here is a tough question. All of the options are plausible. This is because all of them
are the answer. Option D - All of the above - is the answer for 29.
30. One of the four medieval religious institutions which attempted to support
authority of the church by the intellect, to justify faith by reason and to substantiate
theology by logic
A. Scholasticism
B. Monasticism
C. Humanism
D. Guild System
Eliminate option D - Guild System. The Guild System is is an association of artisans or

merchants who control the practice of their craft in a particular town. The earliest types of
guild were formed as confraternities of workers. They were organized in a manner
something between a professional association, trade union, a cartel, and a secret society.
They often depended on grants of letters patent by a monarch or other authority to enforce
the flow of trade to their self-employed members, and to retain ownership of tools and the
supply of materials. A lasting legacy of traditional guilds are the guildhalls constructed and
used as meeting places.
Now, we are only left with 3 options - A, B and C.
The answer is A - Scholasticism. Scholasticism is a movement/institution that aimed to

defend the dogma of the Catholic Church because of the pressures of a pluralistic society.
B - Monasticism - is a way of life. Humanism is a moral stance.

No comments:

RATIONALIZATIONS.
25. When learning occurs through association, and neutral stimulus becomes
conditioned stimulus, what theory is described?
A. Operant Conditioning Theory

B. Behaviorist Theory
C. Social Learning Theory
D. Classical Conditioning Theory
Notice how options A, C and D are under B - Behaviorist Theory. Although there is no such
thing as the "Behaviorist Theory," in a sense that it is called that way, there is a chance that
an examinee would answer B, just to be safe. However, it must be pointed out that not all
umbrella options should be considered.
First of all, the question is asking for a specific theory. We all know that behaviorism deals
with stimulus and response and that the questioned mentioned the word "stimulus." We are
now sure that we are talking about behaviorism.
However, which theory under behaviorism? There are three major theories under
behaviorism: Operant Conditioning Theory, Classical Conditioning Theory and the Theory of
Connectionism. Which among these three?
The easiest way around this is to look for keywords. The term "conditioned stimulus" was
mentioned. And, where else can we encounter this term? Yes, Classical Conditioning
Theory - D.
26. A theory that focuses on the sequence and processes by which behavior is
learned.
A. Operant Conditioning Theory

B. Behaviorism
C. Social Learning Theory
D. Classical Conditioning Theory
The same options for the previous item was used in this item. Again, there is this question
of whether to answer an umbrella option or a specific option.
This time, it seeks a more general term. It does not mention anything about punishment or
reward or conditioned and unconditioned stimuli. Therefore, the answer is B - Behaviorism.
27. A law of learning which states that learning is strengthened when it results to
satisfaction but weakened when it leads to annoyance.
A. Law of Effect
B. Law of Readiness
C. Law of Exercise
D. Law of Appreciation
There is no such thing as Law of Appreciation under Connectionism. So, we are left with A,
B and C.
Law of Readiness does not talk about whether learning is strengthened or weakened. It only
deals with the most probable response a learner has for a specific stimulus based on what
he is more likely to "ready to respond" with.
Law of Exercise talks about whether learning is strengthened or weakened. However, it
does not deal with whether the learning leads to satisfaction or annoyance. It is only
concerned about whether learning is frequent and intensive.
So, the answer is A - Law of Effect. The Law of Effect deals with the consequences of
learning.
No comments:

RATIONALIZATIONS.
22. It is the process of acquiring, remembering and applying knowledge, skills,

attitude and other modes of response.
A. Education
B. Learning
C. Teaching
D. Development
Notice the last phrase. "Other modes of response" is obviously a behaviorist's statement.
Do not forget that behaviorists define learning as the process of acquiring, remembering
and applying what has been observed or predicted from the environment. Therefore, the
answer is option B - Learning.
Do not be deceived by option A - Education. Not all those who are educated are learned.
One can be learned without having been educated.
Teaching, as we all know, is the process of imparting knowledge, skills, attitude and other
modes of response. So, obviously, this is not the answer for this item.
On the other hand, development is the weakest dummy option in this item. We are all aware
that development is a biological process. It exists and proceeds regardless of and even in
the absence of learning and teaching, not to mention one's lack of education.
23. Behavior changes according to its immediate results: pleasurable results

strengthen behavior, unpleasant ones weaken it. What principle of learning is
described?
A. Recency
B. Excitation
C. Extinction
D. Reinforcement
The answer for this item is option D - Reinforcement. A behavior has to be reinforced for it
to be modified. Negatively or positively reinforced behaviors are more likely to reoccur.
Negatively or positively punished behaviors are less likely to occur.
There is no such thing as law or principle of excitation in the realm of pedagogy.
24. A factor which affects learning that emphasizes that learning should be made
recent in the minds of the learners so that they will not forget what they have learned.
A. Recency
B. Excitation
C. Extinction
D. Reinforcement
Based on the previous item, option D - Reinforcement - is not the answer for this item.
Obviously, it is option A - Recency. All one has to do is to notice how the word "recent" was
used in the question.
There is no such thing as law or principle of excitation in the realm of pedagogy.

No comments:

RATIONALIZATIONS.
19. What does a skewed distribution mean?
A. The scores are normally distributed.

B. The mean and the median are equal.
C. The mode, the mean and the median are equal.
D. The scores are concentrated more at one end or the other end.
If a distribution of scores is normally distributed, it will not be skewed. This question talks
about skewed distributions. Therefore, option A - The scores are normally distributed - must
be eliminated.
We should bear in mind that there there are two types of skewed distributions - positively-
skewed distributions and negatively-skewed distributions. A positively-skewed distribution is
that where scores are more on the left side (low scores). A negatively-skewed distribution is
that where scores are more on the right side (high scores).
The answer if option D - The scores are concentrated more at one end or the other end.
20. What does not belong to the group?
A. Short-answer
B. Restricted-response
C. Completion
D. Multiple-Choice
Short-answer tests and restricted-response tests are actually kinds of essay tests. None
between A and B is the answer.
Completion is a supply-type test. So are short-answer and restricted response tests. There
are the tests where students are expected to provide the answer themselves.
A, B and C are supply-type tests. Option D - Multiple-Choice - is not a supply- but a select-
test. Therefore, D is the answer.
21. Which is a type of graph in which lines represent each score or set of scores?
A. Scattergram
B. Histogram
C. Frequency Polygon
D. Scatterplot
Scattergram and scatterplot are the same things. Eliminate options A and D.
Histogram is a kind of graphic representation, using, usually, vertical bars to show

frequencies of individual items. A frequency polygon is where midpoints of the interval of
corresponding rectangle in a histogram are joined together by straight lines. It gives a
polygon i.e. a figure with many angles
No comments:

RATIONALIZATIONS.
16. The strongest disadvantage of the alternate-response type of test is _.
A. The demand for critical thinking

B. The absence of analysis
C. The encouragement of rote memory
D. The high possibility of guessing
Focus. You may learn a lot from this item.
The question demand a negative answer - "the strongest disadvantage." At first glance
alone, you can determine that option A - demand for critical thinking - is an advantage on
the part of the teacher.
So, we only have two more options to eliminate. Remember that an alternate-response test
requires the student to choose from two polar options. It may be "true or false," "yes or no,"
right or wrong," etc. This is why option B - absence of analysis - must immediately be
eliminated. Alternate-response test do demand analysis.
One more option to go and obviously, D - the high possibility of guessing - is the answer.
17. A class is composed of academically poor students. The distribution will more
likely be _.
A. Leptokurtic
B. Skewed to the right
C. Skewed to the left
D. Symmetrical
Considering that two opposite options contain the right answer, let's focus on B and C.
Outcomes of tests from a group of academically poor students are likely low figures. So, it
should be positively-skewed.
Positively-skewed distributions are to the right (This indicates poor scores) and negatively-
skewed distributions are to the left (This indicate high scores).
Remember that a leptokurtic curve is that which has scores about the mean. Leptokurtic
curves are also symmetrical, along with mesokurtic and platykurtic distributions. Skewed
distributions are not symmetrical.
18. Which statement about median is correct?
A. It is a measure of variability.
B. It is the most stable measure for central tendency.
C. It is the 50th percentile.
D. It is a significantly affected by extreme score.
All you have to remember here is that median is no a measure of variability but of central
tendency. Measures of variability include Standard Deviation.
No one measure of central tendency is stable. All of them are affected by different factors.
Median is significantly affected by extreme scores. Median is not that much.
Therefore, option C - It is the 50th percentile - is the correct answer.

No comments:

RATIONALIZATIONS.
13. In a normal distribution curve, a T-score of 70 is _.
A. Two SDs below the mean

B. Two SDs above the mean
C. One SD below the mean
D. One SD above the mean
T-scores are set to 50 to represent the mean. a score of 10 represents 1 Standard

Deviation. If you have a t-score of 60, you have one SD above the mean and if you have a
t-score of 40, you have one SD below the mean.
So, the answer is B - Two SDs above the mean. 70 (t-score) = 50 (mean) + 10 (SD) * 2.
14. Which type of test measure higher order thinking skills?
A. Enumeration
B. Matching
C. Completion
D. Analogy
We all know that enumeration, matching and completion are usually used for lower order
thinking skills. It usually requires only memorization or recall.
Analogy, on the other hand, requires logic and reasoning. This is why it is under the
category HOTS.
15. Standard deviation is to variability as _ is to central tendency.
A. Mode
B. Quartile
C. Range
D. Pearson R
We have to remember that there are three measures of central tendency. First, we have the
mean. Also, we have the median and the mode. Obviously, the answer is A - Mode.
Now, let's talk about why B, C and D aren't the answers. When we mention Pearson R, we
talk about correlation. When we mention Quartile, we refer the values that divide a list of
numbers into quarters. Finally, when we mention range, we refer simply to the difference
between the lowest and the highest value.
No comments:

RATIONALIZATIONS.
10. Which is claimed to be the overall advantage of criterion-referenced over norm-

referenced interpretation? An individual's score
A. Is compared with the set mastery level

B. Is compared with that of his peers
C. Is compared with the average scores
D. Does not need to be compared with any measure.
As teachers, we have to interpret scores as a part of the measurement and evaluation

process. Based on this premise, option D - Does not need to be compared with any
measure - must be eliminated immediately.
Option C - Is compared with the average scores - is actually a rough application of Standard
Deviation. It tries to determine the difference (how far away) a certain score is from the
average of the group.
This leaves us with only two options - A and B. Funny, because options A and B are actually
the accurate definitions of criterion-referenced interpretation and norm-referenced
interpretation, respectively.
11. Teacher A does norm-referenced interpretation of scores. Which of the following does
she do?
A. She uses a specified content as its frame of reference.

B. She describes a group of performance in relation to a level of mastery set.
C. She compares every individual student's score with others' scores.
D. She describes what should be their performances.
Based from what we have learned from the previous item, norm-referenced interpretation is
that which involves the comparison of a specific score with the achievement of the whole
class or other students. On the other hand, criterion-referenced interpretation involves the
comparison of an individual score with a level of mastery set by the teacher, the school or
the agency of education.
12. All examinees obtained scores below the mean. A graphic representation of the score
distribution will be __.
A. Negatively-skewed
B. Perfect normal curve
C. Leptokurtic
D. Positively-skewed
If all members of a group of examinees obtained scores above the mean, the distribution
will be negatively-skewed. In this case, all examinees obtained scores below the mean. So,
the distribution will be positively-skewed.
A leptokurtic distribution is a thin curve. This happens when scores are just about the mean.
A perfect normal curve is when a group of examinees got a normal distribution of scores
represented by a bell shape.
No comments:

RATIONALIZATIONS.
7. Which guideline in test construction is NOT observed in this test item? EDGAR ALLAN
POE WROTE _.
A. The length of the blank suggests the answer.

B. The central problem is not packed in the stem.
C. It is open to more than one correct answer.
D. The blank is at the end of the question.
First of all, there is not problem if the central problem is not packed in the stem or if the
blank is at the end of the question or not. Although there really is a chance that the length of
a black can suggest the answer for the item, it's wishful-thinking to say that the black alone
can coach the student the answer.
So, the answer is actually option C - It is open to more than one correct answer. Edgar Allan
Poe had written a lot of stories.
8. Which does NOT belong to the group?
A. Completion
B. Matching
C. Multiple Choices
D. Alternate Responses
This kind of question is a bit tricky. It requires a lot of content knowledge.
The answer is actually option A - Completion. Completion is under the category of test-types
called "Objective Supply." This type or category of tests allows the students to supply the
answer and expects a convergent answer.
Options B, C and D are under "Objective Select." Under this category, students are given
choices. So, that's what makes them different from one another.
9. Q1 is 25th percentile as median to _.
A. 40th percentile
B. 75th percentile
C. 50th percentile
D. 49th percentile
Median refers to the average of a set of data. "Med" means middle. So, one only has to cut
[rough description] something half to get a median.
The answer is C - 50th percentile.

No comments:

RATIONALIZATIONS.
4. In his conduct of item analysis, Teacher A found out that a significantly greater number of
the upper group of the class got the test item #5 correctly. This means that the test item:
A. Has a positive discriminating power

B. Has a negative discriminating power
C. Has a high reliability
D. Has a low validity
Item analysis is a method of increasing the reliability of a test. However, option C - Has a
high reliability - is not the correct answer.
If you try to notice, although the teacher used item analysis, the question refers to a specific
item in the test - item #5. Remember that each item in a test under item analysis is
compared to other items' index of discrimination and index of difficulty.
The answer for this item is option A - Has a positive discriminating power. First of all, option
A and B are directly opposite choices. Second of all, comparing the upper and the lower
group is a form of discrimination. Finally, the upper group is expected to perform better than
the lower group.
5. Which is implied by a positively-skewed score distribution?
A. The mean, the median and the mode are equal.

B. Most of the scores are high.
C. The mode is high.
D. Most of the scores are low.
The answer for this item is option D - Most of the scores are low. Notice that option B and D
are direct opposites.
A positively-skewed distribution shows that most scores are low; a negatively-skewed

distribution shows that most scores are high. Here is a photo that shows a positively
skewed distribution:
TEST-TAKING SKILL:
[!] Choose from two opposing options.
6. A negative discrimination index means that _.
A. Less from the lower group for the test item correctly.
B. More from the lower group answered the test item correctly.
C. The test item could not discriminate between the lower and the upper group.
D. More from the upper group answered the test item correctly.
Although options A and B are direct opposites, none of them is the correct answer. Also,
option D is the same as option A. This is the reason why you have to eliminate A, B and D.
Option C is the correct answer.
TEST-TAKING SKILLS:
[!] Eliminate options taking about the same thing.

[!] Look for key words.
No comments:

RATIONALIZATIONS.
1. What is the first step in planning an achievement test?
A. Select the type of test items to use.

B. Decide on the length of the test.
C. Define the instructional objectives.
D. Construct a table of specifications.
You may be tempted to answer C - Define the instructional objectives - because objectives
are always prioritized in the world of teaching. However, notice that the question does not
talk about providing instruction. Rather, it talks about test construction.
Be careful. Always consider the main thought of the whole option, not just a word or two.
The answer for this item is D - Construct a table of specifications. Remember that TOS's are
very important in the process of constructing tests. It is the "first step."
Now, let's talk about options A and B. Both A and B are processes involved in the
construction of a table of specifications.
TEST-TAKING SKILLS:
[!] Be careful about words that were slipped into the options to confuse you.
[!] Eliminate options that are under the umbrella of another option.
[!] Usually, umbrella options are the correct answers.
2. Standard deviation is to variability as mean is to _.

A. Discrimination
B. Level of Difficulty
C. Correlation
D. Central Tendency
There are three ways of measuring a data's central tendency. First, we have the mean. The
other two are median and mode. Obviously, the answer is option D.
Now, let's discuss options A, B and C. Options A and B are very similar. Isn't it that we have
two things to consider in an item analysis - the discriminatory index and the level/index of
difficulty? You don't need any choice that is the same with another option. Eliminate such
options.
Correlation, on the other hand, can be measured using special mathematical fomulae like
the Pearson R. Mean can never determine the correlation of two sets of data.
TEST-TAKING SKILLS:
[!] Eliminate similar options.

[!] Know the definition of important terms.
3. Which characteristic of a good test will pupil be assured when a teacher constructs a
table of specification for test construction purposes?
A. Scorability
B. Reliability
C. Economy
D. Content Validity
Reliability refers to the consistency of test outcomes across populations. One of the
important things that a test must have to be have consistency is validity. Validity must first
be achieved before reliability.
All tests are scorable. It is only that different types of tests have different levels of scorability.
Essays are less scorable than multiple-choice tests; this is why essays usually need rubrics.
No matter how good a teacher is in constructing TOS's, the scorability of a type of test
doesn't change.
Economy, when it comes to test construction, is the lack of need to spend too much to
administer and examination. We don't get economy from tables of specification; it is a
matter of experience and technique for the teacher.
The answer is option D.
TEST-TAKING SKILLS:
[!] Know all characteristics of a good test and their differences.

TYPES OF VALIDITY
Validity in assessment is the degree to which an assessment instrument measures
what it is intended to measure. It also refers to the usefulness of the instrument for a
given purpose. It is the most important criterion of a good assessment instrument.
There are ways of establishing (types of) validity.
FACE VALIDITY
Face validity is the physical appearance of the instrument. Is the instrument, if written, easy
to read for the students? Are there smears or eye-irritating lines that can distract the test-
takers?
CONTENT VALIDITY
Content validity is done through a careful and critical examination of the objectives of
assessment so that it reflects the curricular objectives. Is the testing emphasis parallel to
the teaching emphasis?
CRITERION VALIDITY
Criterion validity is established statistically (i.e. by the use of statistical tools) such that a set
of scores revealed by the measuring instrument is correlated with the scores obtained in
another external predictor of measure. Criterion validity has two purposes:
a. Concurrent Validity describes the present status of the individual by correlating the sets of
scores obtained from two measures given concurrently.
b. Predictive Validity describes the future performance of an individual by correlating the
sets of scores obtained from two measures given at a longer time interval.
CONSTRUCT VALIDITY
Construct validity is, like criterion validity, established statistically (i.e. by the use of
statistical tools). However, this time, for construct validity, statistical data are compared
using psychological traits or factors that theoretically influence scores in a test.
There are two types of construct validity:
a. Convergent Validity is established if the instrument defines another similar trait other than
what it is intended to measure. For example, we have Critical Thinking Test may be
correlated with Creative Thinking Test.
b. Divergent Validity is established if an instrument can describe only the intended trait and
not the other traits. For example, we have Critical Thinking Test may not be correlated with
Reading Comprehension Test.
No comments:
STANDARDS FOR TEACHER COMPETENCE IN
EDUCATIONAL ASSESSMENT OF STUDENTS
This standards was developed by the American Federation of Teacher National
Council on Measurement in Education National Education Association.
1. Teachers should be skilled in choosing assessment methods appropriate for instructional

decisions.
2. Teachers should be skilled in developing assessment methods appropriate for

instructional decisions.
3. The teacher should be skilled in administering, scoring and interpreting the results of both
externally-produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about
individual students, planning teaching, developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which use pupil
assessments.
6. Teachers should be skilled in communicating assessment results to

students, parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate

assessment methods and uses of assessment information.
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PURPOSES OF CLASSROOM ASSESSMENT

There are three purposes of classroom assessment. These are assessmentfor learning,
assessment of learning and assessment as learning.
ASSESSMENT FOR LEARNING includes three types of assessment done before and
during instruction. Under this we have placement, formative and diagnostic assessments.
Placement assessment is done prior to instruction. From the term itself, it can be deduced
that placement assessments are done to know where to "put" the students.
A good example of a placement assessment is entrance examinations. Entrance

examinations in schools, colleges and universities determine whether to "place" aspirants in
the school or out of the school.
The purpose of placement assessments is to assess the needs of the learners to have
basis in planning for a relevant instruction. Teachers use this assessment to know what their
students are bringing into the learning situation and use this as a starting point for
instruction.
The results of this assessment place students in specific learning groups to facilitate
teaching and learning.
Formative assessment is done during instruction. Say, Teacher A planned for a two-day
lesson about adjectives. In the first day, he administered an assessment to see how the
students are doing. What she did is a formative assessment.
It is this assessment where teachers continuously monitor the students' level of attainment
of the learning objectives (Stiggins, 2005). The results of the assessment are
communicated clearly and promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.
Diagnostic assessment is done during instruction. Say, Teacher B noticed that his
students don't seem to understand his lesson about adjectives. She conducted an
assessment to see where the students' weaknesses lie.
Diagnostic assessment is used to determine students' recurring or persistent difficulties. It

searches for the underlying causes of students' learning problems that do not respond to
first aid treatment. It helps formulate a plan detailed remedial instruction.
ASSESSMENT OF LEARNING is done after instruction. This is usually referred to

as summative assessment.
Summative assessment is used to certify what students know and can do and the level of
their proficiency or competency. Its results reveal whether or no instructions have
successfully achieved the curriculum outcomes.
The information from assessment of learning is usually expressed as marks or letter grades.
The results of which are communicated to the students, parents and other stakeholders for
decision making.
It is also a powerful factor that could pave the way for educational reforms.
ASSESSMENT AS LEARNING is done for teachers to understand and perform well their
role of assessing FOR and OF learning. It requires teachers to undergo training on how to
assess learning and be equipped with the following competencies needed in performing
their work as assessors.
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5 WAYS TO PREVENT CHEATING DURING THE EXAM

Cheating cannot be totally annihilated because it's as natural as breathing but we have to
impress in the students' minds that cheating is not accepted in our society and it results in
ostracism. Teachers, even though they know all along that cheating is inevitable, should try
to do everything to plant conscience in the students' hearts.
The philosophy that cheating is not an accepted behavior in the classroom started from
idealism. Idealism pushes through morale and spirituality inside the classroom.
According to a long-existing child philosophy, the innate-goodness theory, children are
naturally good people who are only confused with the surrounding factors in the society.
The teachers should utilize strategies to make the students realize that they are good people.
1. Have students sit in alternating seats.
Sitting arrangement (you might as well look the difference of "seating" and "sitting" up in
the dictionary) could easily turn into "cheating arrangement." This is why many teachers try
to disarrange students and separate friends from friends during examination. Also, seats
must be arranged in a way that cheating will be very obvious and students would actually
hesitate to do so.
2. Go around the testing room and observe students.
In criminal psychology, this is called police visibility. It has been believed that criminals
actually hesitate to execute a crime if they see policemen around. This is also true about
conducting an exam. Students feel they are watched over if they see the teacher walking
around.
3. Prohibit borrowing things from classmates.
Borrowing the calculator during the exam is a usual scenario in a Math exam but it should
be avoided. There is no reason for students to borrow things from their classmates if the
examination was properly announced. Borrowing things gives chances the students chances
to talk and things like the calculator are subject to anomaly, if you know what I mean.
4. Prepare alternate forms of the test.
Alternate forms of tests can be given as a special exam for students who missed the exam
and also, as a punishment for a student who cheats. Preparing alternate tests and giving
them to the students alternately (also called as set-A-set-B exam) may deter cheating.
5. Have students put down unnecessary things.
Unnecessary things include bags, mobile phones, other gadgets and things which are
obviously not essential to take the test. These things can be used by the students to cheat.
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INDICATORS TO AFFECTIVE OUTCOMES

Learning is a change in behavior. Many people say that learning is a permanent change in
behavior but B.F. Skinner disproved that notion using his Operant Conditioning. Since then,
learning is a behavior, not permanent, which may become seldom or frequent, depending
on the reinforcements applied.
Learning occurs randomly in the school, at home, in the church, anywhere. However, since
we spend at least 16 years of our lives in academic institutions, most of the things we know
and people we befriend with are products of this social institution. Within at least 16 years,
we spend 2/3 of our days in scholastic activities, 1/3 (8 hours) in sleeping.
The way content knowledge is, affects are also learned in school. We acquire interests,
preferences, morals, habits, attitudes, etc. by interacting with people in it.
This is why affects are also assessed, measured and evaluated by teachers. Robinson and
Shaver (1993) enumerated a few indicators or approaches to the assessment of affective
outcomes. Here they are:
1. Money:
A person who spends money on cosmetics is obviously beauty-conscious. On the other

hand, a person who allots money in books has an inner motivation for learning.
2. Time:
Time is gold, as the adage goes. This is why, like money, a time spent is an indicator of a
person's interest, inclinations, etc. A person who spends time in the gym thinks that physical
fitness is of utmost importance.
3. Verbal Expressions:
But the words you speak come from the heart... -- Matthew XV : xviii
A person who talks about politics is more likely interested in politics. Though (since I already
involved the Bible), not all who speaks of God and Jesus are believers. I'm sure most of us
will agree about that.
"Not everyone who says to me, 'Lord, Lord,' will enter the kingdom of heaven, but only he
who does the will of my Father who is in heaven. -- Matthew VII : xxi
This, thus, leads us to the conclusion that time and money and other indicators are more
concrete manifestations of affective outcomes.
4. Fund of Information:
A person who know a lot about the history of the Roman Catholic Church might probably
have read a lot money and time to reading and buying material about it. According to
behaviorists, we seem to choose what to learn and what to retain in our minds. Here comes
interest. Interest is a driving force to retain what and what not to.
5. Speed of Decision or Reaction Time:
My classmate, Diana, when asked anything about the periodic table, answers in
considerable speed. This is in line with Fund of Information. She surely is very familiar with
these matters and it indicated his interests.
A person who is most interested in grammar doesn't take much time to identify that a
sentence has an error.
6. Written Expressions or Personal Documents:
Edgar Allan Poe wrote a lot about love woven with death and tragedy. His experiences may
clearly let his readers understand the whys.
Ray Bradbury wrote his books and short stories dealing with the future and technology and
their implications in the lives of the people. Who knows!? May be he's a scientist.
7. Sociometric Measures:
Tell me who your friends are and I'll tell you who you are.
Though I do not believe in this, in general, it is a powerful indicator of affective learning. The
choice of friends of a person indicates a lot about himself.
8. Activity Level Methods:
A person's endurance in something or anything, his speed in reading or writing and others
speaks loudly about a person's affects.
9. Observations:
Observations of the teacher, based on some standardized or systematized recorders.
10. Specific Performances and Behavior
Sleeping in Math classes and reciting actively in the Biology class say that a learner is
bored and stimulated.
11. Memory Measures:
The ability of a student to retain and recall pieces of information despite of distractions and
other factors is an indicator.
12. Simulations:
Game-like activities and other interpersonal activities reveal a person's attitude.

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12 PRINCIPLES OF HIGH QUALITY ASSESSMENT

1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS
Assessment should be clearly stated and specified and centered on what is truly important.
"Teaching emphasis should parallel testing emphasis."

LEARNING TARGETS
Knowledge Students mastery of the content.

Reasoning Students ability to use their knowledge.
Skills Students ability to demonstrate what they
have learned.
Products Students ability to create.
Affects Students emotional attainments.
2. APPROPRIATE ASSESSMENT METHODS

Assessment should utilize assessment methods suitable for a particular learning target.
ASSESSMENT METHODS LEARNING TARGETS
Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects
3. BALANCE
Assessment methods should be able to assess all domains of learning and hierarchy of
objectives.
DOMAINS OF LEARNING:
Cognitive
Affective
Psychomotor
HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember
4. VALIDITY
Assessment should be valid. There are several types of validity that are to be established.
TYPES OF VALIDITY
Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity
5. RELIABILITY
Assessment should show consistent and stable results. There are methods which can be
used to measure and establish reliability.
RELIABILITY CAN BE MEASURED USING:
Test-retake or Retest Method Giving the same examination after several

minutes to several years.
SPLIT-HALF This is used to establish internal
consistency using Pearson r formula.
Parallel-form/Equivalence test Giving the same examination within the
day.
Test of Stability Giving the same examination content but
not in the same manner or form after
several minutes to several years.
Measurement of stability & Equivalence Giving the same examination content but
not in the same manner or form within the
day.
Kuder-Richardson Establishment of reliability using KR 21
and KR 20 formulas.
6. FAIRNESS
Assessment should give equal opportunities for every student. There should be no
discrimination of any kind (racial, age, gender, etc.)
7. AUTHENTICITY
Assessment should touch real life situations and should emphasize practicability.
8. PRACTICALITY & EFFICIENCY

Assessment should save time, money, etc. It should be resourceful.
9. ASSESSMENT IS A CONTINUOUS PROCESS.

Because assessment is an integral part of the teaching-learning process, it should be
continuous.
ASSESSMENT FORMS:
PLACEMENT ASSESSMENT Done before instruction to assess
the needs of the learners to determine
their capacities and capabilities.
FORMATIVE ASSESSMENT Done during instruction

to monitor students progress and
to reinforce learning.
DIAGNOSTIC ASSESSMENT Done to see the problems and

learning difficulties of the students.
SUMMATIVE ASSESSMENT Done after instruction to assess

students achievement and to see
the result of the teaching-learning
process.
10. ETHICS IN ASSESSMENT
Assessment should not be used to derogate the students. One example of this is the right to
confidentiality.
11. CLEAR COMMUNICATION
Assessment's results should be communicated to the learners and the people involved.
Communication should also be established between the teacher and the learners by way of
pre- and post-test reviews.
12. POSITIVITY OF CONSEQUENCE
Assessment should have a positive effect. It should motivate students to learn and do more
and should give way to improve the teacher's instruction.
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ASSESSING AFFECTIVE OUTCOMES

The main goal of the teaching-learning process is learning. Learning is should be facilitated
and assessed. Learning doesnt only refer to substantive or content knowledge because
learning can be in many forms. It can be a knowledge learned, a skill acquired or an attitude
patterned. Within the school, a learner also learners to interact with other people and from
his experiences he learn, acquire or pattern his attitudes, beliefs, preferences, morals,
ethics, feelings, etc.. Since affects are also products of the teaching-learning process, they
should also be assessed.
FIVE LEVELS OF AFFECTIVE DOMAIN OF LEARNING

Receiving Being aware or attending to something in the environment
Responding Showing new behaviors as a result of learning/experiences
Valuing Showing some definite involvement or commitment
Organizing Integrating new values into ones general set of values and giving ranks or
prioritizing them
Characterization Acting consistently with the new rule
ASSESSMENT OF AFFECTIVE OUTCOMES
Only a few approaches to the assessment of affective outcomes have been translated into
classroom use. It is helpful for a teacher to know different approaches to assess whether
students are learning affectively.
APPROACHES TO THE ASSESSMENT OF AFFECTIVE OUTCOMES
Robinson & shaver (1993) mentioned ways to assess attitudes and dynamic outcomes.
They are as follows:
Money. A student who spends money on books has, more likely, an inclination to reading
and it can be deduced that he loves what he does. People spend most of their money in
things which they consider important.
Time. Time is gold. Gold in important. If some spends his time on something, it shows his
love or interest in what he does.
Verbal Expressions. A person who speaks of the Bible is obviously affectively inclined to
the Words of God.
Fund of Information. One who knows a lot about the solar system has more likely spends
time and money to know such information. This shows his affective inclination to the field
which interests him.
Speed of Decision or Reaction Time. A person who makes quick decision between
attending ballet recitals or seminars shows his preference, beliefs and attitudes. If he
chooses to attend the seminar, it means that he has strong belied or conviction that
seminars are more important.
Written Expression or Personal Documents. Writing reflects who a person is. Emily
Dickinsons poems are always about bravery towards death. It only shows her attitude.
Sociometric Measures. Though a lot of contentions can be said against this, it still prevails
that who your friends are is who you are.
Activity Level Methods. An activity that arouses ones interest and in which he exerts a lot
of energy is more likely the activity that he prefers.
Observations. Observing how a person conducts himself is the best way to assess his
affects.
Specific Performances and Behaviors. A persons behavior toward something is his
attitude, belief, preference, etc. A person who hurts animals may be an animal-hater or just
a violent person.
Memory Measures. Our memory absorbs the best when it is stimulated to do so. Recalling
something easily reflects affects.
Simulations. Games, role playing and other activities that represent outside interaction are
good conditions from which ones affects can be observed.
THERE ARE WAYS to gather affective data. In this part of the lecture, we will have the
following, one by one:
1. Self-report
2. Attitude scale (Forced-Choice Selection Method, Summated Ratings or Likert
Scale, The Semantic Differential Technique)
3. The Free Response and Opinionnaire Method
4. Simple Projective Techniques
5. Self-expression Techniques
6. Checklist
WRITING ITEMS FOR SELF-REPORT AFFECTIVE MEASURES
These are guidelines and criteria to be considered to develop or edit activities that measure
affective outcomes (Payne, 2003). Payne cited several things to avoid:
1. Avoid statements referring to the past. Instead, refer to the present.
2. Avoid statements that are factual or are capable of being interpreted as factual.
3. Avoid statements that can be interpreted in more than one way.
4. Avoid statements that are irrelevant to the psychological object under consideration.
5. Avoid statements that are likely to be endorsed by everyone or by no one.
6. Avoid reflecting the entire range of affectivity.
7. Avoid using complex, ambiguous or indirect language.
8. Avoid statements that are too long (more than 20 words).
9. Avoid statements that contain more than one complete thought.
10. Avoid statements that contain universals: only, just, merely, none and others of
familiar nature.
11. Avoid statements that are formed with compound or complex sentences.
12. Avoid using highfalutin words or words difficult to understand.
13. Avoid double negatives.
STEPS IN CONSTRUCTING AN ATTITUDE SCALE
Berdie et al. (1996) described an effective method to construct an attitude scale. There are
steps and they are as follows:
Collect a pool of statements. If you plan to have an attitude scale for cheating, let your
students write three or four statements towards cheating.
Select the best statements. Using a criteria cull 30 items from a pool of 50 or 60
statements.
Administer the inventory. This is not a test; there is no right and wrong answer. All the
sentences in the list represent ideas that some people hold about cheating on tests.
Students can make use of the plus (+) sign or the minus (-) sign to indicate whether they
agree or disagree, respectively. If students are uncertain, they can indicate this using a
question (?) mark. Students can intensify their responses by encircling the symbol they
incurred. For example, and encircled plus (+) sign symbolized that the student strongly
agrees with the statement. Of course, these indications can be modified.
Score the inventory. Values can be assigned to responses. Refer to the given example
below.
Symbol Points given

Encircled + 5
+ 4
- 3
Encircled - 2
? 0
If the maximum possible score is 150, this will indicate a favorable attitude. The minimum
can be 30 score and the indifference can be 90.
ATTITUDE SCALING:
FORCED-CHOICE SELECTION METHODS
This method requires/forces respondents to select among choices that differ in content. This
is instead of choosing the degree of favorableness or intensity. The respondent is to choose
the statement that best describes him. The format is the same with that of a multiple-choice
examination and can be a description of a situation.
The forced-choice selection method: minimizes the subjectivity of the exam; reduces
fakability; produces a better distribution; is quick, efficient and objective; and produces
scores that are easily analyzed.
ATTITUDE SCALING:
SUMMATED RATING OR LIKERT SCALES
In this method, respondents are to choose among numbers (1, 2,3, 4 and 5) or letter (A, B,
C, D and E) which are assigned with response categories (strongly agree, agree, uncertain,
disagree or strongly disagree). Numerical weights are best used for easiness of
computation.
ATTITUDE SCALING:
SEMANTIC DIFFERENTIAL TECHNIQUE
This method makes use of bipolar adjective scales. It is designed to measure attitudes,
feelings and opinions by degree from very favorable to highly unfavorable. Refer to the
examples below:
Fast ___ - ___ - ___ - ___ - ___ - ___ -____ Slow

Good ___ - ___ - ___ - ___ - ___ - ___ -____ Bad
Quite ___ - ___ - ___ - ___ - ___ - ___ -____ Active
Strong ___ - ___ - ___ - ___ - ___ - ___ -____ Weak
There are steps in developing a semantic differential scale. There are enumerated as
follows:
1. Identify the concepts to be rated.
2. Choose appropriate bipolar scales.
3. Design a response sheet.
4. Write instructions.
FREE RESPONSE AND OPINIONNAIRE METHOD
This method brings out every relevant response and ensures that all necessary questions
are asked. The students are free to respond the way they deem proper.
The following criteria are to be considered in preparing an opinionnaire (Gable, 1996):
1. Brevity
2. Inclusion of items of interest and face appeal to the respondents
3. Provision for depth responses
4. Wording should neither be suggestive nor unstimulating.
5. Phrasing of questions should allay suspicion about hidden purposes and should not
embarrass/threaten respondents.
6. Phrasing of question should not be too narrow. It should allow respondents a
reasonable latitude.
There are two types of opinionnaires the close/pre-categorized type and the open/free-
response type. A pre-categorized type is very closely related to the forced-response
technique in that it requires a respondent to choose between or among categorized
responses. The former, on the other hand, gives absolute freedom for any type of response.
There are general cautions to be considered when preparing an opinionnaire:
1. Spell out objectives, purposes and specifications for the instrument.
2. Try to limit the length of the questionnaire to ten questions.
3. Make sure that the students understand the purpose of the questionnaire.
4. Use a sequence of questions.
5. Motivate the students to answer thoughtfully.
6. Control the questionnaires administration.
7. Urge the students to express their own thoughts.
8. Be sure that directions are clear, definite and complete.
9. Urge student to ask clarifying questions.
10. Pilot-test the questions that are not clear to them.
SIMPLE PROJECTILE TECHNIQUES
SPT or (simple projectile technique) can be done

using word association, unfinished sentences or unfinished stories. Word association
is done by presenting a word and letting the student respond using the first word that comes
out from his mind. Unfinished sentences are done by letting the student fill out missing parts
of a sentence. Unfinished story is done by asking students to tell how a story should end.
SELF-EXPRESSION TECHNIQUES
SET give the student the opportunity to express their ideas and opinions about themselves
and others. Joharis Window and other modified forms are the best examples of this.
CHECKLISTS
This is the simplest way to gather affective data. Students are only required to tick items
that are either desirable/favorable or undesirable/unfavorable for them.
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BASIC CONCEPTS IN ASSESSMENT AND EVALUATION

Here are terms that a student of this course should first fully understand:
Test. A test is an instrument designed to measure any characteristic, quality, ability,

knowledge or skill. It is comprised of items in the area which it intends to measure.
Measurement. Measurement is a process by which the teacher quantifies the degree to

which someone or something projects a specific trait.
Assessment. Assessment is a process of gathering and organizing quantitative or

qualitative data into an interpretable form to have a basis for judgment or decision-making.
It must also be noted that assessment is prerequisite to evaluation. It provides
the information which enable evaluation to take place.
Evaluation. Evaluation is a process of systematic interpretation, analysis, appraisal or

judgment of the worth of organized data as basis for decision-making. It involves judgment
about the desirability of changes in students.
Traditional Assessment. Traditional assessment refers to the use of pen-and-paper

objective test.
Alternative Assessment. Alternative assessment refers to the use of methods other than
pen-and-paper objective test which includes performance test, projects, portfolios, journals
and the likes.
Authentic Assessment. Authentic assessment refers to the use of assessment methods

that simulate true-to-life situations. This could be objective tests that reflect real life
situations or alternative methods that are parallel to what we experience in real life.
REMEMBER:
A test is an assessment
Teacher A administered a 30-item quiz; this is a form of assessment.
Teacher B, using a standardized rubric, graded the first performer with score of 89; this is a
form of measurement. The teacher assigns a quantitative values to the performance.
Teacher C decided that Student A fail in the subject due to very low scores and very sparse
attendance; this is a form of evaluation. The teacher judges whether the student is going to
pass or fail the subject. Of course, judgment should be based upon what the assessment
and measurement reflect.
Assessment is a prerequisite to evaluation. No teacher can judge a student's stand in the

subject without sufficient assessment.
On the other, assessment feeds the teacher results which he will, in turn, measure. To
measure is to assign numerical or symbolical value to a given, measure trait.
LAUGHTER
THIS IS A POEM WRITTEN BY MANINGNING MICLAT.
He left me
when he could
no longer stand the laughter
that I gave him

while he begged me not
to keep memories
alive in poems
to hurt myself
and make those
who read
sad. I laughed
when he shared
his life with me
while holding him
to make it easier
and maybe
less painful
to live on.
Laugh! I told
him, but
could not get
his attention.
Laugh! I asked
him, but
he left in
anger.
And left
before he understood
the courage
that held my laughter.
[For more Philippine-Literature texts, please see the right bar side of this website.
Philippine-Literature texts are under "Sources of Literary Texts," with the label "By
Filipino Authors.]
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CHINATOWN
THIS POEM WAS WRITTEN BY FATIMA V. LIM.
Suddenly, I desire
These narrow streets.
The clanging din
Of a different tongue.
Lighting needles
Puncturing my ribs.
And the drink
Brewed from the root
Twisted into a man.
If only Father lived.

He would read my future
Unfurling in the tea leaves,
Show me the inn
Where they serve
The finest jumping shrimps,
And lead the way to the old pagoda
Where a long-lost uncle lives.
As they trade
Old tales, Father slips
And band of heavy jade
Upon my wrist.
A stone dragon leaps.
I am borne, a quarter-moon-
Eyed child, home, upon
My father's shimmering
Back.
Filipino Authors.]
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DREAMWEAVERS
THIS POEM WAS WRITTEN BY MARJORIE EVASCO.
We are entitled to our own

Definitions of the worlds
We have in common:
Earth house (stay)
Water well (carry)
Fire stove (tend)
Air song (sigh)
Ether dream (die)
And try out new combinations

With key words
Unlocking power:
House on fire sing!

Stove under water stay,
Earth filled well die.
The spells and spellings

Of our vocabularies
Are oracular
In translation
One woman in Pagnito-an

Another in Solentiname
Still another in Harxheim
And many other women
Naming
Half the world together
Can move their earth

Must house their fire
Be water to their song
Will their dreams well.
Filipino Authors.]
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THE FARMER'S SON

THIS IS A POEM BY ALFRREDO NAVARRO SALANGA.
There is great power in reason

It comes like so much rain
Or like strong wind in a dry month
My father was bent

by work
his shoulders were bend
by words
in a contract
he never understood
While I was still

a young man
he send me off
to school
and bid me walk
with straight shoulders
Learn, he said
learn words
that you may pry off
these letters
that have made me
old and bent
I came back
many years later
with the words
I knew he wanted
but by then
it was too late
I listened to him
die with words:
you are lucky
to have learned words
they will keep you
from having bent shoulders
By his deathbed
I cried
and spat out
letter's while
my shoulders bent
with grief
Filipino Authors.]
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MONTAGE
THIS IS A POEM WRITTEN BY OPHELIA ALCANTARA DIMALANTA.
Monday jolts and she bogs down, a ragbag

Splayed off at tangents. Windows
To the outside and flecks of faces
Spring the morning clear to set her
Into her old dimensions. Piece by piece
She puts on eight o clock, pillows
And bedcovers in a tumble pat her
In place. The clearest outglass
Of grapefruit juice teetering on a silver
Tray for breakfast-in-bed exigencies
(Both for effect and effectivity)
Is for a fact but fictive in the mind.
Which holds the moment a little longer,

Stalls the stupor of the previous night,
Images of her beautiful in blank spaces,
Wandering truant like in a private region;
Clouds of night jammed in one wicked
Corner of sleep. She hoards them
Like a child and triumphantly pieces
Them into a total singular perspective;
Splayed-off tatters of mornings,
A dark undisciplined of clouds settled
Right into the atmosphere recreating
Her Monday-world, jolted suddenly
Into the teeth of everyday people
And cluttering pans of slapdash.
She exudes it now becomingly
As she glides and putters about
Alternately, spreads it as a haze
Enveloping her form, perfectly
Dissolved in solid tones and chromes.
A jewel durably ensphered in mist,
Old gold etched in ever-emerging shades.
Filipino Authors.]
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PASALITANG AWIT
THIS IS A POEM WRITTEN BY ROLANDO S. TINIO.
(Para kay Ella)
Sa iyo hahapon ang aking umaga,

Sintang maligalig kapag umaalon.
Kulubin mo ako sa usok at baga;
Ang bawat araw koy tulutang humapon.
Sa iyo pipitak, liwanag ng loob,

Mahal kong kay rupok, akala moy ulap.
Payapa kong itoy payapa ng tulog,
At lalong payapa tuwing mamumulat.
Sa iyo tataas ang aking tanghali;

Lahat ng aninoy magtatalilisan.
Sa tanghaling tapat, ako ang itangi;
Kasuyo, huwag mo akong bibitawan.
Sa iyo lalatag, pilak ng ligaya,

Aakyat ang buwan, titining ang dagat.
Abay biglang-bigla, di halos makaya,
Hudyat ng tag-ulang bubugso, kakalat.
Filipino Authors.]
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BONSAI
THIS IS A POEM WRITTEN BY EDITH L. TIEMPO.
All that I love

I fold over once
And once again
And keep in a box
Or a slit in a hollow post
Or in my shoe.
All that I love?

Why, yes, but for the moment-
And for all time, both.
Something that folds and keeps easy,
Sons note or Dads one gaudy tie,
A roto picture of a queen,
A blue Indian shawl, even
A money bill.
Its utter sublimation,

A feat, this hearts control
Moment to moment
To scale all love down
To a cupped hands size
Till seashells are broken pieces

From Gods own bright teeth,
And life and love are real
Things you can run and
Breathless hand over
To the merest child.
Filipino Authors.]
No comments:
WHAT DOES A WOMAN OWN?

THIS POEM WAS WRITTEN BY CIRILO F. BAUTISTA.
She was an old woman and a

widow. When the drunken military
policemen came in the middle of
the night, she beg them not
to take what she did not own.So
they took away her cow, her trinkets,
her daughter, killed her two sons,
and left her alive.
Filipino Authors.]
No comments:
DEAD WEIGHT: IN MEMORIAM

A death that stuns the wheels of government

And carves enmity in the hearts of men
How do we sing the darkness in this thing?
There is a need to fix our voice against
The weight of our loss, so that all in all,

As we polish the weapons to blast the threat
Of his ghost, our discourse does not disclose
Our kinship with his blood, but from monstrous
Corners of memory bring out poisoned

Phrases to fling at his fleshThief, Scoundrel,
Usurper of heritagethose terrible
Maledictions he finely deserves, so much
Did he trick us in his long governance.

We will yield no quarter in this noble fight
To cleanse history of his stench! Let him rot
Abroad, let his brood burn in our angers heat,
Let us persecute his friendsthose blind lackeys
Who still lick his prints! An eye for an eye. . .
Bah! He started it all, and the law upholds
The virtue of our violence. Let us then
Be firm: our vision of one happy nation

Founded on Faith, Honor and Justice must not
Be shaken by this abominable
Carcass or the pleadings of his clanlock
The waterways, patrol the air, check the land

He Must Not Come Home, He Must Not Rest in Peace!
(1 October 1989)
Filipino Authors.]
No comments:
WRITTEN IN STRATFORD-UPON-AVON
You say you never expected it to be

like this, the foot on your head and the camera
scratching your marble. Why should it be
any less dramatic, when even now your tongue
washes with words the streets of Stratford?
I watch them flow with the Avon and feel it

freeze into a wilderness of books;
I watch them spread with the sun
till sunlight seals with alphabet
the inconsistencies of our skins;
I watch them flog my foreign brain

like so much black meat on the stone.
Not wise enough to be a fool, yet still
a corruptor of words, I sketch my shadow
on the cobbles of your city and compose the lies
that would correct the revenue.

Rascal even in the tomb, sexless now but
disturbing our sex, tell mehow much
did you earn from the flagship of your human
stage? Enough to decorate your memory,
you say, and buy a plot in the decent section
of town. But your text, the script
that enwraps your bodys verges, inhabits
our waking hours to subvert their sanity. So
I embrace the illusion of this place,
the liquid of this river that runs through

the secret chambers of my poems, the fertile
ghosts that fix the garments in my Cambridge lodge,
only in deference to your rest. Foreclosed,
your bankroom swells with madrigals; retired,
you rule this kingdom with a butterknife.

My speech grows roots, flying from your voice,
searching for silence to slash the thickness
of my disbelief. I dislocate my ancestry
in obeisance to yoursmy art is fraught
with danger at every turn. But I will not

have you burn my blood, no, I did
my dying long ago, some twenty years
in a foreigh cul-de-sac, though as for that
my skeleton still can rattle verses
to scare the unware. A catalogue of charity

will not restore the firelight in your eyes
nor the flood that flaunted ink
on your foolscap, but skulls will, and goblins,
and a bloody dagger. To paralyze
tradition you traded pomp for a poetry

which exhorts the living to die in the eternal life
of your make-believe. Your discrouse pulls the water
from the sea and drowns the moon in Abu Dhabi,
the same moon that holds the walls of Illyria in your office
at Stratford or gilds the silver bells in Manila:

the sky in London drips with sugar from
your breath, while bread impressed with your teeth marks
adorns the houss in Bulgaria: Language flexing
its muscles, no doubt, locking in antique
boxes our singing thoughts. The wood

and nails warm our hope for hope,
because in this captivity light is only
a metaphor to prevent decay. The dark
solidifies our resolve to cut a door
through your heart, crawl in the void, and dissolve

in languages disguises, until the verbal silence
propels our faces to Asia. Oh, Asia, Asia,
Asia! Asia loads my mind with grief,
tears me to pieves, here in this English
masquerade. For this serenade

thousands eat porridge on the run
in my country, fleeing from the turmoil
of nationhood. There time is the thief
where subreption stains the bank vaults
and cathedral choirs. You do not make me

forget them, no, the mouths in want of rice
and voice in need of grammar, the fire
and pestilence and decline that wear
democracys clothes, though you beguile me
with castellated paradoxes and seachests

filled with sunsets. Oh, I must die again
to deny your magic, I have no gesture to break
the fact that we must feed on your flesh
for salvation. I walk your streets
with strings pulling my bones, my sadness

floundering in the festival of your death.
(July 1987)
Filipino Authors.]
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WALKING AROUND IN BRUSSELS

They are building a bigger Metro

in Brussels, it will take three years.
The streets are one large gaping wound, with
their intestines strewn on the sidewalks,
while somewhere in my brain Bob Marley
sings about cutting trees with a small axe.
From Grand Place to Palace Royale
men in orange coats to pick and shovel
the earth to expose the vein for the steel
couplings, electric wires, stone steps,
and metal signs that would link human
muscles with the whirling earth, so that
men would reach it faster, cheaper,
but not Bob Marleys man, the herbsman,
who can cure his wound with a chant.
What does it want, this city of old folks?
Should they not totter on a cane or drag
their carcass across the lane? Why should
they get nowhere faster, as if their bone
bewailed contemplating tulips
in the sun and birds pecking at crumbs?
Let them move like snails, if need be,
let them stumble and fall on their skin,
let their sorrow begin, but their solitude
also, the whell of their soul, which moves them
to their hearts tune, not the Metros,
nor any architects. The paths
of their soul have no texts,
only calling cards that fly with the wind,
and the wind, O the fickle wind,
when it calls them, they crawl from fire
and blanket, still bleary-eyed,
to follow it to yet another vague, fearsome sleep.
(1983)
Filipino Authors.]
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THE SEA CANNOT TOUCH

The sea cannot touch me now

nor the sky
in this room whose arms are
your arms
They would spell the night

I took you for my wife
I do not think of candles in that church
Though they were there
the priest the words though they

were there
I think only of your sad
beautiful face following
the nothing there/the nothing
to construct our lives with/hoping
the singing birds would come
and house among its branches
Filipino Authors.]
No comments:
PEDAGOGIC
THIS IS A POEM WRITTEN BY CIRILO F. BAUSTISTA.
I walked towards the falling woods

to teach the trees all that I could
of time and birth, the language of men,

the virtues of hate and loving.
They stood with their fingers flaming,

Listened to me with a serious mien:
I knew the footnotes, all the text,

my words were precise and correct
I was sure that they were learning

till one tree spoke, speaking in dolor,
to ask why I never changed color.
Filipino Authors.]
No comments:
CHARTS
THIS IS A POEM BY CIRILO F. BAUTISTA.
The graphics by which the calculus is borne

to prescribe the signsand pathway of the mind
none can unlock with statistics or bind
to metal currency like fish and corn;
for neither time bomb nor flagman can scorn
the sure numerals the gnomon has signed.
Be a dryad, a glyptic seeing or blind,
the calculus will wound you with its horn:
so fine a machine can demolish the art

we raise against the phalanx it employs,
the human tactics we plot on our chart
melt before its argument like plastic toys
dolmen, alar, crude, tied to the womb like sex,
it is the saviour that comes with an ax.
Filipino Authors.]
No comments:
KUNG PAANO MATATAMO ANG KATAHIMIKAN SA

MUNDO
Nakikilala sa kulay ng balat, ika nga,

kaya sa San Franciscoy maingat ako
habang nanaghiihntay ng bus patungong Iowa.
Malakas daw ang racial prejudice, sabi nila,
kawawa ang mga Negro at mga di puti,

malapit na raw magrebolusyon dahil dito.
Ngatog na ngatog ako sa takot at gutom
dahil kalalapag ko lang buhat sa Tokyo.
Pumasok ang isang Negro sa istasyon

naka-African hairdo, may hawak na munting
latigo: nakatatakot tumingin, kaya
di ko siya tinignan. Kumakalansing
ang pilak na borlas ng kanyang sapatos

at sigaw niya, Peace, brothers! Ngumiting litaw
ang mapuputing ngipin. Tinignan ako
siguroy natawa siya sa kanyang natanaw
isang dayuhang maliit, maitim na kung

saana lupalog nanggaling. Bumaligtad
ang aking bituka sa takot at dumukot
ako ng sigarilyo para di malantad
ang pamumula ng aking mukha. Nahalata

kong pati ang mga Putting narooy tahimik
na tahimik, di makaimik sa harapan
ng Negrong iyon. Pagkaalis lang niya nagbalik
ang normalcy sa loob ng istasyonnagbasang

muli ang iba, tsismisang muli ang mga miron,
tawanan, ang dyanitor ay muling nagwalis.
Maya-mayay nagdaang muli ang Negrong iyon
Kaakbay ang dalawang Amerikanang puti,

Blonde, at sa kagandahay walang kaparis.
Napatigil ang dyanitor sa pagwawalis.
Naisip ko, Ganito pala ang racial prejudice.
Filipino Authors.]
No comments:
A MAN FALLS TO HIS DEATH

1 Blood is nothing. Space is all. Is.

2 A simple diagram illustrates this:
3 where A is the tenth floor of steel and glass (He was on

4 the noon shift forging the dream to a reality fine mean
5 could slumber in, or whores, in antechamber, touch their bone)
6 and B the level earth (Above the clogged engine
7 a shadow traced the lines on his foot, while shoot
8 his brain with firelights the money did). Put
9 down an imaginary circle around the vertical.
10 Compute the square of guilt against an integral
11 his age built when he was young: wrong,
12 axiomatic: the sum stands thus: Along
13 the curve X (none noticed the leap; what they saw
14 was the red imprint) by which we know
15 the nothing particualr, the momentum
16 carried him to the point beyond the dictum
17 Hic primus geometrosfor a body physical, a
18 Mass, emits energy equal to zero, the stay
19 Necessary to arrive at a base, as in Bergers
20 Formula for optics. Here we remember
21 the fallacy of inclusive force if we extend
22 A to the absolute (He was, a day ago, threatened
23 With dismissal for displeasing a superior)
24 and call it the Cause: heat, hunger, air
25 these were just contingent. To recapitulate:
26 Bergers law does not apply here, as the late
27 Projections of X show, space being non-mathematic;
28 from A to B the descent exhibits a quick
29 increase in force, though the exact ellipsis we know not.
30 (The Blank and Blank Co., Inc., regrets to announce that. . . .)
Filipino Authors.]
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WHEN HE WALKS INTO THE ROOM (1969)

THIS IS A POEM WRITTEN BY GLORIA A. GARCHITORENA-GOLOY.
When he walks into the room

the corners of my eyes feed
upon the edges of his image.
The printed page
Is orphaned and stranger breed
a riot in my mind.
Then he walks out. And my doom
begins to grow with speed
of his departure. The mark of age
spreads upon my visage.
There is nothing more to read.
My soul is blind.
Filipino Authors.]
No comments:
VALEDICTION SA HILLCREST
THIS IS A POEM WRITTEN BY ROLANDO TINIO.
Pagkacollect ng Railway Express sa aking things

(Deretso na iyon sa barko while I take the plane.)
Inakyat kong muli ang N-311, at dahil dead of winter,
Nakatopcoat at galoshes akong
Nagright-turn sa N wing ng mahabang dilim
(Tunnel yatang aabot hanggang Tundo.)
Kinapa ko ang switch sa hall.
Sa isang pitik, nagshrink ang imaginary tunnel,
Nagparang ataol.
Or catacomb.
Strangely absolute ang impression
Ng hilera ng mga pintong nagpuprusisyon:
Individual identification, parang mummy cases,
De-nameplate, de-numero, de-hometown address.
Antiseptic ang atmosphere, streamlined yet.
Kung hindi catacomb, at least
E filing cabinet.
Filing, hindi naman deaths, ha.

Remembrances, oo. Yung medyo malapot
Dahil alam mo na, Im quitting the place
After two and a half years.
After two and a half years,
Di man nagkatiyempong mag-ugat, ika nga,
Siyemprey nagging attached, parang morning gloryng
Mahirap mapaknit sa alambreng trellis.
At pagkabukas ko sa kuwarto,
Hubot hubad na ang mattresses,
Wala nang kutson sa easy chair,
Mga drawer ng bureauy nakanganga,
Sabay-sabay nag-ooration,
Nagkahiyaan, nabara.
Of course, tuloy ang radiator sa paggaralgal:

Nasa New York na si Bob and the two Allans,
Yung mga quarterbacks across the hall
Pihadong panay ang display sa Des Moines.
Don ang Cosntance arent coming back at all.
Gusto ko nang magpaalam
to whom?
The drapes? The washbowl? Sa double-decker
Na pinaikot-ikot naming ni Kandaswamy
To create space, hopeless, talagang impossible.
Of course, tuloy ang radiator sa paglagutok.
(And the stone silence,
nakakaiyak kung sumagot.)
Bueno, lets get it over with.

Its a long walk to the depot.
Tama na ang sophistication-sophistication.
Sa steep incline, pababa sa highway

Where all things level, sabi nga,
Theres a flurry, ang gentle-gentle.
Pagwhoosh-whoosh ng paa ko,
The snow melts right under:
Nagtutubig parang asukal,

Humuhulas,
nagsesentimental.
Filipino Authors.]
No comments:
SUNFLOWER
THIS POEM WAS WRITTEN BY TITA LACAMBRA AYALA.
Poised to the sun, like warning of violence

its neck arches subtly hiding there
whatever wistfulness it has from
the uninvolved eye. And its worship is gay
bedecked in reflected sunshine
honest as dress of green the coolness
of rivers. This is the plant of courage
growing rank among the stones (how well
it hides the bitter of its sap) preening
without pretence, loving itself as much
as the source of its roofs and its ends
in whatever season or age, warming
november and december's gloom like,
wherever it can, a piece of sun.
Filipino Authors.]
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THE GODS WE WORSHIP LIVE NEXT DOOR

THIS IS A POEM WRITTEN BY BIENVENIDO N. SANTOS.
The gods we worship live next door. Theyre brown

and how easily they catch cold sneezing
too late into their sleeves and brandishing
their arms in air. Fear grips us when they frown
as they walk past our grim deformities
dragging with them the secret scent of love
bought by the ounce from gilded shops above
the rotunda of the bright cities.
In the cold months of fog and heavy rains

our gods die one by one and caskets golden
are borne on the hard pavements at even
down roads named after them, across the plains
where all gods go. Oh, we outlive them all,
but there are junior gods fast growing tall.
Filipino Authors.]
ON ONE ANOTHER YET WE SHALL IN TIME

THIS IS A POEM BY NINA ESTRADA-PUYAT.
On one another yet we shall in time

Set eyes, and I my sweet revenge shall gain,
For muffled tears that fell like prayer rain
To still the clamor of a bell that chimed
Relentlessly within my haunted mind.
For all the humiliated shame that died
Over my love so ruthlessly denied
By your unfaithful heart of stone, I'll find
A brand to sear your memory, a way
To torture you again with sighs of lips
You well remember and of breasts and hips
Whose feel you knew but lost. I only pray
The vengeance that upon your soul I lay
Will not redound and break this heart of clay.
Filipino Authors.]
No comments:
I SHALL NOT YIELD ALTHOUGH HE STORMS MY CASTLE

THIS IS A POEM WRITTEN BY NINA ESTRADA-PUYAT.
I shall not yield although he storms my castle.

I shall not kiss him back although I tear
My heart. I shall note let sound of his pestle
Pounding at my soul break through the mask I wear,
Betray the frigid treachery I dare.
I shall not let his seeking hands caress me.
He shall not touch this jet-black hair that is mine.
He shall not see the prayer of eyes misty
With hunger, beggared yet unpleading, nor find
The initiated breasts' pubescent line.
The moon will set, but he and I will never
Know each other. Chained to a vow once made,
In numb despair I shall deny him answer
And turn away: virtuous, pure and . . . dead.
Filipino Authors.]
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MAKE ME THE LIQUID BY YOUR VASE CONTAINED

THIS IS A POEM BY NINA ESTRADA-PUYAT.
Make me the liquid by your vase contained

Make me the clay that you would shape and mold.
Make me the puppet by your wish ordained,
The shadow and reflection of your world.
Make me the memory of your smile when this
Is fled. The glimmer of your tear before
They fall. The sigh suspended from a kiss
Conceived and born in your heart's inmost core.
Let me be the music that your fingers play.
The instrument beneath your singing hands.
The echo of your voice, the midnight of your day,
The eddy following your soul's response.
For, Love, I would be paint beneath your brush:
Distinct and yet united, we two at last.
Filipino Authors.]
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LAMENT FOR THE LITTLEST FELLOW

THIS IS A POEM BY EDITH L. TIEMPO.
The littlest fellow was a marmoset.

He held the bars and blinked his old mans eyes.
You said he knew us, and took my arms and set
My fingers around the bars, with coaxing mimicries
Of squeak and twitter. Now he thinks you are
Another marmoset in a cage. A proud denial
Set you to laughing, shutting back a question far
Into my mind, something enormous and final.

The question was unasked but there is an answer.
Sometimes in your sleeping face upon the pillow,
I would catch our own little truant unaware;
He had fled from our pain and the dark room of our rage,
But I would snatch him back from yesterday and tomorrow.
You wake, and I bruise my hands on the living cage.
Filipino Authors.]
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FOR A CHILD DYING IN A TENEMENT

THIS IS A POEM WRITTEN BY CARLOS BULOSAN.
How hard it is to see you go,

to watch the shame of starvation in your face.
Dear child, you are among the first to know

the terror of plenty, the crime of innocence,
the anguish of poverty...
I guess I know
the cold of winter, the despair of being poor,
the terror of loneliness and of not having fun.
I guess I know the perplexed look in your face,

the unanswered question, the wordless answer,
all the faces that could not stand pain.
Fear is dying. Now try to sleep off

the agony of hunger, the lion in the hallowed breast
the spreading fire snapping the walls of the lung,
You are among the first to go. Now try to sleep.
And now goodbye till we meet again.
Filipino Authors.]
No comments:
QUERIDA
THIS IS A POEM WRITTEN BY ANGELA MANALANG GLORIA.
The door is closed, the curtains drawn within.

One room, a brilliant question mark of light...
Outside her gate an empty limousine
Waits in the brimming emptiness of night.
Filipino Authors.]
No comments:
KUMINTANG
THIS POEM BY PANULAANG TAGALOG, 1947 BY INIGO ED. REGALADO-MANILA:
INSTITUTE OF NATIONAL LANGUAGE. "KUMINTANG: ISANG EPIKO NG MGA
TAGALOG."
Ang nuno nating lahat,

Sa ukulog, di nasindak
Sa labanan, di naawat
Pinuhunan ang buhay, hirap
Upang tayong mga anak
Mabuhay ng mapanatag.
Itong ating kabukiran
Sampung bahay at tahanan,
Ibig nilang kuning tunay,
Maagaw sa ating kamay
Tayo baga'y mag asal
Gayong buhay tila patay?
Halina nga at usigin
Ang aliktiya, mga bukirin
At ang mga anak natin:
Tayo naman may patalim,
Dugo't buhay puhunanin.
Aba tayo kung wala na
Ang tirahang maligaya,
Pati anak at asawa
Mananaghoy, magdurusa;
Kaya ngayon, ay tayo na,
At ang buhay ay ipara.
Filipino Authors.]
No comments:
ANG PAGIGING BAKLA AY PAGKABAYUBAY RIN SA KRUS

NG KALBARYO
THIS IS A POEM WRITTEN BY ROLANDO A. BERNALES.
Ang pagiging bakla ay habambuhay

Na pagkabayubay sa krus ng kalbaryo.
Papasanin mo ang krus sa iyong balikat
Habang ngalalakad sa kung saan- saang lansangan.
Di laging sementado o aspaltado ang daan,
Madalas ay mabato, maputik o masukal.
Mapalad kung walang magpupukol ng bato o
Mangangahas na bumulalas ng pangungutya.
Kailangang tiisin ang matatalas na sulyap
O bulung- bulungan at matutunog na halakhak.
Di kaialangang lumingon pa, di sila dapat kilalanin
Sapagkat sila'y iba't ibang mukha: bata, matanda
Lalaki, babae, ina, ama, anak o kapatid, mayaman o mahirap,
kilala o di kilala.
Sinong pipigil sa kanila? hindi ikaw
Anong lakas meron ka upang tumutol?
Makapaghihimagsik ka pa ba kung ang iyong palad
At ang iyong paa'y ipinako na ng lipunan
Sa likong kultura't tradisyon at bulok na paniniwalang
Nagdidiktang ang pagiging bakla ay isang kasalanan
Na nararapat na pagdusahan sa krus ng kalbaryo
Kahit na ika'y magpumilit na magpakarangal?!
Filipino Authors.]
No comments:
AND IF THE HEART CAN NOT LOVE

THIS POEM WAS WRITTEN BY JOSE GARCIA VILLA.
And if the heart can not love

death can not cure it nor sleep
no splendor of wound the heart
had no sound
Bloom has escaped it and

birth the miraculous flower
and music and speech leave
it unbewitched
God it can not spell nor sun

nor lover the beautiful word
and it has no sound no sound
nor wound
Filipino Authors.]
No comments:
I VIALED THE UNIVERSE

THIS IS A POEM WRITTEN BY LEONCIO P. DERIADA.
I vialed the universe

And laughed at the concentrated Gods.
But the Genie escaped with His halo of riddles.
I pondered anew and unslept.
Thoughts were strange with the strangeness of new towns
Thoughts were as vast as the unvialed God.
I could not bottle or battle Him.
There: I saw Him mark in the matutinal mist.
I surrendered.
Filipino Authors.]
No comments:
DEATH
THIS IS A POEM BY HERMINIO M. BELTRAN.
We are
Leaves of Life's tree --
And death is the wind that shakes
The branches gently 'till its leaves
All fall.
Filipino Authors.]
No comments:
YOUTH
THIS IS A POEM BY MAXIMO D. RAMOS.
These have known the tingling freshness

Of the coming forth from God;
The sweetness of mother's breast
The ringing sinewiness of growth,
The feel of the loved one's cheek, the song
Of April suns and showers...
And these will know

The quiet dimming down of age
And the silent wonder
of going back
to God.
Filipino Authors.]
No comments:
PICTURE SHOW
THIS IS A POEM BY GUILLERMO CASTILLO.
By God's divine will,

I waken sitting in the dark
with my attention set
upon a Screen before me
while God behind me in His closet
with His intricate machines
projects a Moving Picture Show
a masterpiece which we call - LIFE
Filipino Authors.]
No comments:
THE SPOUSE
THIS IS A POEM BY LUIS G. DATO.
Rose in her hand, and moist eyes young with weeping,

She stands upon the threshold of her house,
Fragrant with scent that wakens love from sleeping,
She looks far down to where her husband plows.
Her hair disheveled in the night of passion,

Her warm limbs humid with the sacred strife,
What may she know but man and woman fashion,
Out of the clay of wrath and sorrow, Life?
She holds no joys beyond the days's tomorrow,

She finds no worlds beyond his arms's embrace,
She looks upon the Form behind the furrow,
Who is her Mind, her Motion, Time and Space.
Oh, somber mystery of eyes unspeaking,

And dark enigma of Life's loves for lorn,
The sphinx beside the river smiles with seeking,
The secret answer since the world was born.
Filipino Authors.]
No comments:
REVOLT FROM HYMEN

THIS IS A POEM BY ANGELA MANALANG GLORIA.
O to be free at last, to sleep at last

As infants sleep within the womb of rest!
To stir and stirring find no blackness vast

With passion weighted down upon the breast,
To turn the face this way and that and feel

No kisses festering on it like sores,
To be alone at last, broken the seal

That marks the flesh no better than a whores!
Filipino Authors.]
No comments:
TO THE MAN I MARRIED

I
You are my earth and all that earth implies:
The gravity that ballasts me in space,
The air I breathe, the land that stills my cries
For food and shelter against devouring days.
You are the earth whose orbit marks my way
And sets my north and south, my east and west,
Your are the final, elemental clay
The driven heart must turn to for its rest.
If in your arms that hold me now so near

I lift my keening thoughts to another one,
As trees long rooted to the earth uprear
Their quickening leaves and flowers to the sun,
You who are earth, O never doubt that I
Need you no less because I need the sky!
II
I cannot love you with a love
That outcompares the boundless sea,
For that were false, as no such love
And no such ocean can ever be.
But I can love you with a love

As finite as the wave that dies
And dying holds from crest to crest
The blue of everlasting skies.
Filipino Authors.]
No comments:
CHANGE
I have outgrown them all, and one by one,

These loves I took so mightily to heart
Before you came: the dolls that overran
My childhood hours and taught me fairy art;
The books I ravished by the censored score;
Music that like delirium burned my days;
The golden calf I fashioned to adore
When lately I forsook the golden phrase.
And thus I shall outgrow this love for you.

Sooner or later I shall put away
This jewelled ecstasy for something new.
Brand me not fickle on that fatal day:
Bereft of change that is my drink and bread,
I would not love you now. I would be dead.
Filipino Authors.]
No comments:
SOLEDAD (1940)
It was a sacrilege, the neighbors cried,

The way she shattered every mullioned pane
To let a firebrand in. They tried in vain
To understand how one so carved from pride
And glassed in dream could have so flung aside
Her graven days, or why she dared profane
The bread and wine of life for some insane
Moment with him. The scandal never died.
But no one guessed that loveliness would claim

Her soul's cathedral burned by his desires
Or that he left her aureoled in flame
And seeing nothing but her blackened spires,
The town condemned this girl who loved too well
and found her heaven in the depths of hell.
Filipino Authors.]
No comments:
COMPLAINTS
THIS IS A POEM BY TRINIDAD TARROSA-SUBIDO.
I
While the enamored stars would dare
Seaward to leap,
Seeking a truer heaven in
The loved deep,
My love so near me on the grass-
What a cowardice!-
Dares not to melt his mouth upon
My waiting kiss.
II.
I cannot understand, O moon,
Cloud-kissed now and then,
You still remain unsullied
Before the eyes of men
Who think me now unchastely
A blot upon me thrown,
Seeing my lover's shadow brush
The fringes of my own.
Filipino Authors.]
No comments:
GOD SAID, "I MADE A MAN"

THIS IS A POEM BY JOSE GARCIA VILLA.
God said, I made a man

Out of clay
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,
And oh,
He was handsome to behold!
But in his hands held he a bow
Aimed at me who created
Him. And I said,
Wouldst murder me
Who am thy Fountainhead
Then spoke he the man of gold:

I will not
Murder thee! I do but
Measure thee. Hold
Thy peace! And this I did,

But I was curious
Of this so regal head.
Give thy name! Sir! Genius
Leaving as heritage this islet this poem,
You and I, this country yours and mine,
This child dreaming on the edges of life.
Filipino Authors.]
Republic Act No. 7836
An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the
Philippines and Prescribing a Licensure Examination for Teachers and for Other Purposes
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
Short title. - This Act shall be known as the Philippine Teachers Professionalization Act of
1994.
Statement of Policy. - The state recognizes the vital role of teachers in nation-building and
development through a responsible and literate citizenry. Towards this end the State shall
ensure and promote quality education by proper supervision and regulation of the licensure
examination and professionalization of the practice of the teaching profession.
Objectives. - This Act has the herein objectives:
The promotion, development and professionalization of teachers and the teaching

profession; and
The supervision and regulation of the licensure examination.
Definition of Terms. - For purposes of this Act, the following terms shall mean:
Teaching - refers to the profession concerned primarily with classroom instruction at the
elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture and Sports, whether on part-time or full-time basis in the
private or public schools.
Teachers - refers to all persons engaged in teaching at the elementary and secondary
levels, whether on fulltime or part-time basis, including industrial arts or vocational teachers
and all other persons performing supervisory and/ or administrative functions in all schools
in the aforesaid levels and qualified to practice teaching under this Act.
Board - refers to the Board for Professional Teachers duly established and constituted
under this Act.
Commission - refers to the Professional Regulation Commission.
RA 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS,
COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF
JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL
FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND
FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and devotion their lives and works that have
shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds
of the youth, especially during their formative and decisive years in school, should be
suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character, personal
discipline, civic conscience and to teach the duties of citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli
Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges
and universities, public or private: Provided, That in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English
translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the writing
and printing of appropriate primers, readers and textbooks. The Board shall, within sixty
(60) days from the effectivity of this Act, promulgate rules and regulations, including those of
a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall
promulgate rules and regulations providing for the exemption of students for reasons of
religious belief stated in a sworn written statement, from the requirement of the provision
contained in the second part of the first paragraph of this section; but not from taking the
course provided for in the first part of said paragraph. Said rules and regulations shall take
effect thirty (30) days after their publication in the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of the Noli
Me Tangere and El Filibusterismo, as well as of Rizals other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in
English as well as other writings of Rizal shall be included in the list of approved books for
required reading in all public or private schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog
and the principal Philippine dialects; cause them to be printed in cheap, popular editions;
and cause them to be distributed, free of charge, to persons desiring to read them, through
the Purok organizations and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine
hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious
doctrines by public school teachers and other person engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be

appropriated out of any fund not otherwise appropriated in the National Treasury to carry
out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.
No comments:
FREE SCRIPT FOR THE LIFE OF DR. RIZAL (Chapter 20-

25)
Scene 1:
| Ang matapang na pagbabalik ni Jose sa Pilipinas mula sa ibat ibang bahagi ng mundo ay
noong Hunyo, 1892. Ito ang pangalawa niyang pagbabalik sa Pilipinas, pangalawa sa
kanyang paguwi noong Agosto, 1887. Alam ni Jose na papasukin nanaman niya ang isang
magulo at mapanganib na mundo ngunit determinado siyang ang laban ay hindi na sa
Espanya, kundi sa Pilipinas na mismo.
(Makikipagkamay at makikipagusap si Jose sa ilan sa mga kasapi ng Liga at pagkatapos ay

tutungo sa palpito at magsasalita.)
Jose: Tinitawagan ko ng pansin ang lahat! Magsisimula na ang pagpupulong na ito.a
(Uupo ang lahat at tatahimik, tila nagaabang sa sasabihin ni Jose.)
Jose: Salamat. Salamat, mga kasama, sa inyong pagpapaunlak sa pagpupulong na ito.

Nais ko ring magpasalamat sa mabuti nating kasamang si Doroteo Ongjuangco na buong
pusong nagpahintulot sa paggamit nating ng kanyang tahanan ngayon.
Alam nating lahat na ang La Liga Filipina ay bunga ng hinanakit at karaingan ng La

Solidaridad at ng Propaganda ngunit kailangan din nating malaman na ang pinakalayunin
nito ay ang pagpapasaayos ng buhay at pamumuhay ng ating mga kababayan. Naniniwala
tayong sa bansag na Unus Instar Omnium o Isa, Gaya ng Lahat. Kaya naman, lahat tayo
ay magtutulungan na gaya ng iisang katawan sa ikabubuti ng lahat.
Sa bahaging ito ay ipaliliwanag sa atin n gating kasamang si Pedro Serrano ang mga
layunin ng Saligang-Batas ng Liga.
(Tatayo si Pedro Serrano at ipapaliwanag ang mga layunin.)
Pedro Serrano: An gating Liga ay naglalayon na buuin ang buong kapuluan at bigkisin
bilang iisa at nagkakasundong katawan, adyain ang bawat gusto at pangangailangan ng
mga kapwa natin Pilipino, ipagtanggol ang mga Pilipino sa karahasan at kawalang-
hustisiya, himukin ang edukasyon, agrario at kalakalan, at, bilang panghuli, pagaralan at
palaganapin ang mga pagbabago.
Jose: Salamat kasamang Pedro. Mayroon bang anumang katanungan?
Mariano Crisostomo: Paano naman nating matutustusan ang bawat gusto at bawat
pangangailangan ng Liga at ng mga kasapi nito?
Jose: Magandang tanong yan. Kailangan nating malaman na ang bawat miembro ay
magbabayad ng dalawampiso sa kanilang paganib sa liga at dalawang sentimong ambag
sa bawat buwan.
(Maguusap sa kanilang sarili ang mga kasapi at tila aayon ang lahat. Biglang tatayo at
magsasalita si Estanislao Legaspi.)
E. Legaspi: Maganda yan! Hindi kakayaning magpatuloy ng anumang samahan kung

walang paghuhugutan ng mga pangangailangan nito at ng mga kasapi.
D. Ramos: Hindi ba mukhang labis ang presyo na iyon para sa inyo?
(Tatayong bigla si Faustino Villaruel.)
F. Villaruel: Kung kaya nga nating magbayad ng limpak-limpak ng salapi para sa buwis ng
mga bangus, kaya din natin para sa kapwa natin mga Pilipino.
(Tatawa ang lahat.)

Jose: Tama ang sinabi ng kasama nating si Faustino Villaruel. Gayong nagkasundo na ang
lahat sa aspetong iyan, maaari na tayong umusad. Sa bahaging ito ay ipaliliwanag naman
sa atin ng kasamang Juan Zulueta ang mga gampanin ng bawat kasapi sa Liga.
(Tatayo si J. Zulueta ay ipagliliwanag ang mga gampanin.)
J. Zulueta: Ang gampanin ng bawat kasapi ng Liga ay kabilang ngunit hindi lang natatapos
sa pagtalima sa Kataastaasang Konseho ng Liga, pagtuling sa pagpapalawak ng mga
kasapi, pagpipitagan sa hatol ng Kataastaasang Konseho ng Liga, pagkakaroon ng
simbolikong pangalan ng hindi maaaring palitan ninoman maliban nalang siyay maging
presidente ng kanyang koseho, pagsumbong sa awtoridad ng Liga ng anumang may
kinalaman ditto, pagkilos ng ayon saan batayan ng pagiging mabuting Pilipino at pagtulong
sa lahat ng kasapi sa anumang mga paraan.
Jose: Salamat sa pagpapaliwanag, kasamang Juan. At ngayon, bilang panghuli ay

pakinggan natin ang president n gating Liga, ang kasamang Ambrosio Salvador!
(Papalakpak ang lahat hanggang magsalita si Ambrosio Salvador.)
A. Salvador: Salamat kasamang Pepe. Gusto kong ihatid ang aking pagpapasalamat sa
inyong lahat sa inyong pagtitiwala sa aking kakayahan. Ipinangangako ko na ang ating Liga
ay magiging masigla at matibay sa aking pamumuno at sa mga susunod pang panahon.
Umaasa din akong gagampanan ninyo ang lahat ng inaasahan sa inyo. Dadating ang araw
na aalaalahin ng lahat ng mga Pilipino na sa taong ito, 1892, naitatag ang La Liga Filipina.
Mabuhay ang Liga!
Lahat: Mabuhay ang Liga!
A. S.: Mabuhay ang Pilipinas!
Lahat Mabuhay!
(Unang kakamay si Rizal kay Salvador, kakamay ang lahat kay Salvador at aalis na si
Jose.)
TELON
Scene 2:
| Pagkatapos ng pagpupulong ng La Liga Filipina, dumeretso si Jose kay General Despujol

sa Malacanan. Kinailangan niyang makipagkita sa General upang pagusapan ang kaso ng
kanyang pamilya.
(Papasok si Jose, akmang kakamayan ang General ngunit pipigilan siya nito.)
GD: Por favor, permanecer de pie!
Jose: Si, General.

GD: Su nombre?
Jose: Jose Protacio Rizal Mercado y Alonso Realonda.
GD: Ah, el exiliado!? Ha-ha-ha! Sentarse
Jose: Gracias, senor
GD: Bakit ka naparito, Jose?
Jose: Gusto ko hong kumustahin ang kaso ng aking pamilya ng aking ama, ng aking mga
kapatid.
GD: Mukhang mas magandang pagusapan nalang natin ang kinalaman mo kay Bonifacio?
Jose: (Gulat) Wala akong alam sa sinasabi mo, General.
GD: (Ngingiting sandali) Bueno. Napatawad na ang iyong ama, Jose, at malaki ang
posibilidad na mapatawad na rin ang iyong mga kapatid. Ang kaso mo ang problema, Jose.
Malabo kang mapatawad dahil malakas ang kaso laban sa iyo.
Jose: Malakas ang kaso labang sa akin? Pero
GD: Tiniente!
Tiniente: Si, General!?
GD: Donde estan los papeles y los pruebas?
(Kukunin ng tinienta ang mga papeles at iaabot kay General. Bago pa man niya maiabot ay
sinunggaban ni General ang mga ito.)
Tiniente: Aqui lo tienes
GD: (Tatayo at lilibot habang nagbabasa) Ayon sa kaso mo, Jose, sumulat ka ng mga libro
at mga polieto na laban sa Espaniya at laban sa Simbahan, isinulat mo ang El
Filibusterismo bilang pagaalaala sa tatlong traydor na mga pari Gomez, Burgos at
Zamora at ang layunin mo sa pagsusulat ay para sirain ang Kabanalbanalang Iglesia
Katolika Apostolika Romana.
Jose: Wala ni isa sa mga yan ang may prueba, General. Ang mga akusasyong gaya ng
mga yan ay maaaring manggaling kahit kanino lang. Wala akong ki
GD: Huwag mo nang paikut-ikutin ang ulo naming Jose! No somos idiotos!
Jose: General, nagsasabi akong ng totoo
GD: (Dahan-dahan) Ano ang kinalaman mo sa mga pagaalsa at ano ang alam mo kay
Bonifacio?
Jose: Wa
GD: Hindi kami mga tanga, Jose. (Ihahagis niya ang mga polieto sa harapan ni Rizal.)
Pobres Frailes isang satirika laban sa simbahan at sa mga pari!
(Papalakpak si General Despujol at akmang dadalpin si Rizal ng isang guardia. Papalag

siya sa unang pagkakataon.)
Jose: Wala akong alam sa mga ito, General!
GD: Nasabat ang mga polietong yan sa Ate Lucia mo. Sige, kunin na yan at ipatapon kay
Capitan Carcinero!
Jose: Kailangan ko ng patas ng paglilitis, General! Hindi tama ito!
TELON
Scene 3: STEAMER
| Dinala si Jose sa isang steamer, Cebu, patungong Dapitan. Bago tumuloy ang steamer ay
binasahan siya ng hatol ni Capitan Carcinero at nakatanggap siya ng sulat mula kay Padre
Pastells.
(Hawak pa rin si Rizal ng guardia habang binabasahan siya ng hatol sa kanya. May mga
taong nakaupo sa steamer.)
CC: Anong pangalan mo?
Jose: Jose Protacio Rizal Mercado y Alonso Realonda.
CC: (May isusulat sa isang papel, tatayo at babasahan si Jose.) Ikaw, Jose Protacio Rizal
Mercado y Alonso Realonda, ay ipinatatapon sa Dapitan sa kasong panguupat ng pagaalsa
laban sa Espaniya at sa Simbahan. Ikaw ay mananatili doon sa loob ng apat na taon sa
ilalim ng aking superbisyon. Naiintindihan mo ba ang hatol na ito sa iyo?
(Hindi sasagot si Jose. Uupo siya sa gitna ng steamer, aalis ang guardia at si CC. Darating
ang isang kartero na may dalang sulat para kay Jose.)
Kartero: Donde estan Jose Rizal?
Jose: Si! Tengo una carta?
Kartero: Galing ho kay Padre Pablo Pastells.
Jose: Akin nga iyan. (May ipapipirma ang kartero. Bubuksan ni Jose ang sulat at babasahin
ito. Iparirinig sa voice over ang nilalaman ng sulat.)
Padre Pastells
Compana de Jesus
Filipinas
Jose,
Magandang araw sa iyo! Sana ay natanggap mo ang liham na ito na nasa mabuti kang
kalagayan. Kung ako naman ang iyong tatanungin, ako ay mabuti naman sa awa at tulong
ng Dios.
Nabalitaan ko ang pagpapatapon sa iyo sa Dapitan kaya dali-dali akong sumulat kay Padre
Obach upang ipaalam sa kanya ang iyong kalagayan at pangangailangan. Sinabi niya sa
akin na maaarin kang tumira sa kumbento ng Simbahan kung susundin mo lang ang mga
payo niya sa iyo.
Una, gusto niyang bawiin mo ang lahat ng sinabi mo laban sa Iglesia Katolika at na
gumawa ka ng mga pahayag na kontra-rebolusyon. Pangalawa, gusto niyang magbalikloob
ka sa Simbahan at magkumpisal. Panghuli, gusto niya na kumilos ka ng naaayon sa mga
gawi ng alipin ng Espaniya at gawi ng mga pananampalataya.
Sana ay basbasan ka ng Dios sa mga plano mo.
Laging gumagabay,
Padre Pastells
(Tatayo si Jose at mananalumpati ng sagot niya sa sulat ni Padre Pastells.)
Jose: Hindi! Hindi ako papaya sa mga kundisyong ito para lang makapanirahan ng walang
bayad sa kumbento kasama ng mga prayle. Hinding hindi ko babawiin ang mga nasabi ko
laban sa relihiyon dahil ang lahat ng mga iyon ay tama. Aso lang ang kumakain ng sarili
niyong iniluwa.
Bakit ako magbabalikloob sa Simbahan at magkukumpisal? Bakit ako magkukumpisal sa

mga taong gaya ko ay makasalanan? Maninindigan ako sa mga bagay na ipinaglalaban ko
at hinding hindi ako magpapataboy sa mga kundisyon ng sinuman.
TELON
Scene 4:
|Dahil hindi pumayag si Jose sa mga kundisyon ni Padre Obach, kinailangan niyang tumira
kasama ng kanyang warden, si Capitan Ricardo Carcinero. Di naglaon ay naging
magkaibigan ang dalawa. Nagustuhan ni Capitan Carcinero ang pagiging magalang at
matalino ni Jose. Nagkaroon sila ng magaganda at malalalim na mga paguusap sa harap
ng hapagkainan. Alam ni Capitan Carcinero na hindi isang kriminal si Jose kaya naan
pinayagan niya siyang maglibot sa Dapitan na wariy malaya.
(Nasa loob ng bahay si Jose. Isaisang darating ang tatlo niyang mga bisita si Francisco
na magbabalita sa kanya ng napanalunan niya sa bolahan, si Padre Sanchez na
makikipagtalo sa kanya tungkol sa relihiyon at si Pablo Mercado na espiyang ipinadala para
manmanan siya. Kakatok si Francisco.)
Francisco: Tao po!
Jose: (Ititigil ang pagbabasa ng diaryo) Sandali lang! Sino yan?
Ah, Francisco! Ikaw pala halika tul
Francisco: Jose, may maganda akong balita sa iyo!
Jose: Oh, kalma lang Francisco, ano ba yan? (Uupo)
Francisco: Nananalo tayo sa bolahan!
Jose: (Mapapatayo) Ano? Bolahan? Talaga? Magkano?
Francisco: Tumama tayong tatlo ng bente mil ikaw, ako at si Capitan Carcinero.
Jose: Tingnan mo nga naman ang swerte ano!?
Francisco: Tama ka diyan! Kaya maghahati tayong tatlo at makakukuha tayo ng tig-sais mil
dos cientos!
Jose: Marami akong paggagamitan ng perang makukuha ko
Francisco: -- Anu ano naman?
Jose: Una, magbibigay ako ng dalawang-libong piso sa aking ama. Tapos, Dalawandaan
naman ang ibibigay ko sa kaibigan kong si Basa na nasa Hong Kong
Francisco: -- Eh ang iba?
Jose: -- Ang iba naman ay ikakapital ko sa agrikiltura, isang munting paaralan at negosyo
dito sa Dapitan!
Francisco: Oh, siya, Jose! Aalis na muna ako. Bukas idadaan ko dito ang bahagi mo sa
bolahan!
Jose: Huwag mong kalilimutan Francisco ha? Bukas! Sige! (Bubulong sa sarili) Swerte nga
naman oo.
(Pagupo ni Jose ay may kakatok nanaman sa pinto. Aakalain niyang si Francisco. Yun pala
ay si Padre Sanchez)
Jose: Bakit, ay nakalimutan ka ba Francisco? Ha-ha! (Bubuksan ang pinto.)
FS: Jose!
Jose: Padre Sanchez! Kumusta na kayo? Tuloy kayo! Buti naman at may panahon kayong
dalawin ako dito?
FS: Lagi akong may panahon para sayo Jose. Nabalitaan ko sa labas na tumama ka raw
sa higit anim na libo sa bolaha?
Jose: Ah, oo, Padre
FS: Alam ko namang magaling kang magmeneho ng pera. Huwag mong iisiping hihingi ako
ng balato kaya ako naparito ah? (Tatawa ang dalawa.)
Jose: Susubukan kong palaguan ang perang makukuha ko habang nandito ako sa Dapitan.
FS: Maganda yan, Jose. Siya nga pala. Gusto ko nang puntuhin ang ipinunta ko dito.
Sandali lang din akot di ako pwedeng magtagal.
Jose: Anu iyon, Padre?
FS: Nawawalan ka na ng pananampalataya, Jose?
Jose: Magkakaiba tayo ng pangmalas sa pananampalataya, Padre.
FS: Hindi ka na nagkukumpisal, Jose.
Jose: (Tatayo si Jose) Padre, hindi ang pangungumpisal ang batayan ng pananampalataya
ng isang tao. Isa pa, hindi ko kailangang mangumpisal.
FS: Bakit hindi, Jose? Isa ang pangungumpisal sa mga tungkulin mo sa Dios.
Jose: Sa Dios o sa tao? Bakit ko nga ba kailangan mangumpisal? Bakit ko kailangang

humingi ng tawad sa mga taong gaya ko ay makasalanan din? Sa Dios ako nagkukumpisal,
Padre.
FS: Hindi naman bababa ang Dios dito sa lupa para pagkumpisalin ka, Jose. Kaya nga siya
nagpapadala ng mga kasangkapan niya.
Jose: Para saan pa ang panalangin, Padre? Alam nating dalawa na ang panalangin ang
nagiisang komunikasyon natin sa Dios. Hindi ko kailangan ng anumang ritual para
mapalapit sa Kanya.
FS: (Nanlulumo) Huwag mong sabihin yan, Jose. Alam kong marami kang mapait na
karanasan sa Simbahan pero hindi yan dahilan para lumaban ka sa Santa Iglesia. Nasa
Simbahan ang kaligtasan, Jose; huwag mong kalilimutan yan. (Hindi sasagot si Jose.)
Oh, siya, Jose. Tutuloy na rin ako. Hinihiling ko sa Dios na naway basbasan niya ang isip
mo bago pa mahuli ang lahat.
Jose: Salamat sa dalaw mo, Padre. (Ihahatid ang pari sa pintuan.) Hanggang sa huling
pagkikita!
FS: Magingat kang lagi, Jose.

(Babalik si Jose sa kanyang pagkaupo si Jose at susulat kay Blumentritt. Wariy magsusulat
si Jose at maririnig sa VOICE OVER ang isinusilat niya.)
Dear Blumentritt;
My friend,
I shall tell you how we live here. I have three houses, where I live with my mother, my sister
Trinidad, my nephew and my students. One of the three houses is for my chickens. I have
many farm animals, many fruit trees and many vegetables. I actually have a small boat in
which to ride to kill time. I wake up very early in the morning to prepare food and prepare
things I need for the day.
I hope that you come here and see how idyllic life is in Dapitan.
Take care, always.
Your friend,
Jose Rizal
(Matapos magsulat ay makaririnig si Jose ng katok sa pintuan.)
Jose: Sandali lang!(Bubuksan ang pinto at makikita ang hindi pamilyar na mukha Pablo
Mercado.)
PM: Magandang hapon sa iyo, Jose! Kumusta ka na?
Jose: Maayos naman ako. Anung maitutulong ko sa iyo?
PM: Ah! Pasensiya na kung nakaabala ako sa iyo. Ako si Pablo Mercado; kamag-anak mo
ako!
Jose: Ah, halika tuloy ka. Pagpasensiyahan mo na ang hamak ko tirahan. Anu uli kamo?
Kamag-anak kita?
PM: Ah, oo. Hindi mo na siguro ako maalala. Ako si Pablo Mercado. Heto, isang butones na
may markang PM, ako yan Pablo Mercado at heto nga pala ang isang retrato mo.
Jose: Nakatutuwa namang may kopya ka ng retrato kong ito. Pasensiya ka na ano pero
hindi talaga kita maalala. Ipaalala mo nga ulit sa akin kung paano kita naging kamag-anak?
PM: Naku! Mahabang kuwento yan, Jose! Aabutin tayo ng siyam-siyam! Siya nga pala.
Hirap na hirap akong hanapin ka. Naipatapon ka raw dito?
Jose: Ah, oo. Mukhang kailangan kong manatili ng ilang taon dito. Sulat lang ang tangi kong
komunikasyon sa Maynila.
PM: Nakalulungkot namang malaman iyan, Jose. Sa tingin moy may maitutulong ako sa
iyo?
Jose: Wala naman sa ngayon pero huwag kang magalala, sasabihin ko sayo kung sakaling
kailanganin ko ng tulong mo.
PM: Ah, may naisip ako! Anu kayat ako nalang ang maghatid ng mga sulat mo papuntang
Maynila? Isang munting tulong ko nalang sa matagal ko nang hindi nakitang kamag-anak?
Jose: Magandang ideya yan pero mukhang mas magandang ang mga kartero nalang ang
gumawa ng paghahatid ng sulat. Alam naman nating bihasa sila sa mga ganung gawain.
PM: Ah, oo naman, siyempre. Naku, maggagabi na pala. Salamat sa oras mo, Jose. Baka
tutuloy na rin ako.
Jose: Aalis ka na? Gagabihin ka na sa daan. Mahirap mangapa sa dilim. Mas mabuti pay
dito ka na magpalipas ng gabi. Bukas ka nalang ng magang-maga tumuloy.
PM: Salamat, Jose. Nakakatakot na rin ngang lumabas.
Jose: Halika at maghanda na tayo ng hapunan.
TELON
Scene 5:
|Nakaramdam na ng hindi maganda si Jose sa taong nagpakilala sa kanya bilang Pablo

Mercado. Di naglaon ay nalaman niyang siya pala si Florencio Namanan, isang espiya ng
mga prayle na nagbabalak makakalap ng mga ebidensiyang magpapadiin kay Jose. Sa
loob ng apat na taong pananatili ni Jose sa Dapitan ay naging produktibo ang kanyang
buhay. Naging manggagamot siya ng mga naninirahan duon, naging guro sa mga maliliit na
mga bata, naging bihasa sa agham, nagsulat ng mga tula, nagpinta ng magagandang mga
obra maestro at naging negosyante. Kahit abala si Rizal ay hindi naging hadlang ang mga
gawain niya para makilala niya si Josephine Bracken.
(Nakaupo si Jose, darating si Josephine Bracken kasama ang kanyang ama. Ihahatid ni
Josephine ang kanyang amain sa receiving area ng klinika ni Jose. Bubuksan ni JB ang
pinto.)
JB: Hello, good day! (Romantic music)
Jose: Good day to you too, miss. Come in!
JB: You must be Dr. Rizal. Im Josephine Bracken from Ireland.
Jose: Ireland? They say women from Ireland are beautiful. I see theyre not mistaken.
JB: (Mahihiya) Thank you very much, Dr. Rizal.
Jose: I think it would be more fitting if you call me Jose. People call me by that name.
JB: Uh, yes. Dr. Jose. Weve heard of your expertise as an eye physician even in my home
town. I really need your help.
Jose: Why, Josephine, is there a problem with those big, beautiful, blue eyes of yours?
(Hahawakan ang mga mata ni JB.)
JB: (Mahihiya) Not me. My father.
Jose: Oh, Im sorry. Would you mind bringing him in? (Dadalhin ni JB ang kanyang ama sa
loob ng klinika ni Jose. Susuriin sandal ni Jose ang mga mata ng ama ni JB.)
JB: Weve already consulted doctors from other countries. They fail to give any help.
Jose: Im afraid your fathers case is really a difficult one. If I conduct an operation on his
eyes, chances are low for us to recover his eyesight; nevertheless and rest assured, I will
try my best and will exhaust everything that I can.
JB: Thank you, Dr. Jose.
Jose: (Titipunin ang buhok sa likod ng tainga ni JB.) Dont call me Dr. Jose ; just Jose is
enough.
JB: Alright.
Jose: So, I guess you have to come back here on Wednesday so that I can have plenty of
time to prepare the necessary tool that I will use. Dont worry about your fathers condition.
JB: Thank you, Jose. Well come back on Wednesday. (Pagbubuksan ni Jose ng pinto si JB
at ang kanyang ama. Uupo siya at susulat ng tula para kay Josephine na maririnig sa
VOICE OVER.)
Josephine, Josephine
Who to these shores have come
Looking for a nest, a home
Like a wandering swallow;
If your fate is taking you
To Japan, China or Shanghai,
Dont forget, on these shores
A hear for you beats high
(Papasok bigla si JB)
JB: Dr. Rizal! Dr. Rizal!
Jose: Josephine, you have come back? Whom are you with?
JB: I came here alone. I escaped from home them; I wanted to see you again.
Jose: Its a good thing you came back. Ever since I saw you, I already felt strange inside
me. See, (Ipakikita sa kanya ang ginawa niyang tula) I made a poem especially for you. I
think Im in love with you, Josephine!
JB: Yes, I know. I feel the same for you, Dr. Rizal
Jose: (Pipigilan sa pagsasalita si JB.) Remember, I told you, not to call me Dr. Rizal. Call
me Jose, as if your own.
(Biglang makararamdam ng pagsisisi si JB. Tatayo at lalayo kay Jose.)
JB: What am I doing!? Am I crazy? Is it really possible to fall in love with someone Ive
only seen a few moments ago?
Jose: Dont be afrain, Josephine. We share the same feelings. If it is insanity to love, then I,
too, am insane.
JB: I love you, Jose.
Jose: I love you and I would love to marry you.
JB: Lets marry
Jose: -- and have children?
JB: Yes! Lets make a family, Jose. You and me!
Jose: I will contact a priest as soon as possible! I will marry you now! Today!
(Iiwan ni Jose si JB sa kaniyang klinika, kukunin si Padre Obach at ipakikita sa kanya si

Josephine. Papasok si Jose at Padre Obach.)
Jose: There she is, father, the love of my life!
Padre Obach: (Hihilahin siya sa tabi) Jose, anung bang naiisip mo? Maghulusdili ka!
Nababaliw ka na ba? Kakikilala mo lang sa babaeng yan, gusto mo na ng kasal!?
Jose: Padre, nagmamahalan kami. Hindi bat yun naman ang mahalaga sa isang kasal?
Ang pagmamahal?
PO: Pagmamahal? Nababaliw ka na, Jose! (Nanggigigil) Kakikilala mo palang sinasabi mo

na yan na wariy ilang taon mo na siyang kasama! Isa pa, Jose, hindi ko kayo pwedeng
ikasal ng basta-basta. Kailangan ko pang sumulat sa Obispo ng Cebu. Siguradong hindi rin
siya papayag kung malalaman niya ang bagay na ito!
Jose: Padre, ikasal mo na kami!
JB: Jose, my love, is there any problem?
Jose: No, darling. Please wait. I and father Obach are discussing some matters. (Babalik
kay Padre Obach.) Padre, wala akong nakikitang mali sa pagmamahalan naming!
PO: Jose, wala na akong maitutulong pa sa iyo. Kung malalaman ito ng iyong ina, tiyak na
magiging kahihiyan niya ang inyong kasal at magiging kahihiyan ng simbahan kung
papayagan ko kaya. Pasensiya na. (Lalabas na si PO. Hahabol si Jose.)
Jose: Padre!
JB: Doesnt the priest want to solemnize our wedding?
Jose: He told me that our wedding could be a problem. Dont worry, Josephine. Weddings
are not important! Whats important is that we love each other.
JB: But people might say bad things about us.
Jose: I dont care! What I care about is that we live in together and make a family.
JB: I love you, Jose!
Jose: I love you too, Josephine. Today, I promise to you, in the presence of God, that we are
husband and wife.
WEDDING MARCH BY MEDDLESON
TELON
Scene 6:
|Naging maganda ang pagsasama ni Jose at ni Josephine kahit na hindi sila kasal ng
simbahan. Naging masipag si Josephine sa pagtulong sa kanyang asawa at matiya niyang
pinagaaralan ang wika ni Jose, Filipino. Nagdalang-tao si Josephine ngunit sa kasamaang
palad ay hindi nabuhay ang bata.
(Ipapakitang buntis si Josephine at nagaayos sa bahay. Nadaring ang isa sa mga

kapitbahay ni Jose na nagkukumahog. Dalaldala naman ng dalawa pang iba si Josephine.)
Bebang: Jose! Jose! Manganganak na ata si Josephine, Jose!
Jose: Kalma lang ho, Aling Bebang. Pumutok na bang panubigan niya?
Bebang: Ay naku, oo, Jose!
Jose: Nasaan ho ba siya?
(Papasok si Josephine na bitbit-bitbit ng dalawang kapitbahay. Nagaalala si Aling Bebang at

kinakabahan na ang dalawa.)
JB: Jose! Jose! Ahh! It hurts!
Jose: Just calm down, Josephine. Just calm down. (Ihihiga si JB sa isang papag.) Breath in,
breath out! Just follow me: breath in, breath out. Come on!
(Magpapatuloy sa paghingal at pagiri at pagiyak si Josephine habang pinupunansan ni
Aling Bebang ang ulo ni Jose at iniaabot kay Jose ng iba pang dalawa ang mga kagamitan.
Pagkatapos ng ilang sandal)
Jose: Its a boy. (Dismayado)
(Magugulat ang tatlong babae. Kakausapin ni Jose si Aling Bebang.)
Aling Bebang: Jose, patay ang bata. Paano mo sasabihin kay Josephine?
Jose: Huwag muna nating sasabihin sa kanya, Aling Bebang. Hayaan nalang muna nating
makapagpahinga ang isip at katawan niya.
Aling Bebang: Tama ka diyan. Hindi rin magandang sabihin sa kanya agad at baka mabigla
siya.
Jose: (Tatango si Jose.) Aling Bebang, maghanda ka ng ataol na gawa sa makikinis na

kahoy. Maliit lang. Ililibing ko ngayong gabi ang bata.
Aling Bebang. Sige, Jose.
Music: Funeral March by Chopin
TELON
Scene 7
|Nang gabing iyon ay inilibing ni Jose ang kanyang siyam-na-buwang anak sa isang
kakahuyan sa Dapitan. Pinangalanan niya itong Francisco bilang pagalaala sa kanyang
amang si Don Francisco. Labis na naghinagpis si Jose sa pangyayaring ito sa kanyang
buhay. Mabuti nalang at nandoon ang mga kaibigan at kapitbahay niya sa Dapitan upang
makiramay sa kanyang pangungulila.
(Unang makikita si Jose na nakatayo kasama ang ilang mga tao. Nakaupo naman si JB.
Nakikiramay sila at nagpapaalam nang aalis.)
Tao1: Nakikiramay kami sa nangyari sa iyong anak, Jose. Inaasan din naming
magkakaroon ka na ng anak.
Jose: Salamat, kasama. Hindi ko rin inaasahang ganun ang mangyayari.
Tao2: Kung nabuhay siguro si Francisco ay magiging kasing galing niya ang kanyang ama.
Tao3: Oo, at malamang ay magiging manananggol din siya n gating Inang Bayan.
Jose: (Ngingiti si Jose sandali.) Salamat sa inyo.
Tao4: Oh, siya Jose tutuloy na kami.

Jose: Magiingat kayo. (Uupo si Jose at tatabihan si JB. Tulala si JB.) I know the sorrow that
you feel, Josephine. I know how it feels to lose a child. (Titingnan ni JB si Jose at hindi
magsasallita.)
(Papasok ang isang kaibigan ni Jose dala ang balitang pumayag na si Governor Blanco sa
pagtulong niya sa Cuba.)
Kaibigan: Jose! Jose! Pagpasensiyahan mo na ang pagaalaba ko.
Jose: Walang anuman yon, kasama. Ano bang maipaglilingkod ko sa iyo.
Kaibigan: Isang sulat galing kay Governador Blanco, Jose. Mukhang papayagan ka na sa
pagtulong mo sa labanan sa Cuba.
Jose: Nakapagtataka naman. (Binubuksan ang sulat.) Matagal ko nang ipinadala ang sulat
ko sa kanila. Ngayong lang darating ito. (Babasahing sandal.)
Kaibigan: Oh, anong eka, Jose?
Jose: Sulat nga mula sa Gobernador. Pinapayagan na akong tumulong sa labanan sa Cuba
pero hinihiling sa aking dumaan muna sa Maynila para mapagbilinan ako sa pagpunta ko
sa Espaniya.
Kaibigan: Maganda yan, Jose! Nakatutuwa namang isipin na pinagyagan ka ng

Gobernador sa iyong kahilingan.
Jose: Tama ka pero kailangan kong iwanan ang Dapitan. Napamahal na ako dito, kasama.
JB: What is that, Jose?
Jose: Its a letter from Governor General Blanco Josephine. Hes notifying me that he is
accepting my help for the war in Cuba.
Kaibigan: Salamat sa tulong mo dito sa Dapitan, Jose. Marami kang nagawang proyekto
dito at dahil sa mga yun ay umunlad ang buhay at pamumuhay naming rito. Salamat din sa
pagtuturo mo sa mga kabataan dito; mula ngayon ay may maiiwan kang marurunong sa
bayan na ito.
Jose: Walang anuman yun kaibigan. Itinuring ko naring sarili kong tahanan itong Dapita. Sa
apat na taong pananatili ko dito ay naramdaman ko ang pagkalingan naramdaman ko sa
Calamba.
Kaibigan: Hindi ka naming makalilimutan kailan man, Jose. Salamat.
TELON
|Noong Hulyo 31, 1897 natapos ang pagpapatapon kay Jose. Apat na taon din siyang
nanatili sa Dapitan. Labis ang lungkot at pangungulilang naramdaman ng mga naninirahan
duon nang umalis si Jose. Nawalan sila ng isang pangulo, ng isang manananggol at ng
isang kaibigan. Nagpaalam kay Jose lahat ng mga mamamayan ng Dapitan at untiunti
silang lumuha habang untiunting lumalayo ang Espaniya, ang steamer na sinakyan ni Jose
papuntang Maynila.
Scene 8
|Nang nasa Maynila na si Jose ay marami siyang nalaman na lubhang bumagabag sa

kanya.
(May isang kababayan niya na kakausap sa kanya.)
Kb: Magandang araw, Jose!
Jose: Magandang araw din naman sa iyo, kaibigan.
Kb: Nabalitaan kong kailangan mo raw pumunta sa Espaniya para makatulong sa labanan
sa Cuba?
Jose: Tama ka diyan, kaibigan! Sasakay sana ako sa Isla de Luzon ngunit nahuli ako dahil
nakaalis na pala ito kahapon ng alas singko.
Kb: Kaya naman hihintayin mo ang susunod na steamer, tama ba?
Jose: Tama at hindi na magtatagal at darating na ang Castilla, dun ako sasakay.
Kb: Mabuti. Hiling ko ang kaligtasan mo sa iyong paglalakbay
Jose: -- Salamat
Kb: Nabalitaan mo na ba ang mga pagyayari sa ating bayan?
Jose: Mukhang nahuhuli na ako sa mga pangyayari dito. Maaari mo bang ikuwento sa
akin?
Kb: Nalaman ng ga prayle ang planong pagpapatapon ng mga miembro ng Katipunan sa

pamamahala ng Espaniya dito sa Pilipinas. Dahil don ay naguguluihanan na ang mga mga
Kastilang opisyal.
Jose: May mga pagaalsa na bang sumiklab?
Kb: Pumutok na ang mga paghihimagsikan sa ibat ibang mga probinsiya gaya ng Bulacan,
Cavite, Batangas, Laguna, Pampanga, Nueva Ecija at Tarlac.
Jose: Nalulungkot akong malaman yan, kaibigan.
Kb: Nalulungkot? Hindi bat dapat kang matuwa at nagsisimula nang kumilos ang mga
Pilipino upang bawiin an gating kalayaan?
Jose: Huwag mong isipin na hindi ko nais ang kalayaan. Ibon mang may laying lumipad,
kulungin mo at iiyak. Ngunit sa tingin koy hindi pa tayo handa. Ano ang laban ng sumpit at
bolo sa malalakas na mga armas ng mga kastila? Dadanak lang ang dugo at madadamay
ang mga inosenteng mga Pilipino at mga Kastila.
TELON
Scene 9
|Ala sais ng hapon, noon Setyembre dos, mil nueve cientos nuventa y sais, inilipat si Jose
sa steamer na Isla de Panay mula sa Castilla. Nakasama niya sa steamer na iyon si Don
Pedro Roxas, isang mayamang taga-Maynila. Nakarinig siya ng babala mula sa mga kapwa
niyang Pilipinong nakasakay sa steamer na iyon.
P1: Jose, Jose, nabalitaan naming may planong dakpin ka bago tayo makarating sa
Barcelona.
P2: Tumakas ka na, Jose, habang may pagkakataon ka pa!
Jose: Nangako ako kay Gobernador General Blanco na pupunta ako sa Barcelona at
tutulong ako sa labanan sa Cuba bilang isang manggagamot. Hindi ko pwedeng baliin ang
pangako ko.
P3: Jose, walang magagawa ang tapang mo. Puputulin ng mga Kastila ang ulo mo. Kung
gusto mong mabuhay nang mas mahaba, tumakas ka nalang at manahimik sa isang tagong
lugar.
Jose: Hindi ko pwedeng gawin yon. Mayroon akong palabra de honor at prisipyo na
kailangan kong alagaan.
(Uupo si Jose at aalis ang mga Pinoy na nagbabala sa kanya. Magbabasa siya ng diaryo sa
steamer at biglang darating ang mga tropa ng mga Kastila na aaresto sa kanya.)
TK1: Eres Jose Protacio Rizal Mercado? (Titingin lang si Jose at hindi magsasalita.) Eres
Jose Protacio Rizal Mercado!?
Jose: Si. Que usted necesitas?
TK2: Inaaresto ka naman, gamit kapangyarihang ipinagkaloob sa amin ni Gobernador

General Ramon Blanco.
Jose: Sa anong dahilan ako aarestuhin?
TK1: Sumama ka nalang sa amin. Sige, dakpin siya.
Jose: Saan niyo ako dadalhin!?
TK2: Ididitini ka muna naming sa Ceuta. Doon ka mananatili hanggang makarinig kami ng
kautusan mula kay Gobernador General Blanco.
TELON
|Pinabalik si Jose sa Maynila sakay ng isang steamer, Colon. Punong-punong ng mga

sundalo at mga opisyal ang steamer. Ang hulinh paguwi ni Rizal sa kanyang bayan ay
noong 1896. Alam ni Jose na iyon na ang pinakamalaking pagsubok sa kanya at maaring
buhay niya ang maging kabayaran.
(Ipapakita ang isang paglilitis. Nakaupo si Jose sa katabi ang kanyang mananaggol Si
Luis Taviel de Andrade. Babasahan siya ng mga ebidensiya laban sa kanya ni Juez
Francisco Olive.)
Juez: Jose Protacio Rizal Mercado y Alonso Realonda, ito na ang huling araw ng iyong
paglilitis sa kasong panguupat ng himagsikan laban sa Espaniya. Babasahin sa iyo, bilang
bahagi ng iyong karapatan, ang mga ebidensiya laban sa iyo. (Papalo)
Tagabasa: 1. Sumulat si Antonio Luna kay Mariano Ponce na nagpapatunay ng iyong

koneksyon sa kampanya para sa reporma sa Espanya.
2. Sumulat ka sa iyong pamilya na nagsasabing mabuti ang pagpapatapon dahil hinihikayat

nito ang mga tao upang maghimagsik.
3. Sumulat si Marcelo del Pilar kay Deodato Arellano na nagpapatunay na ay kinalaman ka

sa Propaganda sa Espaniya.
4. Sumulat ka ng isang tulang pinamagatang Kundiman na mapanghikayat ng himagsikan.
5. Sumulat si Carlos Oliver sa hindi matukoy na isang tao na naglalarawan sa iyo bilang
isang taong magpapalaya sa Pilipinas.
6. Isang dokumentong masonika na nagpapatunay sa iyong mapanghimagsik na serbisiyo.
7. Isang sulat na pinirmahang Dimasalang na nagsasaad na ikaw ay naghahanda ng isang

lugar na maaaring tuluyan ng mga lumalaban sa Espaniya.
(Papalo nanaman si Juez.)
Tagabas2: Narito ang ilang pang mga ebidensiya laban sa iyo:
1. Sumulat si Dimasalang sa isang di matukoy na organisasyong na humihingi ng tulong

nito para sa paghihimagsik.
2. Isang di kilalang sulat na tumutuligsa sa pagpapatapon sa iyo.
3. Isang sulat ni Ildefonso Laurel sa iyo na nagsasabing ikaw ang tagapagligtas ng mga
Pilipino.
4. Isang sulat ni Ildefonso Laurel sa iyo na nagpapaalam sa iyo ng mga pinatatapon ng

gobyerno.
5. Isang sulat ni Marcelo del Pilar kay Don Juan Tenluz na nagrerekomenda ng
pagpapatayo ng espesiyal na organisasyon.
6. Isang kopya ng talumpati ni Emilio Jacinto kung saad nakasaad, Mabuhay ang Pilipinas!
Mabuhay ang kalayaan! Mabuhay si Doktor Rizal!
7. Isang kopya ng talumpati ni Jose Turiano Santiago kung saan nakasaas, Mabuhay si
Jose Rizal! Kamatayan sa mga manlulupig!
8. Isang tula ni Laong Laan na pinagamatang Talisay na umaawit ng paglaban para sa

karapatan.
(Papalo nanaman ang Juez.)
Juez: Ngayong narinig na ang lahat ng ebidensiya laban sayo, bibigyan ng pagkakaton ang
iyong mananaggol na iprisenta ang inyong hulingdepensa. (Papalo.)
Luis: Ako po si Luis Taviel de Andrade, ang mananaggol ng nasasakdal Jose Protacio
Rizal Mercado y Alonso Realando.
Sa maraming taon, ang pangalang Rizal ay naging simbolo ng hindi mabilang na rebelyon.
Siya rin ay naging simbolo ng mga karaingan ng mga tao at ngayon ay nabibinbin siya sa
panganib ng kamatayan. Ano ba ang naging kasalanan niya? Nagsabi ba siya sa harapan
ng madla ng pagkamuhi o paglaban sa Espaniya? Nagsdeklara ba siya sa madla ng
paghihiwalang ng sarili niya sa rehimen ng Espaniya. Idineklara ba niya, sa harap ng
Simbahan at ng Espaniya, na lumalaban siya sa kapangyarihan ng mga ito? Hindi. Kaya
naman ipinapanalngin ko sa harapan ng kagalang-galang na korteng ito na bigyan ang ng
kapatawaran sa kung ano mang pagkakamaling nagawa niya.
Juez: Gracias, Abogado Luis Taviel de Andrade. Ngayon naman ay binibigyan ng

pagkakataon ang nasasakdal upang magbigay ng panghuli niyang depensa.
(Tatayo si Jose at magsasalita.)
Jose: Napaitapon ako sa Dapitan at nanatili doon ng apat na taon. Sa boong pananatili ko
ay wala akong ibang iniisip kundi ang kalagayan ng aking pamilya at ang ikabubuti ng aking
bayan. Pinagbuti ko ang pananatili ko sa Dapitan at sinikap kong maging produktibo ang
pananatili ko doon. Nalaman, sa pamamagitan ng sulat sa aking ng aking kaibigan si
Ferdinand Blumentritt, na kailangan ng espanya ng isang doktor na tutulong sa Cuba upang
gumamot ng mga biktima ng digmaan. Dalidali akong sumulat sa Gobernador General para
iaabot ang makakayao ngunit ito ang nakuha kong kapalit.
Nakalulungkot isipin na may mga taong sumamantala ng katahimikan ko sa Dapitan at

ginamit ang aking pagkawala para idiin ako. Ngayon ay nadidiin ako sa loob ng korteng ito
dahil sa mga paratang, mga kasalanang ipinupukol sa akin. Isa lang ang alam kong nagawa
kong kasalanan minahal ko ang sarili kong bayan.
(Papalo uli ang Juez. Magkakagulo at magiingay ang mga tao.)

Juez: Silencio. Babasahin na ang hatol sa nasasakdal.
Ikaw, Jose Protacio Rizal Mercado y Alonso Realonda, ay napatunayang nagkasala sa

harap ng korteng ito dahil sa iyong panguupat ng himagsikan laban sa Espaniya. Ikaw ay
pinapatawan ng kamatayan.
7 CONCEPTS OF DEVELOPMENT
Development among children is a very broad idea. However, it can be understood, at least
in a further extent, by being able to identify the seven things around which development
takes place.
These are the seven concepts of development which include growth, development (as a
term), maturation, heredity, environment, stages of development and developmental tasks.
Let's discuss each of these concepts in the following paragraphs.
GROWTH
Growth refers to the progressive increase and continuous advancement of the child from
birth to maturation. This term usually refers to the physical traits of the individual. Increase
in height, weight, number of bones, capacity and proportions is referred to as "growth."
DEVELOPMENT
Development refers to the gradual and orderly unfolding of the characteristics of an

individual as he goes through the successive stages of growth. This term refers to a sense
of simplicity to a sense of complexity.
Development is also compared to growth in that a person in a specific stage of growth

(physical) is also expected to show development (psychological, emotional, linguistic, etc.)
For example, a two-year-old baby is expected to be able to utter simple words like "mama,"
"papa," etc.
Further understanding of the term "development" with reference to growth can be acquired
by considering this next example. An individual who has attained the growth of, say,
eighteen years is expected not to act like three-year-old children. This is why the term
"developmental retardation" is used to label those who have attained a specific level of
growth but do not operate in the level of development expected from their level of growth.
Moreover, there are different types of development. We have physiological, cognitive, socio-
emotional and moral developments.
Physiological development is a kind of progress where an individual acquires an improved

control of the functions of his body. Examples of this include the ability to write, the ability to
jump, etc.
Cognitive development is a kind of progress where an individual acquires an improved use

of his brain. Examples of this include the ability to do mathematical operations, the ability to
process written language, etc.
Socio-emotional development, on the other hand, is a kind of progress where the individual
acquires an improved use of his social and emotional skills. Those who operate in the
highest socio-emotional development are believed to be able to handle relationships and to
be able to adjust, depending on circumstances. They are also believed to be have a good
control of their emotions.
Finally, moral development is a kind of progress where the individual acquires an improved
sense of what is right or what is wrong, depending on the context of the society in which he
lives. Those whose moral developments are well-advanced are believed to have better
decision-making and benefit-harm-weighing skills.
MATURATION
Maturation refers to that part of development that is honed through experiences. It is usually
referred to as "the internal ripening" aspect of an individual, indicating that growth has
already reached optimal level.
Maturation is, simply, structural changes within an individual which are caused by
experiences and metacognition. Signs of maturation are readiness and higher-level of
mental functions.
HEREDITY
Heredity is the process of transmitting traits fro parents to offspring through genes, the basic
unit of heredity. Heredity is usually the predetermination of an individual's maturation,
growth and development. There are arguments regarding the roles of nature and nurture to
an individual's life and nature seem to be ahead.
ENVIRONMENT
Environment is the opposite of heredity. If heredity is nature, then environment is nurture.
Environment refers to an individual's total surrounding conditions that are believed to be the
keys unlocking his heredity traits. It is one of the risk factors for developmental problems.
The society in which an organism lives is the whole picture of his environment. This means
that the dimensions of his society all contribute to his development.
The social dimensions that affect one's development include the family, the basic and most
direct social dimension, the school, the peers, the neighborhood, the church, etc. These are
all contributory to a person's behavior, belief, attitude, preferences, etc.
STAGES OF DEVELOPMENT
Stages of development are referred to as the number of periods in the life cycle in which the
functions and relative emphasis of a given type of behavior differ from those at
other periods of life. Life span is arbitrarily divided into these stages or periods, with each
period being a part of a whole.
DEVELOPMENTAL TASKS
Developmental tasks are traits or behaviors expected from a certain stage of development.
Speaking for one-year-olds, walking for two-year-olds, writing for six-year-olds and writing
essays for fifteen-year-olds are but a few examples of the very many developmental tasks.
CURRICULUM
Like learning and teaching, the term "curriculum" has also had a lot of definitions by
different experts.
Curriculum is defined or described as the learning experiences and intended outcomes

formulated through systematic reconstruction of knowledge and experiences, under the
auspices of the school for the learners' continuous and willful growth in personal-social
competence; the cumulative tradition of organized knowledge. (Tanner, D. and Tanner, L.)
It is a plan for learning (Hilda Taba); a course of study on a specific topic; includes all the
learning experiences of students as planned and directed by the school to attain its
educational goals (Ralph Tyler) or for which the school assumes responsibilities (Popham
and Baker).
Curriculum is that which is taught in school; set of subjects, materials and performance
objectives; everything that goes on within the school, including extra-class activities,
guidance and interpersonal relationships in the school (Olvia).
It is also known as a structured set of intended learning outcomes that come in the form of
knowledge, skills and values; affected by important factors of program philosophy, goals,
objectives and evaluation
Top 5 Questions in World Literature for the

Licensure Examination for Teachers
1. He holds the distinction of being the first Asian to receive the Nobel Prize for
Literature.
a. Wole Soyinka
b. Yasunari Kawabata
c. Po Chu-I
d. Rabindranath Tagore
The answer for this item is D. RabindranathTagore (born Rabindranath Thakur) is the first
Asian (First Indian) to win the Nobel Prize for Literature. He authored the Gitanjali. He is
known for his spiritual and mercurial poems. He also introduced new prose and verse forms
and the use of colloquial language into Bengali literature, thereby freeing it from traditional
models based on classical Sanskrit. He was highly influential in introducing the best of
Indian culture to the West and vice versa, and he is generally regarded as the outstanding
creative artist of modern South Asia.
WoleSoyinka (born AkinwandeOluwole Soyinka), on the other hand, is a Nigerian writer,
who is known for his plays and poems. His most notable poem, in the realm of education, is
Telephone Conversation, which deals with racial discrimination. His most notable plays are
Death and the Kings Horseman, The Lion and the Jewel, A Dance of the Forests, The
Strong Breed, Kongis Harvest and Madmen and Specialists.
Wole Soyinka is also a Nobel Prize for Literature awardee.
Yasunari Kawabata was a Japanese short story writer and novelist whose spare, lyrical,
subtly-shaded prose works won him the Nobel Prize for Literature in 1968, the first
Japanese author to receive the award. His works have enjoyed broad international appeal
and are still widely read.
Po Chu was a Chinese poet of the Tang Dynasty. Many of his poems concern his career or
observations made as a government official, including as governor of three different
provinces. His real name was BaiJuyi or Bo Juyi.
2. Filial piety is a basic tenet of this school of thought.
a. Taoism
b. Confucianism
c. Hinduism
d. Buddism
Filial piety or xiao is a virtue of respect for one's parents and ancestors. This is one of the
four basic tenets of virtue in Confucianism: humaneness, rite, loyalty and piety.
Taoism or Daoism is a philosophical, ethical, and religious tradition of Chinese origin that
emphasizes living in harmony with the Tao (Dao). The Tao refers to "way", "path" or
"principle", and can also be found in Chinese philosophies and religions other than Taoism.
In Taoism, however, Tao denotes something that is both the source and the driving force
behind everything that exists. It is ultimately ineffable: "The Tao that can be told is not the
eternal Tao."
The four basic tenets of Taoism are Tao and Te (way and living the way; flow of the
universe); Wu-wei (non-action or action without intent; water through its yielding nature);
Ziran (naturalness; primordial state of things; spontaneity and creativity; lack of selfishness
and desire; simplicity) and the Three Treasures/Three Jewels (sanbao) which includes ci
(compassion), jian (moderation) and buganweitianxiaxian (humility).
Taoism was founded by Lao Tzu (Laozi).
Hinduism, also known by the name Sanatana-Dharma, is a religion that dominates Indian
subcontinents. It is called The Oldest Religion in the World. This religion anchors its
doctrines on daily morality, based on Dharma, Kharma, Samsara, Maya and other beliefs.
Hinduism is basically henotheistic.
Devas are the shining ones, the heavenly entities or the gods. Although they
acknowledge the existence of other gods, they have the concept of istadevata or chosen
ideal. Devas, from time to time, send avatars to the Earth to restore Dharma. Most
prominent avatars are Rama and Krishna (from Vishnu).
Karma is the moral law of cause and effect. It is believed that people retain their actions and
thoughts and answer to them in the next life. Samsara is the cycle of death and rebirth.
Moksha is the escape from samsara through self-realization and self-knowledge.
Other concepts of Hinduism include Dharma (righteousness, ethics), Artha (wealth), Kama
(pleasure of the senses) and yoga (mediation), among others.
3. The Hindu belief that life in an illusion.
a. Dharma
b. Artha
c. Maya
d. Kama
Maya is the Hindu belief that life is an illusion.
4. Which Varna refers to priests and scholars?
a. Brahmins
b. Kshatriyas
c. Vaishyas
d. Shudras
Varna is the term used to refer to the four traditional Hindu society divisions. Brahmins
include priests and scholars. Kshatriyas include kings, warriors, governors and soldiers.
Vaishyas include agriculturists and merchants. Shudras include laborers and service
providers.
The concept of Varna was gotten from the story of Purusha (Cosmic Being).
5. What is a collection of non-speculative hymns representative of the Aryan religious

spirit, which is comparable to Davids Psalm?
a. Bhagavad Gita
b. Dhammapada
c. Rig Veda
d. Upanishads
Bhagavad Gita is a part of the Mahabharata. It literally means The Song of the Bhagavan,
often referred to as simply the Gita. It is a 700-verse scripture that is part of the Hindu epic
Mahabharata. It is a sacred text of the Hindus. It is a dialogue between Pandava and Lord
Krishna.
Dhammapada is a collection of sayings by Siddhartha Gautama. It is a Buddhist scripture.
Rig Veda is a collection of Vedic Hymns, one of the Vedas (Samaveda, Rigveda, Yajurveda
and Atharvaveda). The hymns in the Rig Veda are used as religious prayers for all
occasions.
The Upanishads, passed down through oral tradition, are a collection of Vedic Texts that
contain religious concepts. The Upanishads are considered by Hindus to contain revealed
truths (Sruti) concerning the nature of ultimate reality (brahman) and describing the
character and form of human salvation (moksha).
No comments:
RECURRING QUESTIONS #2
1. Who was the first to translate Jose Rizal's Mi Ultimo Adios to Tagalog?
A. Jose Gatmaitan
B. Apolinario Mabini
C. Andres Bonifacio
D. Jose Corazon de Jesus
The answer for item #1 is A -- Jose Gatmaitan.
Here is the first line of Jose Gatmaitan's translation of Mi Ultimo Adios, entitled "Huling
Paalam":
"Hulng Paalam"
Paalam, sintang lupang tinubuan,

bayang masagana sa init ng araw,
Edeng maligaya sa amiy pumanaw,
at perlas ng dagat sa dakong Silangan.
2. He constructed the lyrics of the Philippine National Anthem.
A. Andres Bonifacio
B. Graciano Lopez Jaena
C. Marcelo H. del Pilar
D. Jose Palma
The answer for this item is D -- Jose Palma. Let's summarize the history of the Philippine
National Anthem:
Juan Felipe composed the tune of the anthem under the name "Marcha Filipino Magdalo,"
which was later renamed to "Marcha Nacional Filipina." Jose Palma wrote the first original,
Spanish version entitled "Filipinas."
In 1919, one of greatest poets, Paz Marquez Benitez, the author of Dead Stars, constructed
an English version entitle "Land of the Morning." In 1956 the Surian ng Wikang Pambansa
or the Institute of National language composed the current Filipino version, "Lupang
Hinirang."
3. What is the country song of the people of Pampanga?
A. Pamulinawen
B. Ati Cu Pung Singsing
C. Dandansoy
D. Leron Leron Sinta
The answer for this item is letter B -- Ati Cu Pung Singsing. This song, when translated to
English, means "I once had a ring." It's a Kapampangan song, a ballad, in fact, relating a
story about a person who lost his ring when he thought he hid it in a chest. At the end of the
song, he promises to worship anyone who can bring his ring back to him.
Pamulinawen is an Ilocano song, Dandansoy is a Visayan song and finally, Leron Leron
Sinta is a Tagalog song.
4. This is a story in poem-form which includes the the adventures, life and heroism of the
main character who possesses extraordinary skills and unusual characteristics.
A. Bugtong
B. Alamat
C. Epiko
D. Awit
The answer for this item is letter C -- Epiko. Epiko is a Fililpino term for epic.
Alamat is what we call in English "legend." Legends are fictitious stories believed to have
happened, which explain the existence or occurrence of someone or something. An
example of an alamat in Tagalog mythology is Mariang Makiling.
Bugtong, in English, is "riddle." Riddles are short oral-puzzles. An example of a Tagalog

alamat is "Isang bangin, puno ng patalim." [A well full of knives].
Awit is a Filipino term for song. However, the term awit can also refer to one of the two
types of metrical romances -- awit and korido. Awit refers to a metrical story, usually sung to
the accompaniment of a guitar, in fandango style. On the other hand, 'koridos' or 'corridos,'
as Philippine romances are generally called, are heavily influenced by foreign literature.
They were the most popular among the Spanish colonial literary forms. They are of uniform
stanza pattern -- mono-riming and assonant quatrain -- and vary in length, from a few
hundred to several thousand lines. It must also be pointed out that korido deals with events
and happenings.
5. During Japanese colonization, Filipinos faced many trials and tribulations. One of these is
_.
A. Fall of Corregidor
B. Fall of Bataan
C. Landing in Leyte
D. Death March
The answer for this item is letter D -- Death March.
The Death March, which began on April 9, 1942, was the forcible transfer by the Imperial
Japanese Army of 60,000-80,000 Filipino and American prisoners of war after the three-
month Battle of Bataan in the Philippines during World War II. In Japanese, this is called
Batn Shi no Kshin. All told, approximately 2,50010,000 Filipino and 100-650 American
prisoners of war died before they could reach their destination at Camp O'Donnell.
The 128 km (80 mi) march was characterized by wide-ranging physical abuse and murder,
and resulted in very high fatalities inflicted upon prisoners and civilians alike by the
Japanese Army, and was later judged by an Allied military commission to be a Japanese
war crime.
Letter A cannot be the answer since the Fall of Corregidor was only the part of history when
Lt. Jonathan Wainwright was forced to surrender the troops on Corregidor and the other
three fortified islands.
Letter be cannot be the answer because the Fall of Corregidor is, in itself, the same as the
Fall of Bataan. Bataan is a province within which Corregidor lies.
Landing in Leyte, letter C, cannot be the answer because it refers to the coming of General
Douglas Arthur McArthur in the Leyte on Oktubre 20, 1944. This is a fulfillment of his
promise, "I shall return," before he went Australia from Corregidor with the behest of the
then-President Franklin Roosevelt.
Here's a timeline one should remember:
Fall of Corregidor (April 9, 1942)

Death March (April 9, 1942)
Landing in Leyte (Oktubre 20, 1944)
RECURRING QUESTIONS #3
1. Drafting is considered as the universal language of?
A. Artistry
B. Humanity
C. Industry
D. Pottery
The answer for this item is C -- Drafting is considered as the universal language of industry.
Of course, you can immediately cross out letter D. Pottery does not make use of drafting.
On the other hand, the other two choices -- artistry and humanity -- are very broad ideas;
even drafting and pottery are under them. Drafting is known to be the universal language of
industry because it is a form of communication that is very technical and very exact. It
drives economic activities in all phases of the society.
TEST-TAKING SKILL: Immediately cross out very broad ideas.

2. If a drawing is generally made without the aid of any instrument, it is classified as _.
A. An orthographic drawing
B. An isometric drawing
C. A freehand drawing
D. An axonometric drawing
The answer for this item is letter C -- A freehand drawing.
Freehand drawing refers to the method of drawing in which the artist completes the piece
without the help of any instrument.
Letter A -- orthographic drawing -- cannot be the answer since it refers to the phenomena of
projecting three-dimensional images in a two-dimensional medium. Isometric drawing is
related to orthographic drawing in that it also is the projection of three-dimensional objects
in a two-dimensional plane. However, the only difference between the two is that
orthographic drawing is art in itself while isometric drawing is a method of clarification using
labels (for planning, etc.). Finally, axonometric drawing is a three-dimensional projection
used to create a pictorial drawing of an object, where the object is rotated along one or
more of its axes relative to the plane of projection.
3. The solidity of this object is shown by gradual darkening of its particular portions. What
process was used?
A. Darkening
B. Shading
C. Shadowing
D. Lighting
The question already contains a clue that the answer is letter A -- Darkening.
Darkening is the method of showing an object's solidity by the use of gradual strokes that
darken its portions. Shading, on the other hand, is the technique of showing the object's
depth by darkening the portions around it. Lighting and shadowing are by-products of
darkening and shading.
4. One of the best practices of good draftsman is never to letter without what?
A. Guidelines
B. Pencil
C. Lettering pens
D. Ink
The answer is obviously letter A -- Guidelines.
One can still letter with the use of B, C and D. Also, there's nothing wrong about not using
any of them because there are alternatives to serve the same purpose. However, there is
no other alternative, in manual lettering, for accuracy, than guidelines.
5. The lightest or the finest line that represents the axis or center of objects with
symmetrical shapes is know as what?
A. EXTENSION LINE
B. CENTER LINE
C. VISIBLE LINE
D. CUTTING PLANE LINE
The answer for this item is letter B -- Center line.
The clue in the question is the word "symmetrical." In a symmetry, the center separates the
two parts of an object in congruent halves.
To have letter C as an answer is vague since visible lines are the heaviest and the most
obvious lines in a draft.

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1. The editor found the news story not so entertaining.

He found it full of:

A. Whaling is not truly structured.

4. Venus is an exemplification of feminine pulchritude.

9. The seatwork is difficult for Paul and __.

10. The candy can smells ___.

11. What is the biggest hindrance in learning a second language.

16. Audio-lingual is a new language-teaching approach that mainly focuses on ___.

17. Rubric as a measuring instrument is best used in assessing ___.

20. Who wrote the novel the Jungle Book?

22. A comma indicates _.

23. Which word has the c pronounced as k?

24. Which word is accented on the first syllable?

25. Which word has the c pronounce as s?

27. Shes riding ___ a plane.

28. Robert Frosts poems are commonly about ___.

A. The Curious Case of Benjamin Button

33. It determines if a sound is voiced or voiceless.

36. What makes the sentence bellow erroneous?

I have written a letter yesterday.

37. What is not true about the present perfect tense?

38. He is considered the father of essay.

A. War and Peace

A. May Day Eve

41. Read the poem below.

The angels, not half so happy in Heaven,

What can be the cause of death of Annabel Lee?

42. Who is considered as the father of detective stories?

A. Edgar Allan Poe

43. The vellum is also known as the _.

A. Stealing the aroma of the food

A. Romeo and Juliet

47. What is true about the past perfect tense?

A. There must be two past actions.

48. Dante Alighieris Divine Comedy is originally titled:

50. Who is considered as the master of short story writing?

A. Edgar Alan Poe

51. The novel Crime and Punishment was written by _.

#9 DRILLS FOR GEN. ED.

The only singular verb among the options is B - Needs.

26. Scientists ___ evolution as a change within a period of time.

A. Have already been

The answer is C - Has already been.

Option D - Have already being - is in itself structurally inconsistent. Why, because a

#8 DRILLS FOR GEN. ED.

INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR

22. Is your office always busy? No. Rarely _____ so busy.

A. This place being

#7 DRILLS FOR GEN. ED.

INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR

19. Which ends with /d/?

20. Which words ends with /z/?

21. How long ___ Japanese?

#6 DRILLS FOR GEN. ED.

INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR

16. Which of the following is NOT voiced?

17. Which of the following does not belong?

INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR

#4 DRILLS FOR GEN. ED.

INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR

A. Has been working

#3 DRILLS FOR GEN. ED.

INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR