Screen Recording 2026-10-26 064444

Oct 25, 2026 22:47 · 19:45 · TL · Whisper Turbo · 5 Хөгжмийн зохиолч
Энэ бичлэгийн хугацаа дууссан 16 хоног. Бүх цаг хугацааны хадгалах сан →
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Much better kung ilalagay natin siya sa situational na context
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wherein critical thinking skills talaga ni learner yung ma -assess
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natin.
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Next,
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number six.
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Avoid specific determiners or give away qualifiers.
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So,
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for number six,
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when we talk about qualifiers,
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these are the examples.
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All,
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only,
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and every.
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Since same lang din sila dun sa...
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Sa rating ng frequency na iba -iba kasi yung interpretation ng
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mga tao sa qualifiers.
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So iba kapag sinabi natin all,
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only,
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or every at the same time,
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it's too easy to guess or too difficult to answer.
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So for example,
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on this one,
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incorrect statement,
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only plants can produce oxygen.
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So on this case,
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this is too easy to answer.
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Nung nilagyan niya ng salitang only.
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Kasi we all know na hindi lang plants ang capable na magproduce
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ng oxygen.
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So the correct way naman of the statement,
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plants can produce oxygen during photosynthesis.
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So much better,
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I mean, mas better itong statement na ito since wala siyang
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giveaway na qualifiers.
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Next, number seven.
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With true or false question,
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avoid grossly disproportionate number of
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either true or false statement or even patterns.
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So for true or false questions,
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iwasan natin mag -create ng patterns.
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For example,
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sampung true or sampung false or alternate na
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true or false.
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Since ano siya,
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it's too easy to guess.
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Huhulaan na lang ni Learner yung ibang items dun sa ating alternative response
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questionnaire.
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So incorrect,
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alternate,
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or any visible pattern na makakita agad ni learner.
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So a balance example is 60 % true and 40 %
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false.
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Or vice versa,
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pwedeng 60 % false or 40 % true.
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Next.
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Avoid double negatives.
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So for double negatives naman,
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hindi natin na,
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hindi,
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I mean,
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hindi higher order thinking skills yung na -assess natin.
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Nagkukos lang siya ng confusion kay learner.
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So hindi yun yung pinaka -point.
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Hindi yun magiging,
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it will not help.
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na mapataas yung difficulty level ng item natin.
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Mas marami pa tayo ibang pwedeng method na gamitin aside from double negatives
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kasi hindi niya kayang ma -develop yung
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higher order thinking skills na nag -iiba lang yung interpretation or pwede lang makakos
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ng confusion kay learner as he or she absorbs the
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context of the item.
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For example,
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incorrect statement,
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it is not impossible for plants to grow without sunlight.
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So, imbis na mag -focus siya dun sa item,
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sa concept ng item,
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talking about the capability of the plants to grow without sunlight,
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mas mag -focus dun si learner sa what do we mean when we say not impossible.
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So,
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natidistract lang sila sa double negatives.
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A correct statement for that,
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plants cannot grow without sunlight.
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So, mas clear yung context nung
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item natin.
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Another example,
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it is not uncommon for birds to migrate during winter.
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So, kaysa mag -focus si learner dun sa idea na yung birds nagmamigrate
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ba sila o hindi sila nagmamigrate during winter,
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mas mag -focus si learner dun sa not uncommon.
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Also,
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yung interpretation ng term na
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not, I mean,
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uncommon, nag -vary din siya according to the person.
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Kaya kapag mga ganyan term,
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mas maganda kung gagamit talaga tayo ng specific na quantity.
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For example,
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80 % of the birds migrate during winter.
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So,
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mas technical as much as possible since objective type naman yung ginagawa
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nating test questionnaire.
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So that's it for the alternative response.
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Let's now proceed to the multiple choices.
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So under multiple choices,
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each question has three parts.
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So the first one is the stem.
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The stem is the problem or the question itself.
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And the next is the key.
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So yung kapag sinabi naman natin key,
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this refers to the correct answer.
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And then,
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the destructors.
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So, the destructors are the incorrect options.
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And dapat po yung destructors natin ay plausible.
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When we say plausible,
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dapat malapit siya dun sa correct answer natin.
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Hindi siya sobrang halatang -halatang maling option.
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So,
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meron din po tayong formula for plausibility ng destructors.
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And part,
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yung mga computation po na yan,
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part po yan ng discussion natin sa item analysis.
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Under item analysis,
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andun din yung pagme -measure natin ng...
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difficulty level
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ng isang item.
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Paano ba natin masasabi na,
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I mean,
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plausible
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ang isang
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multiple choice na item.
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So, for number one,
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do not use unfamiliar words,
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terms, and phrases.
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So, see you in a...
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The problem with this,
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kaysa mag -focus si learner dun sa concept ng item,
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mag -focus siya dun sa unfamiliar words na na -encounter niya.
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So,
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let's say for example,
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what is the antipodian orientation of the globe?
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So, hindi niya masasagot yung tanong kung di niya alam mismo yung word
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na to,
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antipodian.
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Unlike kapag gumamit tayo ng mga common words,
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for example,
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a better version of it,
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what is the opposite side of the earth?
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Or the opposite side of the earth is cold.
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So malinaw sa kanya kung ano mismo yung pinatanong dun sa item
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na yun.
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Kaya makapagfocus siya sa pagre -recall ng tamang sagot.
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Unlike dito na may na -encounter siya ng unfamiliar word,
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madi -destruct siya ng unfamiliar word na yun.
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Next,
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do not use modifiers that are bag.
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Or vague?
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Vague,
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again.
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That are vague and whose meanings can differ from one person to the next such
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as much,
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often, and usually.
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So, kaya lang din po sa alternative,
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iwasan po natin yung mga ganitong words or
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mga ganitong modifiers.
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For example,
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what is usually the brightest in the night sky?
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So, what do you mean by usually?
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Diba?
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Kaya parang mas gumugulo yung context nung item or nung question.
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Pwede naman natin directly sabihin na which planet is the brightest in the night sky?
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Since we're basically talking about the same thing.
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Isa lang naman yun,
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yung planeta na yun na brightest mula sa point of view natin
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dito.
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Next,
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another item.
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Which event happens most often during summer?
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So what do you mean by most often?
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Pwedeng iba -iba yung interpretation natin by most often.
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So, let's be more direct.
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Which event happens every summer?
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Yan.
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So, mas maganda po.
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As clear, as specific as possible.
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Next.
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Avoid complex or awkward word arrangement.
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Also, avoid use of negatives in the stem.
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Again, stem is the question,
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as this may be unnecessary,
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causing comprehension difficulties.
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So, tandaan,
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pwede nating i -measure yung higher order,
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i -evaluate yung higher order thinking skills ni learner,
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pero dapat hindi siya makaka -encounter ng comprehension difficulties.
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Yung sa question itself pa lang,
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pagka -construct pa lang ng question itself,
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naguguluhan na siya.
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So,
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dapat hindi ganun.
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Example of the following.
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Which one among the examples below demonstrate the process of
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evaporation?
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So,
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too long.
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At the same time,
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awkward yung word arrangement niya kasi merong mga unnecessary words na isinama
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pa dun sa ating stem.
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We can be more direct.
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For example,
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which example shows evaporation?
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Ayan, ganyan na lang.
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Let's be direct.
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Next,
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number four.
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Avoid negatives or double negatives.
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For example,
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which of this is a renewable,
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the incorrect term dito is the green one.
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Which of this is not a non -renewable resource?
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So kaysa mas mag -focus si learner sa pag -iisip,
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which dun sa mga examples na yun or sa choices na yun,
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ano dun ang renewable resources,
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ma -stress pa siya na intindihin yung not a non -renewable.
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So nag -distracted si learner,
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mapupunta sa ibang part.
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yung kanyang focus.
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The correct ano naman,
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verse 1, which of this is a renewable resource?
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Yan.
8:27
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Number five,
8:28
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each item stem should be short.
8:31
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So as much as possible,
8:33
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short and direct.
8:34
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So the following question asks about how food is broken down into simpler
8:38
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substances inside the body.
8:40
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What is this process called?
8:42
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So too long,
8:43
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tsaka indirect pa siya.
8:44
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A good version,
8:46
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what process breaks down food into nutrients?
8:49
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Okay.
8:52
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Next, destructors should be equally plausible.
8:54
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When we say equally plausible,
8:55
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they can be a correct answer.
9:00
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Pwede silang maging tamang sagot.
9:02
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Hindi siya right away makikita na mali.
9:05
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Mali agad yung mga choices na yun.
9:07
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So for example,
9:08
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the capital of France is A,
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Paris, B,
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Dog, C,
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Blue, and then D,
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7.
9:13
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So talking about places,
9:15
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dapat lahat ng options natin or destructors natin
9:19
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ay
9:20
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places dapat.
9:21
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And then,
9:21
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ano siya?
9:22
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It should be related to France.
9:24
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For example,
9:25
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the capital of France is A.
9:27
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Rome, B.
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Madrid, C.
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Paris, or D.
9:29
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Berlin.
9:30
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So, mahihirapan talaga kayo kung hindi nyo alam yung ano,
9:33
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yung capital of France.
9:35
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Mahihirapan kayo manghula.
9:36
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Next,
9:38
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options must be grammarily consistent with the stem.
9:42
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So, yung mga destructors natin as well as the correct answer,
9:46
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dapat grammatically consistent.
9:50
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sila para hindi rin magkaroon ng idea si learner kung ano dun
9:54
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yung tamang sagot.
9:55
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Let's say sa options natin,
9:57
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isa lang dun yung grammatically consistent with the STEM.
10:00
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mahuhulaan ni learner na,
10:01
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ito yung tamang sagot kasi ito lang yung grammatically consistent dun sa stem
10:05
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natin.
10:06
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At the same time,
10:07
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natataas natin yung difficulty level kapag gano 'n.
10:10
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Yung medyo pare -parehas talaga yung ating destructors
10:15
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at saka yung ating correct answer.
10:17
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For example,
10:19
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water component is A to flow,
10:22
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B flowing,
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C a liquid,
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or D freezes.
10:27
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So, a correct version,
10:29
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what component is a liquid,
10:31
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a gas,
10:32
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a solid,
10:32
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and a metal?
10:33
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So,
10:34
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kung grammatically consistent sila,
10:35
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plausible answer sila lahat ni STEM.
10:39
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Next, length or technicality should not reveal the correct answer.
10:43
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So kagaya sa alternative,
10:45
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the more kasi na mahaba,
10:46
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may tendency na mahulaan ni learner na yun yung tamang sagot.
10:50
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Or kapag meron naman mga type ng question na yung mismong
10:54
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term itself,
10:55
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technicality,
10:56
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nagpapakita na siya na mismo talaga yung tamang sagot.
10:59
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Okay.
10:59
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So, for example,
11:00
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this is the incorrect version.
11:02
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What is the largest planet?
11:04
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Mars,
11:04
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Jupiter,
11:05
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which is made of hydrogen,
11:06
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C,
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Earth, or D,
11:08
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Venus.
11:08
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So,
11:09
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the technicality here is,
11:12
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bakit nilagyan niya pa ng description na
11:16
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si Jupiter is made of hydrogen?
11:18
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Which can contribute
11:23
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dun sa idea na we're talking about the largest planet.
11:26
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Kasi yung composition ng planet,
11:28
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ano yun,
11:29
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kumbaga, yun yung reason kung bakit malaki o maliit yung isang planet.
11:32
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Kaya parang dito,
11:33
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nagbibigay ng clue yung mismong length,
11:35
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pati yung technicality,
11:36
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kung paano kinonstruct yung options or yung mga choices
11:41
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sa questionnaire.
11:42
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So,
11:42
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dapat, ano siya,
11:44
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equal length and then almost the same dapat yung
11:48
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mga choices natin.
11:49
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So, kung name lang talaga ng planeta yung indicated,
11:52
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then ganun lang din dapat sa lahat ng options.
11:55
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Number nine,
11:56
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avoid stems that reveal answers to another item.
12:00
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So,
12:01
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for example, item number one,
12:02
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the largest planet is Jupiter.
12:04
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What about the smallest planet?
12:05
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Tapos,
12:06
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sa susunod na item,
12:07
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may tanong tayo na,
12:08
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what planet is the largest?
12:10
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So,
12:10
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si item number one,
12:12
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sinagot nyo si item number 13.
12:13
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That's why we always have to counter -check.
12:15
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Kapag tapos na yung draft na,
12:17
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na -print na natin,
12:18
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basahin ulit natin yung buong questionnaire from the start to finish para makita
12:22
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natin yung relevance ng per item.
12:27
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Let me check if this is still recording.
12:29
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Next.
12:29
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Number 10.
12:30
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Avoid synonyms or overlapping alternatives.
12:33
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Again,
12:37
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let me continue.
12:38
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Avoid synonymous or overlapping alternatives.
12:42
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So...
12:44
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When we say synonymous,
12:46
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parang very exactly the same naman yung questionnaire natin
12:50
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to a point na naguguluhan masyado si learner na ano dito sa
12:54
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dalawa na to?
12:55
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Eh, pares lang naman tong dalawang options na to.
12:57
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So, overlapping yung alternatives natin.
12:59
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For example,
13:00
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which of the following is a renewable source of energy?
13:03
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A, solar energy.
13:04
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B, sunlight.
13:05
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C, wind energy.
13:06
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Or D, geothermal energy.
13:08
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So, pares lang kasi si solar energy at saka si sunlight.
13:11
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Which can cause confusion to the learner.
13:14
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Na ano sa dalawa,
13:16
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eh pares lang naman to.
13:17
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Ayun.
13:18
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So,
13:18
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dapat almost the same,
13:20
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pero hindi dapat sila synonymous.
13:21
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Next.
13:25
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avoid presenting sequence item in text order.
13:28
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Not the same order as you discussed them or written in the references.
13:31
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Let's say meron tayong PowerPoint presentation or book,
13:34
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lecture book na ginamit.
13:35
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Dapat hindi exactly sequencing yung item natin
13:40
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the way sila prinesen sa libro or sa PowerPoint presentation.
13:43
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Okay?
13:44
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So,
13:44
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ito, this one is a method to develop the higher
13:49
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order thinking skills of our learner.
13:50
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Kapag hindi in sequence item or
13:53
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order.
13:53
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Kung paano din ay just yung information is ganun din natin sila i -assess.
13:57
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So avoid doing that.
13:59
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Number 12.
14:01
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Avoid assumed qualifiers or mga hidden condition.
14:04
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Let's say may assumption na tayo na alam na nila yung question na tinatanong
14:09
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natin. For example,
14:09
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what is the fastest animal?
14:11
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So lacking yung context niya.
14:13
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Fastest animal saan?
14:15
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What type of animal are we talking about?
14:17
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So dapat we don't assume yung context ng
14:21
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isang question.
14:22
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Direct siya,
14:23
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short siya,
14:24
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pero dapat clear.
14:25
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Wala tayong mga hidden conditions.
14:27
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So we can fix that with this type of,
14:30
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what is the fastest land animal?
14:33
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So now,
14:34
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mas clear yung tinatanong natin na we're talking about the land,
14:36
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land animals.
14:38
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So we're talking about the fastest animal on the land.
14:42
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Next, what planet is the nearest?
14:45
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Nearest to what?
14:46
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Okay, we cannot just assume na naintindihan agad ni Learner yung question.
14:49
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So let's be specific.
14:51
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What planet is nearest to the Earth?
14:53
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Kasi pwedeng,
14:54
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what planet is nearest to the sun?
14:56
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Diba?
14:57
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Or nearest to the other planets.
14:58
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Kaya we have to be specific.
15:00
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Number 13,
15:01
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avoid unnecessary words or
15:05
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irrelevant context.
15:07
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For example,
15:07
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during hot afternoon after lunch,
15:10
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what gas do human exhale?
15:11
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So,
15:13
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Anong sense?
15:14
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Napaka -necessary kapag sinabi pa natin hot afternoon yun,
15:17
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tapos after lunch yun.
15:19
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What sense?
15:21
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Kasi same lang din naman ng in -exhale na type ng gas.
15:24
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I mean,
15:25
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same type of gas lang yung in -exhale ng human,
15:27
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regardless of kung after lunch siya,
15:29
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or before lunch siya,
15:30
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or kung hindi hot yung afternoon na yun.
15:31
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So, we don't need to put...
15:37
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or to put the concept in irrelevant context.
15:40
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Kung gusto nyo gawing situational,
15:41
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pwede naman,
15:42
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pero it only applies kapag relevant yung
15:46
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context or yung situation na pinasukan natin ng concept or
15:50
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inilagay natin sa isang item.
15:51
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So,
15:52
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let's be more direct.
15:53
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What gas do humans exhale?
15:55
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Again,
15:58
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pwede naman, ilalagay natin siya sa context,
16:00
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but it should be relevant.
16:01
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Nagmamatter yung situation na ginamit natin.
16:05
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Number 14,
16:06
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avoid irrelevant difficulty.
16:08
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So example,
16:09
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in the realm of basic arithmetic operation,
16:11
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what numerical value result from the product of the integers 7 and 8?
16:15
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So irrelevant yung difficulty of understanding the item,
16:19
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where in fact,
16:20
S… Speaker 1 (Screen Recording 2026-10-26 064444)
we can just simply write 7 times 8.
16:22
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Okay?
16:23
S… Speaker 1 (Screen Recording 2026-10-26 064444)
And another one.
16:25
S… Speaker 1 (Screen Recording 2026-10-26 064444)
If a car travels 50 km per hour for 4 .5
16:29
S… Speaker 1 (Screen Recording 2026-10-26 064444)
hours, how far does it go?
16:31
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Ayan.
16:32
S… Speaker 1 (Screen Recording 2026-10-26 064444)
So, in here,
16:34
S… Speaker 1 (Screen Recording 2026-10-26 064444)
we're talking about,
16:34
S… Speaker 1 (Screen Recording 2026-10-26 064444)
I mean,
16:35
S… Speaker 1 (Screen Recording 2026-10-26 064444)
data's item is for science,
16:38
S… Speaker 1 (Screen Recording 2026-10-26 064444)
not for mathematics major.
16:40
S… Speaker 1 (Screen Recording 2026-10-26 064444)
So,
16:41
S… Speaker 1 (Screen Recording 2026-10-26 064444)
pero yung focus ng question is on computation.
16:44
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Again,
16:46
S… Speaker 1 (Screen Recording 2026-10-26 064444)
ito pong type na,
16:47
S… Speaker 1 (Screen Recording 2026-10-26 064444)
I mean, itong specific na principle na to,
16:51
S… Speaker 1 (Screen Recording 2026-10-26 064444)
it applies,
16:52
S… Speaker 1 (Screen Recording 2026-10-26 064444)
depende sa intended,
16:55
S… Speaker 1 (Screen Recording 2026-10-26 064444)
learning outcome natin.
16:56
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Like for example,
16:57
S… Speaker 1 (Screen Recording 2026-10-26 064444)
kung sa intended learning outcome natin,
16:59
S… Speaker 1 (Screen Recording 2026-10-26 064444)
ang kailangan lang naman natin malaman is kung naiintindihan ni learner yung relationship between
17:03
S… Speaker 1 (Screen Recording 2026-10-26 064444)
the speed, the distance,
17:04
S… Speaker 1 (Screen Recording 2026-10-26 064444)
and the time, then there's no need for them to compute.
17:07
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Pero if sa intended learning outcome natin is dapat ma -apply nila yung
17:11
S… Speaker 1 (Screen Recording 2026-10-26 064444)
relationship na yun,
17:12
S… Speaker 1 (Screen Recording 2026-10-26 064444)
they are capable of using the formula,
17:14
S… Speaker 1 (Screen Recording 2026-10-26 064444)
then kailangan nalalabas talaga yung mga computation sa item.
17:17
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Pero kung relationship lang,
17:19
S… Speaker 1 (Screen Recording 2026-10-26 064444)
they can just answer
17:25
S… Speaker 1 (Screen Recording 2026-10-26 064444)
let's say, a statement,
17:26
S… Speaker 1 (Screen Recording 2026-10-26 064444)
pero there's no need for them to compute.
17:27
S… Speaker 1 (Screen Recording 2026-10-26 064444)
So, nakadepende po yung items natin
17:31
S… Speaker 1 (Screen Recording 2026-10-26 064444)
sa intended learning outcome natin.
17:33
S… Speaker 1 (Screen Recording 2026-10-26 064444)
Dito kasi yung mga ibang teacher,
17:34
S… Speaker 1 (Screen Recording 2026-10-26 064444)
para lang mapahirapan yung students,

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