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Quiz 3

Published by Ej bagacina, 2020-09-22 03:36:27

Description: Quiz 3

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QUIZ #3 EARL JON MARI P. BAGACINA

1. Justify whether the exemption of students from taking examinations is an ethical or unethical testing practice. For me it is ethical. The exam exemption gives students an incentive for demonstrating strong effort in assignments, unit tests, projects and class participation. By establishing academic excellence each day, the student has proven his overall understanding of the course subject areas. Enhancing student drive and commitment are other positive elements of shooting for exemption. While students keep their eye on the prize, they build character and traits that can be used in the future, whether moving on to a post-secondary placement or entering the workforce.

2. Cite examples/ instances when the privacy of students are invaded through art works, compositions, oral examinations, chalk board computations. A teacher called a students in front to solve a binary problem to intentionally embarrass the student. Next is artworks, the teacher gave a negative comments about the output of the student publicly.

3. Constant study of lessons of the students will reduce test anxiety. Test anxiety can be caused by a teacher embarrassing a student. Being placed into course above your ability can cause test anxiety. Test anxiety develops from fear of alienation from parents, family, and friends due to poor grades.

4. Teachers cannot post the grades of the students. No because it is confidential and By sharing grades on social media whether you realize it or not you are putting so many people down. There are so many students who care about school.Yes, it makes sense for someone who has worked hard for their grades to feel proud about their accomplishments and want to share them.

5. Allows students to choose activities of equal instructional values. Instructional materials should be appropriate for the age, emotional, and social development and ability level of the students for whom the materials are selected.


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