FACILITATING LEARNING, CHILD AND ADOLESCENT DEVELOPMENT

FACILITATING LEARNING, CHILD AND ADOLESCENT DEVELOPMENT 

This are essentials that you must learn before taking the Licensure Examination for Teachers. 

• The superego is primarily concerned with the idea of right or wrong, and is often viewed as “conscience” of personality, according to Freud.

• Based on Erikson’s theory on psychological development, a child who is cold towards the people around him failed in the basic goal of “trust” in the stage “Trust vs. Mistrust”.

• Under Freud’s Phallic Stage in the Psychosexual Development theory, a boy is closer to his mother (Oedipus Complex) and a girl is closer to her father (Elektra Complex).

• Based on Piaget’s developmental stage, when a grade 1 pupil likes to play with his friends, but gets angry when defeated is under Preoperational Stage, which is characterized by egocentricism

• According to Maslow’s Hierarchy of Needs, when one is asked to

develop himself to the fullest, he is trying to satisfy his Self-

Actualization, wherein the person strives to develop himself to his

full potentials.

• According to Erikson, Piaget and Freud, play allows the child to learn

physical skills as well as social skills.

• A child that is 3-5 years old, according to Erikson, is Ego-centric.

• Children who are two years of age are labeled as “terrible two” by

Erikson because of the assertiveness and will of these

children,illustrated by using the word “No!”

• The factors affecting individual differences are age differences and

personal adjustments, sex differences, family and community

background, physical conditions, emotional response and attitudes

(EQ), and mental abilities and specific aptitudes (IQ).

• Stimulus-Response (S-R) or Association Theory of Learning states

that in every stimulus there is a corresponding response.

• The three fundamental laws of learning by theAssociation Theory

are the law of readiness, law of exercise and law of effect.

• Law of Readiness is when an individual is prepared to respond or act

whereallowing him to do so is satisfying, and preventing him would

be annoying.

• Law of Exercise is where the constant repetition of a response

strengthens its connection with the stimulus, while disuse of a

response weakens it.

• Law of Effects is where learning is strengthened if it results in

satisfaction, but is weakened if it leads to vexation or annoyance.

• The Theory of Condition of Learning states that the process of

learning consists of acquisition of new ways of reacting to stimuli

developed through attaching new stimuli developed through

attaching new stimuli to established modes of behavior.

• There are two types of conditioning theory, which are classical

condition and operant conditioning.

• Classical conditioning consists of eliciting a response by means of a

previously neutral or inadequate stimulus.

• Operant conditioning is a theory that believes one can train an

organism either by presenting him a reward or punishment as a

consequence of his actions.

• Social Learning Theory of Learning viewed that children’s learning

process involves observation and imitation.

• The Cognitive Field Theory of Learning defines learning as a

relativistic process by which a learner develops new insights and

changes the old ones.

• Insight learning of Cognitive Field Theory postulated that the more

intelligent the organism and the more experiences he has the more

capable he is of gaining higher insight.

• Vector and Topological Theory of Cognitive Field Theory states that

individuals exist on a field of forces within his environment that

move, change, and give him a degree stability and substance or

define his behavior.

• Gestalt Learning of Cognitive Field Theory states that learning

involves the catching, and generalization of insights, which often

are acquired first on a nonverbal level or the level of feeling and

may be verbalized later or may not be verbalized at all.

• Instrumental Conceptualism of Cognitive Field Theorybelieves that

learning is thinking and thinking is the process whereby one makes

sense out of the various and somehow unrelated facts through a

process called conceptualization or categorization.

• The Subsumption Theory by David Paul Ausubel considered that a

primary process in learning is subsumption in which new material is

related to relevant ideas in the existing cognitive structure on a

substansive, non-verbatim basis.

• The theory on Conditions of Learning or the Gagné Assumption sates

that different types of learning exist, and that different instructional

conditions are necessary for each type of learning

• The five major CATEGORIES OF LEARNING according to Gagné are

verbal information, intellectual skills, cognitive strategies, motor

skills and attitudes.

• Transfer of learning occurs when a person’s learning in one situation

influences his learning and performance in other situations.

• The major theories concerning TRANSFER OF LEARNINGare Mental

discipline, Apperception, Identical elements, Generalization,

andGestalt theory of transfer.

• Mental discipline asserts that education is largely a matter of training

or disciplining the mind with vigorous mental exercises n the classics,

grammar, logic, mathematics, and science on the assumption that

such training makes a person equally effective in all areas where a

given faculty is employed.

• Identical elements is the theory of transfer of implies that school

should list the aspects of situations that are important to the child

even out of the school or in later courses and teach the pupils to

cope with different identical experiences or situations in real life.

• Generalization by Charles Judd said that there are two levels or

kinds of knowledge –wrote learning or memorization without any

meaning and generalized knowledge with many intellectual

associations.

• Gestalt theory of transfer is the belief that when transfer of learning

occurs it is in the form of generalizations, concepts, or insights, which

are developed in one learning situation and employed in other

situations.

• Motivation is the stimulation of action toward a particular objective

where previously there was little or no action toward that goal.

• The two types of motivation are intrinsic and extrinsic motivation.

• Intrinsic motivation refers to the inherent or internal stimulus of

the individuals to learn.

• Extrinsic motivation is based on incentives, which are artificial

devices, which are employed to evoke attitude conducive to

learning.

• Insight learning is regarded as “serendipity” when an idea suddenly

strikes the mind and a solution to a problem is arrived at.

• Metacognition is where a teacher is attempting to develop the

student to think about their thinking, or to reason about one’s own

thinking.

• Instincts are under the mental dimension of Id according to Freud.

• According to Piaget, a child in the concrete operational stage cannot

imagine the steps necessary to complete an algebraic equation.

• Fear of something that was caused by a painful experience in the

past is an example of Classical Conditioning.

• Operant condition theory is illustrated in a child who tries to

complete all tasks given to him correctly to have a candy as a “reward.”

• Based on Thorndike’stheory that punishment will only weaken the

response and not permanently remove it, a child punished for

stealing money won’t steal in the near future but does not guarantee

that the child won’t steal anymore.

• The association and cognitive theories of learning are

complementary meaning they support each other in terms of

principles and practice.

• Rewarding a child for doing things correctly is a technique called

Reinforcement, where it is a behavioral consequence that

strengthens a behavior.

• A person possessing Interpersonal Intelligence is characterized by

“people-orientedness skills” and has a capacity to make people

laugh.

• Reading disability in children who is neglected and abused is related

to emotional factors.

• The brain’s ability to change from experience is known as Plasticity.

• John Watson’s quote, “Men are built not born” came from his belief

that environmental stimulation is directly affecting a person’s

development.

• Attention Deficit Disorder is usually characterized by impatience to

wait for his/her turn during games, disregard for rules and show

inability to delay gratification.

• A child who always fights with his/her classmates, who has a very

short attention span, and who has frequent tantrums is believed to

be suffering from Attention Deficit Hyperactivity Disorder.

• A child who treats his friends aggressively due to his past experiences

with his father who is also aggressive is demonstrated by the Social

Cognitive theory.

• Based on Jung’s theory, a child who prefers to be alone is an

“Introvert”

• Based on Gestalt’s psychology that states, “the whole is more than

the sum of all its parts,” a piece of music may sound sad, but when

each note is played, there is nothing sad about it.

• Tabula Rasa or the belief that the mind is a “blank sheet” will make

the teacher conduct lessons that give sensory impressions because

the teacher believes that by doing so, he/she imprints salient inputs

in the students’ mind.

• Society is a group of individuals with well defined limits which

persists in time, thus enabling them to develop a set of common

ideas, attitudes, interact and of techniques for living and fitting

together.

• Group is a unit of interacting personalities with interdependence of

roles and status existing between them.

• The seven KINDS OF GROUPS, which are the primary group,

secondary group, in-group, out-group, peer group, reference group,

and voluntary associations.

• Social stratification is the system or process of assigning men their

respective ranks in a society based on income or wealth, education,

occupation, and lifestyle.

• Social mobility is the process of moving from one social stratus to

another, it ma either be horizontal, vertical, or lateral.

• Socialization is the process by which the individual acquires the social

and cultural heritage of his society.

• The three LEVELS OF SOCIALIZATION are vegetative level, sentient

level and rational level.

• The Vegetative level of the socialization process is the stage

characterized by the preoccupation with food, where the desire is

primarily for survival.

• The Sentient level is geared towards the satisfaction of sensual

passions and desire.

• The Rational level is where a person has already acquired

morality and a sense of justice.

• Status is the position a person occupies in a society by virtue of his

age, birth, sex, marriage, occupation, and achievement.

• The two TYPES OF STATUS are ascribed and achieved.

• Ascribed status is a position assigned to an individual without

reference to his innate differences and abilities and is assigned at

birth.

• Achieved status is not assigned to an individual at birth, but is left

open for competition and individual effort.

• Role is the part that the individual is expected to play in his social

group and is the sum of the culture patterns associated with a

particular status.

• Social Deviations refers to the failure of the individual to play the

role expected from him by the society.

• Internalizations is the process of making an attitude or a practice a

part of one’s automatic and unthinking responses.

• Social order is the way the individual is expected to behave in a

society where he belongs in order to preserve and maintain the

tranquility of his social milieu.

• Social control is the means by which people are led to fill their

expected roles in the society even against their will just to achieve

social order.

• Anthropology is the study of human differences, cultural and

biological against the background of the nature all humans share.

• Culture is the complex whole, which includes knowledge, belief,

art, law, morals, customs, and other capabilities and habits acquired

by man as a member of society as defined by Edward B. Taylor.

• The two KINDS OF CULTURE are non-material culture and material

culture.

• Non-material culture is intangible, which includes beliefs, morals

laws, customs, traditions, folkways, mores, etc.

• Material culture is tangible and includes man’s technologies, etc.

• The CHARACTERISTICS OF CULTURE are it is learned, all people have

varied culture, it is a group product and it is transmitted.

• The importance of culture is that through the development of culture

man can set aside certain laws of nature to conform to his needs and

man can overcome his physical handicaps.

• Folkways are customary ways of behaving, which have become

habitual and repetitive to an individual group such as caring for the

elders and saying “po” and “opo”.

• Mores occurs when folkways become compulsive for the welfare of

the society and it has acquired moral significance, where failure to

conform to this results to ostracism or condemnation.

• Sub-culture refers to the attitude of a certain group to deviate from

the habitual practices of the majority.

• Cultural relativism refers to the practices considered immoral or

taboo to a certain group of people, yet moral to other societies,

including polygamy and pre-marital sex.

• Culture shock is the term used to denote the feeling of depression,

often expressed as homesickness, caused by living in a foreign

environment.

• Cultural values refer to the collective ethical, aesthetics and religious

values of the community including artistic inclination, poetry, music,

painting, literature, and such other practices, which the entire society

considers as vital elements of their existence.

• Filipino cultural values that makes the Filipino unique and distinct

from other peoples of the world includes non-rationalism, emotional

closeness and security of the family, authority, economic and social

improvement, utangnaloob, personalism, indolence, ningaskugon,

mañana habit, hospitality, and fiesta syndrome.

• Non-rationalism is a Filipino cultural value that is the tendency to

perceive thoughts, objects, events, and persons as sacred.

• NON-RATIONALISM includes animism, fatalism, social acceptance,

pakikisama, euphemism, and go-between.

• Emotional closeness and security of the family is a Filipino cultural

value, which means there is a mutual dependence among relatives,

granting special favors or privileges among the immediate or even

distant relatives.

• Authority refers to the emphasis on the power and importance of

authority figure.

• Economic and social improvement is the desire to improve the

standard of living of his family and his hometown.

• Utangnaloob means sense of gratitude.

• Personalism emphasizes the importance of the person with whom

one has immediate face-to-face contact and connection, which

includes pakiusap, lagay, areglo, and palakasan.

• Indolence means laziness.

• Ningaskugon means great enthusiasm at the beginning of a task but

gradually fades.

• Mañana habit refers to procrastination or putting for tomorrow what

can be done today.

• Hospitality means cordially entertaining guests and visitors even to

the point of sacrificing their own welfare.

• Fiesta syndrome refers to the lavish spending during fiestas and

other occasions.

LET Reviewer: ASSESSMENT OF STUDENT LEARNING 

- March 28, 2019

ASSESSMENT OF STUDENT LEARNING

• Assessment of learning focuses on the development and utilization

of assessment tools to improve the teaching-learning process.

• Measurement refers to the quantitative aspect of evaluation where

it involves the outcomes that can be quantified statistically.

• Measurement is also defined as the process in determiningand

differentiating the information about the attributes or characteristics

of things.

• Evaluation is the qualitative aspect of determining the outcomes of

learning and it involves value judgment.

• Testing is a method used to measure the level of achievement or

performance of the learners.

• Test consists of questions or exercises or other devices for measuring

the outcomes of learning.

• The three CLASSIFICATIONS OF TESTS are according to manner of

response, according to method of preparation, and according to the

nature of answer.

• Objective tests are tests, which have definite answers and therefore

are not subject to personal bias.

• Teacher-made tests or educational tests are constructed by the

teachers based on the contents of different subjects taught.

• Diagnostic tests are used to measure a student’s strengths and

weaknesses, usually to identify deficiencies in skills or performance.

• Formative testing is done to monitor students’ attainment of the

instructional objectives.

• Summative testing is done at the conclusion of instructional and

measures the extent to which students have attained the desired

outcomes.

• A standardized test is already valid, reliable and objective and is a

test for which contents have been selected and for which norms or

standards have been established.

• Standards or norms are the goals to be achieved, expressed in terms

of the average performances of the population tested.

• Criterion-referenced measure is a measuring device with a

predetermined level of success or standard on the part of the testtakers.

• Norm-referenced measure is a test that is scored on the basis of the

norm or standard level of accomplishment by the whole group taking

the tests.

• The TYPES OF ASSESSMENT are Placement Assessment, Diagnostic

Assessment, Formative Assessment, and Summative Assessment.

• Placement Assessment is concerned with the entry performance of

the student, where its purpose is to determine the prerequisite

skills, degree of mastery of the course objectives and the best mode

of learning.

• Diagnostic assessment is a type of assessment given before

instruction where it aims to identify the strengths and weaknesses

of the students regarding the topics to be discussed.

• Formative assessment is a type of assessment used to monitor the

learning progress of the students during or after instruction.

• Summative assessment is a type of assessment usually given at the

end of a course or unit.

• The MODES OF ASSESSMENT are Traditional Assessment,

Performance Assessment, and Portfolio Assessment.

• Traditional assessment is in which student typically select an answer

or recall information to complete the assessment.

• Performance assessment is an assessment in which students are

asked to perform real-world tasks that demonstrate meaningful

application of essential knowledge and skills.

• Portfolio assessment is based on the assumption that it is a dynamic

assessment.

• The most reliable tool for seeing the development in a student’s

ability to write is a portfolio assessment.

• The KEY TO EFFECTIVE TESTING includes the Objectives, Instruction,

Assessment, and Evaluation.

• Objectives is the specific statements of the aim of the instruction,

where it should express what the students should be able to do or

know as a result of taking the course.

• Instruction consists of all the elements of the curriculum designed

to teach the subject, including the lesson plans, study guide, and

reading and homework assignment.

• Assessment is the process of gathering, describing or quantifying

information about the performance of the learner and testing

components of the subject.

• The factors to consider when constructing GOOD TEST ITEMS are

validity, reliability, administrability, scorability, appropriateness,

adequacy, fairness, and objectivity.

• Validity refers to the degree to which a test measures what it is

intended to measure.

• To test the validity of the test, it is to be pretested in order to

determine of it really measures what it intends to measure or what

it purports to measure.

• Reliability refers to the consistency of scores obtained by the same

person when retested using the same instrument or one that is

parallel to it.

• The test of reliability is the consistency of the results when it is

determined to different groups of individuals with similar

characteristics in different places at different times.

• Scorability states that the test should be easy to score, directions

for scoring should be clear, and the test developer should provide

the answer sheet and the answer key.

• Appropriateness mandates that the test items that the teacher

construct must assess the exact performances called for in the

learning objectives.

• Adequacy states that the test should contain a wide sampling of

items to determine the educational outcomes or abilities so that

the resulting scores are representative of the total performance in

the areas measured.

• Fairness mandates that the test should not be biased to the

examinees.

• Evaluation is used to examine the performance of students and

comparing and judging its quality.

• The TYPES OF VALIDITY are Content Validity, Criterion-related

validity, and Concurrent Validity.

• Content validity is a validation that refers to the relationship

between a test and instructional objectives and it establishes the

content so that the test measures what it is supposed to measure.

• Criterion-Related Validity is a type of validation that refers to the

extent to which scores from a test relate to theoretically similar

measures.

• The two types of CRITERION-RELATED VALIDITY are Construct Validity

and Predictive Validity.

• Construct validity is a type of validation that measures the extent to

which a test measures a hypothetical and unobservable variable or

quality, such as intelligence, math achievement, performance

anxiety, etc.

• Predictive validity is a type of validation that measure the extent to

which person’s current test results can be used to estimate accurately

what that person’s performance or other criterion, such as test score,

will be at a later time.

• Concurrent validity is a type of validation that require the correlation

of the predictor or concurrent measure with the criterion measure,

which can be used to determine whether a test is useful to use as a

predictor or as a substitute measure.

• Objectivity is the degree to which personal bias is eliminated in the

scoring of the answers.

• Nominal scales classify objects or events by assigning numbers to

them, which are arbitrary and imply no quantification, but the

categories must be mutually exclusive and exhaustive.

• Ordinal scales classify and assign rank order.

• Interval scalesor also known as equal interval or equal unit is needed

to be able to add or subtract scores.

• Ratio scaleis where the zero is not arbitrary; a score of zero includes

the absence of what is being measured.

• Norm-referenced interpretation is where an individual’s score is

interpreted by comparing it to the scores of a defined group, often

called the normative group.

• Criterion-Referenced Interpretation means referencing an

individual’s performance to some criterion that is a defined

performance level.

• The stages in TEST CONSTRUCTION are Planning the test, Trying Out

the test, Establishing Test Validity, Establishing the Test Reliability,

and Interpreting the Test Score.

• Frequency distribution is a technique for describing a set of test

scores where the possible score values and the number of persons

who achieved each score are listed.

• Measures of central tendency is computed to know where on the

scale of measurement a distribution is located.

• Measures of dispersion is used to know how the scores are dispersed

in the distribution.

• The three commonly used MEASURES OF CENTRAL TENDENCY are

the mean, median and mode.

• The mean of a set of scores is the arithmetic mean and is found by

summing the scores and dividing the sum by the number of

scores.

• Median is the point that divides the distribution in half, which is

half of the scores fall above the median and half of the scores fall

below the median.

• Mode is the most frequently occurring score in the distribution.

• Range is the difference between the highest score and the lowest

score.

• The variance measures how widely the scores in the distribution

are spread about the mean.

• Variance is the average squared difference between the scores and

the mean.

• The standard deviation indicates how spread out the scores are, but

it is expressed in the same units as the original scores.

• A graph of a distribution of test scores is better understood that the

frequency distribution or a table of numbers because the general

shape of the distribution is clear from the graph.

• A teacher must use an Essay type of test the student’s ability to

organize ideas.

• NSAT and NEAT results are interpreted against a set mastery level,

which means that the tests fall under criterion – referenced test

because it describes the student’s mastery of the objectives.

• The first step in planning an achievement test is to define the

instructional objective.

• Skewed score distribution means the score are concentrated more

at one end or the other end.

• Normal distribution means that the mean, median, and mode are

equal.

• When the computed value or r for Math and Science is 0.90, it implies

that the higher the scores in Math, the higher the scores in Science

because r=0.90 means a high positive correlation.

• An objective that is in the highest level in Bloom’s taxonomy is rating

three different methods of controlling tree growth because it deals

with evaluation.

• Inferential is a type of statistics that draws conclusions about the

sample being studied.

• Generosity error is the error teachers commit when they tend to

overrate the achievement of students identified by and aptitude

tests as gifted because they expect achievement and giftedness to

go together.

• Portfolio assessment measures the students’ growth and

development.

• Formative testing is the test most fit for mastery learning because it

is done after or during a discussion where the feedback can be used

to determine whether the students have a mastery of the subject

matter.

• A characteristic of an imperfect type of matching set is that an item

may have no answer at all.

• Determining the effectiveness of distracters is included in an item

analysis.

• Discrimination index is the difference between the proportion of

high-performing students who the item right and the proportion of

low-students who got an item right.

• A positive discrimination index means that more students from the

upper group got the item correctly.

• A negative discrimination indextakes place when the proportion of

the students who got an item right in the low performing group is

greater than the students in the upper performing group.

• Zero discrimination happens when the proportion of the student

who got an item right in the upper-performing group and lowperforming

group is equal.

• When points in the scatter gram are spread evenly in all directions,

this means that there is no correlation between two variables.

• A norm-referenced statement is comparing the performance of a

certain student with the performance of other student/s.

• Content is a type of validity that is needed for a test on course

objectives and scopes.

• When there are extreme scores the mean will not be a very reliable

measure of central tendency.

• The sum of all the scores in a distribution always equals the mean

times the N because the sum of all the scores is equal to the product

of the mean and the number of scores (N). Formula: Mean =

Summation of Scores/N

• A Z-value can be used to compare the performance of the students,

because it tells the number of standard deviations equivalent to a

raw score, where the higher the value of Z score, the better the

performance of a certain student is.

• Mean is the measure of position that is appropriate then the

distribution is skewed.

• The analysis of Variance utilizing the F-test is the appropriate

significance test to run between three or more means.

• In standard deviation, the higher the value of standard deviation

on the average, the scores are farther from the mean value,

where as the smaller the value of the standard deviation on

the average, the scores are closer to the mean value.

• When the value of standard deviation is small, the scores are

concentrated around the mean value because the smaller the value

of the standard deviation the more concentrated the scores are to

the mean value.

• When the distribution is skewed the most appropriate measure of

central tendency is Median.

• In the parlance of test construction, TOS means Table of

Specifications.

• Range is a measure of variation that is easily affected by the

extreme scores.

• Mode is the measure of central tendency that can be determined

by mere inspection because mode can be identified by just counting

the score/s that occurred the most in a distribution.

• The description of each criteria to serve as standard, very clear

descriptions of performance level, rating scale, and mastery levels

of achievement are considerations that are important in developing

a SCORING RUBRIC.

• A rubric is developmental.

• Performance-based assessment emphasizes process and product.

• Kohlberg and other researchers used moral dilemma to measure

the awareness of values.

• PROJECTIVE PERSONALITY TEST includes Sentence Completion test,

Word Association test, and Thematic Apperception Test.

• An anecdotal report is a note written by the teacher regarding

incidents at the classroom that might need special attention in the

future.

• One of the strengths of an autobiography as a technique for

personality appraisal is it makes the presentation of intimate

experiences possible.

• Carl Roger is considered the main proponent of Non-Directive

counseling.

• Sharing the secrets of a counselee with other members of the

faculty is in violation of confidentiality.

• Counselors can break confidentiality rule in cases of planned suicide

or planned hurting/killing of somebody.

• Sinforoso Padilla is considered the father of counseling in the

Philippines.

• Portfolio is the pre-planned collection of samples of student works,

assessed results and other output produced by the students.

• Assessment is said to be authentic when the teacher gives students

real-life tasks to accomplish.

• The main purpose of a teacher using a standardized test is to engage

in easy scoring.

• Marking on a normative basis follows the normal distribution curve.

• A scoring rubric is important in a self-assessment to be effective.

• The main purpose of administering a pretest and a post-test to

students is to measure gains in learning.

• An assessment activity that is most appropriate to measure the

objective “ to explain the meaning of molecular bonding” for the

group with strong interpersonal intelligence is to demonstrate

molecular bonding using students as atoms.

• Emphasis on grades and honors goes with the spirit of “ assessment

of learning”.

• Split-half method and KuderRischardson measure internal

consistency of the test scores of the students.

• Test-retest measures the stability of the test scores.

• Parallel methodmeasures the equivalence.

• The expression “grading on the curve” means the performance of a

certain student compared to the performance of other students in

the group.

• Scoring rubrics has criteria of level of achievement to serve as

standard, has a clear description of performance in each level, and

has a rating scheme.

• When constructing a matching type of test the options must be

greater than the descriptions, the directions must state the basis of

matching, and the descriptions must be in Column A and options in

Column B.

• Extended Essay test can effectively measure HOTS cognitive

learning objectives.

• An objective test can cover a large sampling of content areas, timeconsuming

to prepare, and there is a single or best answer.

• Objective tests measures low-level thinking skills, such as

knowledge, comprehension, and application.

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