América Cát

Cuando es explorar se refiere a cualitativo. Explicaciones son cuantitativos porque necesitas números para explicar. Cuando hablamos del efecto es cuantitativo, porque necesitas demostrarlo.

How can evaluation results contribute to curriculum improvement?. By ignoring teacher feedback. By removing learning outcomes. By focusing only on administrative data. By identifying what works and what needs to be changed.

What strategy helps to gain support for an evaluation?. Communicating clearly with teachers, students, and administrators. Avoiding discussions about results. Keeping the process secret. Ignoring institutional priorities.

Why is it important to share evaluation results with stakeholders?. To reduce collaboration. To create competition among teachers. To hide weaknesses from the public. To promote accountability and collective improvement.

How are curriculum objectives different from curriculum goals?. Objectives are unrelated to assessment. Goals and objectives mean exactly the same. Objectives are more specific and measurable than goals. Objectives are broader and more abstract than goals.

What does the result of an evaluation mainly provide?. Unverified opinions. Evidence-based conclusions and recommendations. A new syllabus immediately. Student grades only.

What is the main purpose of gathering information in an evaluation?. National or regional education authorities. Private textbook publishers. Individual classroom teachers. Parents and community members alone.

What is the main purpose of gathering information in an evaluation?. To collect evidence about the effectiveness of the curriculum or program. To replace teaching activities. To increase paperwork. To identify personal opinions only.

What is the main purpose of curriculum goals in education?. Defining the purpose and scope of the evaluation. Analyzing final results. Collecting random feedback. Writing the report.

What is meant by the “hierarchy of outcomes” in curriculum design?. The evaluation of school buildings. The ordering of learning outcomes from general goals to specific objectives. The ranking of teachers by performance. The order in which students submit assignments.

What kind of data is typically gathered during curriculum evaluation?. Only numerical data from exams. Quantitative data from tests and qualitative data from interviews or observations. Only administrative reports. Only comments from teachers.

What is the main purpose of curriculum goals in education?. To replace national education policies. To provide a broad direction for teaching and learning. To focus only on teacher performance. To describe individual lesson activities.

Which of the following is a well-defined learning objective?. Students will feel more confident. Students will understand English grammar. Students will be able to write a paragraph using the past tense correctly. Students will improve their communication.

What are curriculum products mainly concerned with?. The strategies used during instruction. The schedule of lessons. The tangible outcomes of the teaching and learning process. The number of students in each class.

School or district curriculum goals should: Focus only on extracurricular activities. Be identical in all schools regardless of context. Adapt national goals to local needs and contexts. Completely ignore national standards.

When defining curriculum goals, what should they primarily reflect?. The educational philosophy and needs of the institution or society. Only the teacher’s personal interests. The school’s physical infrastructure. The number of available textbooks.

What is one of the main purposes of state curriculum goals?. To ensure standardization and equity in education. To limit students’ creativity. To promote competition among schools. To eliminate teacher autonomy.

What makes an evaluation process credible and valid?. Collecting data without analysis. Avoiding participant input. Relying only on intuition. Using clear criteria, reliable instruments, and transparent procedures.

In the hierarchy of outcomes, which element is at the most specific level?. Philosophical statements. Curriculum goals. Educational policies. Learning objectives.

When analyzing evaluation data, what should evaluators look for?. Teacher attendance records. Patterns, trends, and areas for improvement. Only student complaints. Only errors and failures.

Why is it important to gain support for the evaluation?. Because it avoids teacher participation. Because it reduces data accuracy. Because stakeholders’ involvement increases the acceptance and use of results. Collaboration ensures that evaluation findings are meaningful and lead to real improvement.

State curriculum goals are usually developed by: National or regional education authorities. Private textbook publishers. Individual classroom teachers. Parents and community members alone.

What is the first step in an evaluation process?. Writing the report. Analyzing final results. Defining the purpose and scope of the evaluation. Collecting random feedback.

Effective sequencing of content requires: Starting with abstract concepts. Ignoring learners’ prior knowledge. Avoiding repetition of skills. Organizing topics from simple to complex.

Skills, subskills, and strategies are essential because they: Are unrelated to curriculum design. Guide communicative competence development. Focus only on writing tests. Help learners memorize theory.

Strategies for learning subskills include: Avoiding interaction. Memorizing grammar rules only. Guessing meaning from context. Copying sentences.

Which of the following is NOT a productive skill?. None. Listening. Writing. Speaking.

Which skill involves decoding written symbols into meaning?. Speaking. Reading. Listening. Writing.

When sequencing a syllabus, teachers should consider: Institutional calendar only. Students’ uniformity. Random order of topics. Learning outcomes and difficulty levels.

What is a subskill of reading?. Identifying main ideas and supporting details. Pronouncing words correctly. Participating in group discussions. Using correct tenses in writing.

When planning tasks, teachers should link: Grammar drills only. Skills with assessment criteria. Vocabulary lists only. Institutional rules only.

A strategy for developing writing subskills could be: Reading stories silently. Repeating vocabulary lists. Completing dictations. Writing short paragraphs with feedback.

In sequencing, “spiral learning” refers to: Revisiting concepts at deeper levels. Skipping previously taught content. Teaching skills separately. Never repeating topics.

CLIL promotes: Translation techniques. Content and language learning integration. Native language use only. Only grammar teaching.

Needs analysis helps teachers: Create tests only. Focus on textbooks only. Decide what students want and need to learn. Avoid differentiation.

Annual planning contributes to: Long-term curriculum coherence. Isolated lesson planning. Short-term objectives only. Random teaching.

Unit planning helps teachers: Avoid assessment. Skip learning outcomes. Organize lessons toward specific competencies. Reduce interaction.

Environmental factors in curriculum design may include: Student handwriting. School facilities, community values, and resources. National anthem. Personal teacher hobbies.

To improve issues in needs analysis, curriculum designers should: Ignore learner feedback. Use multiple sources of information. Avoid flexibility. Depend only on teacher opinions.

Considering curriculum as a discipline means that: It is studied systematically with its own theories and practices. It only belongs to teacher training. It cannot be researched. It is limited to school timetables.

A curriculum that adapts to the local environment is said to be: Standardized. Context-sensitive. Product-oriented. Rigid.

A limitation of needs analysis is that: Learners’ needs may change over time. It avoids cultural influence. It guarantees universal solutions. It is always perfectly accurate.

A curriculum that offers various subjects, skills, and experiences shows the principle of: Relevance. Exclusivity. Simplicity. Balance.

The earliest forms of curriculum in education were mainly focused on: Transmission of religious or classical knowledge. Technology integration. Student-centered learning. Personal expression.

Which type of needs relate to learners’ actual language use in real contexts?. Teacher needs. Environmental needs. Institutional needs. Target needs.

If needs analysis only focuses on what learners want and ignores institutional demands, the issue is: Imbalance. Continuity. Balance. Relevance.

Discovering needs often involves: Conducting surveys, interviews, or tests. Asking only teachers. Skipping student input. Guessing learners’ interests.

The view of curriculum as a 'process' stresses: Flexibility, interaction, and learning experiences. Predefined outcomes. Assessment only. Strict standards.

Which force has the strongest impact on shaping curriculum content?. Learner needs. Social, cultural, and political forces. Teacher preferences. Classroom size.

Which principle emphasizes connecting curriculum to learners’ real-life situations?. Continuity. Balance. Flexibility. Relevance.

The principle of continuity in curriculum development means: Linking learning experiences progressively across grade levels. Giving priority to extracurricular activities. Avoiding repetition at all costs. Offering diverse subjects without order.

Which of the following best reflects curriculum as a discipline?. Informal learning in daily life. Random lesson planning. A set of classroom rules. A formal academic field focusing on design, implementation, and evaluation.

Identifying the needs of learners is important because: It ensures memorization. It avoids teacher planning. It eliminates assessment. It aligns learning goals with learners’ context and goals.

Technology influences curriculum because it: Replaces teachers completely. Removes the need for objectives. Expands access to resources and new methods of teaching. Limits student autonomy.

A major change in curriculum history was the shift toward: Only oral instruction. Learner needs and social relevance. Teacher memorization. Standardized testing.

One common issue in needs analysis is: Lack of resources or time for data collection. Teachers forgetting lesson plans. Students refusing to attend school. Overemphasis on exams.

When curriculum is seen as a 'product,' it mainly emphasizes: Ongoing experiences. Content mastery and measurable outcomes. Teacher creativity. Student emotions.

Which conception views curriculum as a set of planned experiences designed to help students achieve learning goals?. Curriculum as a political plan. Curriculum as a list of subjects. Curriculum as a learning experience. Curriculum as an official document.

In the view of curriculum as a *course of study*, it is mainly understood as: A rigid list of topics to cover. A structured guide of content and methods for teaching. An autonomous discipline. A simple selection of teaching materials.

The main purpose of needs analysis in curriculum is: To avoid changes in the educational system. To identify learners’ gaps and learning goals. To reinforce the authority of curriculum designers. To adjust educational programs to parents’ expectations.

Which of the following authors is considered a pioneer of modern curriculum theory with his work *Basic Principles of Curriculum and Instruction* (1949)?. Franklin Bobbitt. Ralph Tyler. Paulo Freire. John Dewey.

When we refer to curriculum as a discipline, we mean that: It has its own theoretical body and specific research methods. It is limited to producing textbooks. It is only a school document. It is exclusively teachers’ classroom practice.

A fundamental principle of curriculum development is: Improvisation by teachers instead of planning. Exclusive prioritization of teacher authority. A lack of connection between theory and practice. Coherence between objectives, content, methodology, and assessment.

A strong social factor that influences curriculum development is: Each teacher’s personal opinion. The availability of blackboards in classrooms. Labor market demands. Random government programs.

Which type of need corresponds to what students *directly express* they want to learn?. Comparative needs. Normative needs. Institutional needs. Perceived needs.

Globalization mainly affects curriculum because: It eliminates local studies. It reduces the importance of social contexts in education. It forces the preservation of education traditions without change. It generates the need for international competences such as languages and technological skills.

John Dewey’s approach to curriculum was characterized by: Ignoring the influence of social context on education. Focusing exclusively on academic content. Considering students’ experience and activity as fundamental. Prioritizing memorization of historical facts.

What is the main purpose of assessment in curriculum development?. To replace instruction. To punish poor performance. To select materials. To measure and support students’ achievement and learning.

When sequencing skills, teachers should consider: Institutional traditions only. Only textbook order. Learners’ needs, level, and communicative goals. Teacher preferences.

What should a teacher do when monitoring students’ progress?. Focus only on fast learners. Provide feedback and adapt instruction if needed. Ignore difficulties. Wait until the final exam.

Which of the following is an example of a subskill for reading?. Producing spoken dialogue. Using correct verb tenses. Identifying main ideas and supporting details. Describing a picture orally.

What do guidelines for assessment ensure?. Elimination of all tests. Teacher’s personal grading style. Fair, reliable, and valid evaluation of students’ performance. Equal results for all students.

One goal of the National Curriculum Guidelines is to: Limit student participation. Avoid intercultural topics. Foster communicative competence. Promote isolated grammar learning.

A planning guideline ensures that: Students choose the syllabus. Lessons are coherent with learning outcomes. Topics are randomly ordered. Teachers work without structure.

The annual plan typically includes: Daily reflections. Institutional objectives and time distribution. Only homework assignments. Random topics.

The “4Cs” in CLIL stand for: Curriculum, Context, Culture, Collaboration. Culture, Communication, Cognition, Content. Culture, Context, Confidence, Connection. Communication, Content, Creativity, Clarity.

The CEFR level A1 represents: Expert user. Independent user. Beginner user. Advanced user.

“Culture” in the 4C’s framework emphasizes: Cognitive skills only. None of the above. Grammar correction. Global citizenship and diversity.

Subskills of listening include: Note-taking and predicting content. Translation. Reading aloud. Grammar correction.

Sequencing content in a course mainly aims to: Add more topics randomly. Reduce the number of topics. Focus only on assessment. Ensure logical and progressive learning.

The main purpose of integrating subskills is to: Simplify tests. Reinforce overall communicative performance. Fragment learning. Eliminate practice.

When designing speaking tasks, subskills include: Listening tests. Fluency and coherence. Grammar memorization. Translation exercises.

Which skill combination is best for task-based learning?. Writing and grammar. Listening and reading. Listening and speaking. Grammar and translation.

Which of the following represents a receptive skill?. Speaking. Interaction. Writing. Listening.

Which of the following best defines a “language skill”?. The ability to memorize words. The act of reading silently. The process of translating texts. The capacity to use language for communication.

Listening for gist refers to: Translating sentences. Memorizing phrases. Understanding every single word. Getting the general meaning.

A balanced language curriculum integrates: Vocabulary only. Cultural topics exclusively. Only grammar. The four language skills.

A logical sequence of skills development should: Follow increasing cognitive demand. Ignore previous topics. Be identical for all learners. Prioritize teacher’s preference.

The first step in curriculum implementation is: Evaluation. Lesson planning. Analysis of students’ needs. Grading.

A CLIL class typically involves: Translation of literary texts. Practicing pronunciation only. Learning grammar in the native language. Learning science through English.

The Ecuadorian EFL curriculum aligns with CEFR to: Standardize learning outcomes. Eliminate cultural topics. Focus on memorization. Increase textbook sales.

Effective curriculum implementation depends on: Consistency between design and classroom practice. Elimination of feedback. Ignoring learners’ context. Teacher improvisation.

The integration of the 4C’s ensures: Ignoring cognitive skills. Exclusive focus on grammar. Balance between language and content learning. Cultural isolation.

In Ecuador, English is taught as a: Regional dialect. Native language. Second language. Foreign language.

A well-designed unit plan should always include: Institutional logo only. Student personal data. Activities, assessment, and resources. Grades.

A key element of the unit plan is: School events calendar. Learning outcomes and assessment criteria. Institutional policies. Student attendance.

The CEFR describes: Grammar rules. Vocabulary lists. Levels of language proficiency. Cultural topics.

When integrating the 4C’s, “Cognition” refers to: Mental processes used to construct understanding. Cultural awareness. Classroom communication. Content organization.

POR COMPROBAR EN EL SIMULADOR LAS RESPUESTAS: Which type of assessment occurs at the end of a course or unit?. Continuous assessment. Formative assessment. Peer assessment. Summative assessment.

POR COMPROBAR EN EL SIMULADOR LAS RESPUESTAS: Which type of assessment is done during the learning process?. Diagnostic assessment. Final evaluation. Formative assessment. Summative assessment.

POR COMPROBAR EN EL SIMULADOR LAS RESPUESTAS: What are the four main language skills in curriculum design?. Thinking, memorizing, translating, and writing. Listening, speaking, reading, and writing. Speaking, drawing, writing, and interpreting. Grammar, vocabulary, syntax, and spelling.

POR COMPROBAR EN EL SIMULADOR LAS RESPUESTAS: What is an example of a listening subskill?. Writing essays. Giving a speech. Understanding gist and specific information. Translating texts.