CATD

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Why is it important to gain support for the evaluation?. Because it avoids teacher participation. Because stakeholders’ involvement increases the acceptance and use of results. Because it replaces data analysis. Because it reduces data accuracy.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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