CATEDRA 9NO

¿UNIT 3 - TOPIC 2 – SUBTOPICS 3- QUESTION. 11. Scenario: In an Ecuadorian classroom, the teacher decides to allow students to choose between making a video, writing an essay, or giving a speech to demonstrate their understanding of a topic. This "Assessment Method" choice is influenced by which contextual factor?. a. The history of English literature. b. The teacher's personal mood. c. Students' diverse learning styles and educational backgrounds. d. The school's physical location only.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 1 QUESTION 2. Scenario: A teacher enters a classroom and begins speaking only in English. To explain the word "umbrella," she points to a picture of one and pretends to open it. She strictly forbids the use of the students' native language (L1). This teacher is following:?. a. The Direct Method. The Silent Way. desuggestopedia. Community Language Learning.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 2- QUESTION. 6. Scenario: A teacher realizes that some of her students have limited access to the internet at home. When planning her "Digital Portfolio" assessment, she ensures that students have dedicated time in the school’s computer lab to complete their work. This is an application of:?. Authenticity. Validity. Traditional testing. Ethics and Fairness.

¿UNIT 4-TOPIC 2 – SUBTOPICS 2-Question 8 (Subtopic 2 –Phase 2) Scenario: You consult the educational psychologist to better understand a student’s deficiencies in writing skills. Question: Why is collaboration with the psychologist recommended in Phase 2?. To support inclusive and equity study and categorize pupils into the appropriate category. To design the action plan only. c. To check final results. d. To evaluate process, impact, and outcome.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 2 QUESTION 6. Scenario: In a high school in Manta, students are tasked with designing a tourism brochure for their city. They must research locations, interview local guides in English, and produce a final digital product. The language is the "tool" to complete the project. This is:?. a. Spaced Repetition Techniqu. b. The Direct Method. c. Project-Based Approach. d. Theatricalization.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 3 QUESTION 9. Scenario: An EFL teacher uses "Badges," "Leaderboards," and "Levels" within a vocabulary app to motivate her 9th-semester students. The students feel they are playing a game while they are actually learning phrasal verbs. This approach is:?. a. Theatricalization. b. Suggestopedia. c. Natural Approach. d. Gamification.

¿UNIT 4 - TOPIC 2 – SUBTOPICS 3- Question 11 (Subtopic 3 – Phase 3) Scenario: You formulate objectives that can be measured after two weeks and at the end of the intervention. Question: Why is it recommended to include both middle-term and finalterm objectives in Phase 3?. a. To skip monitoring in Phase 4. b. To have evidence if there is a satisfactory progress. c. To reduce the number of activities. d. To focus only on unperceived needs.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 2-QUESTION 6. Scenario: Teacher Carla is spending her Sunday evening designing a detailed plan for Monday’s 10:00 AM English class, selecting specific instructional materials and activities for her 10th-grade students. Carla is working at the:?. Supra level. Micro level. Meso level. Macro level.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 3 QUESTION 12. Scenario: In a "Theatricalization" session, students are asked to improvise a scene at a doctor's office. They must move around the room, use props, and express emotions in English. This method is classified under:?. Teacher-centered approaches. b. Traditional EFL methodologies. c. Grammar-Translation variants. d. Recent ELT teaching methodologies.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 3- QUESTION. 10. Scenario: A teacher notices that her students are more motivated when they have to create a "Podcast" about their local community than when they take a grammar quiz. This is because Authentic Assessments:?. a. Involve real-world tasks and higher-order thinking skills. b. Are only for advanced students. c. Do not require validity. d. Are easier to grade.

¿UNIT 3 - TOPIC 1 – SUBTOPICS 2 Question 7. Scenario: Teacher Monica has decided her goal is to assess "Oral Interaction." She now decides that she will observe students working in pairs while using a rubric. In the decision-making framework, selecting the rubric represents the choice of:?. Consequence. Instrument. Method. Purpose.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 4-QUESTION 14. Scenario: A student with a specific learning disability is given a customized learning pathway and a "Personal plan for learning" that differs from the rest of the class to meet their unique needs. Which level of curriculum does this individual plan represent?. Meso. Macro. Supra. Nano.

¿UNIT 3 - TOPIC 1 – SUBTOPICS 1 Question 4. Scenario: At the conclusion of the first semester, all 10th-grade students in a high school in Portoviejo must take a final exam that accounts for 40% of their total grade. This exam is used to document what the students have achieved at the end of the term. This is:?. a. Assessment of Learning (AoL). b. Diagnostic Assessment. c. Assessment as Learning. d. Informal Assessment.

¿UNIT 4 - TOPIC 2 – SUBTOPICS 1- Question 3 (Subtopic 1 – Phase 1) Scenario: A student struggles with listening skills, but you realize this is not due to a curriculum change but rather to specific classroom factors. Question: Why is it important to remember that an academic intervention is NOT the same as a curricular adaptation in Phase 1?. a. Because adaptations are changes that allow access to learn, while interventions are specific programs to follow up on progress. b. Because interventions ignore learning diversity. c. Because adaptations replace the four phases. d. Because only adaptations require evaluation.

¿UNIT 4 - TOPIC 2 – SUBTOPICS 3- Question 12 (Subtopic 3 – Phase 3) Scenario: You adapt all materials and activities to the student’s specific needs and ensure they are meaningful. Question: What is the purpose of this adaptation in Phase 3?. a. So that the planned objectives will be achieved applying meaningful concepts. b. To ignore the tutor’s role. c. To evaluate only outcome. d. To replace Phase 1 evaluation.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 1-TEACHING PRACTICE IN THE CLASSROOM QUESTION 1. Scenario: In a 9th-grade English classroom in Guayaquil, the teacher focuses heavily on grammar drills and immediate correction. Students receive "points" for every correct response and are expected to repeat structures until they are habituated. Which curriculum theory is most evident here?. Behaviorism. Humanism. Personalized learning. Constructivism.

¿UNIT 4 - TOPIC 2 – SUBTOPICS 2- Question 5 (Subtopic 2 – Phase 2) Scenario: After Phase 1 evaluation, you discover that one student has specific gaps in vocabulary use while the rest of the class does not. Question: How should you classify this need in Phase 2?. a. As an educational need for the whole target group. b. As a learning need applied on an individualistic basis. c. As a normative need decided by professional bodies. d. As a comparative need between two group.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 3-QUESTION 9. Scenario: An English academy allows students to progress through different "modules" only after they have demonstrated 100% mastery of specific communicative skills, regardless of how many weeks it takes. This trend is known as:?. a. Game-Based Learning. b. Competency-Based Education (CBE). c. Traditional Schooling. d. Blended Learning.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 2-QUESTION 8. Scenario: At the end of the school year, the English department meets to analyze student performance data and feedback from teachers to determine if the current curriculum effectively met the learning objectives. This stage is called:?. a. Evaluation and Revision. b. Content Selection. c. Needs Analysis. d. Implementation.

¿UNIT 1 - TOPIC 1 – SUBTOPICS 3-QUESTION 11. Scenario: Due to limited internet access in a remote community, a teacher provides students with pre-recorded video lessons to watch at home and meets them once a week in person for communicative practice. This model is:?. a. Blended Learning. b. Face-to-Face Learning. c. Passive Learning. d. Online Learning.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 4 QUESTION 14. Scenario: A teacher asks her students to "listen and do." She says, "Pick up your pen and put it under the chair," and the students perform the action without speaking. This is an example of:?. a. Task-Based Learning. b. The Natural Approach. c. GTM. d. Total Physical Response (TPR).

¿UNIT 1 - TOPIC 1 – SUBTOPICS 1-QUESTION 3. Scenario: A curriculum designer is tasked with creating a "Roadmap" for a new language center. They must outline the content, objectives, and methods to ensure students achieve specific learning outcomes. What are they primarily developing?. a. An assessment tool. b. A teaching philosophy. c. A lesson plan. d. A curriculum.

¿UNIT 3 - TOPIC 1 – SUBTOPICS 4 Question 15. Scenario: To ensure Fairness, Teacher Pablo provides clear "Assessment Criteria" to his students two weeks before the project is due, so they know exactly how they will be graded. This practice promotes:?. a. Secrecy in testing. b. Transparency and Impartiality. c. Diagnostic evaluation. d. Reliability of the instrument.

¿UNIT 3 - TOPIC 1 – SUBTOPICS 2 Question 5. Scenario: Before starting the school year, a teacher gives a short interview to her new students to identify their current English proficiency and their specific learning gaps. This allows her to plan the curriculum effectively. This is:?. a. Fairness in Assessment. b. Evaluation of Learning. c. Summative Assessment. d. Diagnostic Assessment.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 2- QUESTION. 7. Scenario: At the start of a new unit, a teacher asks students to fill out a K-W-L chart (What I Know, What I Want to know, What I Learned). This "Past" instrument is being used for which specific purpose?. a. Reliability check. b. Diagnostic assessment. c. Summative evaluation. d. Language proficiency certification.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 1 QUESTION 4. Scenario: A teacher realizes that some of her students learn better through movement, while others need a clear grammatical explanation.Instead of sticking to one strict method, she purposefully selects a communicative role-play for the main activity but uses a brief "Audiolingual" drill to help students master a difficult phoneme. This professional judgment is known as:?. a. Random teaching. b. Traditionalism. c. The Silent Way. d. Enlightened Eclecticism Approach.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 4- QUESTION. 13. Scenario: Which of the following is a key characteristic of a "Current" assessment instrument as opposed to a "Traditional" one?. a. It relies heavily on rote memorization. b. It focuses solely on individual competition. c. It is always a paper-and-pencil test. d. It helps students develop media literacy and use technological devices.

¿UNIT 1 - TOPIC 2 – SUBTOPICS 3 QUESTION 10. Scenario: A teacher wants to lower the "Affective Filter" of her students. She plays soft music in the background, uses comfortable seating, and gives students new "English identities" to reduce the fear of making mistakes. This traditional method is:?. a. Audiolingualism. b. The Silent Way. c. The Direct Method. d. Desuggestopedia (Suggestopedia).

¿UNIT 1 - TOPIC 2 – SUBTOPICS 2 QUESTION 8. Scenario: A teacher starts her lesson by giving students a short communicative task to see what they already know. Based on the errors they made, she then teaches the specific grammar points they struggled with, and finally gives them a new task to practice. This sequence is:?. a. Test-Teach-Test (TTT) Approach. b. Direct Method. c. Presentation-Practice-Production (PPP). d. The Silent Way.

¿UNIT 3 - TOPIC 2 – SUBTOPICS 3- QUESTION. 9. Scenario: You are designing a Language Assessment Plan. You decide to include self-assessment, peer-assessment, and teacher-observation. This approach to measuring proficiency is considered:?. Multidimensional. Unidimensional. Standarized. Traditional.

1. UNIT 4 - TOPIC 1 – SUBTOPICS 1 - Question 3 Scenario: You notice that when one group of students improves their listening skills, the whole class’s oral interaction quality also rises. Question: Which characteristic of the Diagnostic Approach best explains this interconnected effect?. It uses the System Dynamics Approach to visualize how variations in one part affect the whole system. b. It only focuses on individual weaknesses. c. It is limited to behavioral modification. d. It provides only quantitative total scores.

2. UNIT 3 - TOPIC 2 – SUBTOPICS 1 - Question 2 Scenario: An EFL teacher in a public school in Milagro uses the PUMI framework to organize her assessment. She decides to use a "Rubric" to grade a speaking presentation. In this framework, the rubric represents the: Purpose. Instrument. Use. Method.

3. UNIT 3 - TOPIC 1 – SUBTOPICS 4 - Question 14 Scenario: A teacher provides students with a "Self-Assessment Checklist" and asks them to reflect on their own progress during the writing process. This helps students become more aware of how they learn. This is: Assessment of Learning. Assessment as Learning. Sumative Evaluation. Assessment for Grading.

4. UNIT 3 - TOPIC 1 – SUBTOPICS 4 - Question 13 Scenario: While students are practicing a dialogue, the teacher walks around the room, listening and taking mental notes of common pronunciation errors to address later in the "Wrap-up" session. This is: Formal Assesment. Standardized Testing. Informal Assessment. Evaluation of Curriculum.

5. UNIT 3 - TOPIC 2 – SUBTOPICS 2 - Question 5 Scenario: Two teachers use the same rubric to grade a student's essay. One teacher gives an 8/10, and the other gives a 4/10 because they interpreted the "Creativity" criteria differently. This indicates the assessment tool has low: Reliability. Ethics. Practicality. Authenticity.

6. UNIT 3 - TOPIC 1 – SUBTOPICS 2 - Question 6 Scenario: A teacher is following the Decision-Making Framework for Assessment. Before choosing between a poster presentation or a written report, she asks herself: "Is the goal to measure speaking fluency or writing accuracy?" Which step of the framework is she in?. Purpose. Use. Method. Instrument.

7. UNIT 4 - TOPIC 2 – SUBTOPICS 4 - Question 15 (Phase 4) Scenario: After checking results, you decide to continue with a second short intervention while monitoring progress weekly. Question: Which three elements must you consider throughout the ongoing monitoring in Phase 4?. Only unperceived needs. . Only learning diversity. Only middle-term objectives. Process, impact, and outcome.

UNIT 4 - TOPIC 1 – SUBTOPICS 1 - Question 4 Scenario: After applying a short diagnostic task on conditionals, you give each student written comments highlighting exactly which rules they mastered and which still cause errors. Question: This action best demonstrates which characteristic of the Diagnostic Approach?. a. Focus exclusively on summative evaluation. b. Comprehensive analysis about the items considered and specific feedback on difficult items. c. Only total test scores without details. d. Ignoring weaknesses to save time.

UNIT 4 - TOPIC 2 – SUBTOPICS 1 - Question 4 (Phase 1) Scenario: Before starting any support activities, you conduct a diagnostic task and share the results with the school coordinator. Question: What is the purpose of this Phase 1 evaluation according to the compendium?. To identify unperceived needs only. b. To design the action plan. c. To make a follow-up to the student’s progress and inform the educational community. d. To check only long-term outcomes.

UNIT 4 - TOPIC 2 – SUBTOPICS 3 - Question 10 (Phase 3) Scenario: You are writing the action plan for a student who needs help with oral production. Question: Which elements must be clearly defined in the project-plan of Phase 3?. Only reevaluation criteria. Only the final exam date. Only process, impact, and outcome. What is going to be taught, objectives (middle-term and final-term), contents, activities, methodology, how and when the plan runs, and assessment.

UNIT 4 - TOPIC 1 – SUBTOPICS 4 - Question 14 Scenario: During the intervention you notice that one student learns better through visual aids while another prefers group discussion. You adjust activities and continue monitoring their progress weekly. Question: Which aspects of the teacher’s performance in Academic Intervention are you demonstrating?. Paying attention to learning diversity, applying active listening and direct observation, and providing accompaniment/follow-up. Ignoring individual needs. Using only behavioral modification. Only focusing on total scores.

UNIT 3 - TOPIC 1 – SUBTOPICS 2 - Question 8 Scenario: An English teacher in a rural mountain community designs a reading comprehension test based entirely on the "New York Subway System." His students, who have never seen a subway, struggle with the test. This assessment lacks: Reliability. Washback. Fairness. Practicality.

UNIT 4 - TOPIC 2 – SUBTOPICS 2 - Question 6 (Phase 2) Scenario: You want to support equity in your English class and need to categorize a student who has particular study requirements. Question: According to Ecuadorian law and Phase 2, what must the educational institution do?. a. Ignore individual differences. b. Only apply summative exams. c. Adjust the curriculum, offer additional support, and report on this student group. d. Skip to Phase 4 reevaluation.

UNIT 3 - TOPIC 2 – SUBTOPICS 3 - Question 12 Scenario: While grading a final exam, a teacher realizes that one question was confusingly worded, leading many students to choose the wrong answer. She decides to disregard that question to be fair to the students. This decision is guided by: Authenticity. Practicality. Ethics and assessment. Reliability.

UNIT 3 - TOPIC 2 – SUBTOPICS 2 - Question 8 Scenario: A teacher’s learning objective is: "Students will be able to write a formal complaint letter." However, the final exam asks students to "circle the correct parts of a letter" in a multiple-choice format. This assessment lacks: Reliability. Security. Ethics. Alignment whit instructions and objectives.

UNIT 3 - TOPIC 2 – SUBTOPICS 1 - QUESTION 3 Scenario: To measure "Reading Comprehension," a teacher designs a test where students must identify the correct use of "Prepositions of Place" in isolated sentences. The test fails to measure actual comprehension of a text. This assessment is lacking: Validity. Reliability. Practicality. Authenticity.

UNIT 3 - TOPIC 2 – SUBTOPICS 1 - QUESTION 1 Scenario: A teacher wants to assess his students' ability to "interact in a restaurant setting." Instead of a written multiple-choice test, he creates a role-play activity where students must order food using real menus. According to the current trends in ELT, this is an example of: Summative-only Evaluation. Traditional Assessment. Authentic Assessment. Diagnostic Testing.

UNIT 4 - TOPIC 1 – SUBTOPICS 3 - QUESTION 9 Scenario: A student in your English class has difficulty expressing ideas in writing due to low confidence. You plan a short-term, personalized set of activities to help him demonstrate the knowledge he already possesses. Question: This plan best matches the definition of: A behavioral modification only. A placement test. . A summative evaluation. Academic intervention.

UNIT 3 - TOPIC 2 – SUBTOPICS 4 - QUESTION 14 Scenario: A teacher is designing a rubric for a group project. She makes sure the rubric includes a category for "Collaboration" and "Use of English." This step is part of: Spaced repetition. Language assessment plan: Tools design. Behavioral conditioning. Diagnostic testing.

UNIT 3 - TOPIC 1 – SUBTOPICS 1 - QUESTION 3 Scenario: During a lesson, Teacher Elena uses "Thumbs up/Thumbs down" checks every ten minutes to see if students understand her instructions. She uses this information to immediately adjust her pace. This is an example of: Summative Assessment. Standardized Testing. Assessment of Learning (AoL). Assessment for Learning (AfL).

UNIT 4 - TOPIC 1 – SUBTOPICS 4 - QUESTION 15 Scenario: You have designed a three-week academic intervention to improve writing skills. You want to ensure the strategies have a real impact on the students’ integral development. Question: What must be the main focus of your role as teacher throughout this intervention?. To focus exclusively on behavioral issues. To make progress on the learners’ integral development in the educational field, helping them with their needs and adapting specific programs. c. To evaluate only at the end. d. Only to finish the program on time.

UNIT 3 - TOPIC 1 – SUBTOPICS 1 - QUESTION 2 Scenario: After looking at the results of the unit test, Roberto realizes that 80% of the class failed the section on "Passive Voice." He decides to spend the next three days re-teaching that specific structure. The process of interpreting the data to make this instructional judgment is: Evaluation. Testing. Designing. Reliability.

UNIT 4 - TOPIC 1 – SUBTOPICS 1 - QUESTION 2 Scenario: During an English speaking activity, several students remain silent or give very short answers. You suspect this is related to anxiety rather than lack of vocabulary. Question: Which related approach from the classical school would help you analyze how individual behavior in the classroom affects overall productivity and participation?. System Approach. Process Mapping. System Dynamic Approach. Behavioral Approach.

UNIT 4 - TOPIC 1 – SUBTOPICS 2 - QUESTION 7 Scenario: You decide to use a diagnostic approach because it allows you to locate exactly why some students are not progressing in writing tasks. Question: Which advantage of the Diagnostic Approach does this decision reflect?. a. It ignores the individual’s process. b. It gives specific information that causes inefficiencies and helps identify the problem for adequate correction. c. It offers a holistic overview without needing details. d. It relies solely on quantitative data that is difficult to interpret.

UNIT 3 - TOPIC 2 – SUBTOPICS 4 - QUESTION 15 Question: Why is "Authenticity" considered an advantage over conventional tests?. a. It requires less time for the teacher to prepare. b. It provides more specific and usable information about what students have actually learned. c. It is only used for final exams. d. It eliminates the need for reliability.

UNIT 4 - TOPIC 1 – SUBTOPICS 3 - QUESTION 12 Scenario: A student has good grammar knowledge but avoids participating because she feels anxious and has low self-esteem when speaking English. Question: Which type of Academic Intervention is most appropriate?. a. Emotional Intervention. b. Educational Intervention. c. Placement Intervention. d. Behavioral Intervention.

UNIT 4 - TOPIC 1 – SUBTOPICS 4 - QUESTION 13 Scenario: You are responsible for carrying out an academic intervention for a group of students struggling with reading Comprehension. Question: As the educator, what is your fundamental role according to the compendium?. a. To ignore learning diversity. b. To be one of the fundamental elements through observation, planning, and evaluation so that strategies have a great impact. c. To apply only standardized tests. d. Only to give final grades.

UNIT 4 - TOPIC 2 – SUBTOPICS 3 - QUESTION 9 (Phase 3) Scenario: After identifying learning needs in Phase 2, you must now structure the intervention. Question: Who plays the most relevant role in Phase 3 and why?. a. Only the students themselves. b. Only the school principal. c. The tutor, because he/she works and stays with the students and has direct communication with parents. d. The external evaluator.

UNIT 4 - TOPIC 1 – SUBTOPICS 3 - QUESTION 10 Scenario: You design an intervention that will last exactly three weeks, can be adapted if the student’s needs change, and includes weekly check-ins to monitor progress. Question: Which three essential characteristics of Academic Intervention are you applying?. a. Intentional, concrete and limited, flexible, individualized and personalized, plus supervision and evaluation. b. Only behavioral and emotional. c. Only summative and placement. d. Only quantitative and holistic.

UNIT 4 - TOPIC 2 – SUBTOPICS 4 - QUESTION 13 (Phase 4) Scenario: The three-week intervention has just ended. You now analyze whether the student can use the target structures fluently. Question: What must you do in Phase 4?. a. Design a new project-plan. b. Check the results to verify if the objectives have been achieved and decide if another intervention is necessary. c. Identify only perceived needs. d. Return to Phase 1 evaluation only.

UNIT 2 - TOPIC 2 – SUBTOPICS 4 - QUESTION 13 Scenario: In an Ecuadorian classroom, some students come from urban private schools while others come from rural public schools. The teacher recognizes these "Multiple dimensions of educational backgrounds" by: a. Providing "bridging" activities to help those with less prior exposure to English catch up. b. Giving everyone the exact same difficult exam. c. Teaching only the advanced students. d. Ignoring the differences to treat everyone "equally.".

UNIT 2 - TOPIC 1 – SUBTOPICS 4 - QUESTION 14 Scenario: An English teacher in Ecuador realizes that her textbook's unit on "Snowy Holidays" is irrelevant to her students on the coast. She decides to adapt the lesson to "Beach Holidays" in Salinas. This is an instructional decision based on: a. Classroom discourse rules. b. The teacher's desire to be the sole authority. c. Cultural relevance and connection to the local context. d. The need for grammar drills.

UNIT 2 - TOPIC 2 – SUBTOPICS 2 - QUESTION 8 Scenario: During a group discussion, a student stops and says, "Wait, I just realized I am using the past tense instead of the future. I need to correct that." This is an example of: a. Knowledge of cognition. b. Lack of confidence. c. Metacognitive Monitoring. d. Social identity struggle.

UNIT 2 - TOPIC 2 – SUBTOPICS 2 - QUESTION 6 Scenario: A teacher provides a "Checklist" for students to use while they write an essay. The checklist includes questions like: "Am I following the structure?" and "Do I need to look up a synonym?" This activity is designed to promote: a. Traditional grammar instruction. b. Social identity. c. Extrinsic motivation. d. Metacognition in the learning process.

UNIT 2 - TOPIC 1 – SUBTOPICS 1 - QUESTION 2 Scenario: Teacher Maria believes that language is best learned through repetitive grammar drills. Consequently, she spends 80% of her class time on worksheets. This demonstrates that teachers' beliefs act as: a. Purely administrative requirements for lesson planning. b. External mandates from the Ministry of Education. c. Personal constructs that offer judgments and evaluations of their practices. d. Objective measurements of student proficiency.

UNIT 2 - TOPIC 1 – SUBTOPICS 3 - QUESTION 9 Scenario: To foster student-to-student interaction, a teacher assigns each student a number (1-4) in a group. She asks a question, the group discusses it, and then she calls "Number 3" to answer for the whole group. This strategy is: a. Inner-Outer Circle. b. Numbered Heads Together. c. IRE Model. d. Discussion Webs.

UNIT 2 - TOPIC 2 – SUBTOPICS 3 - QUESTION 12 Scenario: An EFL teacher allows students to work in pairs where a stronger student helps a weaker one. She notices that the weaker student's confidence increases as they feel supported rather than judged. This social factor is known as: a. Metacognitive monitoring. b. Peer scaffolding. c. Content-based instruction. d. Standardized testing.

. UNIT 2 - TOPIC 1 – SUBTOPICS 3 - QUESTION 11 Scenario: You are observing a class where the teacher uses translanguaging strategies. You notice that students who were previously silent are now participating more. This is because translanguaging helps to: a. Reinforce the teacher's role as the sole authority. b. Avoid using the target language entirely. c. Promote rote memorization. d. Establish the target language while being conscious of the mother tongue.

UNIT 2 - TOPIC 2 – SUBTOPICS 1 - QUESTION 2 Scenario: An EFL teacher notices that a student performs excellently in written exams but remains silent during "Role Play" activities because they fear their classmates will judge their social status based on their accent. This illustrates that: a. Identity is static and never changes. b. Identity is multiple, site of struggle, and changing over time. c. Language learning is purely a cognitive process. d. The student simply lacks the necessary vocabulary.

UNIT 2 - TOPIC 2 – SUBTOPICS - QUESTION 11 Scenario: Which of the following is an example of "Knowledge of Cognition" (a component of metacognition)?. a. A student knowing that they learn vocabulary better through flashcards than through reading alone. b. A student feeling happy about a good grade. c. A student checking their watch during an exam. d. A student translating a word into Spanish.

UNIT 2 - TOPIC 1 – SUBTOPICS 1 - QUESTION 4 Scenario: A teacher wants to move away from teacher-centered control. She places her students in a "parallel" communication setup where there is a reciprocal exchange of information and she actively listens to student ideas. This model is known as: a. Product-only phase. b. The Direct Method. c. Scaffolding. d. Facilitate-Listen-Engage (FLE).

UNIT 2 - TOPIC 1 – SUBTOPICS 2 - QUESTION 6 Scenario: A teacher is currently analyzing student test scores and interests to determine what content should be included in the next English unit. According to the principles of Instructional Design, which phase is she likely in?. a. Implementation. b. Materials selection. c. Needs Analysis/Setting objectives. d. Assessment of student learning.

UNIT 2 - TOPIC 2 – SUBTOPICS 4 - QUESTION 15 Scenario: How does "metacognition" specifically help in the "Sistematización de la Práctica" for you as future teachers?. a. It is only for students, not for teachers. b. It allows you to reflect on your own teaching processes and evaluate what worked and why. c. It helps you memorize the names of all the methods. d. It ensures you never make a mistake in class.

UNIT 2 - TOPIC 2 – SUBTOPICS 1 - QUESTION 4 Scenario: A teacher in a multicultural classroom in Guayaquil realizes that some students find the textbook examples of "London Subways" confusing. She decides to use the "Metrovía" as a local parallel to explain transportation vocabulary. This strategy is an example of: a. Culturally Responsive Teaching. b. Cultural alienation. c. Grammatical translation. d. The Silent Way.

UNIT 2 - TOPIC 1 – SUBTOPICS 2 - QUESTION 8 Scenario: During a lesson on "Environmental Protection," a teacher notices students are very excited about a local news story regarding a nearby river. She quickly changes her plan to allow a spontaneous debate about that specific river. This is an example of: a. An interactive decision. b. An evaluative decision. c. A macro-level assumption. d. A pre-active decision.

UNIT 3 - TOPIC 1 – SUBTOPICS 4 - Question 15 Scenario: To ensure Fairness, Teacher Pablo provides clear "Assessment Criteria" to his students two weeks before the project is due, so they know exactly how they will be graded. This practice promotes: a. Secrecy in testing. b. Transparency and Impartiality. c. Diagnostic evaluation. d. Reliability of the instrument.

UNIT 4 - TOPIC 1 – SUBTOPICS 3 - Question 11 Scenario: Several students disrupt the English class with off-task behavior that affects their own and classmates’ learning. Question: Which type of Academic Intervention should you prioritize?. a. Educational Intervention. b. Emotional Intervention. c. Summative Intervention. d. Behavioral Intervention.

UNIT 4 - TOPIC 2 – SUBTOPICS 2 - Question 8 (Phase 2) Scenario: You consult the educational psychologist to better understand a student’s deficiencies in writing skills. Question: Why is collaboration with the psychologist recommended in Phase 2?. a. To design the action plan only. b. To support inclusive and equity study and categorize pupils into the appropriate category. c. To evaluate process, impact, and outcome. d. To check final results.

UNIT 4 - TOPIC 2 – SUBTOPICS 4 - Question 14 (Phase 4) Scenario: You have assessment data from the intervention but realize raw scores alone are not enough to improve future support. Question: What additional step is required in Phase 4 according to the compendium?. a. Systematically conceptualize the assessment data to assign appropriate resources. b. Focus only on process without impact or outcome. c. Skip monitoring completely. d. Only calculate the average grade.

UNIT 4 - TOPIC 2 – SUBTOPICS 1 - Question 2 (Phase 1) Scenario: You notice that students’ negative attitude toward English is strongly influenced by the physical arrangement of desks and the teacher’s interaction style. Question: Which factors from Phase 1 are you identifying as affecting learning?. a. Only individual learning needs. b. Educational context factors such as English language teachers and English learning situations (classroom, seat arrangement, physical environment). c. Middle-term and final-term objectives. d. Process, impact, and outcome elements.

UNIT 4 - TOPIC 2 – SUBTOPICS 3 - Question 12 (Phase 3) Scenario: You adapt all materials and activities to the student’s specific needs and ensure they are meaningful. Question: What is the purpose of this adaptation in Phase 3?. a. So that the planned objectives will be achieved applying meaningful concepts. b. To replace Phase 1 evaluation. c. To evaluate only outcomes. d. To ignore the tutor’s role.

UNIT 3 - TOPIC 2 – SUBTOPICS 3 - Question 11 Scenario: In an Ecuadorian classroom, the teacher decides to allow students to choose between making a video, writing an essay, or giving a speech to demonstrate their understanding of a topic. This "Assessment Method" choice is influenced by which contextual factor?. a. The school's physical location only. b. Students' diverse learning styles and educational backgrounds. c. The history of English literature. d. The teacher's personal mood.

UNIT 3 - TOPIC 2 – SUBTOPICS 3 - Question 9 Scenario: You are designing a Language Assessment Plan. You decide to include self-assessment, peer-assessment, and teacher-observation. This approach to measuring proficiency is considered: a. Unidimensional. b. Traditional. c. Standardized. d. Multidimensional.

UNIT 3 - TOPIC 1 – SUBTOPICS 3 - Question 9 Scenario: You are participating in a professional development workshop to learn how to design "Reliable and Valid" rubrics for the new national curriculum. By improving your ability to design, select, and use assessments, you are increasing your: a. Classroom Management. b. Assessment Literacy. c. Language Proficiency. d. Evaluation judgment.

UNIT 3 - TOPIC 2 – SUBTOPICS 3 - Question 10 Scenario: A teacher notices that her students are more motivated when they have to create a "Podcast" about their local community than when they take a grammar quiz. This is because Authentic Assessments: a. Are only for advanced students. b. Involve real-world tasks and higher-order thinking skills. c. Do not require validity. d. Are easier to grade.

UNIT 4 - TOPIC 2 – SUBTOPICS 1 - Question 1 (Phase 1) Scenario: In your 9th grade English class in Quito, several students show low participation and poor pronunciation. You decide to begin the academic intervention process. Question: What is the first action you must take according to Phase 1 of the Diagnostic Approach?. a. Check final results and reevaluate. b. Design the action plan immediately. c. Apply an evaluation to determine factors affecting the learning process in the English classroom. d. Identify only the whole-group educational needs.

UNIT 4 - TOPIC 2 – SUBTOPICS 2 - Question 5 (Phase 2) Scenario: After Phase 1 evaluation, you discover that one student has specific gaps in vocabulary use while the rest of the class does not. Question: How should you classify this need in Phase 2?. a. As a comparative need between two groups. b. As an educational need for the whole target group. c. As a normative need decided by professional bodies. d. As a learning need applied on an individualistic basis.

UNIT 4 - TOPIC 1 – SUBTOPICS 2 - Question 5 Scenario: Before starting a new unit on reported speech with your 11th-grade students, you want to design an effective diagnostic plan. Question: According to the need for a Diagnostic Approach, which four aspects must you analyze exhaustively?. a. Student language needs (level), interests, subject goals, and what students are probable to do. b. Only quantitative data from previous years. c. Only the school’s general curriculum. d. Only the final exam scores and attendance.

UNIT 4 - TOPIC 1 – SUBTOPICS 2 - Question 8 Scenario: After analyzing diagnostic results, you realize that quantitative data alone does not show the full picture of students’ emotional barriers to speaking English. Question: Which limitation of the Diagnostic Approach are you experiencing?. a. It being too concrete and limited in time. b. The reliance on quantitative data, which can show complexity in interpretation, and the problem of having a holistic overview. c. It not being individualized. d. Lack of precise measurement.

UNIT 4 - TOPIC 2 – SUBTOPICS 2 - Question 7 (Phase 2) Scenario: Students say they “want to learn more idioms for speaking,” but you know they also lack basic grammar they are unaware of. Question: Which two types of learning needs from the table in Figure 1 are you dealing with?. a. Normative and Prescribed. b. Perceived and Unperceived. c. Comparative and Expressed. d. Prescribed and Process.

UNIT 4 - TOPIC 1 – SUBTOPICS 1 - Question 3 (Phase 1) Scenario: A student struggles with listening skills, but you realize this is not due to a curriculum change but rather to specific classroom factors. Question: Why is it important to remember that an academic intervention is NOT the same as a curricular adaptation in Phase 1?. a. Because adaptations are changes that allow access to learn, while interventions are specific programs to follow up on progress. b. Because only adaptations require evaluation. c. Because adaptations replace the four phases. d. Because interventions ignore learning diversity.

UNIT 3 - TOPIC 1 – SUBTOPICS 3 - Question 12 Scenario: A teacher is using the Decision Making Framework. She is considering how a failing grade on a mid-term exam might affect a student's motivation and their chance of keeping a scholarship. She is in the step of: a. Evaluating the decision. b. Gathering information. c. Identifying goals. d. Considering the consequences.

UNIT 3 - TOPIC 2 – SUBTOPICS 4 - Question 13 Question: Which of the following is a key characteristic of a "Current" assessment instrument as opposed to a "Traditional" one?. a. It relies heavily on rote memorization. b. It is always a paper-and-pencil test. c. It helps students develop media literacy and use technological devices. d. It focuses solely on individual competition.

UNIT 3 - TOPIC 2 – SUBTOPICS 2 - Question 6 Scenario: A teacher realizes that some of her students have limited access to the internet at home. When planning her "Digital Portfolio" assessment, she ensures that students have dedicated time in the school’s computer lab to complete their work. This is an application of: a. Ethics and Fairness. b. Traditional testing. c. Validity. d. Authenticity.

UNIT 4 - TOPIC 1 – SUBTOPICS 1 - Question 1 Scenario: You are teaching a 10th-grade English class in Quito. After a unit on present perfect, you observe that some students use the tense correctly in writing but struggle with oral production, while others avoid it entirely. You want to identify their specific strengths and weaknesses in the target language before planning the next lesson. Question: Which tool best aligns with the Diagnostic Approach to gather this information?. a. A general placement test used only for grouping students. b. A final summative exam at the end of the semester. c. A diagnostic assessment at the beginning of the unit. d. A self-assessment questionnaire completed after the unit.

UNIT 3 - TOPIC 2 – SUBTOPICS 2 - Question 7 Scenario: At the start of a new unit, a teacher asks students to fill out a K-W-L chart (What I Know, What I Want to know, What I Learned). This "Past" instrument is being used for which specific purpose?. a. Summative evaluation. b. Diagnostic assessment. c. Language proficiency certification. d. Reliability check.

UNIT 4 - TOPIC 1 – SUBTOPICS 2 - Question 6 Scenario: Most of your students received high total scores on a recent standardized English test, yet many still cannot use the vocabulary fluently in real conversations. Question: What is the main limitation of relying only on such tests, as explained in the need for a Diagnostic Approach?. a. They are too flexible and personalized. b. They provide precise measurement of individual processes. c. They only give total test scores and do not provide specific diagnostic information about strengths and weaknesses. d. They focus exclusively on behavioral issues.

UNIT 4 - TOPIC 2 – SUBTOPICS 3 - Question 11 (Phase 3) Scenario: You formulate objectives that can be measured after two weeks and at the end of the intervention. Question: Why is it recommended to include both middle-term and final-term objectives in Phase 3?. a. To skip monitoring in Phase 4. b. To reduce the number of activities. c. To focus only on unperceived needs. d. To have evidence if there is satisfactory progress.