Catedra Integradora 4to

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Which skill involves decoding written symbols into meaning?. Writing. speaking. reading. listening.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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