- 1. Students will plan and implement simple projects related to their fields that are beneficial to the partner communities.
A) Socio-Civic Support and Delivery System
B) Learning Support and Delivery System
C) Engineering and Health Support and Delivery System
- 2. The program aims to help the out-of-school youths and adults continue and finish their education.
A) Socio-Civic Support and Delivery System
B) Engineering and Health Support and Delivery System
C) Learning Support and Delivery System
- 3. They act as ambassadors of the MAPÚA-CWTS. Building rapport and strengthening relationships between the University and the communities.
A) Learning Support and Delivery System
B) Engineering and Health Support and Delivery System
C) Socio-Civic Support and Delivery System
- 4. performing community survey and profiling are tasked to gather community data that could present the different facets of the barangay.
A) Project Development
B) Community Survey and Profiling
- 5. The main objective of this activity is for the classes to create projects as well as implement them in their assigned community.
A) Community Survey and Profiling
B) Project Development
- 6. It shall in its capacity, address the needs of out-of-school youths and adults. It shall foster teaching and learning by conducting trainings,
A) Environment
B) Education
C) Awareness
D) Recreation
- 7. Such issues and concerns shall be addressed through the technical capabilities and human resources of the University.
A) Recreation
B) Education
C) Awareness
D) Environment
- 8. programs shall be developed to help the communities spend their leisure time in worth-while and relevant activities
A) Awareness
B) Education
C) Environment
D) Recreation
- 9. seeks to educate communities and its people on how to understand and properly address certain issues that they are facing.
A) Education
B) Awareness
C) Environment
D) Recreation
- 10. All things have a beginning. Issues can be based on the occurrence of certain situations or events.
A) Key players
B) Background of the Issue
C) Effects of the Issue
- 11. These are the personalities connected to the problem. They can be the victim, initiator, advocate, contributor and spectator.
A) Effects of the Issue
B) Background of the Issue
C) Key Players
- 12. These are the consequences brought about by the issue. These can be classified into areas such as economic, social, political and others.
A) Background of the Issue
B) Key Players
C) Effects of the Issue
- 13. Learn the legislative history of the policy you're evaluating. All public policy exists in a political context,
A) Step 2
B) Step 3
C) Step 1
- 14. Identify the key stakeholders in a policy. This means identifying not only the agency charged with implementing the policy
A) Step 3
B) Step 1
C) Step 2
- 15. Describe the policy being evaluated. This evaluation will include an overview of the policy, its goals and objectives,
A) Step 3
B) Step 2
C) Step 1
- 16. Collect the data needed for evaluation. The type of evaluation you are doing will ultimately determine the types of data you'll need to collect.
A) Step 4
B) Step 6
C) Step 5
- 17. Analyze the data. Depending on the types of data you collect and the nature of your evaluation, analysis may involve qualitative, quantitative or a combination of both methods.
A) Step 5
B) Step 4
C) Step 6
- 18. Report your conclusions based on the analysis.
A) Step 5
B) Step 4
C) Step 6
- 19. Policies are revealed through text, practices, symbols and discourses that define and deliver values including goods and services
A) Shane Hall
B) Anne Schneider
- 20. policy evaluation is described and discussed as an essential step in developing our society and its welfare.
A) Anne Schneider
B) Shane Hall
- 21. Policy evaluation is a systematic process for assessing the design, implementation and outcomes of public policies.
A) Identification
B) Function
- 22. Policy evaluation enables all participants in the policy process, including legislators, executives, agency officials and others,
A) Identification
B) Function
- 23. evaluation examines the operations of the program, usually for the purpose of improving the program and assessing its implementation.
A) Formative
B) Formative
- 24. evaluation asks whether the program achieved its intended goals. If the tutoring program's goal was to raise student test scores in math,
A) Formative
B) Summative
- 25. are tasked to check and to verify whether the documents produced by their class is in compliance with what the MAPÚA-CWTS Office has recommended.
A) Facilitator
B) Students
- 26. are asked to propose, plan, implement and assess a project.
A) Students
B) Facilitator
- 27. As part of the course requirement of the previous term, classes should have submitted two (2) project proposals.
A) Project creation
B) Project planning
- 28. the class shall discuss the project proposal assigned to them. It would be the discretion of the Facilitator which project shall be assigned to the class.
A) Project planning
B) Project creation
- 29. This is also called activity program. Be specific in the topics to be discussed.
A) Project Committees
B) Additional Project Materials
C) Resource Mobilization Scheme
D) Project Activities
- 30. Each of the committees will elect their representative or point-person for class coordination.
A) Resource Mobilization Scheme
B) Project Activities
C) Additional Project Materials
D) Project Committees
- 31. This will be the project counterpart of the class. However, the class is advised to not shell out the cost of the additional materials.
A) Project Committees
B) Resource Mobilization Scheme
C) Additional Project Materials
D) Project Activities
- 32. It is not restricted to fund raising activities but the use of available resources, networks and connections of the class to generate the projected output.
A) Project Committees
B) Project Activities
C) Resource Mobilization Scheme
D) Additional Project Materials
- 33. students are asked to conduct their activities as per their plan. It is essential that they take pictures, videos and interviews.
A) Project Poster
B) Project Documentation
C) Project implementation
- 34. presents the class project implementation through photo documentation. A brief description is a narrative account of the activity.
A) Project Poster
B) Project Documentation
C) Project implementation
- 35. This is a three to five (3-5) minute video that chronicles the accomplishment of the class from the orientation of the project until the implementation.
A) Project implementation
B) Project Poster
C) Project Documentation
- 36. can be the group picture to represent the implementing class.
A) Photo 1
B) Photos 10 and 11,
C) Photos 2 to 9
- 37. are processed pictures. These are the significant activities done within the program.
A) Photos 10 and 11,
B) Photo 1
C) Photos 2 to 9
- 38. pictures of the final products or participation of special individuals can be placed.
A) Photo 1
B) Photos 10 and 11,
C) Photos 2 to 9
- 39. This is the last phase of the Project Development. The class looks back to the activities conducted from the planning to the implementation.
A) Project Evaluation
B) Project Final
A) No....
B) YESSS
C) YESSSSS
D) YESSS
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