Communication Skills Question Paper

Communication Skills

Course:Bachelor Of Education English

Institution: Kenyatta University question papers

Exam Year:2009

KENYATTA UNIVERSITY
UNIVERSITY EXAMINATIONS 2008/2009
SECOND SEMESTER EXAMINATION FOR THE DEGREE OF BACHELOR
OF EDUCATION, BACHELOR OF ARTS, BACHELOR OF SCIENCE,
BACHELOR OF COMMERCE, BACHELOR OF ENVIRONMENTAL STUDIES,
BACHELOR OF HEALTH SCIENCES AND BACHELOR OF HOME
ECONOMICS

UCU 100:
COMMUNICATION SKILLS

DATE: Wednesday, 9th September, 2009
TIME: 2.00 p.m. ? 4.00 p.m.
------------------------------------------------------------------------------------------------------------
INSTRUCTIONS:
1. Candidates
MUST write their registration number in the space provided on each
answer booklet.
2. There
are
FOUR (4) questions in this paper. Candidates MUST answer ALL
four questions.
3. All
answers
MUST be written in the answer booklet provided.
4.
All the used booklets must be tied together by the candidates after use.

Q.1
READING SKILLS
COMPREHENSION (25
MARKS)

Read the following passage and answer questions a to h.

Page 1 of 6

Supervision as Related to Teacher Evaluation

During the nineteenth century (in the first half century of evolving the position),
the total responsibility of a superintendent of schools frequently was referred to as
?supervision.? This word eventually took on a more limited meaning, however,
to identify the responsibility for overseeing and improving the classroom work of
teachers and for organizing the materials of instruction. Arguments on the
functions of the supervisor began to be heard after about 1910.
It was claimed that some supervisors were serving as inspectors rather
than helpers; that they laid down prescriptions regarding methods and materials,
rather than providing teachers with a variety of suggestions and a wealth of
materials from which selections could be made in accordance with the teacher?s
judgment; and that the supervisors found fault but failed to offer constructive
ideas, demonstrations, or statements of principle that would help the teachers
improve their work (NEA, Proceedings, 1917, pp. 187-194). The alternative
following each of the above criticisms represented, in general, ideals accepted by
most supervisors (who have continued their efforts to develop truly creative
programs of supervision and who have continued to increase in numbers and in
the scope of their services).
Supervision, in the specific sense of concern with the quality of the
instructional process, has always been recognized as a responsibility of school
principals. Also, administrative theory sees the supervisor who visits the school
building as a staff worker subordinate to the principal when in the school.
Although most American school systems to have one or more supervisors, they
still are not universally employed, and thousands of teachers are supervised only
by a principal. Other teachers may receive a limited degree of supervision from a
superintendent of schools.
Where there is a supervising principal, he is almost always the chief
evaluator of his teachers. The principal has the major responsibility in deciding
whether or not a teacher is to be re-employed, to be recommended for continuing
tenure, for a salary increase, or for promotion. Sometimes a supervisor is also
Page 2 of 6

consulted. Those who urge greater use of formal evaluation of teachers point out
that some method of appraisal is already applied, by one or more supervisory
officials, to every teacher in the public schools. This cannot be denied.
There are differing views, however, on which methods of evaluation are
most desirable and how much they can be depended upon. Some believe that a
general impression reported through an informal judgment means as much as a
more analytical series of impressions recorded on a formal instrument. Other
arguments suggest the value of a formal instrument that the evaluator and the
teacher use only as a basis for analysis and the improvement of instruction-as
compared with a formal instrument used to arrive at a classifying judgment that
measures the teacher?s total worth against that of other teachers.
Once teachers have met the test of a probationary period, have been
accepted as qualified, and are satisfactorily carrying a regular teaching
assignment, many supervisors feel they should not be classified at first-rate,
second-rate, and so forth. They feel that useful evaluation does not label teachers
but recognizes each as having strengths and weaknesses, and helps each to
reinforce his strengths and to overcome his weaknesses.

a)
How was supervision defined in the nineteenth century
(3 marks)

b)
Meaning of words change or evolve. Illustrate this fact using the first
paragraph

(3 marks)

c)
Which sentence in paragraph one shows that there was no agreement on
the
meaning
of
supervision.
(3
marks)

d)
According to paragraph two, the roles of supervisors and inspectors are
different,
explain.
(3
marks)

e)
Identify two criticisms labeled against supervisors in the passage
(4 marks)

f)
Provide evidence from the passage that shows that principals also perform
supervisory
roles.
(3
marks)

g)
What is the topic of discussion in paragraph four?
(3 marks)

Page 3 of 6

h)
Basing yourself on the passage, clearly explain the difference between
formal and informal evaluation.

(3 marks)

Q.2
TRANSCODING AND INTERPRETATION OF INFORMATION

(15 marks)
PERCENT VOTING: NOVEMBER 1980
Age Male Female
All persons, 18 years and over??????? 59.1 59.4
18 to 24 years?????????????. 38.5 41.2
25 to 34 years?????????????. 53.2 55.8
35 to 44 years?????????????. 62.7 66.0
45 to 64 years?????????????. 69.8 68.9
45 to 54 years???????????? 67.3 67.6
55 to 64 years???????????? 72.6 70.2
65 to years??????????????. 72.7 66.7
75 years and over???????????.. 65.7 52.9

Source:
Daily Nation 30th December 1980.

a)
In the age category 18 ? 24 years, what percentage of the population voted
more
and
by
how
much?
(3
marks)

b)
Express the relationship between the lowest and highest male voters as
fractions

(3 marks)
c)
In 1980 what age group had the largest percentage of voters?

(2 marks)
d)
In 1980, what age group had the smallest percentage of voters?
( 2 marks)

e)
In five correct sentences, compare the voting patterns between the male
and
female
population. (5
marks)

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