A) Analysis B) Synthesis C) Evaluation D) Application
A) testing B) assessment C) evaluation D) measurement
A) Measurement B) Evaluation C) Test D) Assessment
A) Use a mathematical formula to solve an algebra problem B) Recite the multiplication table C) Observe a classroom and list down the things to be improved D) Compile personal records and documents
A) Behavior component only B) Content component only C) Either behavior or content D) Both behavior and content
A) Formative Test B) Summative Test C) Diagnostic Test D) Placement Test
A) Application, Synthesis and Evaluation B) Evaluation, Comprehension and Synthesis C) Evaluation, Knowledge and Synthesis D) Comprehension, Knowledge and Synthesis
A) Placement Test B) Diagnostic Test C) Summative Test D) Formative Test
A) Comprehension B) Application C) Analysis D) Synthesis
A) Application B) Evaluation C) Analysis D) Comprehension
A) Evaluation B) Application C) Remembering D) Comprehension
A) Receiving B) Organizing C) Valuing D) Responding
A) To lecture throughout the class period. B) To require students to memorize information only C) To provide all the answers to students' questions. D) To act as a facilitator and guide for learning.
A) Measurement is the process of quantifying data while evaluation is the process of organizing data. B) Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. C) Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. D) Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing.
A) Multiple standard B) Relative standard C) Absolute maximum standard D) Absolute minimum standard
A) Assessment should be fair. B) Assessment should be based on clear and appropriate learning targets or objectives. C) Assessment should be reliable. D) Assessment should have a positive consequence on student's learning.
A) Evaluation B) Knowledge C) Analysis D) Comprehension
A) Reteach the lesson B) Review the lesson C) Remediate the learning difficulty D) Proceed to the next instructional objective
A) Prior to instruction B) Before instruction C) During the instructional process D) After instruction
A) Given a diagram B) With 75% correctness C) identity D) parts of the circulatory system
A) varies B) alter C) displays D) rearranges
A) Authentic assessment B) Group assessment C) Norm-referenced assessment D) Alternative assessment
A) Prof. Banasihan who is counting the scores obtained by the students in her test. B) Mrs. Manaig who is computing the final of the students after completing all their requirements C) Prof. Ballesteros is planning for remedial instruction after knowing that students performed poorly in her test. D) Mr. Yazon who is administering a test to his students.
A) Recognizing and recalling facts B) Designing a stage set; judging a contest C) Listening attentively; cooperating with others D) Translating, explaining, and interpreting information
A) Practicing B) Internalizing C) Organizing D) Responding
A) assessment B) traditional test C) test D) paper and pencil
A) Comprehension B) Recall C) Application D) Creating
A) Students actively participate in discussions, problem-solving, and decision-making. B) The teacher gives all the information while students listen quietly. C) The teacher controls all classroom activities without student input. D) Students memorize facts through lectures only.
A) I, III and IV B) III and IV only C) I, II, and III D) I and II only
A) Creating B) Creativity C) Creativeness D) Create
A) Observing B) Practicing C) Imitating D) Adapting
A) immediate outcomes B) student learning outcomes C) curriculum D) deferred outcomes
A) Placement Test B) Formative Test C) Summative Test D) Diagnostic Test
A) average score of the student B) With 95% accuracy C) Given a calculator D) compute
A) Can determine creative skills of the students B) Can assess student's learning experiences over time C) Can measure limited set of objectives D) Can identify collaborative skills
A) On matters of procedure B) on matters of standards C) On matters of content D) on matters of emphasis
A) Students are evaluated in the most objected matter B) Students are evaluated based on varied evidence of learning. C) Students do an actual demonstration of their skill. D) Students are evaluated in one sitting.
A) Formative B) Summative C) Placement D) Diagnostic
A) What are the steps in constructing a test? B) Enumerate the parts of a computer. C) Do you agree with the action of Sam? Justify your answer D) Compare traditional assessment and authentic assessment
A) Classify the status of group organization B) Check the different organization in a logical arguments. C) Identify the status of participating organization D) Organize in logic the different participating group
A) Create harder questions for the lessons that were not covered thoroughly. B) Exclude the less-covered lessons fromage the TOS entirely. C) Include an equal number of questions from all lessons, regardless of time spent. D) Focus more on the lessons that were thoroughly covered and reduce questions on the less-covered ones.
A) Give students more time to think through their answers B) Use distractors that are more closely related to the content and more plausible C) Include fewer options to make the test easier D) Make all distractors sound completely random
A) To rank students according to performance B) To outline content and cognitive levels covered in an assessment C) To determine student grades D) To record attendance and class performance
A) The item is moderately difficult B) The item has poor discrimination C) The item is easy D) The item is very difficult
A) A teacher grading based on class participation B) A test used to predict student success in future courses C) A test used to measure student satisfaction with the course D) A test designed to assess knowledge of a current course
A) Include irrelevant information to Make the stem ambiguous so students have to guess the intent B) Make the stem ambiguous so students have to guess the intent C) Ensure the stem is written as a complete question or statement, clearly identifying what is being asked D) Include clues that lead students to the correct answer
A) The ease with which the tool can graded B) The elimination of any bias or disadvantage for any group of test-takers C) The ability of the tool to adjust difficulty for different groups D) The clarity of the tool's instructions
A) Group related items by topic and use separate matching sets for each group B) Include items from different topics mixed together in the matching columns C) Make all the options very similar, regardless of the topic D) Use fewer items to make the test easier
A) Review the question to determine if it was poorly written or unclear B) Assume the students didn't study enough C) Remove the question from the test and give everyone full credit D) Keep the question as it is for the next test
A) The number of items in a test B) The ability of an item to distinguish high-performing from low-performing learners C) The time required to answer an item D) The average score of the class
A) Involving diverse educators in item creation B) Using technical jargon C) Creating items based on personal experiences D) Keeping items the same from year to year
A) By only discussing correct answers B) By avoiding feedback altogether C) By offering specific feedback on each item D) By giving general comments
A) Face validity B) Construct validity C) Concurrent validity D) Predictive validity
A) More questions should be allocated to the topic covered in three lessons. B) Equal weight should be given to both topics. C) Skip the topic covered in one lesson since it wasn't emphasized as much. D) The topic covered in one lesson should get more questions to balance the test.
A) The item has no relationship to student performance B) The item is very easy and should be discarded C) The item is relatively difficult and has poor discrimination D) The item has moderate difficulty and good discrimination
A) Longer answer choices are more difficult for students to understand B) It may give students a hint that the longer choice is the correct one C) It makes the test unfairly difficult D) Students prefer shorter answer choices
A) To increase the difficulty of the test B) To ensure that all test materials are accounted for and secured C) To determine the difficulty index D) To calculate the learners' mean score
A) Immediately give both learners a failing grade B) Ignore the behavior C) Publicly embarrass the learners D) Follow the established testing rules and address the situation discreetly
A) The question is well-balanced B) The question is too difficult C) The question is invalid D) The question is too easy
A) The grading criteria for each question B) The number of questions assigned to each topic and cognitive level C) The format of each test question D) The time allotted for each test section
A) To calculate the class attendance B) To evaluate the quality of individual test items C) To determine the overall grade of learners D) To determine the number of test takers
A) The question is too difficult and may need revision B) The question should be removed from the test entirely C) The question is perfectly balanced D) The question is too easy and should be made harder
A) Concurrent validity B) Content validity C) Construct validity D) Predictive validity
A) Remove the question from the test and give everyone full credit. B) Review the question to see if there was a misleading element and adjust it if necessary. C) Punish the students for not paying attention to that topic. D) Keep the question as it is, since it was a valid question.
A) Give the learner the answers already completed by classmates B) Cancel the examination for everyone C) Follow the prescribed administration procedures for late examinees D) Let the learner enter and give extra time automatically
A) Ensure that the questions are clear and unambiguous, possibly rewriting vague items. B) Remove the difficult questions entirely. C) Make the test easier by reducing the number of questions. D) Change all the questions to true/false format.
A) Use abbreviations to save space B) Keep items in both columns brief and consistent in length C) Write long, detailed phrases in both columns D) Make the items in the answer column much longer than those in the question column
A) Difficulty = 0.70; Discrimination = 0.40 B) Difficulty = 0.90; Discrimination = 0.60 C) Difficulty = 0.80; Discrimination = 0.50 D) Difficulty = 0.60; Discrimination = 0.20
A) The question was too easy. B) The students copied each other's answers. C) The students didn't study enough for the test. D) The distractor (incorrect option) was too similar to the correct answer, causing confusion.
A) It helps in determining the format of the test (e.g., multiple-choice or essay) B) It ensures that test questions cover both content and cognitive domains appropriately C) It identifies the best teaching methods for each topic D) It provides a guide for how to administer the test
A) Use overly complicated terms to increase difficulty B) Ensure the items are logically related in pairs C) Make sure all items in both columns are identical D) Ensure both columns have the same number of items
A) Essay questions B) Short-answer questions C) Performance tasks D) Multiple-choice questions Essay questions
A) Multiple-choice B) True/false C) Essay D) Matching
A) Focus only on the supplementary topics, as they are less familiar to students. B) Avoid asking questions about the core concepts since students should already know them. C) Allocate more questions to core concepts and fewer to supplementary topics. D) Include an equal number of questions from both core and supplementary topics.
A) Lower the expectations for all students. B) Avoid giving subjective tests altogether. C) Give extra time to students with weaker writing skills only. D) Provide detailed instructions and examples to clarify the expectations for the responses.
A) When a teacher develops a test based on the course syllabus B) When a teacher aims to predict students' future performance based on current test scores C) When a teacher wants to compare the results of two assessments given at the same time D) When a teacher wants to evaluate the effectiveness of a new teaching method over time
A) By eliminating the need for grading rubrics B) By making sure that students answer all questions C) By ensuring that the test results are graded fairly D) By ensuring the assessment measures a broad range of content and thinking skills
A) The students' level of understanding B) The layout and structure of the test C) The topics or subject matter that the test will cover D) The types of questions included in the test
A) These questions were too difficult and need simplifying B) The questions were well-calibrated for student ability C) These questions were too easy for the majority of the class D) Most students struggled with these questions
A) 0.75 B) 0.50 C) 0.89 D) 0.67
A) Calculate the percentage of students who answered each question correctly B) Check how long students took to answer each question C) Compare students' grades with their performance in previous tests D) Review student feedback on which questions they found difficult
A) The test might be too easy for some students and too difficult for others B) The test was perfectly balanced C) All students understood the material equally D) The test covered only low-level questions
A) Used as the only item for the competency B) Automatically retained C) Reviewed and possibly revised or discarded D) Given to all learners again without changes
A) Ask the student to rewrite the answer in the exact form expected. B) Reassess the answer for correctness based on the key idea, even if it's worded differently. C) Refuse to change the grade because the answer wasn't an exact match. D) Automatically give full credit to the student to avoid conflict.
A) Old and young learners B) Male and female learners C) Upper and lower groups based on test performance D) The men in uniform
A) 0.25 B) 0.80 C) 0.50 D) 0.75
A) The item has no correct answer B) The item is very easy C) The item is moderately difficult D) The item is very difficult
A) Focus only on recall questions for simplicity. B) Create the test based on the easiest tasks so all students can succeed. C) Distribute questions across different cognitive levels based on their frequency in class. D) Only include questions that assess critical thinking skills.
A) Contains difficult vocabulary B) Is longer than the correct answer C) Is selected by some learners, particularly those who do not know the answer D) Is never selected by any learner
A) Ensuring a test measures what it claims to measure B) Comparing test scores to future performance in relevant tasks C) Designing a test based on a specific curriculum D) Using a test to rank students by their knowledge level |