A) On matters of standard B) On matters of content C) On matters of emphasis D) On matters of procedure
A) Focus on a group of assessment rather than on an individual assessment B) Congruence of assessment and instructional objectives C) Shift from paper D) Shift from discrete-point test to investigate assessment
A) Both behavior and content B) Content component only C) Behavior component only D) Either behavior or content
A) Content-referenced B) Domain-referenced C) Criterion-referenced D) Norm-referenced
A) Alternative assessment B) Norm-referenced assessment C) Group assessment D) Authentic assessment
A) Agnes performed better in spelling than 70% of her classmates B) Agnes was able to spell 75% of the words correctly C) Agnes spelled 25 words out of 50 correctly D) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly
A) Can describe what students can do one at a time B) Can measure various skills of students C) Can diagnose the strengths and weaknesses of students D) Can employ moderately difficult items
A) Can identify collaborative skills B) Can measure limited set of objectives C) Can determine creative skills of the students D) Can assess student's learning experiences over time
A) Describe what an individual can do B) Employs predetermined level of performance C) Utilize all types of items to describe performance D) Provides a relative position of individual student with a group
A) Portfolio B) Observation report C) Diary D) Anecdotal record
A) Assessment should stress the reproduction of knowledge B) Portfolio assessment is dynamic assessment C) An individual learner is inadequately characterized by a test score D) An individual learner is adequately characterized by a test score
A) Set the targets for portfolio assessment B) Exhibit one's work and be proud of one's collection C) Select evidences that could be captured one's portfolio D) Reflect on one's collection and identity strengths and weaknesses
A) I, III, II, V, IV B) I, II, III, IV, V C) I, III, V, II, IV D) I, II, III, V, IV
A) Portfolio can measure skills on a single occasion. B) Portfolio can measure passive response of students. C) Portfolio can measure isolated skills of a student. D) Portfolio can measure skills over a period of time.
A) 30% B) 25% C) 20% D) 15%
A) Writing B) Studying C) Classifying D) Arranging
A) Application B) Comprehension C) Evaluation D) Remembering
A) Comprehension B) Analysis C) Application D) Knowledge
A) Knowledge B) Comprehension C) Application D) Evaluation
A) Creating B) Remembering C) Understanding D) Applying
A) Applying B) Analyzing C) Understanding D) Creating
A) Designing a stage set; judging a contest B) Recognizing and recalling facts C) Translating, explaining, and interpreting information D) Understanding attentively, cooperating with others
A) Compose B) Analyze C) Apply D) Evaluate
A) Demonstrating awareness B) Responding to an issue C) Recalling information D) Showing behaviors that demonstrate the internalization
A) Adapting B) Observing C) Imitating D) Practicing
A) Knowledge B) Evaluation C) Analysis D) Application
A) Application B) Evaluation C) Analysis D) Synthesis
A) Internalizing B) Responding C) Practicing D) Organizing
A) Imitating B) Observing C) Practicing D) Adapting
A) With 75% correctness B) Given a diagram C) Identify D) Parts of the circulatory system
A) Evaluation B) Knowledge C) Comprehension D) Analysis
A) Evaluation B) Application C) Comprehension D) Analysis
A) Comprehension, Knowledge and Synthesis B) Evaluation, Knowledge and Synthesis C) Evaluation, Comprehension and Synthesis D) Application, Synthesis and Evaluation
A) Analysis B) Comprehension C) Application D) Creating
A) Comprehension B) Application C) Analysis D) Synthesis
A) Receiving B) Valuing C) Responding D) Organizing
A) Adapting B) Imitating C) Observing D) Practicing
A) Application B) Comprehension C) Analysis D) Evaluation
A) Compare and contrast traditional assessment and authentic assessment B) Do you agree with the action of sam? justify your answer C) Enumerate the parts of the computer D) What are the steps in constructing a test?
A) Application B) Recall C) Analysis D) Comprehension
A) Reflect B) Apply C) Create D) Evaluate
A) Responding to an issue B) Demonstrating internalization of values C) Participating in the class D) Demonstrating awareness
A) Parts of the circulatory system B) With 75% correctness C) Identify D) Given a diagram
A) Given a calculator B) Average score of the students C) With 95% accuracy D) Compute
A) Employs predetermined level of performance B) Utilize all types of items to describe performance C) Describe what an individual can do D) Provides a relative position of individual student with a group
A) On matters of content B) On matters of emphasis C) On matters of procedure D) On matters of standards
A) Shift from paper-pencil to authentic assessment B) Congruence of assessment and instructional objectives C) Focus on a group assessment rather than on individual assessment D) Shift from discrete-point test to investigate assessment
A) Behavior component only B) Either behavior or content C) Content component only D) Both behavior and content
A) Norm-referenced B) Domain-referenced C) Content-referenced D) Criterion-referenced
A) Group assessment B) Alternative assessment C) Authentic assessment D) Norm-referenced assessment
A) Agnes spelled 25 words out of 50 correctly B) Agnes performed better in spelling than 70% of her classmates C) Agnes was able to spell 75% of the words correctly D) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly
A) Can employ moderately difficult items B) Can describe what students can do one at a time C) Can measure various skills of students D) Can diagnose strengths and weaknesses of students
A) Can assess student's learning experiences over time B) Can determine creative skills of the students C) Can identify collaborative skills D) Can measure limited set of objectives
A) Portfolio B) Anecdotal record C) Observation report D) Diary
A) An individual learner is adequately characterized by a test score B) An individual learner is inadequately characterized by a test score C) Assessment should stress the reproduction of knowledge D) Portfolio assessment is dynamic assessment
A) Select evidences that could be captured in one's portfolio B) Exhibit one's work and be proud of one's collection C) Reflect on one's collection and identity strengths and weaknesses D) Set the targets for portfolio assessment
A) Portfolio can measure skills on a single occasion B) Portfolio can measure isolated skills of students C) Portfolio can measure the passive response of students D) Portfolio can measure skills over a period of time
A) 40% B) 25% C) 20% D) 15%
A) I, III, V, II, IV B) I, II, III, V, IV C) I, II, III, IV, V D) I, III, II, V, IV
A) 32.14 B) 32.05 C) 32.16 D) 32.57
A) 15% B) 25% C) 20% D) 40%
A) Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. B) Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing. C) Measurement is the process of quantifying data while evaluation is the process of organizing data. D) Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. |