A) To make learning more feasible and manageable B) To decorate the classroom C) To see how tall the students are D) To find out what the teacher had for lunch
A) Purpose B) Procrastination C) Pitch D) Progress
A) How to score the test? B) When to administer the test? C) Who will evaluate the test? D) What is to be measured? What content areas should be included? What types of test items are to be included?
A) Provide instruction for the test B) Ensure the test measures content and thinking skills C) Analyze the test results D) Administer the test
A) Standards and competencies stated in the K to 12 Curriculum Guide. B) The duration of the assessment cycle. C) The availability of assessment tools. D) Content covered in the assessment tasks.
A) Using assessment tasks that are abstract and difficult to understand B) Creating assessment tasks that are unrelated to the learning outcomes. C) Focusing on assessment tasks that are challenging for students. D) Aligning activities and assessment tasks with the intended learning outcomes.
A) Assigning grades for report cards based on results of periodical examination B) Pretest is given to form initial impression of what learners know about the new unit of work. C) Diagnosing the group's learning needs to determine how they can be better assissted and guided D) Planning instruction based on what needs to be emphasized and managed.
A) Evaluating B) Creating (synthesis) C) Understanding (comprehension) D) Remembering (knowledge)
A) Allow schools to compare progress B) Provide feedback to help students succeed C) Inform parents of students progress D) Enable teachers to test strategies
A) The color of the lesson plan B) The number of chairs in the classroom C) Timeline and activities D) How fast students run
A) Majority of the bright students get perfect score in the summative test. B) There is no difference in the test performance of the informed group and less able ones. C) Very few of the less able students fail the summative tests. D) The knowledgeable students obtain higher scores than the less knowledgeable ones.
A) The availability of assessment tools B) The duration of the assessment cycle C) The number of assessment tasks. D) The intended learning objective content
A) The level of mastery needed to meet the objective B) How high students can jump C) The temperature of the classroom D) How many breaks students get
A) learning outcomes to be assessed B) instructional periods C) content areas to be covered by the test D) various test types
A) testing only the higher order learning outcomes to become more challenging B) equal number of items for all levels of learning outcomes across the intended unit of work. C) the same test format to be used in the assessment of all learning outcomes to maintain fairness. D) a balance distribution of items across the various levels of learning outcomes.
A) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes. B) To evaluate the program's budget allocation for student learning outcomes. C) To compare student outcomes across different institutions D) To assess the physical facilities of the educational program
A) Make an item analysis B) Construct the test items C) Prepare a TOS
A) While riding a bicycle B) While playing video games C) Given a list of vocabulary words D) During lunchtime
A) Item Analysis B) Test-draft C) Item Validation D) Table of Specification
A) Analyzing B) Understanding (comprehension) C) Remembering (knowledge) D) Applying
A) Formative Assessment B) Outcomes Assessment C) Constructive Alignment D) Summative Assessment
A) Summative Assessment B) Constructive Alignment C) Formative Assessment D) Outcomes Assessment
A) Play Games B) Nap C) Dance D) List
A) So, they can determine the reliability and validity measures for each quiz B) Because the school requires a report of the parameters of all assessments. C) So, they can interpret test scores and help parents interpret the scores.
A) Checking if the teacher's desk is clean B) Ensuring the competency connects with broader learning goals. C) Making sure all the chairs are in a straight line D) Deciding what color to paint the classroom
A) Intended learning outcome B) Lesson objective C) content
A) Confidentiality B) Relevance C) Transparency D) Fairness
A) It helps learners improve and make progress B) It makes the teacher laugh C) It reminds students to bring snacks D) It shows students how to draw
A) By assigning the same assessment tasks to all learners regardless of their intelligences. B) By excluding assessment tasks that align with learners' learning styles C) By focusing only on traditional assessment methods D) By using a variety of assessment tools and tasks aligned with learners' multiple intelligences and learning styles
A) Understanding (comprehension) B) Evaluating C) Applying D) Remembering (knowledge)
A) Authentic B) Traditional C) Summative D) Formative
A) Tests observe appropriate complexity of assessment tasks. B) Test items are aligned to the target learning outcomes. C) Test items are easy so that all the learners will pass. D) Test items are suitable to all levels of students in a class.
A) Evaluation and Synthesis B) Knowledge and Comprehension C) Construction and Preparation D) Application and Analysis
A) Who the learner is B) What snacks students like C) The color of their pens D) How much candy students can eat
A) Formative and summative assessment methods B) Traditional and authentic assessment methods C) Quantitative and qualitative assessment methods D) Objective and subjective assessment methods
A) The type of shoes students wear B) The color of the classroom walls C) Difficulty and appropriateness for learners D) What students eat for lunch
A) Shorten the statement. B) No need to improve the test item. C) Add one more option D) Add two more options
A) Difficult B) Average C) Easy
A) hint B) fact C) answer D) Trivia
A) Give a lecture on construction B) Demonstrate on how to construct a dining table C) Create a muliplication table D) Describe what a dining table is
A) Difficult B) Average C) Easy
A) Hattie and John B) Biggs and Hattie C) Collis and Hattie D) Biggs and Collis
A) It should be clear and unambiguous. B) It should be vague and flexible. C) It should be focused on the past D) It should be something anyone can accomplish.
A) It promotes deep thinking and learning B) It simplifies complex concepts C) it limits students cognitive abilities D) It encourages rote memorization
A) System of Learning Outcomes B) Structured Outcome Learning Objective C) Structure of Observed Learning Outcome D) Student Outcome Learning Organization
A) To promote competition among students B) As a common language for learning C) To limit student creativity D) As a tool for memorization
A) It is an insignificant item. B) It is a vague item. C) It is neither true nor false. D) It is an opinionated statement.
A) 30% B) 60% C) 70% D) 20%
A) Prepare a table of specification B) Identifying test objectives/lesson outcomes C) construct the test items directly D) Try-out and validation
A) Best options B) Distracters and stem C) Stem and leaves D) Stem and options
A) Diagnostic test B) Pretest C) Posttest D) Formative test
A) Stem or premise B) options or responses C) distracter
A) Understand the material better B) Complete all my assigned tasks this week. C) Get better at my job. D) Increase sales by 10% in the next quarter.
A) Initial, Single, Multiple, Connected, Extended B) Simple, Complex, Integrated, Elaborated, Advanced C) Basic, Intermediate, Advanced, Expert, Master D) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract
A) Yes, it is simple. B) No, it makes use of a specific determiner "usually" C) Yes, it is direct to the point. D) No, it does not express a complete thought.
A) The statement will always tend to be false considering that there is an exception to every rule. B) That is the rule in formulating a true-false statement. C) The statement will always tend to be true. D) The word "all" is misleading.
A) Self-disciplined B) Secure C) Time-bound D) Sensible
A) constructed response test B) Modified true-false test C) Alternate response tests
A) tasks B) rubrics C) Activities
A) Completion Type B) Essay C) True-False D) Supply Type or Constructed Response Type
A) C B) D C) A D) B
A) No, it is a significant item. B) Yes, it makes the students think. C) Yes, it distinguishes the good from the not-so-good student. D) No, it is half-true, half false
A) constant B) supports C) reveal
A) Right B) Realistic C) Ready D) Relevant
A) Benjamin Bloom B) Rutherford C) Ralph Taylor
A) Evaluating B) Understanding (comprehension) C) Applying D) Remembering (knowledge)
A) To see how tall the students are B) To decorate the classroom C) To find out what the teacher had for lunch D) To make learning more feasible and manageable
A) Test items are aligned to the target learning outcomes. B) Test items are suitable to all levels of students in a class. C) Test items are easy so that all the learners will pass. D) Tests observe appropriate complexity of assessment tasks. |