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