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