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