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