A) Norm-referenced Assessment B) Multiple Choice type of test C) Authentic Assessment D) Criterion-referenced Assessment
A) On the task B) On the process C) On the learning outcome D) On the product
A) Pushes students' desire to work for higher grades B) Needed to select appropriate course for students C) Helps determine students class rank and credits D) Needed to communicate with parents and teachers and students
A) I only B) i and III C) Ill only D) 1, II, and III
A) Re-teach the lesson for all. B) Let those who learned what you wanted to teach them tutor the other 50%. C) Tell the other 50% who did not learn what you taught to do more practice at home. D) Give more exercises for those who did not learn what you taught them.
A) Re-test the students on the items not answered correctly B) Re-teach those items not mastered C) Delete them from the course syllabus D) Discard the test items; don't include them in students' scores.
A) Measurable B) Valid C) Creative D) Comprehensive
A) allows for students' choice B) predicts performance in a future test C) is aligned to the learning outcomes D) yields consistent students' scores
A) Reliability B) Validity C) Objectivity D) Fairness
A) The scores of most of the students are high B) The scores of the students are consistent C) The scores of the students are evenly distributed from low to high D) All scores are above the average score
A) Assessment can be in the first and last part of the instructional cycle. B) We cannot have complete teaching without assessment. C) Assessment is dispensable in the teaching-learning process. D) Assessment is the last part of the instructional cycle.
A) I and II B) I and III C) 1, I| and III D) Il and Ill
A) Norm-referenced assessment B) Authentic assessment C) Criterion-referenced assessment D) Traditional assessment
A) Clarify the testing environment B) Provide the dates of the next assessment C) Take the fear out of the testing jargon D) Give a surprise test
A) Display great listening skills B) Involve the student by asking him/her comments. C) Cite examples whenever possible to help the student understand feedback better D) Don't allow the student to explain his/her differing opinion
A) It is a test of teacher's teaching effcetiveness B) It is a summative test to check on what the students learned at the end of the Iterm C) It is a test to determine what they have learned and what they have not learned for purposes of instructional adjustments D) It is a basis for grouping students for tutorial sessions
A) Assessment B) Performance Tasks C) Rubrics D) Criteria
A) Performance-Based Tests B) Matching Type C) True-False D) Multiple-Choice
A) Criterion Referenced B) Standardized C) Norm-referenced
A) the scores of other students in class B) his score in the pretest C) his score in previous test D) the established criterion of success
A) Table of Specification B) Item Validation C) Test Draft D) Item Analysis
A) Decontextualized assessment B) Contextualized assessment C) Criterion-referenced assessment D) Norm-referenced assessment
A) Neither of the two B) Criterion-referenced grading C) Norm-referenced grading
A) Promoted to the next grade level B) must pass remedial class C) Retained in the same grade level
A) systematic B) holistic C) analytic
A) task description B) Scale C) criteria D) Components
A) When they assess the realization of the intended learning outcomes. B) When they test higher-order thinking skills C) When they are given in various forms D) When students score high
A) Il and III B) 1, II, and Ill C) I and Il
A) Each criterion represents and aspect of the instructional objective that students are intended to learn B) Each criterion identifies a separate aspect of the learning outcomes the performance is intended to assess C) Each criterion describes a quality in the performance that can be seen or heard by someone other than the person performing D) Each criterion has a clear, agreed upon meaning that both teachers and students understand
A) A and B B) Descriptions of performance for each criterion along a continuum C) Direction on how to use the criteria D) Appropriate criteria
A) Poor B) Very Poor C) Rarely D) Never
A) None B) Usually C) Never D) Very rarely
A) Holistic Rubrics B) Outline C) Analytic Rubrics
A) Define criteria B) Survey models C) Book Review D) Agree on the levels of quality
A) Standardized B) Criterion-referenced C) Norm-referenced
A) up to two digits B) either of the two C) Whole numbers
A) Second Quarter only B) First Quarter only C) Both quarters
A) All of these B) Give intervention through remediation and extra lessons from the teacher of the subject C) Inform the parents not later than the 5th week of the quarter
A) pretest B) formative test C) post test
A) rubric assessment B) Authentic Assessment C) portfolio assessment D) Traditional assessment
A) Skills and Attributes B) Students' understanding C) Knowledge, Skills and Conceptual understanding D) Knowledge and Skills
A) Formative assessment B) summative assessments C) formal assessment D) Performance-based assessments
A) gives one's level of performance per criterion B) It allows one to pinpoint the strengths and weaknesses of one's work. C) is easier to construct than the holistic rubric D) It is time consuming
A) Reflect on one's collection and identify strengths and weaknesses B) Exhibit one's work and be proud of one's collection C) Select evidences that could be captured in one's portfolio D) Set the targets for portfolio assessment.
A) It accentuates on process as well as product. B) It also stresses doing, not only knowing. C) It emphasizes merely process.
A) Show positive attitude towards learning common nouns B) Construct a paragraph using common nouns C) Identify common nouns in a reading selection D) User a common noun in a sentence
A) No, it is just common to see more of the students having grade of 3 in a 5-point scale. B) No, such result is acceptable as long as it has a positive consequence to the students. C) Yes, the teacher could have committed the generosity error. D) Yes, the teacher could have committed the central tendency source of error.
A) The practice is not acceptable because it violates the principle of validity. B) The practice is not acceptable because it violates the principle of reliability. C) The practice is acceptable because the students behaved well when they were given a test. D) The practice is acceptable since the test results are graded.
A) Diagnostic Assessment B) Formative Assessment C) Summative Assessment D) Placement Assessment
A) The items of any particular type should be arranged in an ascending order of difficulty. B) All items should be approximately 50 percent difficulty. C) All the items of particular type should be placed together in the test. D) The items should be phrased so that the content rather than the form of the statements will determine the answer.
A) Assigns students to take turns in leading the group B) Assign the students to take turns in reading the lessons to the class C) Tell students that full credit is given to written work D) Makes use of group dynamics such as buzz sessions, small group discussions, etc.
A) Holistic B) Eclectic C) Anayltic
A) questionable reliability B) need for revision C) very good for a classroom test D) excellent reliability
A) up to two digits B) Whole numbers C) either of the two
A) Students' favorably relating to one another B) Students' enjoying the class C) Students' learning D) Students' attending the class |