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