A) On matters of content B) On matters of standard C) On matters of emphasis D) On matters of procedure
A) Congruence of assessment and instructional objectives B) Focus on a group of assessment rather than on an individual assessment C) Shift from discrete-point test to investigate assessment D) Shift from paper
A) Either behavior or content B) Behavior component only C) Both behavior and content D) Content component only
A) Content-referenced B) Domain-referenced C) Criterion-referenced D) Norm-referenced
A) Group assessment B) Authentic assessment C) Alternative assessment D) Norm-referenced assessment
A) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly B) Agnes performed better in spelling than 70% of her classmates C) Agnes spelled 25 words out of 50 correctly D) Agnes was able to spell 75% of the words correctly
A) Can diagnose the strengths and weaknesses of students B) Can measure various skills of students C) Can describe what students can do one at a time D) Can employ moderately difficult items
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) Describe what an individual can do B) Employs predetermined level of performance C) Provides a relative position of individual student with a group D) Utilize all types of items to describe performance
A) Diary B) Observation report C) Anecdotal record D) Portfolio
A) An individual learner is adequately characterized by a test score B) Assessment should stress the reproduction of knowledge C) An individual learner is inadequately characterized by a test score D) Portfolio assessment is dynamic assessment
A) Exhibit one's work and be proud of one's collection B) Reflect on one's collection and identity strengths and weaknesses C) Set the targets for portfolio assessment D) Select evidences that could be captured one's portfolio
A) I, II, III, V, IV B) I, III, II, V, IV C) I, II, III, IV, V D) I, III, V, II, IV
A) Portfolio can measure skills on a single occasion. B) Portfolio can measure skills over a period of time. C) Portfolio can measure isolated skills of a student. D) Portfolio can measure passive response of students.
A) 25% B) 20% C) 15% D) 30%
A) Arranging B) Writing C) Classifying D) Studying
A) Comprehension B) Application C) Evaluation D) Remembering
A) Knowledge B) Comprehension C) Application D) Analysis
A) Knowledge B) Application C) Evaluation D) Comprehension
A) Applying B) Creating C) Remembering D) Understanding
A) Analyzing B) Understanding C) Applying D) Creating
A) Understanding attentively, cooperating with others B) Recognizing and recalling facts C) Translating, explaining, and interpreting information D) Designing a stage set; judging a contest
A) Apply B) Compose C) Evaluate D) Analyze
A) Responding to an issue B) Demonstrating awareness C) Showing behaviors that demonstrate the internalization D) Recalling information
A) Adapting B) Practicing C) Imitating D) Observing
A) Application B) Evaluation C) Knowledge D) Analysis
A) Synthesis B) Evaluation C) Analysis D) Application
A) Organizing B) Responding C) Practicing D) Internalizing
A) Observing B) Practicing C) Imitating D) Adapting
A) Parts of the circulatory system B) Given a diagram C) With 75% correctness D) Identify
A) Evaluation B) Analysis C) Comprehension D) Knowledge
A) Application B) Comprehension C) Analysis D) Evaluation
A) Evaluation, Knowledge and Synthesis B) Evaluation, Comprehension and Synthesis C) Comprehension, Knowledge and Synthesis D) Application, Synthesis and Evaluation
A) Comprehension B) Creating C) Application D) Analysis
A) Application B) Analysis C) Synthesis D) Comprehension
A) Receiving B) Valuing C) Responding D) Organizing
A) Adapting B) Imitating C) Practicing D) Observing
A) Application B) Comprehension C) Analysis D) Evaluation
A) What are the steps in constructing a test? B) Enumerate the parts of the computer C) Do you agree with the action of sam? justify your answer D) Compare and contrast traditional assessment and authentic assessment
A) Recall B) Application C) Comprehension D) Analysis
A) Create B) Evaluate C) Reflect D) Apply
A) Demonstrating internalization of values B) Responding to an issue C) Participating in the class D) Demonstrating awareness
A) Identify B) Given a diagram C) Parts of the circulatory system D) With 75% correctness
A) Compute B) Average score of the students C) Given a calculator D) With 95% accuracy
A) Utilize all types of items to describe performance B) Describe what an individual can do C) Employs predetermined level of performance D) Provides a relative position of individual student with a group
A) On matters of content B) On matters of procedure C) On matters of emphasis D) On matters of standards
A) Congruence of assessment and instructional objectives B) Shift from discrete-point test to investigate assessment C) Shift from paper-pencil to authentic assessment D) Focus on a group assessment rather than on individual assessment
A) Content component only B) Either behavior or content C) Both behavior and content D) Behavior component only
A) Domain-referenced B) Criterion-referenced C) Content-referenced D) Norm-referenced
A) Norm-referenced assessment B) Authentic assessment C) Group assessment D) Alternative assessment
A) Agnes performed better in spelling than 70% of her classmates B) Agnes spelled 25 words out of 50 correctly C) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly D) Agnes was able to spell 75% of the words correctly
A) Can employ moderately difficult items B) Can describe what students can do one at a time C) Can diagnose strengths and weaknesses of students D) Can measure various skills of students
A) Can identify collaborative skills B) Can assess student's learning experiences over time C) Can determine creative skills of the students D) Can measure limited set of objectives
A) Anecdotal record B) Diary C) Portfolio D) Observation report
A) An individual learner is adequately characterized by a test score B) Portfolio assessment is dynamic assessment C) Assessment should stress the reproduction of knowledge D) An individual learner is inadequately characterized by a test score
A) Select evidences that could be captured in one's portfolio B) Reflect on one's collection and identity strengths and weaknesses C) Exhibit one's work and be proud of one's collection D) Set the targets for portfolio assessment
A) Portfolio can measure skills on a single occasion B) Portfolio can measure isolated skills of students C) Portfolio can measure skills over a period of time D) Portfolio can measure the passive response of students
A) 40% B) 20% C) 15% D) 25%
A) I, II, III, IV, V B) I, II, III, V, IV C) I, III, V, II, IV D) I, III, II, V, IV
A) 32.57 B) 32.14 C) 32.05 D) 32.16
A) 40% B) 25% C) 15% D) 20%
A) Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. 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 the process of quantifying data while evaluation is the process of organizing data. D) Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing. |