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