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