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