A) Assigning grades based on performance B) A process of collecting and interpreting evidence to inform decisions C) Measuring student achievement only through test D) Standardizing all learning activities
A) Mode of delivery B) Level of difficulty C) Frequency of use D) Timing and purpose in the learning
A) College entrance test B) Exit ticket or quick quiz during a lesson C) End of semester exam D) National achievement test
A) Subjectivity in assessment B) Simplified grading C) Use of performance-based criteria D) Memorization of facts
A) Objectivity B) Validity C) Reliability D) Fairness
A) Is simple and easy to administer B) Produces consistent results over time C) Measures complex learning outcomes D) Always gives the same result regardless of context
A) It measures what was actually taught B) It simplifies test construction C) It reduces teaching workload D) It ensures high student scores
A) Oral recitation B) Multiple-choice test C) True or false quiz D) Science experiment report
A) Apply rules to nes situations B) List information C) Judge based on criteria and standards D) Describe concepts
A) Essay writing B) Fill-in the blank test C) Multiple choice recall test D) Matching-type test
A) The difficulty level of questions B) The length of the test C) Number of items test D) Equal scoring opportunities for all students
A) Administered after instruction B) Used only for final grades C) Identifies student prior knowledge and skills D) Always graded
A) To encourage competition B) To rank students C) To determine final grade D) To support learning and improvement
A) Using only one type of test to evaluate all learning outcomes B) Conducting peer assessments C) Giving feedback to students D) Using test results to adjust instruction
A) Identify top performers only B) Rank students C) Certify student achievement D) Guide and improve ongoing instruction
A) Emotional reaction of students to assessment B) Amount of time allocated for testing C) Influence of assessment on teaching and learning D) Financial cost of testing
A) Authenticity B) Reliability C) Validity D) Fairness
A) Basic understanding of teaching theories B) Memorizing test formats C) Strict use of standardized test D) Deep understanding of how to plan, develop, and use assessment effectively
A) Student against each other B) Performance to predetermined standards C) Year end averages D) Test results with national norms
A) Reliability B) Authenticity C) Validity D) Bias
A) Assign grades only B) Label students C) Compare teachers performance D) Modify teaching strategies
A) Diagnostic B) Final exam C) Summative D) Norm-referenced
A) Bias B) Instructional adjustment C) Summative practice D) Grading strategy
A) Proceed with the curriculum B) Review and reteach the topic C) Change the students grades D) Inform parents
A) Choosing the textbook B) Random lesson planning C) Conducting an assessment of prior knowledge D) Reviewing school rules
A) To punish late students B) To reduce teaching time C) To identify misconception D) To speed up the curriculum
A) Using assessment trends to revise lesson plans B) Teaching topics based on teacher preference C) Letting students choose what to study D) Guessing what students struggle with
A) By identifying individual student needs B) By discouraging variation C) By limiting curriculum flexibility D) By enforcing standardization
A) Effective use of assessment B) Poor ethical judgement C) High academic standards D) Motivational strategy
A) It replaces planning B) It informs instructional improvement C) It ends the teaching process D) It distracts from classroom management
A) Assessment as punishment B) Assessment of learning only C) Assessment for learning D) Assessment as a judgement tool
A) Instructional decisions B) Student social behavior C) Classroom decorations D) School funding
A) Increase anxiety B) Student confusion C) Better measurements of learning outcomes D) Slower class pacing
A) It supports continuous improvement B) It ensures student compliance C) It simplifies lesson plans D) It validates teacher authority
A) Complete required documentation B) Enhance learning outcomes C) Identify weak students D) Make teaching easier
A) It encourages guessing B) It focuses only on the final answers C) It limits autonomy D) It helps students reflect on their thinking and learning
A) Compliance without understanding B) Passive learning C) A learner-centered classroom D) Resistance to authority
A) Student accountability and reflection B) Parent disengagement C) Higher teacher workload D) Stress and fear
A) Teaching to the test B) Increased classroom dialogue C) Focus on creativity D) More student collaboration
A) Objective test with no reflection B) Memorization-based quizzes C) Performance-based tasks with feedback D) Timed drills
A) Time all tests strictly B) Provide varied assessment mode based on students needs C) Grades based on average only D) Give the same test to all students regardless of ability
A) Using results to judge student personality B) Ignoring test scores C) Posting scores publicity D) Keeping student data confidential
A) Ignore standards B) Teach fewer topics C) Feel overworked D) Be data-driven and student-responsive
A) Justify grading practice only B) Prepare students for failure C) Adjust strategies and materials for improvement D) Repeat lessons without changes
A) Continuous documentation of progress B) Surface learning C) One-shot testing D) Competition
A) Teaching involves to support deeper learning B) Teachers avoid hard topics C) It ends creativity D) Teachers become test writers only
A) Struggle to demonstrate learning B) Feel supported C) Perform well consistently D) Gain clarity
A) Results are immediate B) Everyone gets the same questions C) They may not capture critical thinking or creativity D) They are easy to score
A) Frequent, low-stakes formative assessment B) One final exam C) Grading based on behavior D) Surprise test
A) Motivate competition B) Collect student record C) Improve learning and inform teaching D) Ranks schools
A) Content coverage B) Assessment C) Teaching strategy D) Intended learning outcome (ILO)
A) Cognitive B) Norm-referenced C) Psychomotor D) Affective
A) Enhance communication competence B) Promote social responsibility C) Foster scientific literacy D) Develop critical thinking skills
A) Norm-referenced test B) Formative test C) Summative test D) Diagnostic test
A) Measurements B) Evaluation C) Testing D) Outcome
A) Formative test B) Summative test C) Achievement test D) Diagnostic test
A) Matching intentions with accomplishments B) Curriculum mapping C) High-stakes evaluation D) Norm-referenced testing
A) Diagnostic B) Affective C) Psychomotor D) Cognitive
A) Testing B) Measurements C) Evaluation D) Assessment
A) Ranking students according to their class standing B) Measuring performance based on a fixed standard of mystery C) Testing students natural ability to learn language D) Comparing students scores against a national sample
A) Summative test B) Formative test C) Diagnostic test D) High-stakes testing
A) Affective domain B) Cognitive domain C) Summative domain D) Psychomotor domain
A) Analyze and evaluate arguments in written form with at least 80% accuracy B) Memorize common fallacies from the textbook C) Design and conduct a basic experiment D) Deliver a persuasive speech with correct grammar
A) Open-ended flexible B) Broad and general C) Specific and measurable D) Focused only on attitudes
A) Cognitive B) Psychomotor C) Affective D) Evaluation
A) Teacher gives surprise quizzes weekly B) Teachers align lessons, activities, and test with intended outcomes C) Teacher grades based on attendance only D) Teacher covers all topics in the textbook
A) Criterion-reference test B) Summative test C) Diagnostic test D) Standardized test
A) Summative achievement B) Cognitive outcome C) Norm-referenced result D) Affective outcome
A) Formative compares students; summative compares standards B) Formative guides improvement, summative measures final achievement C) Formative is norm-referenced; summative is criterion-reference D) Formative is always written; summative is always oral
A) Norm-referencing B) Evaluation C) Testing only D) Measurements only
A) Norm-referencing B) Summative evaluation only C) Criterion-referencing D) Outcome-referencing
A) Affective domain B) Psychomotor domain C) Cognitive domain D) Evaluation domain
A) A test ranking students against others B) A test that measures knowledge after instruction C) A test identifying readiness for instruction D) A test predicting who might Excel in language learning
A) Affective B) Normative C) Cognitive D) Psychomotor
A) Content mastery B) High-stakes evaluation C) Learning outcomes application D) Process orientation
A) Achievement test B) Criterion-reference test C) Norm-referenced test D) Diagnostic test
A) Psychomotor outcomes B) Summative assessment C) Cognitive outcomes only D) Affective outcome
A) Giving a test in science B) Recording a student's quiz score C) Assigning 90% to a student's project D) Deciding a student is ready for honors recognition
A) To guarantee learners achieve intended outcomes and real-life competences B) To emphasize memorization of facts only C) To simplify lesson planning by using one method for all D) To ensure teachers cover all content in the curriculum
A) Testing and measurement only B) Surface learning only C) Affective outcome alone D) Alignment of OBE principles
A) Constructive alignment B) K-12 assessment guidelines C) Appropriate targets D) Learning outcomes
A) Assessment B) Learning outcomes C) Constructive alignment D) Teaching and learning Activities
A) Constructive alignment B) Learning outcomes C) Assessment D) Teaching and learning Activities
A) Constructive alignment B) Assessment C) Teaching and learning Activities D) Learning outcomes
A) Learning outcomes B) Appropriate targets C) K-12 assessment guidelines D) Assessment type
A) Formative type B) Performance standard C) Assessment type D) Content standard
A) Performance standard B) Summative standard C) Assessment type D) Content standard
A) Performance standard B) Summative standard C) Assessment type D) Content standard
A) Appropriate targets B) Summative assessment C) K-12 assessment D) Constructive alignment
A) Competencies B) Outcomes C) Objectives D) Assessment
A) Outcomes B) Assessment C) Objectives D) Competencies
A) Competencies B) Outcomes C) Objectives D) Assessment
A) Metacognitive domain B) High thinking skills C) Assessment domain D) Cognitive domain
A) Cognitive domain B) Psychomotor domain C) Affective domain D) Assessment domain
A) Affective domain B) Cognitive domain C) Psychomotor domain D) Assessment domain
A) Cognitive domain B) Holo domain C) Assessment domain D) Solo domain
A) Solo taxonomy B) Holo taxonomy C) Blooms taxonomy D) Marzano taxonomy |