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