A) To make learning more feasible and manageable B) To find out what the teacher had for lunch C) To see how tall the students are D) To decorate the classroom
A) Procrastination B) Pitch C) Progress D) Purpose
A) What is to be measured? What content areas should be included? What types of test items are to be included? B) When to administer the test? C) Who will evaluate the test? D) How to score the test?
A) Analyze the test results B) Administer the test C) Ensure the test measures content and thinking skills D) Provide instruction for the test
A) The duration of the assessment cycle. B) Content covered in the assessment tasks. C) Standards and competencies stated in the K to 12 Curriculum Guide. D) The availability of assessment tools.
A) Aligning activities and assessment tasks with the intended learning outcomes. B) Creating assessment tasks that are unrelated to the learning outcomes. C) Using assessment tasks that are abstract and difficult to understand D) Focusing on assessment tasks that are challenging for students.
A) Pretest is given to form initial impression of what learners know about the new unit of work. B) Assigning grades for report cards based on results of periodical examination C) Diagnosing the group's learning needs to determine how they can be better assissted and guided D) Planning instruction based on what needs to be emphasized and managed.
A) Creating (synthesis) B) Evaluating C) Remembering (knowledge) D) Understanding (comprehension)
A) Inform parents of students progress B) Provide feedback to help students succeed C) Allow schools to compare progress D) Enable teachers to test strategies
A) The color of the lesson plan B) How fast students run C) Timeline and activities D) The number of chairs in the classroom
A) Very few of the less able students fail the summative tests. B) The knowledgeable students obtain higher scores than the less knowledgeable ones. C) There is no difference in the test performance of the informed group and less able ones. D) Majority of the bright students get perfect score in the summative test.
A) The intended learning objective content B) The duration of the assessment cycle C) The number of assessment tasks. D) The availability of assessment tools
A) The level of mastery needed to meet the objective B) The temperature of the classroom C) How high students can jump D) How many breaks students get
A) various test types B) content areas to be covered by the test C) learning outcomes to be assessed D) instructional periods
A) the same test format to be used in the assessment of all learning outcomes to maintain fairness. B) a balance distribution of items across the various levels of learning outcomes. C) equal number of items for all levels of learning outcomes across the intended unit of work. D) testing only the higher order learning outcomes to become more challenging
A) To evaluate the program's budget allocation for student learning outcomes. B) To assess the physical facilities of the educational program C) To compare student outcomes across different institutions D) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes.
A) Make an item analysis B) Prepare a TOS C) Construct the test items
A) While riding a bicycle B) While playing video games C) Given a list of vocabulary words D) During lunchtime
A) Test-draft B) Table of Specification C) Item Analysis D) Item Validation
A) Understanding (comprehension) B) Applying C) Analyzing D) Remembering (knowledge)
A) Formative Assessment B) Summative Assessment C) Constructive Alignment D) Outcomes Assessment
A) Constructive Alignment B) Summative Assessment C) Outcomes Assessment D) Formative Assessment
A) Play Games B) Dance C) List D) Nap
A) So, they can interpret test scores and help parents interpret the scores. B) Because the school requires a report of the parameters of all assessments. C) So, they can determine the reliability and validity measures for each quiz
A) Making sure all the chairs are in a straight line B) Checking if the teacher's desk is clean C) Ensuring the competency connects with broader learning goals. D) Deciding what color to paint the classroom
A) content B) Lesson objective C) Intended learning outcome
A) Relevance B) Fairness C) Confidentiality D) Transparency
A) It makes the teacher laugh B) It helps learners improve and make progress C) It reminds students to bring snacks D) It shows students how to draw
A) By excluding assessment tasks that align with learners' learning styles B) By focusing only on traditional assessment methods C) By assigning the same assessment tasks to all learners regardless of their intelligences. D) By using a variety of assessment tools and tasks aligned with learners' multiple intelligences and learning styles
A) Evaluating B) Understanding (comprehension) C) Remembering (knowledge) D) Applying
A) Formative B) Summative C) Traditional D) Authentic
A) Test items are aligned to the target learning outcomes. B) Test items are suitable to all levels of students in a class. C) Test items are easy so that all the learners will pass. D) Tests observe appropriate complexity of assessment tasks.
A) Evaluation and Synthesis B) Knowledge and Comprehension C) Construction and Preparation D) Application and Analysis
A) How much candy students can eat B) The color of their pens C) What snacks students like D) Who the learner is
A) Traditional and authentic assessment methods B) Objective and subjective assessment methods C) Formative and summative assessment methods D) Quantitative and qualitative assessment methods
A) What students eat for lunch B) Difficulty and appropriateness for learners C) The type of shoes students wear D) The color of the classroom walls
A) Shorten the statement. B) No need to improve the test item. C) Add two more options D) Add one more option
A) Average B) Easy C) Difficult
A) Trivia B) fact C) hint D) answer
A) Give a lecture on construction B) Describe what a dining table is C) Demonstrate on how to construct a dining table D) Create a muliplication table
A) Easy B) Average C) Difficult
A) Biggs and Hattie B) Collis and Hattie C) Biggs and Collis D) Hattie and John
A) It should be vague and flexible. B) It should be something anyone can accomplish. C) It should be clear and unambiguous. D) It should be focused on the past
A) it limits students cognitive abilities B) It promotes deep thinking and learning C) It simplifies complex concepts D) It encourages rote memorization
A) System of Learning Outcomes B) Student Outcome Learning Organization C) Structure of Observed Learning Outcome D) Structured Outcome Learning Objective
A) To promote competition among students B) As a tool for memorization C) To limit student creativity D) As a common language for learning
A) It is an insignificant item. B) It is neither true nor false. C) It is an opinionated statement. D) It is a vague item.
A) 30% B) 70% C) 20% D) 60%
A) Try-out and validation B) construct the test items directly C) Prepare a table of specification D) Identifying test objectives/lesson outcomes
A) Stem and options B) Stem and leaves C) Distracters and stem D) Best options
A) Formative test B) Pretest C) Posttest D) Diagnostic test
A) Stem or premise B) distracter C) options or responses
A) Understand the material better B) Increase sales by 10% in the next quarter. C) Complete all my assigned tasks this week. D) Get better at my job.
A) Initial, Single, Multiple, Connected, Extended B) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract C) Simple, Complex, Integrated, Elaborated, Advanced D) Basic, Intermediate, Advanced, Expert, Master
A) No, it does not express a complete thought. B) No, it makes use of a specific determiner "usually" C) Yes, it is direct to the point. D) Yes, it is simple.
A) The statement will always tend to be true. B) The word "all" is misleading. C) That is the rule in formulating a true-false statement. D) The statement will always tend to be false considering that there is an exception to every rule.
A) Sensible B) Time-bound C) Self-disciplined D) Secure
A) Modified true-false test B) Alternate response tests C) constructed response test
A) tasks B) rubrics C) Activities
A) Completion Type B) Essay C) True-False D) Supply Type or Constructed Response Type
A) D B) B C) C D) A
A) Yes, it makes the students think. B) No, it is a significant item. C) No, it is half-true, half false D) Yes, it distinguishes the good from the not-so-good student.
A) constant B) supports C) reveal
A) Realistic B) Right C) Ready D) Relevant
A) Benjamin Bloom B) Ralph Taylor C) Rutherford
A) Applying B) Understanding (comprehension) C) Remembering (knowledge) D) Evaluating
A) To make learning more feasible and manageable B) To see how tall the students are C) To find out what the teacher had for lunch D) To decorate the classroom
A) Test items are suitable to all levels of students in a class. B) Test items are aligned to the target learning outcomes. C) Test items are easy so that all the learners will pass. D) Tests observe appropriate complexity of assessment tasks. |