A) To decorate the classroom B) To see how tall the students are C) To make learning more feasible and manageable D) To find out what the teacher had for lunch
A) Purpose B) Pitch C) Procrastination D) Progress
A) When to administer the test? B) How to score the test? C) What is to be measured? What content areas should be included? What types of test items are to be included? D) Who will evaluate the test?
A) Administer the test B) Analyze the test results C) Provide instruction for the test D) Ensure the test measures content and thinking skills
A) Standards and competencies stated in the K to 12 Curriculum Guide. B) Content covered in the assessment tasks. C) The duration of the assessment cycle. 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) Focusing on assessment tasks that are challenging for students. D) Using assessment tasks that are abstract and difficult to understand
A) Diagnosing the group's learning needs to determine how they can be better assissted and guided B) Planning instruction based on what needs to be emphasized and managed. C) Assigning grades for report cards based on results of periodical examination D) Pretest is given to form initial impression of what learners know about the new unit of work.
A) Remembering (knowledge) B) Creating (synthesis) C) Evaluating D) Understanding (comprehension)
A) Inform parents of students progress B) Allow schools to compare progress C) Enable teachers to test strategies D) Provide feedback to help students succeed
A) The number of chairs in the classroom B) The color of the lesson plan C) Timeline and activities D) How fast students run
A) The knowledgeable students obtain higher scores than the less knowledgeable ones. B) Majority of the bright students get perfect score in the summative test. C) Very few of the less able students fail the summative tests. D) There is no difference in the test performance of the informed group and less able ones.
A) The availability of assessment tools B) The duration of the assessment cycle C) The intended learning objective content D) The number of assessment tasks.
A) The temperature of the classroom B) How many breaks students get C) How high students can jump D) The level of mastery needed to meet the objective
A) various test types B) content areas to be covered by the test C) instructional periods D) learning outcomes to be assessed
A) the same test format to be used in the assessment of all learning outcomes to maintain fairness. B) equal number of items for all levels of learning outcomes across the intended unit of work. C) a balance distribution of items across the various levels of learning outcomes. 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 compare student outcomes across different institutions C) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes. D) To assess the physical facilities of the educational program
A) Make an item analysis B) Prepare a TOS C) Construct the test items
A) While riding a bicycle B) Given a list of vocabulary words C) While playing video games D) During lunchtime
A) Test-draft B) Item Validation C) Item Analysis D) Table of Specification
A) Remembering (knowledge) B) Analyzing C) Understanding (comprehension) D) Applying
A) Summative Assessment B) Formative Assessment C) Constructive Alignment D) Outcomes Assessment
A) Outcomes Assessment B) Summative Assessment C) Constructive Alignment D) Formative Assessment
A) Play Games B) Dance C) Nap D) List
A) So, they can interpret test scores and help parents interpret the scores. B) So, they can determine the reliability and validity measures for each quiz C) Because the school requires a report of the parameters of all assessments.
A) Deciding what color to paint the classroom B) Ensuring the competency connects with broader learning goals. C) Making sure all the chairs are in a straight line D) Checking if the teacher's desk is clean
A) Lesson objective B) Intended learning outcome C) content
A) Transparency B) Fairness C) Relevance D) Confidentiality
A) It reminds students to bring snacks B) It makes the teacher laugh C) It helps learners improve and make progress 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 using a variety of assessment tools and tasks aligned with learners' multiple intelligences and learning styles D) By assigning the same assessment tasks to all learners regardless of their intelligences.
A) Evaluating B) Understanding (comprehension) C) Applying D) Remembering (knowledge)
A) Traditional B) Formative C) Summative D) Authentic
A) Test items are suitable to all levels of students in a class. B) Test items are easy so that all the learners will pass. C) Tests observe appropriate complexity of assessment tasks. D) Test items are aligned to the target learning outcomes.
A) Knowledge and Comprehension B) Evaluation and Synthesis C) Construction and Preparation D) Application and Analysis
A) Who the learner is B) The color of their pens C) What snacks students like D) How much candy students can eat
A) Traditional and authentic assessment methods B) Objective and subjective assessment methods C) Quantitative and qualitative assessment methods D) Formative and summative assessment methods
A) The color of the classroom walls B) What students eat for lunch C) The type of shoes students wear D) Difficulty and appropriateness for learners
A) Add one more option B) No need to improve the test item. C) Add two more options D) Shorten the statement.
A) Difficult B) Easy C) Average
A) answer B) Trivia C) hint D) fact
A) Give a lecture on construction B) Create a muliplication table C) Demonstrate on how to construct a dining table D) Describe what a dining table is
A) Difficult B) Average C) Easy
A) Biggs and Hattie B) Biggs and Collis C) Collis and Hattie D) Hattie and John
A) It should be focused on the past B) It should be vague and flexible. C) It should be clear and unambiguous. D) It should be something anyone can accomplish.
A) It encourages rote memorization B) it limits students cognitive abilities C) It promotes deep thinking and learning D) It simplifies complex concepts
A) Structured Outcome Learning Objective B) Structure of Observed Learning Outcome C) Student Outcome Learning Organization D) System of Learning Outcomes
A) To promote competition among students B) As a tool for memorization C) As a common language for learning D) To limit student creativity
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) 20% B) 60% C) 30% D) 70%
A) Identifying test objectives/lesson outcomes B) Prepare a table of specification C) construct the test items directly D) Try-out and validation
A) Stem and options B) Best options C) Stem and leaves D) Distracters and stem
A) Diagnostic test B) Formative test C) Pretest D) Posttest
A) options or responses B) distracter C) Stem or premise
A) Get better at my job. B) Increase sales by 10% in the next quarter. C) Complete all my assigned tasks this week. D) Understand the material better
A) Initial, Single, Multiple, Connected, Extended B) Basic, Intermediate, Advanced, Expert, Master C) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract D) Simple, Complex, Integrated, Elaborated, Advanced
A) No, it does not express a complete thought. B) Yes, it is simple. C) Yes, it is direct to the point. D) No, it makes use of a specific determiner "usually"
A) That is the rule in formulating a true-false statement. B) The statement will always tend to be false considering that there is an exception to every rule. C) The statement will always tend to be true. D) The word "all" is misleading.
A) Self-disciplined B) Secure C) Sensible D) Time-bound
A) Alternate response tests B) constructed response test C) Modified true-false test
A) rubrics B) Activities C) tasks
A) True-False B) Completion Type C) Supply Type or Constructed Response Type D) Essay
A) A B) B C) D D) C
A) No, it is half-true, half false B) No, it is a significant item. C) Yes, it distinguishes the good from the not-so-good student. D) Yes, it makes the students think.
A) constant B) reveal C) supports
A) Right B) Realistic C) Relevant D) Ready
A) Benjamin Bloom B) Rutherford C) Ralph Taylor
A) Evaluating B) Applying C) Understanding (comprehension) D) Remembering (knowledge)
A) To decorate the classroom B) To make learning more feasible and manageable C) To see how tall the students are D) To find out what the teacher had for lunch
A) Tests observe appropriate complexity of assessment tasks. B) Test items are aligned to the target learning outcomes. C) Test items are easy so that all the learners will pass. D) Test items are suitable to all levels of students in a class. |