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