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