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) Procrastination B) Progress C) Purpose D) Pitch
A) When to administer the test? B) Who will evaluate the test? C) How to score the test? D) What is to be measured? What content areas should be included? What types of test items are to be included?
A) Administer the test B) Ensure the test measures content and thinking skills C) Provide instruction for the test D) Analyze the test results
A) Content covered in the assessment tasks. B) The duration of the assessment cycle. 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) 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) 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) Creating (synthesis) B) Understanding (comprehension) C) Evaluating D) Remembering (knowledge)
A) Enable teachers to test strategies B) Allow schools to compare progress C) Inform parents of students progress D) Provide feedback to help students succeed
A) The number of chairs in the classroom B) Timeline and activities C) How fast students run D) The color of the lesson plan
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) There is no difference in the test performance of the informed group and less able ones. D) Very few of the less able students fail the summative tests.
A) The availability of assessment tools B) The duration of the assessment cycle C) The number of assessment tasks. D) The intended learning objective content
A) The temperature of the classroom B) How high students can jump C) How many breaks students get D) The level of mastery needed to meet the objective
A) content areas to be covered by the test B) various test types C) learning outcomes to be assessed D) instructional periods
A) testing only the higher order learning outcomes to become more challenging 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) the same test format to be used in the assessment of all learning outcomes to maintain fairness.
A) To compare student outcomes across different institutions B) To assess the physical facilities of the educational program C) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes. D) To evaluate the program's budget allocation for student learning outcomes.
A) Prepare a TOS B) Make an item analysis C) Construct the test items
A) During lunchtime B) While riding a bicycle C) While playing video games D) Given a list of vocabulary words
A) Table of Specification B) Item Validation C) Test-draft D) Item Analysis
A) Understanding (comprehension) B) Analyzing C) Remembering (knowledge) D) Applying
A) Constructive Alignment B) Outcomes Assessment C) Summative Assessment D) Formative Assessment
A) Summative Assessment B) Constructive Alignment C) Formative Assessment D) Outcomes Assessment
A) Play Games B) Dance C) Nap D) List
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) Making sure all the chairs are in a straight line B) Ensuring the competency connects with broader learning goals. C) Checking if the teacher's desk is clean D) Deciding what color to paint the classroom
A) content B) Intended learning outcome C) Lesson objective
A) Fairness B) Transparency C) Confidentiality D) Relevance
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 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) Understanding (comprehension) B) Remembering (knowledge) C) Evaluating D) Applying
A) Traditional B) Formative C) Summative 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) Knowledge and Comprehension B) Application and Analysis C) Evaluation and Synthesis D) Construction and Preparation
A) What snacks students like B) How much candy students can eat C) The color of their pens D) Who the learner is
A) Formative and summative assessment methods B) Objective and subjective assessment methods C) Quantitative and qualitative assessment methods D) Traditional and authentic 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) Shorten the statement. C) Add two more options D) No need to improve the test item.
A) Easy B) Difficult C) Average
A) answer B) fact C) Trivia D) hint
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) Average B) Easy C) Difficult
A) Hattie and John B) Collis and Hattie C) Biggs and Hattie D) Biggs and Collis
A) It should be focused on the past B) It should be vague and flexible. C) It should be something anyone can accomplish. D) It should be clear and unambiguous.
A) It simplifies complex concepts B) It encourages rote memorization C) It promotes deep thinking and learning D) it limits students cognitive abilities
A) Structured Outcome Learning Objective B) System of Learning Outcomes C) Student Outcome Learning Organization D) Structure of Observed Learning Outcome
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 neither true nor false. B) It is a vague item. C) It is an insignificant item. D) It is an opinionated statement.
A) 30% B) 70% C) 20% D) 60%
A) Identifying test objectives/lesson outcomes B) Try-out and validation C) construct the test items directly D) Prepare a table of specification
A) Stem and options B) Distracters and stem C) Best options D) Stem and leaves
A) Diagnostic test B) Formative test C) Posttest D) Pretest
A) options or responses B) Stem or premise C) distracter
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) Simple, Complex, Integrated, Elaborated, Advanced B) Initial, Single, Multiple, Connected, Extended C) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract D) Basic, Intermediate, Advanced, Expert, Master
A) Yes, it is simple. B) No, it does not express a complete thought. 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 true. C) The word "all" is misleading. D) The statement will always tend to be false considering that there is an exception to every rule.
A) Secure B) Self-disciplined C) Time-bound D) Sensible
A) constructed response test B) Alternate response tests C) Modified true-false test
A) rubrics B) Activities C) tasks
A) Completion Type B) Supply Type or Constructed Response Type C) Essay D) True-False
A) B B) A C) C D) D
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) reveal B) constant C) supports
A) Ready B) Realistic C) Relevant D) Right
A) Ralph Taylor B) Benjamin Bloom C) Rutherford
A) Evaluating B) Remembering (knowledge) C) Applying D) Understanding (comprehension)
A) To find out what the teacher had for lunch B) To see how tall the students are C) To decorate the classroom D) To make learning more feasible and manageable
A) Test items are easy so that all the learners will pass. B) Test items are suitable to all levels of students in a class. C) Test items are aligned to the target learning outcomes. D) Tests observe appropriate complexity of assessment tasks. |