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