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