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) Purpose B) Progress C) Procrastination D) Pitch
A) Who will evaluate the test? B) When to administer 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) Ensure the test measures content and thinking skills B) Administer the test C) Analyze the test results D) Provide instruction for the test
A) The availability of assessment tools. B) The duration of the assessment cycle. C) Standards and competencies stated in the K to 12 Curriculum Guide. D) Content covered in the assessment tasks.
A) Focusing on assessment tasks that are challenging for students. B) Aligning activities and assessment tasks with the intended learning outcomes. C) Creating assessment tasks that are unrelated to the learning outcomes. D) Using assessment tasks that are abstract and difficult to understand
A) Assigning grades for report cards based on results of periodical examination B) Pretest is given to form initial impression of what learners know about the new unit of work. C) Planning instruction based on what needs to be emphasized and managed. D) Diagnosing the group's learning needs to determine how they can be better assissted and guided
A) Evaluating B) Creating (synthesis) C) Remembering (knowledge) D) Understanding (comprehension)
A) Provide feedback to help students succeed B) Allow schools to compare progress C) Enable teachers to test strategies D) Inform parents of students progress
A) Timeline and activities B) The number of chairs in the classroom C) How fast students run D) The color of the lesson plan
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 duration of the assessment cycle B) The number of assessment tasks. C) The availability of assessment tools 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) learning outcomes to be assessed B) content areas to be covered by the test C) instructional periods D) various test types
A) the same test format to be used in the assessment of all learning outcomes to maintain fairness. 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) a balance distribution of items across the various levels of learning outcomes.
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) Prepare a TOS B) Construct the test items C) Make an item analysis
A) While riding a bicycle B) During lunchtime C) Given a list of vocabulary words D) While playing video games
A) Table of Specification B) Test-draft C) Item Analysis D) Item Validation
A) Remembering (knowledge) B) Analyzing C) Applying D) Understanding (comprehension)
A) Outcomes Assessment B) Formative Assessment C) Constructive Alignment D) Summative Assessment
A) Outcomes Assessment B) Constructive Alignment C) Summative Assessment D) Formative Assessment
A) List B) Dance C) Nap D) Play Games
A) So, they can interpret test scores and help parents interpret the scores. B) Because the school requires a report of the parameters of all assessments. C) So, they can determine the reliability and validity measures for each quiz
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) Relevance B) Confidentiality C) Fairness D) Transparency
A) It makes the teacher laugh B) It helps learners improve and make progress C) It shows students how to draw D) It reminds students to bring snacks
A) By focusing only on traditional assessment methods B) By excluding assessment tasks that align with learners' learning styles 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) Applying C) Evaluating D) Remembering (knowledge)
A) Traditional B) Summative C) Formative D) Authentic
A) Tests observe appropriate complexity of assessment tasks. B) Test items are suitable to all levels of students in a class. C) Test items are aligned to the target learning outcomes. D) Test items are easy so that all the learners will pass.
A) Evaluation and Synthesis B) Knowledge and Comprehension C) Application and Analysis D) Construction and Preparation
A) What snacks students like B) The color of their pens C) Who the learner is D) How much candy students can eat
A) Quantitative and qualitative assessment methods B) Objective and subjective assessment methods C) Traditional and authentic assessment methods D) Formative and summative assessment methods
A) The type of shoes students wear B) The color of the classroom walls C) Difficulty and appropriateness for learners D) What students eat for lunch
A) Add two more options B) Shorten the statement. C) No need to improve the test item. D) Add one more option
A) Average B) Easy C) Difficult
A) fact B) hint C) Trivia D) answer
A) Create a muliplication table B) Describe what a dining table is C) Demonstrate on how to construct a dining table D) Give a lecture on construction
A) Average B) Easy C) Difficult
A) Biggs and Hattie B) Collis and Hattie C) Biggs and Collis D) Hattie and John
A) It should be vague and flexible. B) It should be clear and unambiguous. C) It should be something anyone can accomplish. D) It should be focused on the past
A) It simplifies complex concepts B) It encourages rote memorization C) It promotes deep thinking and learning D) it limits students cognitive abilities
A) Student Outcome Learning Organization B) System of Learning Outcomes C) Structured Outcome Learning Objective D) Structure of Observed Learning Outcome
A) To limit student creativity B) As a tool for memorization C) As a common language for learning D) To promote competition among students
A) It is an opinionated statement. B) It is neither true nor false. C) It is a vague item. D) It is an insignificant item.
A) 30% B) 70% C) 20% D) 60%
A) Try-out and validation B) construct the test items directly C) Identifying test objectives/lesson outcomes D) Prepare a table of specification
A) Distracters and stem B) Best options C) Stem and leaves D) Stem and options
A) Formative test B) Posttest C) Diagnostic test D) Pretest
A) distracter B) Stem or premise 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) 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 makes use of a specific determiner "usually" C) No, it does not express a complete thought. D) Yes, it is direct to the point.
A) The word "all" is misleading. B) That is the rule in formulating a true-false statement. 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) Secure B) Time-bound C) Self-disciplined D) Sensible
A) Alternate response tests B) constructed response test C) Modified true-false test
A) rubrics B) Activities C) tasks
A) Supply Type or Constructed Response Type B) Completion Type C) Essay D) True-False
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 a significant item. D) No, it is half-true, half false
A) reveal B) supports C) constant
A) Relevant B) Right C) Ready D) Realistic
A) Benjamin Bloom B) Rutherford C) Ralph Taylor
A) Applying B) Remembering (knowledge) C) Understanding (comprehension) D) Evaluating
A) To decorate the classroom B) To see how tall the students are C) To make learning more feasible and manageable D) To find out what the teacher had for lunch
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. |