A) Provide feedback to help students succeed B) Allow schools to compare progress C) Inform parents of students progress D) Enable teachers to test strategies
A) Analyzing B) Applying C) Understanding (comprehension) D) Remembering (knowledge)
A) Given a list of vocabulary words B) During lunchtime C) While playing video games D) While riding a bicycle
A) To decorate the classroom B) To find out what the teacher had for lunch C) To see how tall the students are D) To make learning more feasible and manageable
A) The color of the lesson plan B) How fast students run C) Timeline and activities D) The number of chairs in the classroom
A) To compare student outcomes across different institutions B) To assess the physical facilities of the educational program C) To evaluate the program's budget allocation for student learning outcomes. D) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes.
A) Majority of the bright students get the perfect score in the summative test. 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) Very few of the less able students fail the summative tests.
A) Administer the test B) Analyze the test results C) Ensures the test measures content and thinking skills D) Provide instruction for the test
A) Who the learner is B) What snacks students like C) The color of their pens D) How much candy students can eat
A) By using a variety of assessment tools and tasks aligned with learner's multiple intelligences and learning styles B) By focusing only on traditional assessment methods C) By assigning the same assessment task to all learners regardless of their intelligences. D) By excluding assessment tasks that align with learners' learning styles
A) Authentic B) Summative C) Formative D) Traditional
A) Intended learning outcome B) Lesson objective C) Content
A) Evaluations and Synthesis B) Application and Analysis C) Construction and Preparation D) Knowledge and Comprehension
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) Aligning activities and assessment tasks with the intended learning outcomes. B) Using assessment tasks that are abstract and difficult to understand C) Focusing on assessment tasks that are challenging for students. D) Creating assessment tasks that are unrelated to the learning outcomes.
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) Ensuring the competency connects with broader learning goals. B) Making sure all the chairs are in a straight line C) Deciding what color to paint the classroom D) Checking if the teacher's desk is clean
A) Standards and competencies stated in the K to 12 Curriculum Guide. B) Content covered in the assessment tasks C) The availability of assessment tools. D) The duration of the assessment cycle.
A) What students eat foe lunch B) Difficulty and appropriateness for learner C) The color of the classroom walls D) The type of shoes students wear
A) It makes the teacher laugh B) It reminds students to bring snacks C) It helps learners improve and make progress D) It shows students how to draw
A) a balance of 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) Evaluating B) Applying C) Remembering (knowledge) D) Understanding (comprehension)
A) Understanding (comprehension) B) Remembering (Knowledge) C) Creating (Synthesis) D) Evaluating
A) The availability of assessment tools B) The intended learning objective content C) The duration of the assessment cycle D) The number of assessment tasks
A) Test items are suitable for all levels of students in a class. B) Tests observe appropriate complexity of assessment tasks. C) Test items are aligned to the target learning outcomes. D) Test items are easy so that all the learners will pass.
A) Nap B) List C) Play Games D) Dance
A) Relevance B) Transparency C) Confidentiality D) Fairness
A) How high students can jump B) The temperature of the Classroom C) How many breaks students get D) The level of mastery needed to meet the objective
A) Table of Specification B) Item Validation C) Item Analysis D) Test-draft
A) Prepare a TOS B) Make an item analysis C) Construct the test items
A) Pretest is given to form an initial impression of what learners know about the new unit of work. B) Diagnosing the group's learning needs to determine how they can be better assisted and guided C) Assigning grades for report cards based on results of periodical examination D) Planning instruction based on what needs to be emphasized and managed.
A) How to score the test? B) What is to be measured? What content areas should be included? What types of test items are to be included? C) Who will evaluate the test? D) When to administer the test?
A) Purpose B) Progres C) Pitch D) Procrastination
A) Instructional periods B) Content areas to be covered by the test C) Learning outcomes to be assessed D) Various test types
A) Summative B) Formative C) Diagnostic
A) Activities B) Tasks C) Rubrics
A) Constructed response test B) Alternate response test C) Modified true-false test
A) Pretest B) Diagnostic test C) Formative test D) Posttest
A) Stem and leaves B) Stem and options C) Best options D) Distracters and stem
A) Difficult B) Easy C) Average
A) No, it does not express a complete thought. B) No, it makes use of a specific determiner "usually" C) Yes, it is simple. D) Yes, it is direct to the point.
A) Reveal B) Supports C) Constant
A) It limits students cognitive abilities B) It promotes deep thinking and learning C) It simplifies complex concepts D) It encourages rote memorization
A) Yes, it makes students think B) No, it is a significant item. C) No, it is half-true, half false D) Yes, it distinguishes the good from the not-so good student.
A) Complete all my assigned tasks this week. B) Increase sales by 10% in the next quarter. C) Understand the material better D) Get better at my job.
A) True-false B) Supply Type or Constructed Response type C) Completion Type D) Essay
A) Easy B) Average C) Difficult
A) 30% B) 60% C) 20% D) 70%
A) Benjamin Bloom B) Rutherford C) Ralph Taylor
A) Shorten the statement B) No need to improve the test item C) Add one more option D) Add two more options
A) D B) A C) C D) B
A) Maybe B) False C) True
A) Give a lecture on construction B) Create a multiplication table C) Describe what a dining table is D) Demonstrate on how to construct a dining table
A) Option or responses B) Distracter C) Stem or premise
A) Creating B) Evaluation C) Analysis
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) Stem B) Distracter C) Key
A) It is a low-level question. B) It is a double negative statement. C) It is half-false. D) It is obviously true.
A) Sensible B) Self-disciplined C) Time-bound D) Secure
A) Right B) Realistic C) Ready D) Relevant
A) Not Determined B) True C) Maybe
A) Hint B) Fact C) Trivia D) Answer
A) Biggs and Collis B) Biggs and Hattie C) Hattie and John D) Collis and Hattie
A) Basic, Intermediate, Advanced, Expert, Master B) Simple, Complex, Integrated, Elaborated, Advanced C) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract D) Initial, Single, Multiple, Connected, Extended
A) It should be clear and unambiguous B) It should be something anyone can accomplish. C) It should be focused on the past D) It should be vague and flexible
A) It is an opinionated statement B) It is neither true nor false C) It is an insignificant item D) It is a vague item
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) System of Learning Outcomes B) Student Outcome Learning Organization C) Structured Outcome Learning Objective D) Structure of Observed Learning Outcome
A) Try-out and validation B) Construct the test items directly C) Prepare a table of specification D) Identifying test objectives/ lesson outcomes
A) Outcomes Assessment B) Summative Assessment C) Formative Assessment D) Constructive Assessment
A) Provide instruction for the test B) Analyze the test results C) Ensure the test measures content and thinking skills D) Administer the test
A) Authentic B) Traditional C) Summative D) Formative
A) Application and Analysis B) Evaluation and Synthesis C) Knowledge and Comprehension D) Construction and Preparation
A) Evaluating B) Understanding (comprehension) C) Creating (synthesis) D) Remembering (knowledge)
A) Test items are easy so that all the learners will pass. B) Tests observe appropriate complexity of assessment tasks. C) Test items are aligned to the target learning outcomes. D) Test items are suitable to all levels of students in a class.
A) The color of their pens B) What snacks students like C) Who the learner is D) How much candy students can eat
A) Nap B) Play games C) List D) Dance
A) various test types B) learning outcomes to be assessed C) content areas to be covered by the test D) instructional periods
A) The number of assessment tasks. B) The duration of the assessment cycle C) The availability of assessment tools D) The intended learning objective content
A) testing only the higher order learning outcomes to become more challenging 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) equal number of items for all levels of learning outcomes across the intended unit of work.
A) What is to be measured? What content areas should be included? What types of test items are to be included? B) How to score the test? C) When to administer the test? D) Who will evaluate the test?
A) How fast students run B) Timeline and activities C) The number of chairs in the classroom D) The color of the lesson plan
A) The availability of assessment tools. B) The duration of the assessment cycle. C) Content covered in the assessment tasks. D) Standards and competencies stated in the K to 12 Curriculum Guide.
A) Construct the test items B) Make an item analysis C) Prepare a TOS
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) content B) Lesson objective C) Intended learning outcome
A) To find out what the teacher had for lunch B) To see how tall the students are C) To make learning more feasible and manageable D) To decorate the classroom
A) Pretest is given to form initial impression of what learners know about the new unit of work. 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) Planning instruction based on what needs to be emphasized and managed.
A) Modified true-false test B) constructed response test C) Alternate response tests |