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