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) Analyzing B) Applying C) Understanding (comprehension) D) Remembering (knowledge)
A) While playing video games B) During lunchtime C) Given a list of vocabulary words D) While riding a bicycle
A) To see how tall the students are B) To make learning more feasible and manageable C) To find out what the teacher had for lunch D) To decorate the classroom
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) Very few of the less able students fail the summative tests. D) The knowledgeable students obtain higher scores than the less knowledgeable ones.
A) Ensures the test measures content and thinking skills B) Analyze the test results C) Administer the test D) Provide instruction for the test
A) Who the learner is B) How much candy students can eat C) What snacks students like D) The color of their pens
A) By assigning the same assessment task to all learners regardless of their intelligences. B) By focusing only on traditional assessment methods C) By excluding assessment tasks that align with learners' learning styles D) By using a variety of assessment tools and tasks aligned with learner's multiple intelligences and learning styles
A) Formative B) Traditional C) Authentic D) Summative
A) Content B) Intended learning outcome C) Lesson objective
A) Application and Analysis B) Construction and Preparation C) Evaluations and Synthesis 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) Focusing on assessment tasks that are challenging for students. B) Creating assessment tasks that are unrelated to the learning outcomes. C) Aligning activities and assessment tasks with the intended learning outcomes. D) Using assessment tasks that are abstract and difficult to understand
A) Traditional and authentic assessment methods B) Formative and Summative assessment methods C) Quantitative and Qualitative assessment methods D) Objective and Subjective assessment methods
A) Making sure all the chairs are in a straight line B) Deciding what color to paint the classroom C) Checking if the teacher's desk is clean D) Ensuring the competency connects with broader learning goals.
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) Difficulty and appropriateness for learner B) The color of the classroom walls C) What students eat foe lunch D) The type of shoes students wear
A) It helps learners improve and make progress B) It shows students how to draw C) It reminds students to bring snacks D) It makes the teacher laugh
A) equal number of items for all levels of learning outcomes across the intended unit of work. B) a balance of 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) Testing only the higher order learning outcomes to become more challenging
A) Remembering (knowledge) B) Evaluating C) Understanding (comprehension) D) Applying
A) Remembering (Knowledge) B) Evaluating C) Creating (Synthesis) D) Understanding (comprehension)
A) The number of assessment tasks B) The duration of the assessment cycle C) The intended learning objective content D) The availability of assessment tools
A) Test items are easy so that all the learners will pass. B) Test items are aligned to the target learning outcomes. C) Test items are suitable for all levels of students in a class. D) Tests observe appropriate complexity of assessment tasks.
A) Dance B) List C) Nap D) Play Games
A) Fairness B) Relevance C) Confidentiality D) Transparency
A) The level of mastery needed to meet the objective B) The temperature of the Classroom C) How high students can jump D) How many breaks students get
A) Table of Specification B) Item Validation C) Test-draft D) Item Analysis
A) Make an item analysis B) Prepare a TOS C) Construct the test items
A) Assigning grades for report cards based on results of periodical examination B) Diagnosing the group's learning needs to determine how they can be better assisted and guided C) Planning instruction based on what needs to be emphasized and managed. D) Pretest is given to form an initial impression of what learners know about the new 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) Pitch B) Procrastination C) Purpose D) Progres
A) Instructional periods B) Content areas to be covered by the test C) Learning outcomes to be assessed D) Various test types
A) Diagnostic B) Summative C) Formative
A) Activities B) Tasks C) Rubrics
A) Modified true-false test B) Alternate response test C) Constructed response test
A) Posttest B) Pretest C) Diagnostic test D) Formative test
A) Distracters and stem B) Stem and options C) Stem and leaves D) Best options
A) Average B) Easy C) Difficult
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 encourages rote memorization B) It promotes deep thinking and learning C) It limits students cognitive abilities D) It simplifies complex concepts
A) No, it is a significant item. B) No, it is half-true, half false C) Yes, it distinguishes the good from the not-so good student. D) Yes, it makes students think
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) Completion Type B) True-false C) Supply Type or Constructed Response type D) Essay
A) Easy B) Difficult C) Average
A) 30% B) 70% C) 20% D) 60%
A) Rutherford B) Benjamin Bloom C) Ralph Taylor
A) No need to improve the test item B) Add two more options C) Add one more option D) Shorten the statement
A) A B) B C) C D) D
A) True B) Maybe C) False
A) Give a lecture on construction B) Demonstrate on how to construct a dining table C) Create a multiplication table D) Describe what a dining table is
A) Distracter B) Option or responses C) Stem or premise
A) Creating B) Evaluation C) Analysis
A) The statement will always tend to be true. 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 false considering that there is an exception to every rule.
A) Stem B) Key C) Distracter
A) It is obviously true. B) It is a low-level question. C) It is a double negative statement. D) It is half-false.
A) Sensible B) Secure C) Self-disciplined D) Time-bound
A) Realistic B) Ready C) Right D) Relevant
A) Maybe B) True C) Not Determined
A) Fact B) Trivia C) Hint D) Answer
A) Hattie and John B) Biggs and Hattie C) Biggs and Collis D) Collis and Hattie
A) Basic, Intermediate, Advanced, Expert, Master B) Initial, Single, Multiple, Connected, Extended C) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract D) Simple, Complex, Integrated, Elaborated, Advanced
A) It should be focused on the past B) It should be something anyone can accomplish. C) It should be clear and unambiguous D) It should be vague and flexible
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) To limit student creativity B) As a common language for learning C) To promote competition among students D) As a tool for memorization
A) Structure of Observed Learning Outcome B) Student Outcome Learning Organization C) Structured Outcome Learning Objective D) System of Learning Outcomes
A) Prepare a table of specification B) Construct the test items directly C) Try-out and validation D) Identifying test objectives/ lesson outcomes
A) Outcomes Assessment B) Formative Assessment C) Summative Assessment D) Constructive Assessment
A) Administer the test B) Provide instruction for the test C) Analyze the test results D) Ensure the test measures content and thinking skills
A) Traditional B) Summative C) Formative D) Authentic
A) Evaluation and Synthesis B) Construction and Preparation C) Application and Analysis D) Knowledge and Comprehension
A) Creating (synthesis) B) Remembering (knowledge) C) Understanding (comprehension) D) Evaluating
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.
A) Who the learner is B) The color of their pens C) How much candy students can eat D) What snacks students like
A) Play games B) Dance C) List D) Nap
A) instructional periods B) content areas to be covered by the test C) learning outcomes to be assessed D) various test types
A) The intended learning objective content B) The duration of the assessment cycle C) The number of assessment tasks. D) The availability of assessment tools
A) a balance distribution of items across the various levels of learning outcomes. B) the same test format to be used in the assessment of all learning outcomes to maintain fairness. C) testing only the higher order learning outcomes to become more challenging 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) Who will evaluate the test? C) How to score the test? D) When to administer the test?
A) Timeline and activities B) How fast students run C) The color of the lesson plan D) The number of chairs in the classroom
A) The availability of assessment tools. B) Content covered in the assessment tasks. C) Standards and competencies stated in the K to 12 Curriculum Guide. D) The duration of the assessment cycle.
A) Make an item analysis B) Construct the test items 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 decorate the classroom C) To make learning more feasible and manageable D) To see how tall the students are
A) Assigning grades for report cards based on results of periodical examination B) Planning instruction based on what needs to be emphasized and managed. C) Diagnosing the group's learning needs to determine how they can be better assissted and guided D) Pretest is given to form initial impression of what learners know about the new unit of work.
A) Alternate response tests B) constructed response test C) Modified true-false test |