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