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