A) Allow schools to compare progress B) Enable teachers to test strategies C) Inform parents of students progress D) Provide feedback to help students succeed
A) Applying B) Understanding (comprehension) C) Remembering (knowledge) D) Analyzing
A) While riding a bicycle B) While playing video games C) Given a list of vocabulary words D) During lunchtime
A) To make learning more feasible and manageable B) To see how tall the students are C) To decorate the classroom D) To find out what the teacher had for lunch
A) The number of chairs in the classroom B) Timeline and activities C) The color of the lesson plan D) How fast students run
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) Majority of the bright students get the perfect score in the summative test. B) The knowledgeable students obtain higher scores than the less knowledgeable ones. C) There is no difference in the test performance of the informed group and less able ones. D) Very few of the less able students fail the summative tests.
A) Ensures the test measures content and thinking skills B) Provide instruction for the test C) Administer the test D) Analyze the test results
A) What snacks students like B) How much candy students can eat C) The color of their pens 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) Summative B) Authentic C) Traditional D) Formative
A) Intended learning outcome B) Lesson objective C) Content
A) Application and Analysis B) Construction and Preparation C) Knowledge and Comprehension D) Evaluations and Synthesis
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) Creating assessment tasks that are unrelated to the learning outcomes. C) Using assessment tasks that are abstract and difficult to understand D) Aligning activities and assessment tasks with the intended learning outcomes.
A) Traditional and authentic assessment methods B) Quantitative and Qualitative assessment methods C) Formative and Summative assessment methods D) Objective and Subjective assessment methods
A) Making sure all the chairs are in a straight line B) Ensuring the competency connects with broader learning goals. C) Deciding what color to paint the classroom D) Checking if the teacher's desk is clean
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) The type of shoes students wear B) What students eat foe lunch C) The color of the classroom walls D) Difficulty and appropriateness for learner
A) It makes the teacher laugh B) It helps learners improve and make progress C) It shows students how to draw D) It reminds students to bring snacks
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) Applying B) Evaluating C) Understanding (comprehension) D) Remembering (knowledge)
A) Creating (Synthesis) B) Evaluating C) Remembering (Knowledge) D) Understanding (comprehension)
A) The duration of the assessment cycle B) The availability of assessment tools C) The number of assessment tasks D) The intended learning objective content
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 for all levels of students in a class.
A) Dance B) Nap C) List D) Play Games
A) Transparency B) Confidentiality C) Relevance D) Fairness
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) Test-draft B) Item Validation C) Table of Specification D) Item Analysis
A) Construct the test items B) Make an item analysis C) Prepare a TOS
A) Planning instruction based on what needs to be emphasized and managed. B) Diagnosing the group's learning needs to determine how they can be better assisted and guided C) Pretest is given to form an initial impression of what learners know about the new unit of work. D) Assigning grades for report cards based on results of periodical examination
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) Purpose B) Procrastination C) Progres D) Pitch
A) Content areas to be covered by the test B) Various test types C) Instructional periods D) Learning outcomes to be assessed
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) Stem and options B) Stem and leaves C) Distracters and stem D) Best options
A) Average B) Difficult C) Easy
A) Yes, it is simple. B) Yes, it is direct to the point. C) No, it makes use of a specific determiner "usually" D) No, it does not express a complete thought.
A) Constant B) Reveal C) Supports
A) It simplifies complex concepts B) It encourages rote memorization C) It promotes deep thinking and learning D) It limits students cognitive abilities
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) Get better at my job. B) Understand the material better C) Increase sales by 10% in the next quarter. D) Complete all my assigned tasks this week.
A) Completion Type B) Supply Type or Constructed Response type C) Essay D) True-false
A) Average B) Difficult C) Easy
A) 70% B) 20% C) 30% D) 60%
A) Ralph Taylor B) Rutherford C) Benjamin Bloom
A) Shorten the statement B) Add one more option C) No need to improve the test item D) Add two more options
A) B B) A C) D D) C
A) True B) Maybe C) False
A) Describe what a dining table is B) Demonstrate on how to construct a dining table C) Create a multiplication table D) Give a lecture on construction
A) Option or responses B) Stem or premise C) Distracter
A) Evaluation B) Creating C) Analysis
A) That is the rule in formulating a true-false statement B) The statement will always tend to be true. C) The statement will always tend to be false considering that there is an exception to every rule. D) The word "all" is misleading
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) Secure B) Sensible C) Time-bound D) Self-disciplined
A) Ready B) Realistic C) Right D) Relevant
A) Maybe B) Not Determined C) True
A) Hint B) Fact C) Trivia D) Answer
A) Hattie and John B) Biggs and Hattie C) Collis and Hattie D) Biggs and Collis
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 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 an opinionated statement B) It is a vague item C) It is neither true nor false D) It is an insignificant 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) System of Learning Outcomes B) Structure of Observed Learning Outcome C) Structured Outcome Learning Objective D) Student Outcome Learning Organization
A) Construct the test items directly B) Prepare a table of specification C) Identifying test objectives/ lesson outcomes D) Try-out and validation
A) Outcomes Assessment B) Formative Assessment C) Constructive Assessment D) Summative Assessment
A) Provide instruction for the test B) Administer the test C) Analyze the test results D) Ensure the test measures content and thinking skills
A) Summative B) Formative C) Authentic D) Traditional
A) Application and Analysis B) Construction and Preparation C) Knowledge and Comprehension D) Evaluation and Synthesis
A) Remembering (knowledge) B) Creating (synthesis) C) Evaluating D) Understanding (comprehension)
A) Tests observe appropriate complexity of assessment tasks. B) Test items are suitable to all levels of students in a class. C) Test items are aligned to the target learning outcomes. D) Test items are easy so that all the learners will pass.
A) How much candy students can eat B) Who the learner is C) The color of their pens D) What snacks students like
A) Nap B) Play games C) List D) Dance
A) various test types B) learning outcomes to be assessed C) instructional periods D) content areas to be covered by the test
A) The number of assessment tasks. B) The intended learning objective content C) The duration of the assessment cycle 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) 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) The color of the lesson plan B) Timeline and activities C) How fast students run D) The number of chairs in the classroom
A) The duration of the assessment cycle. B) Standards and competencies stated in the K to 12 Curriculum Guide. C) The availability of assessment tools. D) Content covered in the assessment tasks.
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) Lesson objective B) Intended learning outcome C) content
A) To find out what the teacher had for lunch B) To make learning more feasible and manageable C) To see how tall the students are D) To decorate the classroom
A) Diagnosing the group's learning needs to determine how they can be better assissted and guided B) Planning instruction based on what needs to be emphasized and managed. C) Assigning grades for report cards based on results of periodical examination D) Pretest is given to form initial impression of what learners know about the new unit of work.
A) Modified true-false test B) Alternate response tests C) constructed response test |