A) Provide feedback to help students succeed B) Inform parents of students progress C) Allow schools to compare progress D) Enable teachers to test strategies
A) Understanding (comprehension) B) Analyzing C) Applying D) Remembering (knowledge)
A) While playing video games B) While riding a bicycle C) During lunchtime D) Given a list of vocabulary words
A) To make learning more feasible and manageable B) To see how tall the students are C) To find out what the teacher had for lunch D) To decorate the classroom
A) How fast students run B) The color of the lesson plan C) The number of chairs in the classroom D) Timeline and activities
A) To assess the physical facilities of the educational program B) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes. 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) The knowledgeable students obtain higher scores than the less knowledgeable ones. 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) Administer the test D) Analyze the test results
A) Who the learner is B) How much candy students can eat C) The color of their pens D) What snacks students like
A) By focusing only on traditional assessment methods B) By excluding assessment tasks that align with learners' learning styles C) By assigning the same assessment task to all learners regardless of their intelligences. D) By using a variety of assessment tools and tasks aligned with learner's multiple intelligences and learning styles
A) Formative B) Authentic C) Summative D) Traditional
A) Lesson objective B) Intended learning outcome 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) Using assessment tasks that are abstract and difficult to understand C) Creating assessment tasks that are unrelated to the learning outcomes. D) Aligning activities and assessment tasks with the intended learning outcomes.
A) Traditional and authentic assessment methods B) Objective and Subjective assessment methods C) Formative and Summative assessment methods D) Quantitative and Qualitative 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) The duration of the assessment cycle. B) Content covered in the assessment tasks C) The availability of assessment tools. D) Standards and competencies stated in the K to 12 Curriculum Guide.
A) The color of the classroom walls B) The type of shoes students wear C) Difficulty and appropriateness for learner D) What students eat foe lunch
A) It helps learners improve and make progress B) It makes the teacher laugh C) It reminds students to bring snacks D) It shows students how to draw
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) Evaluating B) Understanding (comprehension) C) Applying D) Remembering (knowledge)
A) Understanding (comprehension) B) Remembering (Knowledge) C) Evaluating D) Creating (Synthesis)
A) The duration of the assessment cycle B) The number of assessment tasks 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 suitable for all levels of students in a class. C) Tests observe appropriate complexity of assessment tasks. D) Test items are aligned to the target learning outcomes.
A) Nap B) List C) Play Games D) Dance
A) Confidentiality B) Relevance C) Fairness D) Transparency
A) How many breaks students get B) The temperature of the Classroom C) How high students can jump D) The level of mastery needed to meet the objective
A) Item Validation B) Test-draft C) Item Analysis D) Table of Specification
A) Make an item analysis B) Construct the test items C) Prepare a TOS
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) Planning instruction based on what needs to be emphasized and managed. D) Diagnosing the group's learning needs to determine how they can be better assisted and guided
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) Pitch B) Purpose C) Progres D) Procrastination
A) Instructional periods B) Various test types C) Learning outcomes to be assessed D) Content areas to be covered by the test
A) Diagnostic B) Formative C) Summative
A) Activities B) Tasks C) Rubrics
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) Distracters and stem C) Stem and options D) Best options
A) Difficult B) Average C) Easy
A) Yes, it is simple. B) No, it makes use of a specific determiner "usually" C) Yes, it is direct to the point. D) No, it does not express a complete thought.
A) Reveal B) Constant C) Supports
A) It simplifies complex concepts B) It limits students cognitive abilities C) It encourages rote memorization D) It promotes deep thinking and learning
A) Yes, it makes students think B) Yes, it distinguishes the good from the not-so good student. C) No, it is half-true, half false D) No, it is a significant item.
A) Understand the material better B) Increase sales by 10% in the next quarter. C) Get better at my job. D) Complete all my assigned tasks this week.
A) True-false B) Supply Type or Constructed Response type C) Essay D) Completion Type
A) Easy B) Average C) Difficult
A) 60% B) 70% C) 20% D) 30%
A) Benjamin Bloom B) Ralph Taylor C) Rutherford
A) No need to improve the test item B) Add one more option C) Shorten the statement D) Add two more options
A) B B) C C) D D) A
A) False B) True C) Maybe
A) Demonstrate on how to construct a dining table B) Give a lecture on construction C) Describe what a dining table is D) Create a multiplication table
A) Distracter B) Stem or premise C) Option or responses
A) Evaluation B) Creating C) Analysis
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 half-false. B) It is a low-level question. C) It is obviously true. D) It is a double negative statement.
A) Secure B) Time-bound C) Sensible D) Self-disciplined
A) Realistic B) Ready C) Relevant D) Right
A) Not Determined B) True C) Maybe
A) Trivia B) Answer C) Hint D) Fact
A) Collis and Hattie B) Biggs and Hattie C) Hattie and John D) Biggs and Collis
A) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract B) Simple, Complex, Integrated, Elaborated, Advanced C) Basic, Intermediate, Advanced, Expert, Master 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 vague and flexible D) It should be focused on the past
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 promote competition among students B) As a tool for memorization C) To limit student creativity D) As a common language for learning
A) Structured Outcome Learning Objective B) Structure of Observed Learning Outcome C) Student Outcome Learning Organization D) System of Learning Outcomes
A) Construct the test items directly B) Try-out and validation C) Identifying test objectives/ lesson outcomes D) Prepare a table of specification
A) Formative Assessment B) Constructive Assessment C) Summative Assessment D) Outcomes Assessment
A) Provide instruction for the test B) Analyze the test results C) Administer the test D) Ensure the test measures content and thinking skills
A) Summative B) Traditional C) Formative D) Authentic
A) Construction and Preparation B) Knowledge and Comprehension C) Application and Analysis D) Evaluation and Synthesis
A) Remembering (knowledge) B) Understanding (comprehension) C) Evaluating D) Creating (synthesis)
A) Tests observe appropriate complexity of assessment tasks. B) Test items are aligned to the target learning outcomes. C) Test items are suitable to all levels of students in a class. D) Test items are easy so that all the learners will pass.
A) What snacks students like B) How much candy students can eat C) The color of their pens D) Who the learner is
A) Dance B) List C) Nap D) Play games
A) content areas to be covered by the test B) learning outcomes to be assessed C) various test types D) instructional periods
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) 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) When to administer the test? D) How to score the test?
A) The number of chairs in the classroom B) How fast students run C) Timeline and activities D) The color of the lesson plan
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) Make an item analysis B) Construct the test items C) Prepare a TOS
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) Lesson objective B) content C) Intended learning outcome
A) To see how tall the students are B) To decorate the classroom C) To find out what the teacher had for lunch D) To make learning more feasible and manageable
A) Diagnosing the group's learning needs to determine how they can be better assissted 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 initial impression of what learners know about the new unit of work.
A) Alternate response tests B) Modified true-false test C) constructed response test |