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) Understanding (comprehension) B) Remembering (knowledge) C) Applying D) Analyzing
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 decorate the classroom C) To see how tall the students are D) To find out what the teacher had for lunch
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 evaluate the program's budget allocation for student learning outcomes. B) To compare student outcomes across different institutions C) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes. D) To assess the physical facilities of the educational program
A) There is no difference in the test performance of the informed group and less able ones. B) The knowledgeable students obtain higher scores than the less knowledgeable ones. C) Majority of the bright students get the perfect score in the summative test. D) Very few of the less able students fail the summative tests.
A) Analyze the test results B) Ensures the test measures content and thinking skills C) Provide instruction for the test D) Administer the test
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 focusing only on traditional assessment methods B) By using a variety of assessment tools and tasks aligned with learner's multiple intelligences and learning styles 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) Authentic B) Summative C) Formative D) Traditional
A) Lesson objective B) Content C) Intended learning outcome
A) Construction and Preparation B) Application and Analysis C) Evaluations and Synthesis D) Knowledge and Comprehension
A) So, they can determine the reliability and validity measures for each quiz B) So, they can interpret test scores and help parents interpret the scores. C) Because the school requires a report of the parameters of all assessments.
A) Using assessment tasks that are abstract and difficult to understand B) Aligning activities and assessment tasks with the intended learning outcomes. C) Focusing on assessment tasks that are challenging for students. D) Creating assessment tasks that are unrelated to the learning outcomes.
A) Objective and Subjective assessment methods B) Quantitative and Qualitative assessment methods C) Traditional and authentic assessment methods D) Formative and Summative assessment methods
A) Deciding what color to paint the classroom B) Making sure all the chairs are in a straight line C) Checking if the teacher's desk is clean D) Ensuring the competency connects with broader learning goals.
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) The type of shoes students wear B) What students eat foe lunch C) Difficulty and appropriateness for learner D) The color of the classroom walls
A) It shows students how to draw B) It makes the teacher laugh C) It reminds students to bring snacks D) It helps learners improve and make progress
A) The same test format to be used in the assessment of all learning outcomes to maintain fairness. B) Testing only the higher order learning outcomes to become more challenging C) a balance of distribution of items across the various levels of learning outcomes. D) equal number of items for all levels of learning outcomes across the intended unit of work.
A) Remembering (knowledge) B) Understanding (comprehension) C) Evaluating D) Applying
A) Understanding (comprehension) B) Remembering (Knowledge) C) Evaluating D) Creating (Synthesis)
A) The number of assessment tasks B) The availability of assessment tools C) The duration of the assessment cycle D) The intended learning objective content
A) Tests observe appropriate complexity of assessment tasks. B) Test items are aligned to the target learning outcomes. C) Test items are easy so that all the learners will pass. D) Test items are suitable for all levels of students in a class.
A) List B) Nap C) Play Games D) Dance
A) Fairness B) Transparency C) Confidentiality D) Relevance
A) The temperature of the Classroom B) How high students can jump C) How many breaks students get D) The level of mastery needed to meet the objective
A) Item Validation B) Test-draft C) Table of Specification D) Item Analysis
A) Make an item analysis B) Construct the test items C) Prepare a TOS
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) Pretest is given to form an initial impression of what learners know about the new unit of work. 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) What is to be measured? What content areas should be included? What types of test items are to be included? D) When to administer the test?
A) Purpose B) Procrastination C) Progres D) Pitch
A) Content areas to be covered by the test B) Various test types C) Learning outcomes to be assessed D) Instructional periods
A) Diagnostic B) Summative C) Formative
A) Activities B) Rubrics C) Tasks
A) Modified true-false test B) Alternate response test C) Constructed response test
A) Diagnostic test B) Formative test C) Pretest D) Posttest
A) Stem and leaves B) Stem and options C) Distracters and stem D) Best options
A) Average B) Easy C) Difficult
A) No, it makes use of a specific determiner "usually" B) Yes, it is direct to the point. C) Yes, it is simple. D) No, it does not express a complete thought.
A) Reveal B) Constant 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) No, it is a significant item. B) No, it is half-true, half false C) Yes, it makes students think D) Yes, it distinguishes the good from the not-so good student.
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) Essay B) Completion Type C) True-false D) Supply Type or Constructed Response type
A) Average B) Easy C) Difficult
A) 20% B) 60% C) 30% D) 70%
A) Benjamin Bloom B) Rutherford C) Ralph Taylor
A) Shorten the statement B) Add two more options C) Add one more option D) No need to improve the test item
A) A B) B C) C D) D
A) Maybe B) True 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) Distracter C) Stem or premise
A) Analysis B) Evaluation C) Creating
A) The statement will always tend to be false considering that there is an exception to every rule. B) The word "all" is misleading C) The statement will always tend to be true. D) That is the rule in formulating a true-false statement
A) Distracter B) Stem C) Key
A) It is a low-level question. B) It is a double negative statement. C) It is half-false. D) It is obviously true.
A) Self-disciplined B) Time-bound C) Secure D) Sensible
A) Relevant B) Realistic C) Ready D) Right
A) True B) Not Determined C) Maybe
A) Trivia B) Hint C) Fact D) Answer
A) Biggs and Hattie B) Biggs and Collis C) Hattie and John D) Collis and Hattie
A) Simple, Complex, Integrated, Elaborated, Advanced B) Initial, Single, Multiple, Connected, Extended C) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract D) Basic, Intermediate, Advanced, Expert, Master
A) It should be vague and flexible B) It should be something anyone can accomplish. C) It should be focused on the past D) It should be clear and unambiguous
A) It is a vague item B) It is an insignificant item C) It is an opinionated statement D) It is neither true nor false
A) To promote competition among students B) As a common language for learning C) As a tool for memorization D) To limit student creativity
A) Structure of Observed Learning Outcome B) Structured Outcome Learning Objective C) Student Outcome Learning Organization D) System of Learning Outcomes
A) Construct the test items directly B) Prepare a table of specification C) Try-out and validation D) Identifying test objectives/ lesson outcomes
A) Outcomes Assessment B) Constructive Assessment C) Summative Assessment D) Formative Assessment
A) Provide instruction for the test B) Analyze the test results C) Ensure the test measures content and thinking skills D) Administer the test
A) Authentic B) Traditional C) Summative D) Formative
A) Knowledge and Comprehension B) Application and Analysis C) Evaluation and Synthesis D) Construction and Preparation
A) Evaluating B) Creating (synthesis) C) Remembering (knowledge) 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 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) The color of their pens C) How much candy students can eat D) Who the learner is
A) Nap B) Play games C) List D) Dance
A) instructional periods B) various test types C) learning outcomes to be assessed D) content areas to be covered by the test
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) testing only the higher order learning outcomes to become more challenging B) a balance distribution of items across the various levels of learning outcomes. 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) How to score the test? B) What is to be measured? What content areas should be included? What types of test items are to be included? C) When to administer the test? D) Who will evaluate the test?
A) Timeline and activities B) The color of the lesson plan C) How fast students run D) The number of chairs in the classroom
A) The duration of the assessment cycle. B) The availability of assessment tools. C) Content covered in the assessment tasks. D) Standards and competencies stated in the K to 12 Curriculum Guide.
A) Construct the test items B) Prepare a TOS C) Make an item analysis
A) By focusing only on traditional assessment methods B) By assigning the same assessment tasks to all learners regardless of their intelligences. C) By using a variety of assessment tools and tasks aligned with learners' multiple intelligences and learning styles D) By excluding assessment tasks that align with learners' learning styles
A) Intended learning outcome B) content C) Lesson objective
A) To find out what the teacher had for lunch B) To decorate the classroom C) To see how tall the students are D) To make learning more feasible and manageable
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 assissted and guided 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) Alternate response tests B) constructed response test C) Modified true-false test |