A) Evaluation B) Application C) Analysis D) Synthesis
A) evaluation B) testing C) assessment D) measurement
A) Test B) Assessment C) Measurement D) Evaluation
A) Recite the multiplication table B) Use a mathematical formula to solve an algebra problem C) Observe a classroom and list down the things to be improved D) Compile personal records and documents
A) Either behavior or content B) Both behavior and content C) Behavior component only D) Content component only
A) Formative Test B) Summative Test C) Diagnostic Test D) Placement Test
A) Application, Synthesis and Evaluation B) Evaluation, Knowledge and Synthesis C) Comprehension, Knowledge and Synthesis D) Evaluation, Comprehension and Synthesis
A) Summative Test B) Diagnostic Test C) Placement Test D) Formative Test
A) Synthesis B) Comprehension C) Analysis D) Application
A) Comprehension B) Analysis C) Evaluation D) Application
A) Comprehension B) Application C) Evaluation D) Remembering
A) Responding B) Receiving C) Valuing D) Organizing
A) To require students to memorize information only B) To provide all the answers to students' questions. C) To act as a facilitator and guide for learning. D) To lecture throughout the class period.
A) Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. B) Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing. C) Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. D) Measurement is the process of quantifying data while evaluation is the process of organizing data.
A) Absolute maximum standard B) Relative standard C) Multiple standard D) Absolute minimum standard
A) Assessment should have a positive consequence on student's learning. B) Assessment should be based on clear and appropriate learning targets or objectives. C) Assessment should be fair. D) Assessment should be reliable.
A) Analysis B) Knowledge C) Comprehension D) Evaluation
A) Proceed to the next instructional objective B) Reteach the lesson C) Review the lesson D) Remediate the learning difficulty
A) During the instructional process B) Before instruction C) After instruction D) Prior to instruction
A) identity B) Given a diagram C) parts of the circulatory system D) With 75% correctness
A) alter B) varies C) rearranges D) displays
A) Norm-referenced assessment B) Alternative assessment C) Group assessment D) Authentic assessment
A) Mrs. Manaig who is computing the final of the students after completing all their requirements B) Mr. Yazon who is administering a test to his students. C) Prof. Ballesteros is planning for remedial instruction after knowing that students performed poorly in her test. D) Prof. Banasihan who is counting the scores obtained by the students in her test.
A) Translating, explaining, and interpreting information B) Listening attentively; cooperating with others C) Recognizing and recalling facts D) Designing a stage set; judging a contest
A) Internalizing B) Practicing C) Organizing D) Responding
A) test B) assessment C) traditional test D) paper and pencil
A) Application B) Recall C) Comprehension D) Creating
A) Students memorize facts through lectures only. B) The teacher gives all the information while students listen quietly. C) Students actively participate in discussions, problem-solving, and decision-making. D) The teacher controls all classroom activities without student input.
A) I, II, and III B) I, III and IV C) I and II only D) III and IV only
A) Creating B) Creativeness C) Creativity D) Create
A) Practicing B) Observing C) Imitating D) Adapting
A) deferred outcomes B) immediate outcomes C) student learning outcomes D) curriculum
A) Formative Test B) Diagnostic Test C) Summative Test D) Placement Test
A) With 95% accuracy B) compute C) Given a calculator D) average score of the student
A) Can identify collaborative skills B) Can measure limited set of objectives C) Can assess student's learning experiences over time D) Can determine creative skills of the students
A) On matters of procedure B) On matters of content C) on matters of standards D) on matters of emphasis
A) Students are evaluated based on varied evidence of learning. B) Students are evaluated in the most objected matter C) Students are evaluated in one sitting. D) Students do an actual demonstration of their skill.
A) Diagnostic B) Placement C) Formative D) Summative
A) Compare traditional assessment and authentic assessment B) What are the steps in constructing a test? C) Do you agree with the action of Sam? Justify your answer D) Enumerate the parts of a computer.
A) Check the different organization in a logical arguments. B) Identify the status of participating organization C) Classify the status of group organization D) Organize in logic the different participating group
A) Include an equal number of questions from all lessons, regardless of time spent. B) Exclude the less-covered lessons fromage the TOS entirely. C) Create harder questions for the lessons that were not covered thoroughly. D) Focus more on the lessons that were thoroughly covered and reduce questions on the less-covered ones.
A) Use distractors that are more closely related to the content and more plausible B) Give students more time to think through their answers C) Make all distractors sound completely random D) Include fewer options to make the test easier
A) To record attendance and class performance B) To determine student grades C) To outline content and cognitive levels covered in an assessment D) To rank students according to performance
A) The item is moderately difficult B) The item is very difficult C) The item is easy D) The item has poor discrimination
A) A test designed to assess knowledge of a current course B) A teacher grading based on class participation C) A test used to predict student success in future courses D) A test used to measure student satisfaction with the course
A) Make the stem ambiguous so students have to guess the intent B) Ensure the stem is written as a complete question or statement, clearly identifying what is being asked C) Include irrelevant information to Make the stem ambiguous so students have to guess the intent D) Include clues that lead students to the correct answer
A) The clarity of the tool's instructions B) The ability of the tool to adjust difficulty for different groups C) The elimination of any bias or disadvantage for any group of test-takers D) The ease with which the tool can graded
A) Use fewer items to make the test easier B) Group related items by topic and use separate matching sets for each group C) Include items from different topics mixed together in the matching columns D) Make all the options very similar, regardless of the topic
A) Assume the students didn't study enough B) Review the question to determine if it was poorly written or unclear C) Remove the question from the test and give everyone full credit D) Keep the question as it is for the next test
A) The time required to answer an item B) The number of items in a test C) The ability of an item to distinguish high-performing from low-performing learners D) The average score of the class
A) Creating items based on personal experiences B) Involving diverse educators in item creation C) Using technical jargon D) Keeping items the same from year to year
A) By only discussing correct answers B) By offering specific feedback on each item C) By avoiding feedback altogether D) By giving general comments
A) Construct validity B) Concurrent validity C) Predictive validity D) Face validity
A) More questions should be allocated to the topic covered in three lessons. B) Skip the topic covered in one lesson since it wasn't emphasized as much. C) The topic covered in one lesson should get more questions to balance the test. D) Equal weight should be given to both topics.
A) The item has no relationship to student performance B) The item is relatively difficult and has poor discrimination C) The item has moderate difficulty and good discrimination D) The item is very easy and should be discarded
A) Students prefer shorter answer choices B) It makes the test unfairly difficult C) Longer answer choices are more difficult for students to understand D) It may give students a hint that the longer choice is the correct one
A) To calculate the learners' mean score B) To determine the difficulty index C) To increase the difficulty of the test D) To ensure that all test materials are accounted for and secured
A) Immediately give both learners a failing grade B) Ignore the behavior C) Follow the established testing rules and address the situation discreetly D) Publicly embarrass the learners
A) The question is too difficult B) The question is well-balanced C) The question is too easy D) The question is invalid
A) The number of questions assigned to each topic and cognitive level B) The format of each test question C) The time allotted for each test section D) The grading criteria for each question
A) To determine the number of test takers B) To evaluate the quality of individual test items C) To determine the overall grade of learners D) To calculate the class attendance
A) The question is too easy and should be made harder B) The question is perfectly balanced C) The question is too difficult and may need revision D) The question should be removed from the test entirely
A) Concurrent validity B) Predictive validity C) Content validity D) Construct validity
A) Remove the question from the test and give everyone full credit. B) Keep the question as it is, since it was a valid question. C) Punish the students for not paying attention to that topic. D) Review the question to see if there was a misleading element and adjust it if necessary.
A) Give the learner the answers already completed by classmates B) Cancel the examination for everyone C) Follow the prescribed administration procedures for late examinees D) Let the learner enter and give extra time automatically
A) Ensure that the questions are clear and unambiguous, possibly rewriting vague items. B) Change all the questions to true/false format. C) Remove the difficult questions entirely. D) Make the test easier by reducing the number of questions.
A) Make the items in the answer column much longer than those in the question column B) Use abbreviations to save space C) Keep items in both columns brief and consistent in length D) Write long, detailed phrases in both columns
A) Difficulty = 0.70; Discrimination = 0.40 B) Difficulty = 0.60; Discrimination = 0.20 C) Difficulty = 0.80; Discrimination = 0.50 D) Difficulty = 0.90; Discrimination = 0.60
A) The students copied each other's answers. B) The students didn't study enough for the test. C) The distractor (incorrect option) was too similar to the correct answer, causing confusion. D) The question was too easy.
A) It provides a guide for how to administer the test B) It helps in determining the format of the test (e.g., multiple-choice or essay) C) It identifies the best teaching methods for each topic D) It ensures that test questions cover both content and cognitive domains appropriately
A) Use overly complicated terms to increase difficulty B) Make sure all items in both columns are identical C) Ensure the items are logically related in pairs D) Ensure both columns have the same number of items
A) Short-answer questions B) Performance tasks C) Multiple-choice questions Essay questions D) Essay questions
A) True/false B) Multiple-choice C) Essay D) Matching
A) Include an equal number of questions from both core and supplementary topics. B) Allocate more questions to core concepts and fewer to supplementary topics. C) Avoid asking questions about the core concepts since students should already know them. D) Focus only on the supplementary topics, as they are less familiar to students.
A) Avoid giving subjective tests altogether. B) Provide detailed instructions and examples to clarify the expectations for the responses. C) Give extra time to students with weaker writing skills only. D) Lower the expectations for all students.
A) When a teacher wants to evaluate the effectiveness of a new teaching method over time B) When a teacher aims to predict students' future performance based on current test scores C) When a teacher develops a test based on the course syllabus D) When a teacher wants to compare the results of two assessments given at the same time
A) By ensuring the assessment measures a broad range of content and thinking skills B) By making sure that students answer all questions C) By ensuring that the test results are graded fairly D) By eliminating the need for grading rubrics
A) The students' level of understanding B) The types of questions included in the test C) The topics or subject matter that the test will cover D) The layout and structure of the test
A) These questions were too easy for the majority of the class B) These questions were too difficult and need simplifying C) The questions were well-calibrated for student ability D) Most students struggled with these questions
A) 0.75 B) 0.67 C) 0.89 D) 0.50
A) Calculate the percentage of students who answered each question correctly B) Compare students' grades with their performance in previous tests C) Review student feedback on which questions they found difficult D) Check how long students took to answer each question
A) The test might be too easy for some students and too difficult for others B) All students understood the material equally C) The test covered only low-level questions D) The test was perfectly balanced
A) Used as the only item for the competency B) Automatically retained C) Reviewed and possibly revised or discarded D) Given to all learners again without changes
A) Ask the student to rewrite the answer in the exact form expected. B) Automatically give full credit to the student to avoid conflict. C) Refuse to change the grade because the answer wasn't an exact match. D) Reassess the answer for correctness based on the key idea, even if it's worded differently.
A) Male and female learners B) Old and young learners C) The men in uniform D) Upper and lower groups based on test performance
A) 0.75 B) 0.50 C) 0.25 D) 0.80
A) The item is moderately difficult B) The item is very easy C) The item is very difficult D) The item has no correct answer
A) Distribute questions across different cognitive levels based on their frequency in class. B) Only include questions that assess critical thinking skills. C) Focus only on recall questions for simplicity. D) Create the test based on the easiest tasks so all students can succeed.
A) Is longer than the correct answer B) Contains difficult vocabulary C) Is selected by some learners, particularly those who do not know the answer D) Is never selected by any learner
A) Ensuring a test measures what it claims to measure B) Designing a test based on a specific curriculum C) Comparing test scores to future performance in relevant tasks D) Using a test to rank students by their knowledge level |