A) On matters of standard B) On matters of emphasis C) On matters of procedure D) On matters of content
A) Shift from paper B) Shift from discrete-point test to investigate assessment C) Congruence of assessment and instructional objectives D) Focus on a group of assessment rather than on an individual assessment
A) Both behavior and content B) Behavior component only C) Content component only D) Either behavior or content
A) Content-referenced B) Criterion-referenced C) Domain-referenced D) Norm-referenced
A) Authentic assessment B) Group assessment C) Norm-referenced assessment D) Alternative assessment
A) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly B) Agnes spelled 25 words out of 50 correctly C) Agnes performed better in spelling than 70% of her classmates D) Agnes was able to spell 75% of the words correctly
A) Can employ moderately difficult items B) Can describe what students can do one at a time C) Can diagnose the strengths and weaknesses of students D) Can measure various skills of students
A) Can measure limited set of objectives B) Can assess student's learning experiences over time C) Can identify collaborative skills D) Can determine creative skills of the students
A) Describe what an individual can do B) Utilize all types of items to describe performance C) Provides a relative position of individual student with a group D) Employs predetermined level of performance
A) Observation report B) Diary C) Anecdotal record D) Portfolio
A) An individual learner is adequately characterized by a test score B) Portfolio assessment is dynamic assessment C) Assessment should stress the reproduction of knowledge D) An individual learner is inadequately characterized by a test score
A) Set the targets for portfolio assessment B) Exhibit one's work and be proud of one's collection C) Reflect on one's collection and identity strengths and weaknesses D) Select evidences that could be captured one's portfolio
A) I, II, III, V, IV B) I, III, V, II, IV C) I, III, II, V, IV D) I, II, III, IV, V
A) Portfolio can measure isolated skills of a student. B) Portfolio can measure skills over a period of time. C) Portfolio can measure passive response of students. D) Portfolio can measure skills on a single occasion.
A) 25% B) 20% C) 15% D) 30%
A) Classifying B) Writing C) Studying D) Arranging
A) Evaluation B) Comprehension C) Remembering D) Application
A) Analysis B) Comprehension C) Knowledge D) Application
A) Comprehension B) Application C) Evaluation D) Knowledge
A) Remembering B) Understanding C) Creating D) Applying
A) Understanding B) Applying C) Analyzing D) Creating
A) Understanding attentively, cooperating with others B) Designing a stage set; judging a contest C) Translating, explaining, and interpreting information D) Recognizing and recalling facts
A) Evaluate B) Compose C) Analyze D) Apply
A) Responding to an issue B) Recalling information C) Showing behaviors that demonstrate the internalization D) Demonstrating awareness
A) Observing B) Adapting C) Practicing D) Imitating
A) Evaluation B) Analysis C) Knowledge D) Application
A) Analysis B) Evaluation C) Synthesis D) Application
A) Responding B) Internalizing C) Practicing D) Organizing
A) Adapting B) Observing C) Practicing D) Imitating
A) Given a diagram B) With 75% correctness C) Parts of the circulatory system D) Identify
A) Comprehension B) Evaluation C) Analysis D) Knowledge
A) Evaluation B) Analysis C) Application D) Comprehension
A) Application, Synthesis and Evaluation B) Comprehension, Knowledge and Synthesis C) Evaluation, Comprehension and Synthesis D) Evaluation, Knowledge and Synthesis
A) Comprehension B) Analysis C) Creating D) Application
A) Application B) Comprehension C) Synthesis D) Analysis
A) Organizing B) Responding C) Valuing D) Receiving
A) Observing B) Imitating C) Practicing D) Adapting
A) Analysis B) Evaluation C) Comprehension D) Application
A) Enumerate the parts of the computer B) Do you agree with the action of sam? justify your answer C) What are the steps in constructing a test? D) Compare and contrast traditional assessment and authentic assessment
A) Recall B) Analysis C) Application D) Comprehension
A) Create B) Apply C) Evaluate D) Reflect
A) Demonstrating internalization of values B) Responding to an issue C) Participating in the class D) Demonstrating awareness
A) Parts of the circulatory system B) Identify C) Given a diagram D) With 75% correctness
A) Compute B) Given a calculator C) Average score of the students D) With 95% accuracy
A) Utilize all types of items to describe performance B) Provides a relative position of individual student with a group C) Describe what an individual can do D) Employs predetermined level of performance
A) On matters of procedure B) On matters of emphasis C) On matters of content D) On matters of standards
A) Focus on a group assessment rather than on individual assessment B) Shift from discrete-point test to investigate assessment C) Congruence of assessment and instructional objectives D) Shift from paper-pencil to authentic assessment
A) Behavior component only B) Content component only C) Either behavior or content D) Both behavior and content
A) Norm-referenced B) Content-referenced C) Criterion-referenced D) Domain-referenced
A) Norm-referenced assessment B) Alternative assessment C) Authentic assessment D) Group assessment
A) Agnes was able to spell 75% of the words correctly B) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly C) Agnes performed better in spelling than 70% of her classmates D) Agnes spelled 25 words out of 50 correctly
A) Can describe what students can do one at a time B) Can measure various skills of students C) Can employ moderately difficult items D) Can diagnose strengths and weaknesses of students
A) Can identify collaborative skills B) Can assess student's learning experiences over time C) Can measure limited set of objectives D) Can determine creative skills of the students
A) Observation report B) Anecdotal record C) Diary D) Portfolio
A) Portfolio assessment is dynamic assessment B) Assessment should stress the reproduction of knowledge C) An individual learner is adequately characterized by a test score D) An individual learner is inadequately characterized by a test score
A) Set the targets for portfolio assessment B) Reflect on one's collection and identity strengths and weaknesses C) Exhibit one's work and be proud of one's collection D) Select evidences that could be captured in one's portfolio
A) Portfolio can measure isolated skills of students B) Portfolio can measure skills over a period of time C) Portfolio can measure the passive response of students D) Portfolio can measure skills on a single occasion
A) 40% B) 25% C) 20% D) 15%
A) I, II, III, V, IV B) I, III, II, V, IV C) I, III, V, II, IV D) I, II, III, IV, V
A) 32.14 B) 32.16 C) 32.05 D) 32.57
A) 40% B) 15% C) 20% D) 25%
A) Measurement is the process of quantifying data while evaluation is the process of organizing data. B) Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing. C) Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. D) Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. |