A) Assigning grades based on performance B) Standardizing all learning activities C) A process of collecting and interpreting evidence to inform decisions D) Measuring student achievement only through test
A) Mode of delivery B) Level of difficulty C) Frequency of use D) Timing and purpose in the learning
A) National achievement test B) End of semester exam C) College entrance test D) Exit ticket or quick quiz during a lesson
A) Use of performance-based criteria B) Subjectivity in assessment C) Simplified grading D) Memorization of facts
A) Reliability B) Objectivity C) Fairness D) Validity
A) Is simple and easy to administer B) Always gives the same result regardless of context C) Produces consistent results over time D) Measures complex learning outcomes
A) It ensures high student scores B) It measures what was actually taught C) It reduces teaching workload D) It simplifies test construction
A) Multiple-choice test B) Oral recitation C) True or false quiz D) Science experiment report
A) Describe concepts B) List information C) Judge based on criteria and standards D) Apply rules to nes situations
A) Matching-type test B) Essay writing C) Multiple choice recall test D) Fill-in the blank test
A) Equal scoring opportunities for all students B) The length of the test C) Number of items test D) The difficulty level of questions
A) Administered after instruction B) Always graded C) Used only for final grades D) Identifies student prior knowledge and skills
A) To rank students B) To determine final grade C) To support learning and improvement D) To encourage competition
A) Giving feedback to students B) Using only one type of test to evaluate all learning outcomes C) Using test results to adjust instruction D) Conducting peer assessments
A) Rank students B) Guide and improve ongoing instruction C) Identify top performers only D) Certify student achievement
A) Financial cost of testing B) Amount of time allocated for testing C) Emotional reaction of students to assessment D) Influence of assessment on teaching and learning
A) Fairness B) Authenticity C) Validity D) Reliability
A) Strict use of standardized test B) Memorizing test formats C) Basic understanding of teaching theories D) Deep understanding of how to plan, develop, and use assessment effectively
A) Year end averages B) Student against each other C) Test results with national norms D) Performance to predetermined standards
A) Validity B) Reliability C) Authenticity D) Bias
A) Compare teachers performance B) Assign grades only C) Modify teaching strategies D) Label students
A) Norm-referenced B) Diagnostic C) Final exam D) Summative
A) Bias B) Instructional adjustment C) Grading strategy D) Summative practice
A) Review and reteach the topic B) Proceed with the curriculum C) Change the students grades D) Inform parents
A) Choosing the textbook B) Reviewing school rules C) Conducting an assessment of prior knowledge D) Random lesson planning
A) To reduce teaching time B) To identify misconception C) To punish late students D) To speed up the curriculum
A) Teaching topics based on teacher preference B) Using assessment trends to revise lesson plans C) Guessing what students struggle with D) Letting students choose what to study
A) By limiting curriculum flexibility B) By enforcing standardization C) By discouraging variation D) By identifying individual student needs
A) Motivational strategy B) High academic standards C) Poor ethical judgement D) Effective use of assessment
A) It distracts from classroom management B) It replaces planning C) It informs instructional improvement D) It ends the teaching process
A) Assessment of learning only B) Assessment as punishment C) Assessment for learning D) Assessment as a judgement tool
A) School funding B) Instructional decisions C) Classroom decorations D) Student social behavior
A) Slower class pacing B) Better measurements of learning outcomes C) Student confusion D) Increase anxiety
A) It supports continuous improvement B) It ensures student compliance C) It validates teacher authority D) It simplifies lesson plans
A) Enhance learning outcomes B) Identify weak students C) Make teaching easier D) Complete required documentation
A) It helps students reflect on their thinking and learning B) It limits autonomy C) It encourages guessing D) It focuses only on the final answers
A) A learner-centered classroom B) Compliance without understanding C) Resistance to authority D) Passive learning
A) Parent disengagement B) Student accountability and reflection C) Higher teacher workload D) Stress and fear
A) Focus on creativity B) Teaching to the test C) More student collaboration D) Increased classroom dialogue
A) Timed drills B) Objective test with no reflection C) Performance-based tasks with feedback D) Memorization-based quizzes
A) Grades based on average only B) Give the same test to all students regardless of ability C) Provide varied assessment mode based on students needs D) Time all tests strictly
A) Using results to judge student personality B) Posting scores publicity C) Keeping student data confidential D) Ignoring test scores
A) Ignore standards B) Teach fewer topics C) Feel overworked D) Be data-driven and student-responsive
A) Justify grading practice only B) Prepare students for failure C) Repeat lessons without changes D) Adjust strategies and materials for improvement
A) Competition B) Surface learning C) One-shot testing D) Continuous documentation of progress
A) Teachers become test writers only B) Teachers avoid hard topics C) Teaching involves to support deeper learning D) It ends creativity
A) Struggle to demonstrate learning B) Feel supported C) Perform well consistently D) Gain clarity
A) Everyone gets the same questions B) They are easy to score C) Results are immediate D) They may not capture critical thinking or creativity
A) Grading based on behavior B) Surprise test C) One final exam D) Frequent, low-stakes formative assessment
A) Collect student record B) Motivate competition C) Ranks schools D) Improve learning and inform teaching
A) Intended learning outcome (ILO) B) Assessment C) Content coverage D) Teaching strategy
A) Affective B) Norm-referenced C) Cognitive D) Psychomotor
A) Enhance communication competence B) Promote social responsibility C) Foster scientific literacy D) Develop critical thinking skills
A) Summative test B) Formative test C) Norm-referenced test D) Diagnostic test
A) Testing B) Measurements C) Evaluation D) Outcome
A) Summative test B) Formative test C) Achievement test D) Diagnostic test
A) Matching intentions with accomplishments B) High-stakes evaluation C) Norm-referenced testing D) Curriculum mapping
A) Psychomotor B) Cognitive C) Diagnostic D) Affective
A) Testing B) Measurements C) Assessment D) Evaluation
A) Testing students natural ability to learn language B) Measuring performance based on a fixed standard of mystery C) Ranking students according to their class standing D) Comparing students scores against a national sample
A) Summative test B) Formative test C) High-stakes testing D) Diagnostic test
A) Psychomotor domain B) Cognitive domain C) Summative domain D) Affective domain
A) Design and conduct a basic experiment B) Memorize common fallacies from the textbook C) Deliver a persuasive speech with correct grammar D) Analyze and evaluate arguments in written form with at least 80% accuracy
A) Specific and measurable B) Focused only on attitudes C) Open-ended flexible D) Broad and general
A) Cognitive B) Affective C) Psychomotor D) Evaluation
A) Teacher grades based on attendance only B) Teacher covers all topics in the textbook C) Teacher gives surprise quizzes weekly D) Teachers align lessons, activities, and test with intended outcomes
A) Standardized test B) Summative test C) Diagnostic test D) Criterion-reference test
A) Affective outcome B) Summative achievement C) Cognitive outcome D) Norm-referenced result
A) Formative is always written; summative is always oral B) Formative is norm-referenced; summative is criterion-reference C) Formative guides improvement, summative measures final achievement D) Formative compares students; summative compares standards
A) Measurements only B) Testing only C) Norm-referencing D) Evaluation
A) Summative evaluation only B) Norm-referencing C) Criterion-referencing D) Outcome-referencing
A) Cognitive domain B) Affective domain C) Psychomotor domain D) Evaluation domain
A) A test predicting who might Excel in language learning B) A test identifying readiness for instruction C) A test ranking students against others D) A test that measures knowledge after instruction
A) Normative B) Psychomotor C) Cognitive D) Affective
A) Process orientation B) Content mastery C) High-stakes evaluation D) Learning outcomes application
A) Achievement test B) Norm-referenced test C) Criterion-reference test D) Diagnostic test
A) Affective outcome B) Psychomotor outcomes C) Cognitive outcomes only D) Summative assessment
A) Assigning 90% to a student's project B) Deciding a student is ready for honors recognition C) Giving a test in science D) Recording a student's quiz score
A) To emphasize memorization of facts only B) To ensure teachers cover all content in the curriculum C) To guarantee learners achieve intended outcomes and real-life competences D) To simplify lesson planning by using one method for all
A) Affective outcome alone B) Alignment of OBE principles C) Surface learning only D) Testing and measurement only
A) Constructive alignment B) K-12 assessment guidelines C) Appropriate targets D) Learning outcomes
A) Learning outcomes B) Constructive alignment C) Assessment D) Teaching and learning Activities
A) Learning outcomes B) Constructive alignment C) Teaching and learning Activities D) Assessment
A) Teaching and learning Activities B) Constructive alignment C) Learning outcomes D) Assessment
A) K-12 assessment guidelines B) Assessment type C) Learning outcomes D) Appropriate targets
A) Formative type B) Content standard C) Assessment type D) Performance standard
A) Assessment type B) Performance standard C) Content standard D) Summative standard
A) Summative standard B) Content standard C) Performance standard D) Assessment type
A) Constructive alignment B) Summative assessment C) Appropriate targets D) K-12 assessment
A) Outcomes B) Assessment C) Competencies D) Objectives
A) Objectives B) Competencies C) Outcomes D) Assessment
A) Objectives B) Competencies C) Outcomes D) Assessment
A) High thinking skills B) Assessment domain C) Cognitive domain D) Metacognitive domain
A) Cognitive domain B) Assessment domain C) Affective domain D) Psychomotor domain
A) Assessment domain B) Affective domain C) Psychomotor domain D) Cognitive domain
A) Solo domain B) Holo domain C) Cognitive domain D) Assessment domain
A) Blooms taxonomy B) Holo taxonomy C) Solo taxonomy D) Marzano taxonomy |