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