A) To find out what the teacher had for lunch B) To decorate the classroom C) To make learning more feasible and manageable D) To see how tall the students are
A) Purpose B) Procrastination C) Pitch D) Progress
A) What is to be measured? What content areas should be included? What types of test items are to be included? B) Who will evaluate the test? C) How to score the test? D) When to administer the test?
A) Analyze the test results B) Provide instruction for the test C) Ensure the test measures content and thinking skills D) Administer the test
A) The availability of assessment tools. B) Content covered in the assessment tasks. C) Standards and competencies stated in the K to 12 Curriculum Guide. D) The duration of the assessment cycle.
A) Focusing on assessment tasks that are challenging for students. B) Creating assessment tasks that are unrelated to the learning outcomes. C) Using assessment tasks that are abstract and difficult to understand D) Aligning activities and assessment tasks with the intended learning outcomes.
A) Planning instruction based on what needs to be emphasized and managed. B) Pretest is given to form initial impression of what learners know about the new unit of work. C) Assigning grades for report cards based on results of periodical examination D) Diagnosing the group's learning needs to determine how they can be better assissted and guided
A) Remembering (knowledge) B) Understanding (comprehension) C) Creating (synthesis) D) Evaluating
A) Allow schools to compare progress B) Provide feedback to help students succeed C) Enable teachers to test strategies D) Inform parents of students progress
A) How fast students run B) Timeline and activities C) The color of the lesson plan D) The number of chairs in the classroom
A) Very few of the less able students fail the summative tests. B) There is no difference in the test performance of the informed group and less able ones. C) The knowledgeable students obtain higher scores than the less knowledgeable ones. D) Majority of the bright students get perfect score in the summative test.
A) The number of assessment tasks. B) The intended learning objective content C) The duration of the assessment cycle D) The availability of assessment tools
A) The level of mastery needed to meet the objective B) How high students can jump C) How many breaks students get D) The temperature of the classroom
A) content areas to be covered by the test B) various test types C) learning outcomes to be assessed D) instructional periods
A) equal number of items for all levels of learning outcomes across the intended unit of work. B) the same test format to be used in the assessment of all learning outcomes to maintain fairness. C) a balance distribution of items across the various levels of learning outcomes. D) testing only the higher order learning outcomes to become more challenging
A) To gather information on whether the instruction, services, and activities provided by a program are producing the desired student learning outcomes. B) To assess the physical facilities of the educational program C) To evaluate the program's budget allocation for student learning outcomes. D) To compare student outcomes across different institutions
A) Prepare a TOS B) Construct the test items C) Make an item analysis
A) Given a list of vocabulary words B) During lunchtime C) While playing video games D) While riding a bicycle
A) Item Validation B) Table of Specification C) Item Analysis D) Test-draft
A) Applying B) Analyzing C) Remembering (knowledge) D) Understanding (comprehension)
A) Constructive Alignment B) Summative Assessment C) Outcomes Assessment D) Formative Assessment
A) Formative Assessment B) Outcomes Assessment C) Summative Assessment D) Constructive Alignment
A) Nap B) Play Games C) Dance D) List
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) Ensuring the competency connects with broader learning goals. B) Checking if the teacher's desk is clean C) Making sure all the chairs are in a straight line D) Deciding what color to paint the classroom
A) Lesson objective B) content C) Intended learning outcome
A) Confidentiality B) Fairness C) Relevance D) Transparency
A) It reminds students to bring snacks B) It shows students how to draw C) It helps learners improve and make progress D) It makes the teacher laugh
A) By using a variety of assessment tools and tasks aligned with learners' multiple intelligences and learning styles B) By focusing only on traditional assessment methods C) By assigning the same assessment tasks to all learners regardless of their intelligences. D) By excluding assessment tasks that align with learners' learning styles
A) Understanding (comprehension) B) Remembering (knowledge) C) Applying D) Evaluating
A) Summative B) Traditional C) Authentic D) Formative
A) Test items are aligned to the target learning outcomes. B) Test items are suitable to all levels of students in a class. C) Test items are easy so that all the learners will pass. D) Tests observe appropriate complexity of assessment tasks.
A) Application and Analysis B) Construction and Preparation C) Knowledge and Comprehension D) Evaluation and Synthesis
A) How much candy students can eat B) What snacks students like C) The color of their pens D) Who the learner is
A) Formative and summative assessment methods B) Quantitative and qualitative assessment methods C) Objective and subjective assessment methods D) Traditional and authentic assessment methods
A) The color of the classroom walls B) What students eat for lunch C) Difficulty and appropriateness for learners D) The type of shoes students wear
A) No need to improve the test item. B) Add one more option C) Shorten the statement. D) Add two more options
A) Difficult B) Average C) Easy
A) Trivia B) answer C) fact D) hint
A) Describe what a dining table is B) Demonstrate on how to construct a dining table C) Create a muliplication table D) Give a lecture on construction
A) Easy B) Average C) Difficult
A) Hattie and John B) Biggs and Hattie C) Biggs and Collis D) Collis and Hattie
A) It should be focused on the past B) It should be something anyone can accomplish. C) It should be clear and unambiguous. D) It should be vague and flexible.
A) it limits students cognitive abilities B) It encourages rote memorization C) It promotes deep thinking and learning D) It simplifies complex concepts
A) Structure of Observed Learning Outcome B) Student Outcome Learning Organization C) Structured Outcome Learning Objective D) System of Learning Outcomes
A) To limit student creativity B) As a tool for memorization C) As a common language for learning D) To promote competition among students
A) It is a vague item. B) It is an opinionated statement. C) It is neither true nor false. D) It is an insignificant item.
A) 60% B) 30% C) 20% D) 70%
A) construct the test items directly B) Prepare a table of specification C) Identifying test objectives/lesson outcomes D) Try-out and validation
A) Stem and options B) Distracters and stem C) Best options D) Stem and leaves
A) Pretest B) Formative test C) Diagnostic test D) Posttest
A) Stem or premise B) options or responses C) distracter
A) Understand the material better B) Increase sales by 10% in the next quarter. C) Complete all my assigned tasks this week. D) Get better at my job.
A) Prestructural, Unistructural, Multistructural, Relational, Extended Abstract B) Initial, Single, Multiple, Connected, Extended C) Simple, Complex, Integrated, Elaborated, Advanced D) Basic, Intermediate, Advanced, Expert, Master
A) Yes, it is simple. B) No, it makes use of a specific determiner "usually" C) Yes, it is direct to the point. D) No, it does not express a complete thought.
A) The statement will always tend to be true. B) The statement will always tend to be false considering that there is an exception to every rule. C) That is the rule in formulating a true-false statement. D) The word "all" is misleading.
A) Sensible B) Secure C) Self-disciplined D) Time-bound
A) constructed response test B) Alternate response tests C) Modified true-false test
A) rubrics B) tasks C) Activities
A) Supply Type or Constructed Response Type B) Completion Type C) True-False D) Essay
A) A B) C C) D D) B
A) No, it is a significant item. B) No, it is half-true, half false C) Yes, it makes the students think. D) Yes, it distinguishes the good from the not-so-good student.
A) constant B) supports C) reveal
A) Ready B) Relevant C) Right D) Realistic
A) Rutherford B) Benjamin Bloom C) Ralph Taylor
A) Understanding (comprehension) B) Remembering (knowledge) C) Evaluating D) Applying
A) To see how tall the students are B) To find out what the teacher had for lunch C) To make learning more feasible and manageable D) To decorate the classroom
A) Test items are aligned to the target learning outcomes. B) Test items are suitable to all levels of students in a class. C) Test items are easy so that all the learners will pass. D) Tests observe appropriate complexity of assessment tasks. |