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