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