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