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