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