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