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