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