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