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