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