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