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