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