A) On matters of emphasis B) On matters of content C) On matters of procedure D) On matters of standard
A) Focus on a group of assessment rather than on an individual assessment B) Shift from discrete-point test to investigate assessment C) Congruence of assessment and instructional objectives D) Shift from paper
A) Either behavior or content B) Behavior component only C) Both behavior and content D) Content component only
A) Norm-referenced B) Criterion-referenced C) Domain-referenced D) Content-referenced
A) Authentic assessment B) Group assessment C) Alternative assessment D) Norm-referenced assessment
A) Agnes spelled 25 words out of 50 correctly B) Agnes performed better in spelling than 70% of her classmates C) Agnes was able to spell 75% of the words correctly D) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly
A) Can diagnose the strengths and weaknesses of students B) Can measure various skills of students C) Can describe what students can do one at a time D) Can employ moderately difficult items
A) Can determine creative skills of the students B) Can identify collaborative skills C) Can measure limited set of objectives D) Can assess student's learning experiences over time
A) Provides a relative position of individual student with a group B) Employs predetermined level of performance C) Utilize all types of items to describe performance D) Describe what an individual can do
A) Observation report B) Anecdotal record C) Diary D) Portfolio
A) Assessment should stress the reproduction of knowledge B) An individual learner is inadequately characterized by a test score C) An individual learner is adequately characterized by a test score D) Portfolio assessment is dynamic assessment
A) Exhibit one's work and be proud of one's collection B) Set the targets for portfolio assessment C) Reflect on one's collection and identity strengths and weaknesses D) Select evidences that could be captured one's portfolio
A) I, III, II, V, IV B) I, II, III, V, IV C) I, II, III, IV, V D) I, III, V, II, IV
A) Portfolio can measure isolated skills of a student. B) Portfolio can measure skills over a period of time. C) Portfolio can measure skills on a single occasion. D) Portfolio can measure passive response of students.
A) 20% B) 15% C) 30% D) 25%
A) Classifying B) Studying C) Writing D) Arranging
A) Application B) Remembering C) Comprehension D) Evaluation
A) Application B) Analysis C) Knowledge D) Comprehension
A) Knowledge B) Application C) Evaluation D) Comprehension
A) Understanding B) Applying C) Creating D) Remembering
A) Applying B) Creating C) Analyzing D) Understanding
A) Understanding attentively, cooperating with others B) Translating, explaining, and interpreting information C) Recognizing and recalling facts D) Designing a stage set; judging a contest
A) Apply B) Compose C) Analyze D) Evaluate
A) Demonstrating awareness B) Showing behaviors that demonstrate the internalization C) Recalling information D) Responding to an issue
A) Observing B) Adapting C) Practicing D) Imitating
A) Application B) Evaluation C) Analysis D) Knowledge
A) Analysis B) Evaluation C) Application D) Synthesis
A) Organizing B) Practicing C) Responding D) Internalizing
A) Imitating B) Practicing C) Observing D) Adapting
A) Identify B) Parts of the circulatory system C) Given a diagram D) With 75% correctness
A) Knowledge B) Comprehension C) Analysis D) Evaluation
A) Analysis B) Evaluation C) Comprehension D) Application
A) Evaluation, Comprehension and Synthesis B) Application, Synthesis and Evaluation C) Comprehension, Knowledge and Synthesis D) Evaluation, Knowledge and Synthesis
A) Comprehension B) Creating C) Analysis D) Application
A) Comprehension B) Analysis C) Application D) Synthesis
A) Valuing B) Responding C) Receiving D) Organizing
A) Practicing B) Adapting C) Imitating D) Observing
A) Analysis B) Comprehension C) Evaluation D) Application
A) Enumerate the parts of the computer B) Do you agree with the action of sam? justify your answer C) What are the steps in constructing a test? D) Compare and contrast traditional assessment and authentic assessment
A) Recall B) Comprehension C) Analysis D) Application
A) Evaluate B) Create C) Apply D) Reflect
A) Responding to an issue B) Demonstrating awareness C) Demonstrating internalization of values D) Participating in the class
A) Given a diagram B) With 75% correctness C) Parts of the circulatory system D) Identify
A) Average score of the students B) With 95% accuracy C) Given a calculator D) Compute
A) Describe what an individual can do B) Employs predetermined level of performance C) Provides a relative position of individual student with a group D) Utilize all types of items to describe performance
A) On matters of standards B) On matters of procedure C) On matters of emphasis D) On matters of content
A) Focus on a group assessment rather than on individual assessment B) Congruence of assessment and instructional objectives C) Shift from discrete-point test to investigate assessment D) Shift from paper-pencil to authentic assessment
A) Behavior component only B) Both behavior and content C) Either behavior or content D) Content component only
A) Content-referenced B) Criterion-referenced C) Norm-referenced D) Domain-referenced
A) Norm-referenced assessment B) Group assessment C) Alternative assessment D) Authentic assessment
A) Agnes was able to spell 80% of the words correctly and spelled 40 words out of 50 correctly B) Agnes performed better in spelling than 70% of her classmates C) Agnes was able to spell 75% of the words correctly D) Agnes spelled 25 words out of 50 correctly
A) Can employ moderately difficult items B) Can describe what students can do one at a time C) Can diagnose strengths and weaknesses of students D) Can measure various skills of students
A) Can assess student's learning experiences over time B) Can measure limited set of objectives C) Can determine creative skills of the students D) Can identify collaborative skills
A) Portfolio B) Observation report C) Anecdotal record D) Diary
A) An individual learner is adequately characterized by a test score B) Portfolio assessment is dynamic assessment C) Assessment should stress the reproduction of knowledge D) An individual learner is inadequately characterized by a test score
A) Reflect on one's collection and identity strengths and weaknesses B) Set the targets for portfolio assessment C) Select evidences that could be captured in one's portfolio D) Exhibit one's work and be proud of one's collection
A) Portfolio can measure skills over a period of time B) Portfolio can measure isolated skills of students C) Portfolio can measure the passive response of students D) Portfolio can measure skills on a single occasion
A) 40% B) 20% C) 25% D) 15%
A) I, II, III, V, IV B) I, II, III, IV, V C) I, III, II, V, IV D) I, III, V, II, IV
A) 32.14 B) 32.16 C) 32.57 D) 32.05
A) 40% B) 20% C) 25% D) 15%
A) Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. B) Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing. C) Measurement is the process of quantifying data while evaluation is the process of organizing data. D) Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. |