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