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