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