- 1. A cognitive level that recall of previously learned information
A) understanding
B) Applying
C) Remembering
D) Analyzing
- 2. Teacher Flor wants to her student internalize the DepEd's core values: Maka-diyos, Maka-Tao, Makakalisan at Maka-Bansa. What domains of learning she wanted to deal with?
A) Values formation
B) Psychomotor
C) Affective
D) Cognitive
- 3. Which of the following program outcomes are based and focus on the HEI?
A) Graduates of professional institutions demonstrate a service orientation in one's profession.
B) Graduates of colleges participate in various types of employment, development activities, and public discourses
C) Graduates of universities participate in the generation of new knowledge or in research
D) All of the above
- 4. It can help educators determine the success factors of academic programs and projects is
A) Assessment
B) measurement
C) Evaluation
D) test
- 5. Which of the following will be recommended on the implementation of outcome-based education as to the point of view of the teacher?
A) Evaluating student learning
B) Identification of the educational objectives of the subject/course
C) Listing of learning outcomes specified for each subject/course objective
D) Drafting outcomes assessment procedure
- 6. The early stages in learning a complex skill that includes imitation and trial and error
A) set
B) Perception
C) Guided response
D) mechanism
- 7. What type of evaluation is given before instruction?
A) Diagnostic
B) Formative
C) Placement
D) summative
- 8. Being aware or sensitive to something and being willing to listen or pay attention
A) organizing
B) Valuing
C) responding
D) Receiving
- 9. It uses such instruments as ruler, scale or thermometer is
A) Assessment
B) test
C) Evaluation
D) measurement
- 10. It refers to the ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of a subject?
A) deffered outcomes
B) Meaningful outcomes
C) Immediate outcomes
D) learning outcomes
- 11. Arranging values into priorities, creating a unique value system by comparing, relating and synthesizing values
A) Valuing
B) Receiving
C) responding
D) organizing
- 12. Which of the following is not included on the implementation of outcome-based education as to the teacher determine the degree to which the students are attaining the desire learning outcomes?
A) Drafting outcomes assessment procedure
B) Identification of the educational objectives of the subject/course
C) Listing of learning outcomes specified for each subject/course objective
D) Evaluating student learning
- 13. Which of the following refers to the process of examining the performance of student? It also determines whether or not the student has met the lesson instructional objectives.
A) Assessment
B) Evaluation
C) Measurement
D) Test
- 14. It refers to the competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or of the program itself?
A) deffered outcomes
B) Immediate outcomes
C) Meaningful outcomes
D) learning outcomes
- 15. Which of the following will be recommended on the implementation of outcome-based education as to the taxonomy of educational objectives?
A) Identification of the educational objectives of the subject/course
B) Listing of learning outcomes specified for each subject/course objective
C) Evaluating student learning
D) Drafting outcomes assessment procedure
- 16. Which of the following program outcomes for teacher education?
A) Articulated the rootedness of education in philosophical, sociological, historical, psychological, and political contexts
B) Demonstrate mastery of subject matter/discipline
C) All of the above
D) Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
- 17. Performing a specific activity repeatedly is what level of affective domain?
A) Observing
B) imitating
C) adapting
D) Practicing
- 18. This is a type of evaluation that is concerned with the entry performance of the student.
A) Summative
B) Diagnostic
C) Placement
D) Formative
- 19. It is a process of gathering evidence of student competencies/skills over a period of time.
A) Assessment
B) Evaluation
C) test
D) measurement
- 20. It provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities
A) Teacher driven
B) Student centered
C) It is meaningful
D) Teacher centered
- 21. Judging the value of an idea, object or material is what kind of cognitive level?
A) applying
B) creating
C) Analyzing
D) Evaluating
- 22. Assessment____ learning is conducted after instruction
A) b. As
B) On
C) Of
- 23. Teacher Neil wants his students to compute mathematical problems using formula. Which of the following cognitive level describes the her assessment?
A) Applying
B) Creating
C) Evaluating
D) Analyzing
- 24. Which one refers to the type of evaluation usually given at the end of course or unit?
A) Placement
B) summative
C) Formative
D) Diagnostic
- 25. Separating materials or concept into component parts is what kind of cognitive level?
A) Analyzing
B) Remembering
C) understanding
D) Applying
- 26. This is the intermediate stage in learning a complex skill is what type of Psychomotor level?
A) set
B) mechanism
C) Guided response
D) Perception
- 27. It encourages teacher responsibility for teaching, assessing program outcomes and motivating participating from the students
A) Student centered
B) Teacher driven
C) It is meaningful
D) Teacher centered
- 28. Assessment_____ learning conducted before or during instruction
A) For
B) As
C) On
D) Of
- 29. Technical and Vocational subjects are offered to senior high students. Teachers introduced teaching strategies that would enhance their skills. What learning domain the teacher introduced?
A) Psychomotor
B) Affective
C) Cognitive
D) Knowledge
- 30. This refers to the instrument or systematic procedure designed to measure the quality, ability, skill or knowledge of students by giving a set of questions in a uniform manner. This is a form of assessment.
A) Assessment
B) Evaluation
C) measurement
D) Test
- 31. An attempt to copy a physical behavior is what level of affective domain?
A) adapting
B) imitating
C) Observing
D) Practicing
- 32. Teacher Lina requires her students to defend their research outputs in the school science fair. Which of the following cognitive level describes the her assessment?
A) Creating
B) Analyzing
C) Understanding
D) Evaluating
- 33. Which of the following characteristics of Outcome-Based Education (OBE) that places students at the center of the process of focusing on student learning outcomes (SLO)?
A) Student centered
B) It is meaningful
C) Teacher centered
D) Teacher driven
- 34. Which of the following is a process of obtaining numerical description of the degree to which can individual possesses a particular characteristic. This answer the "How much"?
A) No
B) Measurement
C) Test
D) Evaluation
- 35. Which of the following is true on program outcomes for all higher education institutions-based on memorandum order # 20, s. 2014?
A) Work effectively and independently in muti-disciplinary and multi-cultural teams
B) Effectively communicate orally and in writing using both English and Filipino
C) All of the above
- 36. It is also known as manual and physical skill
A) Taxonomy
B) Psychomotor
C) Cognitive
- 37. A process designed to aid educators make judgement and show solutions to academic situations is
A) Measurement
B) Test
C) Evaluation
- 38. A cognitive level that understanding the meaning, translation and interpretation of instructions is
A) Applying
B) Analyzing
C) Understanding
- 39. The ability to use sensory cues to guide motor activity is what type of Psychomotor level?
A) Perception
B) Guided response
C) Set
- 40. Readiness to act. It includes mental, physical, and emotional sets is what kind of Psychomotor level?
A) Perception
B) Set
C) Mechanism
- 41. Which of the following program outcomes for teacher education?
A) All of the above
B) Demonstrate mastery of subject matter/discipline
C) Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
D) Articulated the rootedness of education in реу-opera), and potical contesca.,
- 42. Which one refers to the type of evaluation usually given at the end of course or unit?
A) Summative
B) Diagnostic
C) Placement
- 43. Which of the following will be recommended on the implementation of outcome-based education as to the taxonomy of educational objectives?
A) Listing of learning outcomes specified for each subject/course objective
B) Evaluating student learning
C) Identification of the educational objectives of the subject/course
- 44. Arranging values into priorities, creating a unique value system by comparing, relating and synthesizing values
A) Valuing
B) Receiving
C) Organizing
- 45. It is an over-all goal is to provide information regarding the extent of attainment of student learning outcomes.
A) Evaluation
B) Assessment
C) Measurement
- 46. Fine tuning the skill and making minor adjustments to attain perfection is what level of affective domain?
A) Adapting
B) Practicing
C) Observing
- 47. It refers to the ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of a subject?
A) Meaningful outcomes
B) Deffered outcomes
C) Learning outcomes
- 48. This is a type of evaluation that is concerned with the entry performance of the student.
A) Formative
B) Summative
C) Placement
- 49. A cognitive level using what was learned in the classroom into similar new solution is
A) Analyzing
B) Remembering
C) Applying
- 50. An Active mental attention to a physical activity is what kind of affective level?
A) Adapting
B) Observing
C) Practicing
- 51. Being aware or sensitive to something and being willing to listen or pay attention
A) Organizing
B) Responding
C) Receiving
- 52. Showing commitment to respond in some measure to the idea or phenomenon
A) Valuing
B) Organizing
C) Responding
- 53. Which of the following of the following is not an example of Kendall's and Marzano's New taxonomy?
A) Metacognitive system
B) Self system
C) Knowledge utilization
D) Internalizing
- 54. It is also know as mental skill
A) Psycho motor
B) Taxonomy
C) Effective
D) Cognitive
- 55. Show students examples of good and not-so-good work. Identify the characteristics that make the good ones good and the bad ones bad.
A) Agree on the levels of quality
B) Survey models
C) Define criteria
- 56. Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work.
A) Agree on the levels of quality
B) Define criteria
C) Survey models
- 57. From the discussions on the models, identify the qualities that define good work.
A) Practise on models
B) Survey models
C) Agree on the levels of quality
D) Define criteria
E) Use self- and peer-assessment
- 58. Give students their task. As they work, stop them occasionally for self-and peer-assessment.
A) Practise on models
B) Use self- and peer-assessment
C) Define criteria
- 59. Using the agreed criteria and levels of quality, evaluate the models presented in step 1 together with the students.
A) Revise
B) Practise on models
C) Use teacher assessment
- 60. Always give students time to revise their work "based on the feedback they get in Step 5.
A) Revise.
B) Practice on model
C) Use teacher assessment
- 61. Use the same rubric students used to assess their work yourself.
A) Revise
B) Use teacher assessment
C) Practice on model
- 62. Each criterion has a clear, agreed-upon meaning that both students and teachers understand.
A) Observable
B) Able to support descriptions along a continuum of quality
C) Definable
D) Appropriate
E) Complete
- 63. Each criterion represents an aspect of a standard, curricular goal, or instructional goal or objective that students are intended to learn
A) Observable
B) Appropriate
C) Distinct from one another
D) Definable
E) Complete
- 64. Each criterion describes a quality in the performance that can be perceived (seen or heard, usually) by someone other than the person performing.
A) Observable
B) Complete
C) Distinct from one another
D) Appropriate
E) Definable
- 65. All the criteria together describe the whole of the learning outcomes the performance is intended to assess.
A) Distinct from one another
B) Able to support descriptions along a continuum of quality
C) Appropriate
D) Observable
E) Complete
- 66. Each criterion identifies a separate aspect of the learning outcomes the performance is intended to assess.
A) Definable
B) Distinct from one another
C) Able to support descriptions along a continuum of quality
D) Complete
E) Observable
- 67. Each criterion can be described over a range of performance level
A) Definable
B) Able to support descriptions along a continuum of quality
C) Complete
D) Distinct from another
E) Appropriate
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