Assessment Exam

What is the main goal of assessment according to Huba and Freed (2000)?

• To gather information from various sources

• To develop an understanding of what students know

• To improve subsequent learning

• To discuss information with students

Which of the following is NOT a principle of good assessment?

• Assessment should aim at improving student performance

• Assessment should be episodic

• Assessment methods should be valid, reliable, and consistent

• Assessment requires clarity of purpose, goals, standards, and criteria

Assessment as learning focuses on:

• Helping teachers gain insight

• Students developing an awareness of their learning

• Informing teachers and parents about achievement

• Capturing student time and attention

Which type of assessment is characterized by immediate feedback to the learner?

• Summative Assessment

• Formative Assessment

• Diagnostic Assessment

• Interim Assessment

What is NOT an advantage of summative assessment?

• Provides immediate feedback

• Encourages deep understanding

• Focuses on final outcomes rather than ongoing learning

• Continuous improvement

Which paradigm of assessment focuses on standardized tests?

• Assessment as Measurement

• Assessment as Procedure

• Assessment as Inquiry

• Assessment as Feedback

In the context of assessment, what does the term 'validity' refer to?

• Consistency of the assessment

• The ability of the assessment to measure what it is supposed to measure

• The speed of providing feedback

• The variety of assessment methods used

Which type of assessment helps in identifying the strengths and weaknesses of the curriculum?

• Formative Assessment

• Diagnostic Assessment

• Summative Assessment

• Interim Assessment

Which of the following is NOT an advantage of formative assessment?

• Provides quick feedback

• Develops challenges

• Plans for future

• Achieves successful outcomes

What is the primary focus of assessment as procedure?

• Measurement and standardization

• Inquiry and interpretation

• Assessment procedures rather than underlying purposes

• Social and contextual activities