Which of the following is NOT a factor to consider when choosing a particular test format?

Desired Learning Outcomes of the lesson

Levels of Thinking to be Assessed

Assessment is not about what the teacher does but what the learner can do. This statement is most reflective of which principle of assessment?

Assessment should be as authentic as much as possible

Assessment should have a clear purpose

Assessment is not an end in itself

You prepared an objective type test format for your quarterly exam in mathematics. Which of the following could NOT have been your objective?

compare the information presented in a pictograph

draw conclusions from the data presented in a pictograph

The school principal wants the teachers to develop a TOS that uses the two-way format rather than a one-way format. Which of the following do you think is the principal’s preferred format?

the test writer would know the distribution of test items

the different levels of cognitive behavior to be tested are known

the formats of the test are known by just looking at the TOS

objectives for instruction are also reflected in the TOS

What is the difference between speed test and power test?

Speed test is the ability to type fast in a limited, while power test contains items that vary in difficulty

Speed test consists of a few pre-calculated difficult items, and time is also limited; power test consists of easy items, but time is limited

Speed test consists of easy items, but time is limited; power test consists of a few pre-calculated difficult items, and time is also limited

Speed test contains items that vary in difficulty to the point that no subject is expected to get all items right even with unlimited time, while speed test is the ability to type fast in a limited time

Assessment should have a clear purpose. If you are already a classroom teacher, how would you best demonstrate or practice this assessment principle?

When deciding on an assessment task, its match and consistency with the instructional objectives and learning targets are ascertained.

Discuss with the class the grading system and your expectations of your students’ performance

When giving tests, the purpose of each test is provided in the first page of the test paper

Explain during the first day of classes your assessment techniques and your reasons for their use

If you are a values education teacher who intends to design an assessment task to determine your learners’ motivation in practicing pro-environmental behaviors, which of the following assessment strategies would best address your purpose?

Learners developing and producing a video of their pro-environmental advocacy

Learners answering an essay question on 'Why Pro-environmental behavior matters?'

Learners writing individual blogs on their pro-environmental activities and why they do it.

Learners conducting action research on students’ motivation in pro-environmental behaviors.

When are educational and psychological assessments used?

When tracking the growth of students and marking their performance

when designing objectives that match with the content of instruction

When giving feedback on how well students understand the lesson

When gathering information at any point of instruction

Which of the following scenarios best describe the function of principals as users of educational assessment?

The information is used by the principals to analyze and adapt programs.

The information is used by the principals to update learners and their guardians to make educational choices.

The information is used by the principals for hiring and acceptance options.

The information is used by the principals to make educational choices.

Which of the following situations is applicable for the aptitude test?

Ms. Arriola conducted this on new student applicants to assess the students’ ability to abstract, learn, and deal with unfamiliar situations.

Ms. Portes wanted to rate their club preferences.

Mrs. Baltazar wanted to measure her students’ cognitive ability.

Mrs. Fernandez wanted to assess her students’ current level of knowledge about their topic.

Which of the following situations is applicable for a diagnostic test?

Mr. Clitar wanted to determine the learners’ prior knowledge.

Ms. Diaz wanted her learners to create meaningful outputs that are real-world in contexts.

Mr. Magsayo wanted to know if the learners have improved in the instructional process.

Ms. Suquib wanted to check the learning difficulties of her pupils in order for her to implement a possible intervention program.

Which of the following situations are applying traditional assessment?

Mrs. Segura’s students are taking a spelling test.

Mr. Aventuna’s students are making a chair in his TLE class.

Mrs. Tocmo’s students perform Les Misérables for her music class.

Mrs. Zapanta’s students are baking in her Home Economics class.

Which of the following situations are employing summative assessment?

Mr. Canonigo is proctoring the quarterly exam in Science.

Mr. Gomez is conducting a drill for her Filipino class

Ms. Dotillos is doing an oral review for her Araling Panlipunan class.

Ms. Gatillos is giving practice exercises for her Mathematics class.

Which of the following situations are seeking information from the achievement test?

Mona’s speed of retrieving and processing new information was tested.

Myra earned a grade of A in her Physics class during the second quarter.

Which of the following situations are seeking information from the achievement test?

Mona’s speed of retrieving and processing new information was tested.

Myra earned a grade of A in her Physics class during the second quarter.

My sat took a test to measure how well she could follow directions.

The capacity of Mina to control her emotions was examined.

Application: Evaluation: translating to other situations: _______________

making judgments using self-selected criteria

breaking complex idea into simpler ones

mental construction of ideas to create a new one

recognizing concepts, processes, theories and ideas.

Understanding: Analyzing: Giving Descriptions: _______________

Proposing alternative solutions

Finding evidences to support generalization

Creating: Evaluating: Combining parts to make whole: _______________

Understanding what the information means

Breaking down information into parts

Judging the value of information

Remembering: Applying: Recalling basic concepts: _______________

Using information in new situations

Factual Knowledge: Conceptual Knowledge: tells the facts one needs to know in a specific discipline: _______________

Tell the specific skills that one needs to be able to do in a discipline

tell the generalizations that one needs to know in a discipline

Tell the techniques that one needs to know in a discipline

Makes one understand the value of learning on one’s life

Procedural Knowledge: Metacognitive Knowledge: answers the questions that begin with 'how': _______________

Answers the questions that begin with 'what'

Answers the questions that begin with 'why'

answers the questions that begin with 'when'

answers the questions that begin with 'where'

Which of the following is/are correct based on the test items above?

The stems are not parallel in structure.

The options are arranged in a logical manner.

The options have more than one possible answer.

The items reflect more than one cognitive processing skills

Directions: Match the definition in Column A with the corresponding part of the report structure found in Column B.

The key ideas of the report are outlined in this section.

This page contains the name of the student, the report's title, and its purpose.

The topic, its background, and its significance are introduced.

Here is a list of the parts and subsections, specifying on what page each section begins.

All of the sources you used are displayed beneath in alphabetical order.

Which of the following is/are correct based on the test items above?

Where the pupils should write their responses must be included in the test's instructions.

The response options must have more items than the number of stimuli.

The responses must be organized in alphabetical order.

Column B should contain the stimulus.

Directions: True or False. Write TRUE if the statement is correct and otherwise write FALSE.

Boffin use Polaris as their guide in determining directions.

Little Dipper is in Ursa Minor.

Little Dipper and Big Dipper are always considered constellations.

Which of the following is/are correct based on the test items above?

All statements are using simple and easy-to-understand terms.

The directions include where the answers will be written.

Some statements are using absolutes.

Can a teacher-made test become a standardized test? Why or why not?

Yes, as long as it is valid and reliable with standard procedure for administering, scoring and interpreting results.

Yes, because the test is not developed by the teacher to ascertain the student’s achievement and proficiency in a given subject.

No, because it cannot determine the purpose and objectives of the test as to what to measure and why to measure.

No, because this test cannot be used as a tool for formative, diagnostic, and summative evaluation.

The instructional objective focuses on the development of the learners’ knowledge. Can this objective be assessed using multiple-choice format?

No, this objective requires an essay format

No, this objective is better assessed using matching type of test

yes, a multiple-choice is appropriate in assessing knowledge

Yes, as multiple-choice is the most valid format when assessing learning

Teacher Myrna prepared a TOS as her guide in developing a test. Is this necessary, why or why not?

No, because it is already part of planning of instruction

No, because it is already part of developing a test

Yes, because a test blueprint is needed for accreditation

Yes, because it can ensure that the test is designed to cover what it intends to measure

Are formative assessments necessary in the teaching and learning process? Justify your answer.

Yes, because it will provide teachers and students guidance on how to make the teaching-learning process more effective.

Yes, because it is the mandate of all the schools under the Department of Education.

No, because it is the prerogative of the teacher to conduct either the summative or formative assessment.

No, because it will depend on the kind of learners one is teaching.

Are diagnostic assessments important to teachers? Justify your answer.

Yes, because it will give information for teachers to design instructional better to suit the needs of the learners.

Yes, because it will allow the teachers to identify the weaknesses of the learners and provide opportunities for intervention

Yes, because it will give information to teachers whether the learners have met the intended learning outcomes after instruction has been fully implemented

Yes, because it will provide information on learning and achievement that teachers can use to improve instruction and the learning experiences of the students.

Are psychological assessments essential? Justify your answer.

Yes, because it may be used to implement interventions for the academic, professional, and social and emotional growth of the students.

Yes, because until learners are able to accomplish the learning objectives, it can enhance the teaching-learning process.

Yes, because it can determine whether learners already know about the learning target.

Yes, because it monitors the development of students and grades their achievement.

Is defining the test's objectives required before creating it? Justify your answer.

No, because the teacher is free to devise any questions she feels like posing to the students that are relevant to the topic.

Yes, because it serves as the basis for evaluating the effectiveness of the teaching and learning process.

Yes, because it provides the rationale for the curriculum.

No, because it is not part of the policy of the school.

Is it vital to make the items realistic to the students? Justify your answer.

No, because it will not matter in answering the question

Yes, because learners can appreciate the questions better.

No, because it is not included in the policy on assessing learners.

Yes, because they should be relevant to the learners’ everyday experiences.

Midterm Examination in Education

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Midterm Examination in Education

59 questions

What is the purpose of assessment that aims to identify learners’ needs to inform instruction?

What are the two types of assessment based on form?

What are these statements that learners are expected to do or demonstrate as a result of engaging in the learning process?

What is the type of test in which the learners are asked to formulate their own answers?

What is the type of true or false test item in which the statement is presented with a keyword or brief phrase that is underlined, and the student has to supply the right word or phrase?

What is the type of test item in which learners are required to answer a question by filling in a blank with the correct word or phrase?

What is the first step when planning to construct a quarterly exam in Physical Education?

Which of the following types of paper-and-pencil test is used to evaluate the learners’ ability to recognize the relationship between related items?

Which of the following types of paper-and-pencil test includes open-ended questions that require learners to come up with a single word or phrase response to each item?

Which of the following types of paper-and-pencil test consists of problems or questions that require learners to compose written responses with lengthy paragraph-long sentences?

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