It is used to measure whether learners have met the content and performance standards.

This is an on-going process to provide learner with immediate feedback on how well they are learning.

The result of this assessment are used to as bases for computing grades

It is document but not included in computing grades

it's aim is to help students perform well

which of the following is the learning standards

These identify and set the essential knowledge and understanding what should be learned

These describes the abilities and skills that learners are expected to demonstrate in relation to the content standard and integration of 21st-century skills

These refer to the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning activity

It enables learners to demonstrate independently what has been learned through check-up quizzes, unit tests, written output, performances and quarterly assessment.

It can be done individually and collaboratively

It allows learners to support each other's learning to produce evidence of their learning through discussions, games, group activities and creation of projects.

Determine what the learner knows and can do

Understands the lesson's purpose and identifies what they know about the topic

Monitors one progress

It may be integrated in all parts of the lesson

This components ensures that learners can express skills and ideas in written form

This completely allows learners to show what they know and what they can do in diverse ways through

Which of the following are components if summative assessment?

It is the only results to be used for grading purposes

Convert the Percentage Score (PS) to Weighted Scores(WS) by multiplying the PS with the corresponding percentage.

In step 3 the Percentage Score (PS) to Weighted Scores(WS) is being multiplied with the PS with the corresponding percentage.

The psychomotor domain focuses on physical and mechanical skills involving coordination of the brain and muscular activity.

It is designed to help teachers understand and implement a standards-based curriculum.

This format is more useful in targeting higher levels of cognition.

The various categories of assessment methods mentioned above can be used depending on the clarity of your learning objective/s.

McMillan utilizes a Knowledge/Understanding continuum to illustrate the relative degree of understanding from knowledge to simple understanding to deep understanding.

Which of the following are Classroom Tests?

Which of the following are Selection type?

Which of the following are performance type?

Which of the following are not supply type?

The type of test requires learners to construct a response to a question or directive

This type consists of a stimulus which defines the question or problem, and a response that define what is to be constructed by the learner

This is also an objective supply type

It is a non-objective supply type

This type of test only provides two options

This type are widely used format in classroom testing because of its versatility

This type maybe considered as modified multiple-choice type items

Avoid long and complex sentences

This format consists of two parallel lists of words or phrases the students are tasked to pair.

A rank that gives the percent of scores that are at or below a raw or standard score, it is used to rank students in a reference sample.

is a derived score which utilizes the normal curve to show how a student’s performance compares with the distribution of scores above and below the arithmetic mean.

A normal curve represents a normal distribution – an asymmetric theoretical distribution.

It indicates that most scores are at the average level.

It gives the number of standard deviations of a test score above or below the mean.

Some teachers are not comfortable with using z-scores because of negative numbers.

A raw score is converted to a whole number from a low 1 to high 9.

The problem with stanines is that they are entirely precise.

After obtaining numerical measurements of data, summarizing them is a necessary first step.

Arrange the data from lowest to the highest score to determine the lowest value and the highest value.

To find a set of quantitative data, it is indeed necessary to define numerical measures that describe essential characteristics of the data.

Another measure of central position is Mode.

is the simplest measure of central position

Statistics and probability plays a very important role in measurement and evaluation.

It do not represent equal units. Hence, they should not be subjected to arithmetic operations.

It refers to how a characteristic is measured dependably or consistently by a test.

Different forms of a test are called parallel forms or alternate forms.

In certain tests, scoring is determined by a rater's judgments of the test taker's performance or responses.

Differences in the test environment, such as room temperature, lighting, noise or even the test administrator, can affect the test performance of an individual.

Test performance at the time of testing can be affected by a person's psychological or physical condition.

There are two types of reliability, namely: Internal and External Reliability. An internal reliability assesses the consistency of results across items within a test while external reliability gauges the extent to which a measure varies from one use to another.

It is the degree to which different raters agree in their assessment decisions. Hence, to mitigate rating error, a wise selection and training of good judges and the use of applicable statistical techniques are suggested.

There are two methods of establishing construct validity: convergent and divergent consideration.

Convergent validity consists of providing evidence that two tests that are believed to measure closely related skills or types of knowledge correlate likely.

While it is possible for teachers to use various assessment methods, if the teacher is unfamiliar with the assessment method it will be a waste of time and resources.

Assessments should be scored promptly but not without basis. It should be noted that time is a matter of choice – it hinges on the teacher’s choice of assessment method.

Assessment should be easy to administer.

Objectivity is also an issue

This includes what learning outcomes are to be assessed and evaluated, assessment methods and formats, weighting of items, allocated time in completing the assessment and grading criteria or rubric.

Students may perform poorly in an assessment if they do not possess background knowledge and skills.

It is a generalization of a group of people based on inconclusive observations of a small sample of this group.

Teachers should not be affected by factors that are not part of the assessment criteria.

Teachers need to be not sensitive to the needs of students.

What will you do if one of your students forgot his/her assignment?

What type of assessment allows learners to support each other's learning through discussions, games, group activities, and creation of projects?

Which type of assessment can be done individually and collaboratively?

What is the aim of learning standards?