1) It is a type of test which two or more evaluators give an examinee to score. a) Subjective test b) Objective test c) Supply test d) Fixed-response test 2) It is a type of test which the score are influenced by judgement evaluator. a) Subjective test b) Objective test c) Supply test d) Fixed-response test 3) It is a type of test that requires examinees to supply answer. a) Subjective test b) Objective test c) Supply test d) Fixed-response test 4) It is a type of test that requires the examinees to select an answer by given option such as multiple choice, matching type of test, true or false. a) Subjective test b) Objective test c) Supply test d) Fixed-response test 5) Is a type of test administered to student to one-on-one basis using oral questioning. a) Individual test b) Objective test c) Supply test d) Fixed-response test 6) Is a type of test administered to a group of individuals or group of students. a) Individual test b) Group test c) Supply test d) Fixed-response tes 7) Is a type of that measure student's general achievement over a broad range of learning outcomes. a) Individual test b) Group test c) Survey test d) Fixed-response test 8) Is a type of achievement test that measure the degree of mastery. a) Individual test b) Group test c) Survey test d) Mastery test 9) Is design to measure a number of items of individual can complete over a period of time. a) Speed test b) Group test c) Survey test d) Mastery test 10) Is design to measure the level of performance rather than speed of response. a) Speed test b) Power test c) Survey test d) Mastery test 11) It is a type of assessment in which student choose their answer for a given of choices. a) Alternative assessment b) performance-based assessment c) Effective assessment d) Traditional assessment 12) An assessment in which student can create a original response to answer a certain question. a) Alternative assessment b) Performance-based assessment c) Effective assessment d) Traditional assessment 13) An assessment which student are asked to perform real-world task. a) Alternative assessment b) Performed-based assessment  c) Effective assessment d) Traditional assessment 14) It requires a clear concept of all intented learning outcomes. a) Alternative assessment b) Performed-based assessment c) Effective assessment d) Traditional assessment 15) Is a process by which information is obtained relative to some known objective or goal. a) Assessment b) Performed-based assessment c) Effective assessment d) Traditional assessment 16) Is the highest among thinking skills. a) Factual knowledge b) Knowledge dimension c) Creating d) Higher order thinking 17) Refers to the essential facts, terminology, details or element student must know or be familiar with in order to solve a problem. a) Factual knowledge b) knowledge dimension c) Creating d) Higher order thinking 18) Consist of factual, conceptual, procedural. a) Factual knowledge b) Knowledge dimension c) Creating d) Higher order thinking 19) Applies to all subject areas there is a link between the skills, process and content. a) Factual knowledge b) Knowledge dimension c) Creating d) Higher order thinking 20) What is the main focus of the bloom's taxonomy? a) To stimulate students thought process b) Organized in accordance with the interest of the learners c) Is to improve student learning and thinking d) To solve a problem 21) The learners create new ideas and information using what have been previously learned. a) Structural changes b) Factual knowledge c) Conceptual knowledge d) Creating 22) Is knowledge of classification, principles, generalization, theories, models or structure pertinent to a particular disciplinary area. a) Structural changes b) Factual knowledge c) Conceptual knowledge d) Creating 23) These where never fully understood for use by the teachers because most of what educators were given in training consisted of a simple chart with the listening of levels and related accompanying verbs. a) Structural changes b) Factual knowledge c) Conceptual knowledge d) Creating 24) In this section, we shall discuss the different terms such as clarity of the learning target, appropriateness of an assessment tool, fairness, objectivity, comprehensiveness, and ease of scoring and administering. a) Clarity of the Learning Target b) Appropriateness of Assessment Tool c) PRINCIPLES OF HIGH QUALITY ASSESSMENT d) Performance Assessment.  25) When a teacher plans for his classroom instruction, the learning target should be clearly stated and must be focused on student learning objectives rather than teacher activity.  a) Clarity of the Learning Target b) Appropriateness of Assessment Tool c) PRINCIPLES OF HIGH QUALITY ASSESSMENT d) Performance Assessment. 26) It is a type of test that requires students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement. a) Objective Test b) Subjective Test c) Performance Assessment. d) Portfolio Assessment 27) It is a type of test that permits the student to organize and present an original answer. It includes either short answer questions or long general questions.  a) Objective Test b) Subjective Test c) Performance Assessment d) Portfolio Assessment 28) An assessment that is based on the systematic, longitudinal collection of student work created in response to specific known instructional objectives and evaluated in relation to the same criteria a) Objective Test b) Subjective Test c) Performance Assessment d) Portfolio Assessment 29) The ability of the students to communicate orally is very relevant to this type of assessment. a) Oral Questioning b) Portfolio Assessment c) Observation Technique d) Self-report 30) The teacher will observe how students carry out certain activities either observing the process of product. a) Oral Questioning b) Portfolio Assessment c) Observation Technique d) Self-report 31) The response of the students may be used to evaluate both performance and attitude. a) Oral Questioning b) Portfolio Assessment c) Observation Technique d) Self-report 32) refers to the appropriateness of score-based inferences; or decisions made based on the students’ test results. The extent to which a test measures what it is supposed to measure. a) Validity b) Reliability c) Fairness d) Objectivity 33) refers to the consistency of measurement; that is, how consistent test results or other assessment results from one measurement to another. a) Validity b) Reliability c) Fairness d) Objectivity 34) Means the test item should not have any biases. It should not be offensive to any examinee subgroup. A test can only be good if it is fair to all the examinees. a) Validity b) Reliability c) Fairness d) Objectivity 35) refers to the agreement of two or more raters of test administrators concerning the score of a student. a) Validity b) Reliability c) Fairness d) Objectivity 36) means that the test should be easy to score, direction for scoring should be clearly in the instruction.  a) Scorability b) Adequacy c) Administrability d) Practicality and Efficiency 37) means that the test should contain a wide range of sampling of items to determine the educational outcomes or abilities so that the resulting scores are representatives of the total performance in the areas measured. a) Scorability b) Adequacy c) Administrability d) Practicality and Efficiency 38) means that the test should be administered uniformly to all students so that the scores obtained will not very due to factors other than differences of the students’ knowledge and skills. a) Scorability b) Adequacy c) Administrability d) Practicality and Efficiency 39) refers to the teacher’s familiarity with the methods used, time required for the assessment, complexity of the administration, ease of scoring, ease of interpretation of the test results and the materials used must be at the lowest cost. a) Scorability b) Adequacy c) Administrability d) Practicality and Efficiency 40) recognizes students’ ability to use rote memorization and recall certain facts. Test questions focus on identification and recall information. a) Knowledge b) Comprehension c) Application d) Analysis 41) Involves students’ ability to read course content, interpret important information and put other’s ideas into words. a) Knowledge b) Comprehension c) Application d) Analysis 42) Students take new concepts and apply them to new situation. Test questions focus on applying facts and principles. a) Knowledge b) Comprehension c) Application d) Analysis 43) students have the ability to take new information and break it down into parts and differentiate between them. a) Knowledge b) Comprehension c) Application d) Analysis 44) students are able to take various pieces of information and dorm a whole creating a pattern where one did not previously exist.  a) Synthesis b) Comprehension c) Application d) Analysis 45) Involves students’ ability to look at someone else’ or principles and the worth of the work and the value of the conclusion. a) Synthesis b) Evaluation c) Application d) Analysis

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