1) Which type of educational assessment aims to develop metacognitive skills and self-assessment abilities by integrating assessment with learning activities? a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 2) Assessment for learning focuses on providing feedback to improve student understanding and performance. a) true b) false 3) Assessment as learning involves students actively engaging in self-assessment and reflection. a) true b) false 4) Assessment of learning primarily serves the purpose of certifying or grading student achievement. a) true b) false 5) Standardized testing ensures that all students are assessed using different sets of criteria depending on their background a) True b) False 6) Standards-based assessment aligns curriculum, instruction, and assessment with predefined learning standards a) True b) False 7) The constructive alignment approach ensures that assessment tasks and learning activities support intended learning outcomes. a) True b) False 8) K-12 assessment guidelines focus only on content standards and do not include performance standards. a) True b) False 9) A well-structured learning objective should follow the SMARTER criteria (Specific, Measurable, Achievable, Relevant, Time-bound, Evaluated, and Reviewed) a) True b) False 10) Bloom's Taxonomy is the only framework used to classify cognitive learning objectives. a) True b) False 11) Measurement in education refers to the process of assigning numbers or scores to student performance. a) True b) False 12) Evaluation is broader than assessment and includes making judgments about the effectiveness of teaching and learning. a) True b) False 13) High-stakes testing has no significant impact on students' academic opportunities or progression. a) True b) False 14) A standardized test is designed to be administered and scored in a consistent manner across all test takers. a) True b) False 15) Testing and assessment are interchangeable terms that mean the same thing. a) True b) False 16) A clear purpose in assessment ensures that the assessment is designed to support its intended use. a) True b) False 17) A high-quality assessment should be subjective to allow flexibility in scoring. a) True b) False 18) Adequate sampling means selecting representative tasks that reflect the learning objectives. a) True b) False 19) Outcome-based education (OBE) emphasizes what students should be able to do after completing a course. a) True b) False 20) Item Response Theory (IRT) focuses on analyzing test items and their relationship to student abilities. a) True b) False 21) The alignment of learning objectives, instructional activities, and assessment tasks to ensure consistency is called________ a) constructive alignment b) framework alignment 22) The ________ framework outlines what students should know and be able to do at each grade a) curriculum b) level c) curiculum 23) The two key components of K-12 assessment guidelines are content and _______ a) Standards b) Peformance standards 24) A well-structured learning objective should follow the ________ criteria, ensuring it is specific, measurable, achievable, relevant, time-bound, evaluated, and reviewed a) SMARTER b) SMART 25) The three main learning domains used in instructional planning are cognitive, affective, and _____ a) Psychomotor b) Domain 26) The framework originally developed by Bloom and his colleagues to classify levels of cognitive learning is called___________ a) Bloom's Taxonomy. b) SOLO Taxonomy. 27) The revised version of Bloom's Taxonomy, introduced by Anderson and Krathwohl in 2001, modified categories into instead ______ of nouns a) verbs b) adverbs 28) The domain of learning that involves attitudes, emotions, and values is called ____________ a) affective domain b) Effeticve domain 29) The domain of learning that involves physical skills and motor coordination is called ______________ a) psychomottor domain b) psychomotor domain 30) The taxonomy developed by Biggs and Collis that describes levels of understanding from simple to complex is called_________ a) Structured of Observed Learning Outcomes (SOLO)Taxonomy. b) Structured of Observed Outcomes Learning (SOOL)Taxonomy. 31) A teacher wants to monitor student progress throughout a lesson by observing student work and asking questions in class. Which type of assessment would be most appropriate for this purpose? a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 32) A teacher is designing a mid-unit test to assess student understanding of fractions. Which type of educational assessment should the teacher use? a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 33) focuses on providing feedback to improve student understanding and performance. a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 34) primarily serves the purpose of certifying or grading student achievement. a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 35) involves students actively engaging in self-assessment and reflection. a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 36) A teacher wants to use an assessment to help students reflect on their learning and identify areas for improvement by integrating it directly with learning activities. Which type of assessment would best serve this purpose? a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 37) A high school principal wants to evaluate the effectiveness of a new instructional program by examining student test scores and teacher feedback. Which type of assessment is the principal using? a) Assessment AS Learning b) Assessment FOR Learning c) Assessment OF Learning d) Diagnostic Assessment 38) What is the role of teachers in educational assessments? a) Guide instruction and provide feedback b) Guide evaluation and provide feedback 39) What is the purpose of educational assessment? a) To improve evaluation and learning b) To improve teaching and learning 40) How do students use educational assessments? a) Engage in self assessment and use feedback b) Engage in collaborative refelction and use feedback 41) In which type of assessment are supervisors involved? a) Assessment AS Learning b) Assessment OF Learning c) Assessment FOR Learning d) Assessment BY Learning 42) Who are the key users of educational assessments? a) Teachers, students, parents, administrators, policymakers b) Teachers, students, parents, supervisors, policymakers 43) The process of defining the skills and knowledge students must acquire at the end of instruction __________ a) Learning outcomes b) Learning Objectives 44) What term is used to describe the specific, detailed goals that instructors set for what they intend students to learn during a lesson or course? a) Learning outcomes b) Learning Objectives 45) A test designed to evaluate student learning at the end of an instructional period for grading and certification purposes is called a) SUMMATIVE ASSESSMENT b) FORMATIVE ASSESSMENT c) Criterion-Referenced Assessment d) Norm-Referenced Assessment 46) The three major users of educational assessment results are students, teachers, and  a) CLASSMATES b) PARENTS c) NEIGHBORHOOD d) FACILITATOR 47) The component of high-quality assessment that ensures the assessment serves a well-defined role is called  a) CLEAR AND APPROPRIATE TARGETS b) APPROPRIATE METHODS c) CLEAR PURPOSE d) ADEQUATE SAMPLING e) OBJECTIVITY f) PURPOSE 48) The assessment component that ensures learning objectives align with instructional strategies and assessment tools is called a) constructive alignment b) Alignment c) Learning Alignment d) Theory or Alignment 49) The principle of choosing a fair number of test items or tasks to represent the content being assessed is called  a) TESTING b) MEASUREMENT c) MEASURABLE d) CONTENT SAMPLING 50) A high-quality assessment should minimize bias and subjectivity by ensuring_______________ in grading and interpretation. a) SUBJECTIVITY and RELIABLE b) RELIABLE AND FLEXIBILITY c) OBJECTIVITY and RELIABLE d) OBJECTIVITY and FLEXIBILITY 51) The educational approach that emphasizes student competencies and measurable learning outcomes is called a) Competency-based education b) Standards-Based Education c) Outcomes-Based Education d) Item Responds Theory 52) The statistical framework used to analyze how test items relate to a student's ability level is called a) Competency-based education b) Standards-Based Education c) Outcomes-Based Education d) Item Response Theory (IRT) 53) PAPASA KABA? a) HINDI b) SIGURO c) OO NAMAN AKO NA TO EH! d) PUEDE 54) Continuous assessment is necessary to provide regular feedback to students. This information can also be used to modify the purpose of teaching a) Assessments should be valid to give students multiple opportunities to demonstrate what they know. b) Assessments should be valid c) Assessments should be continuous and an integral part of teaching and learning. d) Assessment should engage the learner 55) . An effective assessment involves democratic relationship between the teacher and the student. It should enhance the students‟ abilities of being self critical and taking responsibility for their own learning a) Assessments should be valid to give students multiple opportunities to demonstrate what they know. b) Assessments should be valid c) Assessments should be continuous and an integral part of teaching and learning. d) Assessment should engage the learner 56) The strategies should be as diverse as the scope of outcomes, and provisions should be made to asses more than a solo performance a) Assessments should be valid to give students multiple opportunities to demonstrate what they know b) Assessments should be valid c) Assessments should be continuous and an integral part of teaching and learning. d) Assessment should engage the learner 57) They should accurately assess what they are designed to assess. Problems of invalidity usually arise when assessment is based on imprecise statements of educational inten  a) Assessments should be valid to give students multiple opportunities to demonstrate what they know b) Assessments should be valid c) Assessments should be continuous and an integral part of teaching and learning. d) Assessment should engage the learner 58) Teacher judgment based on well-defined outcomes and classroom experiences is a rich form of student assessment that should not be considered secondary to formal testing. a) Assessment should values teacher judgment. b) Assessments should require students to display sensitivity to the “wholes” rather than to discrete elements c) Assessments should be diagnostic d) Assessments should have the same meaning for all teachers, parents, and students. 59) Methods of assessment should allow the students to see the larger picture rather than a series of small, finite steps a) Assessment should values teacher judgment b) Assessments should require students to display sensitivity to the “wholes” rather than to discrete  c) Assessments should be diagnostic d) Assessments should have the same meaning for all teachers, parents, and students. 60) The strategies used to assess students should indicate not only the result but also the processes that resulted in an acceptable performance. Thus, the assessment should show the students‟ needs, strengths, and weaknesses. a) Assessment should values teacher judgment b) Assessments should require students to display sensitivity to the “wholes” rather than to discrete elements c) Assessments should be diagnostic d) Assessments should have the same meaning for all teachers, parents, and students. T 61) The strategies used to assess students should be reflections of what they might encounter in the outside world. a) Assessment should values teacher judgment b) Assessments should be situated. T c) Assessments should be diagnostic d) Assessments should be valid 62) Which of the following is not use in classroom instruction a) Typical performance b) Summative c) Formative d) Diagnostic 63) Which of the following is not the Methods of interpreting Results a) Criterion-referenced b) Norm-referenced c) Formative 64) It is used to determine what individuals can do when performing at their best. a) Maximum Performance b) Typical performance c) Performance Standard d) Performance 65) It is used to determine what individuals will do under natural conditions. a) Maximum Performance b) Typical performance c) Performance Standard d) Performance 66) An assessment procedure used to determine the learner‟s prerequisite skills, degree of mastery of the course goals, and/or best modes of learning. a) Formative b) Summative c) Diagnostic d) Placement 67) An assessment procedure  used to determine the endof-course achievement for assigning grades or certifying mastery of objectives. a) Formative b) Summative c) Diagnostic d) Placement 68) An assessment procedure used to determine the causes of learner‟s persistent learning difficulties such as intellectual, physical, emotional, and environmental difficulties. a) Formative b) Summative c) Diagnostic d) Placement 69) An assessment procedure used to determine the learner‟s progress, provides feedback to reinforce learning, and corrects learning errors. a) Formative b) Summative c) Diagnostic d) Placement 70) It is used to describe student performance according to a specified domain of clearly defined learning tasks. Example: multiplies threedigit To wholenumbers correctly and accurately. a) Norm-referenced b) Criterion-referenced 71) It is used to describe student‟s performance according to relative position in some known group. Example: ranks 5th in a classroom group of 40 a) Norm-referenced b) Criterion-referenced

CED106 ;)

ni
I-print
Naka-embed

Leaderboard

Estilo ng visual

Mga pagpipilian

Magpalit ng template

Ibalik ng awtomatikong pag-save: ?