1.

It is the engagement to make sure learner’s success in working from guided to independent display of
knowledge, comprehension, and skills. Among the following, which is the theoretical basis of the aid system?
A. Multiple Intelligence Theory
B. Information Processing Theory
C. Zone of Proximal Development
D. Dale’s Cone of Experiences

2. James was given a module by his teacher to catch up with the lessons he missed. The module includes a
series of objective-type test items after each lesson for James to check and monitor his progress as he moves to
the next lesson. What form of assessment is being applied by the teacher?
A. Assessment of learning
B. Assessment for learning
C. Assessment of and for learning
D. Assessment as learning

3. A learning outcome in Grade 12 research subject reads ‘At the end of the lesson, the students will be exposed
to various research designs’. Is this a good target for assessment?
A. Yes, the action is observable.
B. Yes, the action can be measured.
C. No, the action is not done by the students.
D. No, the action is not attainable.

4. Teacher Anne asks her students to submit a portfolio that showcases their best literary works from all their
finished compositions. What type of portfolio is teacher Anne asking?
A. Display Portfolio
B. Working Portfolio
C. Documentation Portfolio
D. Growth Portfolio

5. In the present marking system of K-12, how are learners’ behavior reported?
A. Numerical rating
B. Non-numerical rating
C. Pass-fail system
D. Anecdotal record

6. Mr. Adamson administered an achievement test in Mathematics. He is in the process of counting the scores
obtained by his students. This process is called _____.
A. Assessment
B. Measurement
C. Evaluation
D. Testing

7. Which of the following is the advantage of portfolio assessment?

A. Learners are assessed based on a wide range of evidence of learning.
B. Learners are assessed objective.
C. Learners are assessed in a manner that is from the teachers’ biases.
D. Learners can demonstrate what they can do without any evidence of learning.

8. What is the lowest mark that can be reflected in the report card?
A. 60
B. 65
C. 70
D. 75

9. Which of the following test is considered to be relatively less reliable for scoring and grading?
A. Completion
B. Alternative Response
C. Essay
D. Matching Type

10. Teacher Vivian is asking her students to identify the equipment in the Chemistry Laboratory. Under the
cognitive domain, in which assessment level is this?
A. Remembering
B. Understanding
C. Analyzing
D. Creating

11. Who among the teachers described below is doing the assessment?
A. Mrs. Bautista is administering a test to her students.
B. Mr. Ferrer is counting the scores obtained by the students in his test.
C. Ms. Leyva is computing the final grade of the students after completing all their requirements.
D. Prof. Cuevas is planning for remedial instruction after knowing that students perform poorly on her test.

12. Mr. Fernandez is judging the accuracy of these statements. Which statements will he consider as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of quantitative and qualitative data.
IV. Evaluation is the analysis of quantitative and qualitative data for decision
A. I and II only
B. III and IV only
C. I, II, and III
D. I, III, and IV

13. If I have to use the most authentic method of assessment, which of these procedures should I consider?
A. Traditional Test
B. Performance-based Assessment
C. Written Test
D. Objective Assessment

14. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well students understood the
lesson. What type of assessment was done?
A. Summative Assessment
B. Formative Assessment
C. Diagnostic Assessment
D. Placement Assessment

15. Who among the teachers below performed a diagnostic assessment?

A. Ms. Santos who asked questions when the discussion was going on among her students understood what she
was trying to emphasize.
B. Mr. Colubong gave a short quiz after discussing thoroughly the lesson to determine the programs of learning.
C. Ms. Ventura gave a 10-item test to find out the specific lessons which the students failed to understand.
D. Mrs. Lopez administered a readiness test to the incoming grade one pupil.

16. You are assessing for learning. Which of these will you likely do?
A. Giving grades to students
B. Reporting to parents the performance of their child.
C. Recommending new policies in grading students.
D. Assessing the strengths and weaknesses of students.

17. Ms. Saplan is planning to do an assessment of learning. Which of these should she include in her plan
considering her purpose for an assessment?
A. How to give immediate feedback to students’ strengths
B. How to determine the area of interest of learners
C. How to certify student’s achievement
D. How to design one’s instruction

18. You targeted that after instruction, your students should be able to show their ability to solve problems with
speed and accuracy. You then designed a tool to measure this ability. What principle of assessment did you
consider in this situation?
A. Assessment should be based on clear and appropriate learning targets or objectives.
B. Assessment should have a positive consequence on student’s learning
C. Assessment should be reliable.
D. Assessment should be fair.

19. Ms. Ortega tasked her students to show them how to play basketball. What learning target is she assessing?
A. Knowledge
B. Reasoning
C. Skills
D. Products

20. Mr. Ravelas made an essay test for the objective “Identify the planets in the solar system”. Was the
assessment method used the most appropriate for the given objective? Why?
A. Yes, because an essay test is easier to construct than an objective test.
B. Yes, because essay test can measure any type of objective.
C. No, he should have conducted oral questioning.
D. No, he should have prepared an objective test.

21. Mr. Cidro wants to test students’ knowledge of the different places in the Philippines, their capital, and their
products and so he gave his students an essay test. If you were the teacher, will you do the same?
A. No, the giving of an objective test is more appropriate than the use of an essay.
B. No, such method of assessment is inappropriate because the essay is difficult.
C. Yes, essay tests could measure more than what other tests could measure.
D. Yes, essay test is the best for measuring any type of knowledge.

22. What type of validity does the Pre-board examination possess if its results can explain how the students will
likely perform in their licensure examination?
A. Concurrent
B. Predictive
C. Construct
D. Content

23. Ms. Aviz wants to determine if the students’ scores in their Final Test are reliable. However, she has only one
set of test and her students are already on vacation. What test of reliability can she employ?
A. Test-Retest
B. Kuder Richardson Method
C. Equivalent Forms
D. Test-Retest with Equivalent Forms

24. Two teachers of the same grade level have set the following objectives for the day’s lesson. At the end of the
period, the students should be able to:
A. Construct a bar graph, and
B. Interpret bar graphs
To assess the attainment of the objectives, Teacher A required the students to construct a bar graph for the
given set of data then she asked them to interpret this using a set of questions as a guide. Teächer B presented
a bar graph and then asked them to interpret this using also a set of guide questions.
Whose practice is acceptable based on the principles of assessment?
A. Teacher A
B. Teacher B
C. Both Teachers A and B
D. Neither Teacher A nor Teacher B

25. Which is true about the given case?

A. Objective A matched with performance-based assessment while B can be assessed using the traditional pen-
and-paper objective test.
B. Objective A matched with traditional assessment while B can be assessed using a performance-based
method.
C. Both objectives A and B matched with performance-based assessment.
D. Both objectives A and B matched with traditional assessment.

26. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-pencil test?
A. It puts non-linguistically intelligent at a disadvantage.
B. It is not easy to administer
C. It utilizes so much time.
D. It lacks reliability.

27. Mr. Umayam is doing a performance-based assessment for the day’s lesson. Which of the following will most
likely happen?
A. Students are evaluated in one setting.
B. Students do an actual demonstration of their skill.
C. Students are evaluated in the most objective manner.
D. Students are evaluated based on varied evidence of learning.

28. Ms. del Rosario rated her students in terms of appropriate and effective use of some laboratory equipment
and measurement tools and the student’s ability to follow the specified procedures. What mode of assessment
should Miss del Rosario use?
A. Portfolio Assessment
B. Journal Assessment
C. Traditional Assessment
D. Performance-based Assessment

29. Mrs. Hilario presented the lesson on baking through a group activity so that the students will not just learn
how to bake but also develop their interpersonal skills. How should this lesson be assessed?
I. She should give the students an essay test explaining how they baked the cake.
II. The students should be graded on the quality of their baked cake using a rubric.
Ill. The students in a group should rate the members based on their ability to cooperate in their group activity.
IV. She should observe how the pupils perform their tasks.
A. I, II, and III only
B. I, III, and IV only
C. I, II, and IV only
D. I, II, III, and IV
30. If a teacher has set objectives in all domains or learning targets and which could be assessed using a single
performance task, what criterion in selecting a task should she consider?
A. Generalizability
B. Fairness
C. Multiple Foci
D. Teachability

31. Which term refers to the collection of students’ products and accomplishments in a given period for
evaluation purposes?
A. Diary
B. Portfolio
C. Anecdotal record
D. Observation report

32. Mrs. Catalan allowed the students to develop their own portfolio in their own style as long as they show all the
non-negotiable evidence of learning. What principle in portfolio assessment explains this practice?
A. Content Principle
B. Learning Principle
C. Equity Principle
D. Product Principle

33. How should the following steps in portfolio assessment be arranged logically?
I. Set targets
II. Select evidence
III. Collect evidences
IV. Rate Collection
V. Reflect on Evidences
A. I, II, III, IV, V
B. I, III, II, V, IV
C. I, II, III, V, IV
D. I, III, V, II, IV

34. Which could be seen in a rubric?

I. Objective in a high level of cognitive behavior
II. Multiple criteria in assessing learning
III. Quantitative descriptions of the quality of work
IV. Qualitative descriptions of the quality of work
A. I and II only
B. II, III, and IV only
C. I, II, and III
D. I, II, III, and IV

35. The pupils are to be judged individually on their mastery of the singing of the national anthem so their teacher
let them sing individually. What should the teacher use in rating the performance of the pupils considering the
fact that the teacher has only one period to spend evaluating her 20 pupils?
A. Analytic
B. Holistic
C. Either holistic or analytic
D. Both holistic and analytic

36. Mrs. Pua is judging the worth of the project of the students in her Science class based on a set of criteria.
What process describes what she is doing?
A. Testing
C. Evaluating
B. Measuring
D. Assessing

37. Mrs. Acebuche is comparing measurements from the evaluation. Which statement explains the difference?
A. Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the
numerical value of the trait.
B. Measurement is the process of gathering while evaluation is the process of quantifying the data gathered.
C. Measurement is the process of quantifying data while evaluation is the process of organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of testing.

38. Ms. Ricafort uses alternative methods of assessment. Which of the following will she not likely use?
A. Multiple Choice Test
B. Reflective Journal Writing
C. Oral Presentation
D. Developing Portfolios
39. Ms. Camba aims to measure a product of learning. Which of these objectives will she most likely set for her
instruction?
A. Show a positive attitude towards learning common nouns
B. Identify common nouns in a reading selection
C. Construct a paragraph using common nouns
D. User a common noun in a sentence

40. The students of Mrs. Valino are very noisy. To keep them busy, they were given any test available in the
classroom, and then the results were graded as a way to punish them. Which statement best explains if the
practice is acceptable or not?
A. The practice is acceptable because the students behaved well when they were given a test.
B. The practice is not acceptable because it violates the principle of reliability.
C. The practice is not acceptable because it violates the principle of validity.
D. The practice is acceptable since the test results are graded.

41. Ms. Delos Angeles advocates assessment for learning. Which will she NOT likely do?
A. Formative Assessment
B. Diagnostic Assessment
C. Placement Assessment
D. Summative Assessment

42. At the beginning of the school year, the 6-year-old pupils were tested to find out who among them can
already read. The result was used to determine their sections. What kind of test was given to them?
A. Diagnostic
B. Formative
C. Placement
D. Summative

43. The grade six pupils were given a diagnostic test in addition and subtraction of whole numbers to find out if
they can proceed to the next unit. However, the results of the test were very low. What should the teacher do?
A. Proceed to the next lesson to be able to finish all the topics in the course.
B. Construct another test parallel to the given test to determine the consistency of the scores.
C. Count the frequency of errors to find out the lessons that the majority of students need to relearn.
D. Record the scores then inform the parents about the very poor performance of their child in mathematics.

44. Mrs. Nogueras is doing an assessment of learning. At what stage of instruction should she do it?
A. Before instruction
B. After instruction
C. Prior to instruction
D. During the instructional process

45. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before she finalized the test
she examined carefully if the test items were constructed based on the competencies that have to be tested.
What test of validity was she trying to establish?
A. Content-validity
B. Concurrent validity
C. Predictive validity
D. Construct validity

46. Mrs. Robles wants to establish the reliability of her achievement test in English. Which of the following
activities will help her achieve her purpose?
A. Administer two parallel tests to different groups of students.
B. Administer two equivalent tests to the same group of students
C. Administer a single test but two different groups of students.
D. Administer two different tests but to the same group of students.

47. A teacher set the following objectives for the day’s lesson: At the end of the period, the students should be
able to:
a. Identify the parts of a friendly letter
b. Construct a friendly letter using the MS Word, and
c. Show interest towards the day’s lesson
To assess the attainment of the objectives, Ms. Cidro required the students to construct friendly letter and have
them encoded at their Computer Laboratory using MS Word. The letter should inform one’s friend about what
one has learned in the day’s lesson and how one felt about it. Which is NOT true about the given case?
A. Ms. Cidro practices a balanced assessment.
B. Ms. Cidro’s assessment method is performance-based.
C. Ms. Cidro needs a rubric for scoring the work of the students.
D. Ms. Cidro’s assessment targets are all in the cognitive domain.
48. If Mr. Paraiso will have to make a scoring rubric for the student’s output, what format is better to construct
considering that the teacher has limited time to evaluate their work?
A. Analytic Rubric
B. Holistic Rubric
C. Either A or B
D. Neither A nor B

49. The school principal has 3 teacher applicants all of whom graduated from the same institution and are
licensed teachers. She only needs to hire one. What should she do to choose the best teacher from the three?
I. Give them a placement test.
II. Interview them about why they want to apply to the school.
III. Let them demonstrate how to teach a particular lesson.
IV. Study their portfolio to examine the qualities of the students’ outputs when they were in College.
A. I and II
B. II and III
C. I, III, and IV
D. II, III, and IV

50. What should be done first when planning for a performance-based assessment?
A. Determine “table of specifications” of the tasks.
B. Set the competency to be assessed.
C. Set the criteria for scoring the task.
D. Prepare a scoring rubric.

ASSESSMENT OF LEARNING 1
TRADITIONAL ASSESSMENT – ito ay tumutukoy sa paggamit ng pen and paper sa isang
objective test.
ALTERNATIVE ASSESSMENT – bukod sa paper-and-pen objective test ay kabilang din sa
method na ito ang performance tests, projects, portfolios, journals, at iba pa.
AUTHENTIC ASSESSMENT – ito ay tumutukoy sa paggamit ng isang assessment method na
may kaugnayan sa totoong sitwasyon ng buhay.

PURPOSES OF CLASSROOM ASSESSMENT

ASSESSMENT FOR LEARNING – isinasagawa before and during instruction.
Placement Assessment – isinagawa bago ang pagtuturo = pag-assess sa needs ng mga
estudyante = upang ilagay ang isang mag-aaral kung aling grupo siya nabibilang na ayon sa
kanyang learning style.
Formative Assessment – isinasagawa habang nagtuturo = patuloy na sinusubaybayan ng
guro ang antas ng kakayahan ng mga stuyante sa mga learning objectives. = upang malaman ang
lakas at kahinaan ng mga bata sa pag-aaral.
Diagnostic Assessment – isinasagawa during instruction. = ginagamit ito upang matukoy
kung saan bang area ng aralin sila nahihirapan.
ASSESSMENT OF LEARNING – isinasagawa pagkatapos ng instruction. Ito’y karaniwang
tinutukoy bilang SUMMATIVE ASSESSMENT. = ginagamit upang patunayan kung anu ang
alam at magagawa ng mga estudyante.
ASSESSMENT AS LEARNING – ginagawa ito para sa mga guro na maunawaan at maayos
ang kanilang papel na ginagampanan sa pag-assess ng learning.

PRINCIPLES OF HIGH-QUALITY CLASSROOM ASSESSMENT

CLARITY AND APPROPRIATENESS OF LEARNING TARGET – ang learning target ay
na dapat na malinaw na nakasaad, tiyak, at sentro sa kung ano ang tunay na mahalaga.
APPROPRIATENESS OF METHODS – ang learning target ay sinusukat sa pamamagitan ng
naaangkop na assessment methods. (Mode Assessment: Traditional, Performance, and Portfolio).
BALANCE – nagtatakda ng mga target sa lahat ng domain of learning; gumagamit ng pareho ng
traditional at alternative assessments.
VALIDITY – sinusukat kung ano ang ninanais na sukatin; Ay tumutukoy sa pagiging kapaki-
pakinabang ng instrument para sa isang naibigay na layunin.
RELIABILITY – tumutukoy sa pagkakapare-pareho ng mga marka na nakuha ng parehong tao
kapag nag-retest gamit ang pareho o katumbas na instrumento.
FAIRNESS – ay nagbibigay sa lahat ng mga mag-aaral ng isang oportunidad upang ipakita ang
kanilang mga achievements.
PRACTICALITY AND EFFECIENCY – ang impormasyon na nakuha ay dapat na
nagkakahalaga ng mga mapagkukunan at oras na kinakailangan upang makuha ito.
CONTINUITY – ang assessment ay magaganap sa lahat ng mga yugto ng pagtuturo. Maaaring
gawin ito bago, habang at pagkatapos ng pagtuturo.
AUTHENTICITY – makabuluhang Gawain sa pagganap; Malinaw na pamantayan; Mga
dekalidad na produkto at pagganap; Positibong pakikipag-ugnayan sa pagitan ng assessee at
assessor; Pagbibigay diin sa metacognition at self-evaluation; Pagbabahagi ng kaalaman.
COMMUNICATION – ang assessment targets at standards ay dapat na ipaalam; Ang resulta ay
dapat na ipaalam sa mga mag-aaral sa pamamagitan ng direktang pakikipag-ugnayan o regular
na pagbibigay ng feedback sa kanilang progress.
POSITIVE CONSEQUENCES = Positive consequences to student: nag-uudyok sa kanila na
matuto. = Positive consequences to teacher: nakakatulong sa pagpapabuti ng pagiging epektibo
ng kanilang pagtuturo.
ETHICS – ang mga guro ay dapat na palayain ang mga mag-aaral mula sa kahihiyan at paglabag
sa karapatan ng mga estudyante o iba pang nakakapinsalang kahihinatnan; Ang mga guro ay
dapat na magabayan ng mga batas at patakaran na nakakaapekto sa kanilang pagtatasa
(assessment) sa silid aralan;
PERFORMANCE BASED ASSESSMENT – ay isang proseso ng pagtitipon ng impormasyon
tungkol sa pag-aaral ng mag-aaral sa pamamagitan ng aktwal na pagpapakita ng mga
mahahalaga at kapansin-pansin na mga kasanayan at paglikha ng mga produkto na
pinagbabatayan sa mga realidad na konteksto sa mundo.
PORTFOLIO ASSESSMENT – ito ay purposeful, ongoing, dynamic, at collaborative na
proseso ng pagtitipon ng maraming mga indicators ng growth at development ng mga
estudyante. = Working Portfolio – mga koleksyon sa araw-araw na Gawain ng mga estudyante. =
Show-case Portfolio – koleksyon ng mga pinakamagandang mga gawa o projects ng mga mag-
aaral. = Documentary Portfolio – kombinasyon ng working at show-case portfolio.
RUBRIC – ay isang measuring instrument na ginagamit sa pag-rate ng isang performance-based
task. = Checklist – nagtatanghal at sinusunod ang mga katangian ng isang kanais-nais na
pagganap o produkto. = Rating scale – sinusukat ang antas ng kalidad ng gawa o pagganap.
TYPES OF RUBRICS
Holistic Rubric – inilalarawan nito ang pangkalahatang kalidad ng pagganap o
produkto.
Analytic Rubric – inilalarawan nito ang detalyadong katangian o kalidad ng isang
pangganap o produkto.