Lanao School of Science and Technology, Inc. assessment was done?

Maranding, Lala, Lanao del Norte a. Summative Assessment

b. Formative Assessment
ASSESSMENT IN LEARNING 2 c. Diagnostic Assessment
BSED ENGLISH 3 d. Placement Assessment
2ND Semester 5. Who among the teachers below performed a
Prelim Examination diagnostic assessment?
a. Ms. Santos who asked questions when the
Instructor: JOHN KING LEO J R. GUISADIO discussion was going on to know who among h er
Name ________________________ students understood what she was trying to
Course and Year ____ emphasize.
Block ______ Score _______ b. Mr. Colubong who gave a short quiz after
discussing thoroughly the lesson to determine
I. Multiple Choices the programs of learning.
Directions: Encircle the letter of the best answer. c. Ms. Ventura who gave 10-item test to find out
the specific lessons which the students failed to
1. Who among the teachers described below is understand.
doing assessment? d. Mrs. Lopez who administered a readiness test
a. Mrs. Bautista who is administering a test to her to the incoming grade one pupils.
students. 6. You are assessing for learning. Which of these
b. Mr. Ferrer who is counting the scores obtained will you likely do?
by the students in his test. a. Giving grades to students
c. Ms. Leyva who is computing the final grade of b. Reporting to parents the performance of their
the students after completing all their child.
requirements. c. Recommending new policies in grading
d. Prof. Cuevas who is planning for a remedial students.
instruction after knowing that students perform d. Assessing the strengths and weaknesses of
poorly in her test students.
2. Mr. Fernandez is judging the accuracy of these 7. Ms. Saplan is planning to do an assessment of
statements. Which statements will he consider as learning. Which of these should she include in her
correct? plan considering her purpose for assessment?
I. Test is a tool to measure a trait. a. How to give immediate feedback to student's
II. Measurement is the process of qualifying a strengths and weaknesses
given trait. b. How to determine the area of interest of
III. Assessment is the gathering of quantitative learners
and qualitative data. c. How to certify student's achievement
IV. Evaluation is the analysis of quantitative and d. How to design one's instruction
qualitative data for decision making 8. their ability to solve problems with speed and
A. I and II only accuracy. You then designed a tool to measure
b. III and IV only this ability. What principle of assessment did you
c. I, II, and III consider in this situation?
d. I, III and IV a. Assessment should be based on clear and
3. If I have to use the most authentic method of appropriate learning targets or objectives.
assessment, which of these procedures should I b. Assessment should have a positive
consider? consequence on student's learning
a. Traditional Test c. Assessment should be reliable.
b. Performance-based Assessment d. Assessment should be fair.
c. Written Test 9. Mr. Ravelas made an essay test for the
d. Objective Assessment objective "Identify the planets in the solar
4. After doing the exercise on verbs, Ms. Borillo system". Was the assessment method used the
gave a short quiz to find out how well students most appropriate for the given objective? Why?
have understood the lesson. What type of a. Yes, because essay test is easier to construct
than objective test. a. I, II, and III only
b. Yes, because essay test can measure any type b. I, III, and IV only
of objective. c. I, II and IV only
c. No, he should have conducted oral questioning. d. I, II, III, and IV
d. No, he should have prepared an objective test. 14. Which could be seen in a rubric?
10. Mr. Cidro wants to test students' knowledge I. Objective in a high level of cognitive behavior
of the different places in the Philippines, their II. Multiple criteria in assessing learning
capital and their products and so he gave his III. Quantitative descriptions of the quality of
students an essay test. If you were the teacher, work
will you do the same? IV. Qualitative descriptions of the quality of work
a. No, the giving of an objective test is more a. I and II only
appropriate than the use of essay. b. II, III and IV only
b. No, such method of assessment is c. I, II and III
inappropriate because essay is difficult. d. I, II, III and IV
c. Yes, essay test could measure more than what 15. The pupils are to be judged individually on
other tests could measure. their mastery of the singing of the national
d. Yes, essay test is the best in measuring any anthem so their teacher let them sing
type of knowledge. individually. What should the teacher use in
11. Mr. Umayam is doing a performance- rating the performance of the pupils considering
based assessment for the day's lesson. Which of the fact that the teacher has only one period to
the following will most likely happen? spend in evaluating her 20 pupils?
a. Students are evaluated in one sitting. a. Analytic
b. Students do an actual demonstration of their b. Holistic
skill. c. Either holistic or analytic
c. Students are evaluated in the most objective d. Both holistic and analytic
manner. 16. Which is one benefit derived from the use of
d. Students are evaluated based on varied performance objective?
evidences of learning a. A solution to class management problem
12. Ms. del Rosario rated her students in terms of b. Make it easier to measure student’s
appropriate and effective use of some laboratory achievement
equipment and measurement tools and the c. Makes possible value integration
student’s ability to follow the specified d. Makes selection of the instructional materials
procedures. What mode of assessment should easier
Miss del Rosario use? 17. Teacher Phil wants to check whether or not
a. Portfolio Assessment his students learned what will he intended to
b. Journal Assessment teach and so formulated a quiz that should be
c. Traditional Assessment based on his
d. Performance-based Assessment a. Topic(s) b. Extra readings
13. Mrs. Hilario presented the lesson on baking c. Students ability d. Instructional Objectives
through a group activity so that the students will 18. In criterion-referenced testing, what must you
not just learn how to bake but also develop their do ensure that your test is fair?
interpersonal skills. How should this lesson be a. Make all of the questions true or false.
assessed? b. Ask each student to contribute one question.
I. She should give the students an essay test c. Make twenty questions but ask the students to
explaining how they baked the cake. answer only ten of their choice.
II. The students should be graded on the quality d. Use the objectives for the units as guide in
of their baked cake using a rubric. your test construction.
III. The students in a group should rate the 19. Quiz is to formative test while periodic is to
members based on their ability to cooperate in a. Criterion-referenced test b. Summative test
their group activity. c. norm-construction test d. Diagnostic test
IV. She should observe how the pupils perform 20. Which of the following does not belong to the
their tasks. group?
a. Daily quizzes b. Seatwork 29. Which of the following objectives is clearly in
c. Oral questioning d. Periodic test the psychomotor domain?
21. Which of the following verb is a greatest risk a. Relate music to dance step
for misinterpretation due to ambiguous term. b. Perform the steps of a given folkdances
a. Draw b. Know c. Show interest in dancing the steps of a given
c. Write d. Construct d. explain the sequence of the steps of a given
22. One purpose of learning objective is to: folkdance
a. measure outcomes b. define learning 30.Why is it considered unfair to learners for
c. communicate expectations teachers to use only one tool for assessment?
d. confuse students a. Learners learn and demonstrate learning in
23. You are creating an objective for your clinical multiple ways other than in written form.
group related to the demonstration of proper b. Traditional tools cannot measure higher order
sterile technique for a dressing change. Which thinking skills.
domain of learning are you assessing? c. Most teachers are not ready to use alternative
a. Cognitive b. Affective assessment tools.
c. Psychomotor d. None of the above d. Traditional assessment is threatening.
24. When writing objectives, the objective should 31. Who among the teachers below NOT
specify the behavior that the students should performed a formative evaluation?
demonstrate at the end of instruction, not what a. Mr. Borromeo who gave a short quiz after
the teacher does, discussing thoroughly the lesson to determine
a. True b. False the outcome of instruction.
c. Maybe d. None of the above b. Ms. Berces who gave a ten-item test to find out
25. The use of Performance objectives is rooted the specific lessons which the students failed to
on what particular assumption? understand.
a. Not every form of learning is observable c. Mrs. Corpuz who administered a readiness test
b. Performance objectives assure the learner’s to the incoming grade one pupils.
observable performance d. Mr. Olivia who conducted a periodical test to
c. Learning is defined as a change in the learner’s the students.
observable performance 32. Teacher Liza does norm-referenced
d. The success of leaner is based on teacher interpretation of scores. Which of the following
performance does she do?
26. Learning activities should be planned A. She uses a specified content as its frame of
because: reference.
a. This is require to the teacher B. She describes group of performance in
b. The accomplishment of objectives is relation to a level of master set.
dependent on the plan C. She compares every individual student score
c. The ability of the teacher to plan is tested with others’ scores.
d. This is expected by pupils D. She describes what should be their
27. Which is a norm-referenced statement? performance.
a. Daniel performed better in spelling than 88% of 33. Teacher J discovered that her pupils are weak
his classmates in comprehension. To further determine which
b. Daniel was able to spell 94% of the words particular skill(s) her pupils are weak in, which
correctly test should Teacher J give?
c. Daniel was able to spell 94% of the words A. Standardized Test B. Placement
correctly and spelled 38 words out of 50 correctly C. Diagnostic D. Aptitude Test
d. Daniel spelled 38 words out of 50 correctly 34. On the first day of class after introductions,
28. After teaching lessons, Ms. Cho gives a quiz to the teacher administered a
her class. Which does she give? Misconception/Preconception Check. She
a. Diagnostic test b. Summative test explained that she wanted to know what the
c. Performance d. Formative test class as a whole already knew about the
d. Make simple ads for the popular product you Philippines before the Spaniards came. The
like best.
Misconception/Preconception Check is a form of d. Assessment TO learning
A. diagnostic test B. placement test 42. Teacher Grace is done with unit 1. She wants
C. criterion-referenced test D. achievement test to know how well her students could
35. . Quiz is to formative as periodic is to demonstrate the knowledge and skills targeted at
____________. the beginning of the Unit. Into what form of
A. criterion-referenced B. summative test Assessment is teacher Grace?
C. norm-referenced D. diagnostic test a. Assessment OF learning
36. NSAT and NEAT results are interpreted b. Assessment AS learning
against a set of mastery level. This means that c. Assessment FOR learning
NSAT and NEAT fall under d. Assessment TO learning
A. criterion-referenced test 43. Which assessments is/are used to determine
B. achievement test grade of the student?
C. aptitude test I. Formative assessment
D. norm-referenced test II. Summative assessment
37. Teacher B wants to diagnose in which vowel III. Assessment of learning
sound(s) her students have difficulty. Which tool a. II and III c. I and III
is most appropriate? b. I and II d. I only
A. Portfolio Assessment B. Journal Entry 44. Which assessment leads students to become
C. Performance Test D. Paper-and-pencil self-directed and independent learners?
Test a. Formative assessment
38. Which holds true to standardized tests? b. Summative assessment
A. They are used for comparative purposes. c. Assessment AS learning
B. They are administered differently. d. Assessment FOR learning
C. They are scored according to different 45. On which should a teacher base his/her
standards. assessment?
D. They are used for assigning grades. a. Learning outcome
39. Teacher Paul conducted a short quiz to get b. Learning content
feedback on how the students learned and to c. Developmental stage of learners.
help learn more which may not be used for 46. In the parlance of test construction, what
grading purpose is classified as a. does TOS mean?
a. Placement Assessment a. Table of Specifics c. Table of Specific
b. Formative Assessment b. Table of Specifications d. Team of
c. Formative Assessment Specifications
d. Diagnostic Assessment 47. In criterion-referenced testing, what must you
40. Teacher Emma gave a True-False pretest on do ensure that your test is fair?
social justice. After correcting their wrong a. Make all of the questions true or false.
concepts and affirming their correct answers, b. Ask each student to contribute one question.
Teacher Emma gave the class a posttest. Among c. Make twenty questions but ask the students to
the forms of assessment explained, which one/s answer only ten of their choice.
did Teacher Emma do? d. Use the objectives for the units as guide in
a. Assessment OF learning your test construction.
b. Assessment AS learning 48. Which are direct measures of competence?
c. Assessment FOR learning a. Personality tests b. Performance test
d. Assessment TO learning c. Paper-and-Pencil test d. Standardized test
41. Teacher Julie sees to it that she checks for 49. If teacher D will have to make a scoring rubric
understanding as she teaches to ensure that for the students’ output, what format is better to
every student can follow the lesson. With what construct considering that the teacher has limited
form/s of assessment is Teacher Julie occupied time to evaluate their work?
with? a. Analytic Rubric
a. Assessment OF learning b. Holistic Rubric
b. Assessment AS learning c. Either A or B
c. Assessment FOR learning d. Neither A nor B
50. Prof. A taught her Mathematics class about stomata, c. nose. If you are going to retain the
addition of Fractions. She administered an same item, which of the choices should you
assessment tool to give her feedback so she can modify and why?
help the students learn more. What form of a. Choice C. because it is not homogeneous
assessment was given? with A and B.
a. Summative b. Formative b. Choice A. because it is not part of the plant
c. Peer d. Self c. Choice B. because it is obviously correct
51. Ms. Revilla is preparing a departmental test in d. None of the choices should be revised
Science for grade 5 pupils. She wants to make 56. Ariel, an underachiever was failed in all
sure that her test is reliable. What must she do? examinations. However, he was always present in
a. Ask her fellow teacher to revise her test the class and has submitted his homework on
items. time. His teacher gave him a passing mark
b. Administer the test to one group of pupils because of his good attitude towards school
and to another group next work. Was the decision of the teacher correct?
c. Let a group of pupils take the test now and Why?
take it again after three weeks. a. Yes, because grades should be based on
d. Divide the test into two parts and examinations
administer them to two separate groups of b. No, because tests and projects should be
pupils. the only sources of grades
52. Which of the following actions contributes to c. Yes, because teachers should give more
the improvement of test reliability? importance to students’ attitude
a. Increase the number of items and score d. No, because attitude towards school work
points on test. should not be considered in the computation
b. Decrease the number of inferences or 57. Interpreting assessment results considers
decisions based on the results. consistency. Which is described when the results
c. Increase the number of objectives are consistent?
measured by the test. a. Validity c. Subjectivity
d. Decrease the number of different types of b. Reliability d. Objectivity
item formats used. 58. Which assessment task is aligned to this to
53. Ms. O wants to determine if the students’ this outcome? “Analyze the socio-cultural factors
score in their final test is reliable. However, she that affect learning”
has only one set of test and her students are a. Multiple choice test b. Completion test
already on vacation. What test of reliability can c. Essay test d. Matching test
be employ? 59. It refers to the general measure that recall
a. Test-retest the information and it does not require a detailed
b. Kuder Richardon method scoring plan?
c. Equavalent forms a. Completion items
d. Test-retest with equivalent forms b. Short-answer items
54. Mrs. R wants to test the reliability of her c. Multiple choices
Achievement Test in English. Which of the d. Essay test
following activities will help achieve her purpose? 60. It consists of a sentence containing one or
a. Administer two parallel tests to different more blanks where the student is expected to
groups of students identify the word or short phrase represented by
b. Administer two equivalent tests to the same each blank.
group of students a. Short-answer items
c. Administer a single test but two different b. Multiple choices
groups of students c. Essay test
d. Administer two different tests but to the d. Completion Items
same group students 61. It is the most obvious method for judging
55. The stem of a multiple-choice item was stated whether a test measures something consistently
as “ How do you call the breathing organ of to re-administer the test to the same students.
plants?” the choices were: a. lenticies, b. a. Alternate-Retest Method
b. Test- Retest Method b. Short- answer items
c. Kuder-Richardson Method c. Essay test
d. Split-Half Method d. Identification
62. It is the most widely used of their methods for 70. In his second item analysis, Teacher H found
estimating reliability and have become known as out that more from the lower group gat the test
the K-R20 and K-R21fromulas? item #6 correctly. This means that test item:
a. Test- Retest Method a. Has a negative discriminating power
b. Alternate-Retest Method b. Has a lower validity
c. Split-Half Method c. Has a positive discriminating power
d. Kuder-Richardson Method d. Has a high reliability
63. Is an unreliable assessment valid? 71. Which is included in the item analysis?
a. Yes, because it gives consistency information a. Determining the percentage equivalent to the
within the assessment cut-off score.
b. Depends on the difficulty index b. Identifying the highest scores.
c. No, because it gives inconsistent information c. Determining the cut-off score.
even if it is aligned with assessment d. Determining the effectiveness of distracters.
d. Information is insufficient to give categorical 72. Which of the following should be AVOIDED in
answer. constructing true or false test?
64. This involves the administration of only one I. Verbal clues and specific determiner.
from a test. Often, the odd-numbered questions II. Terms denoting definite degree or amount.
versus the even-numbered questions make up III. Taking statements directly from the book
the two-groups. IV. Keep true and False statement of the same in
a. Test- Retest Method length.
b. Alternate-Retest Method a. I and III only b. I, II and III
c. Split-Half Method c. I, II and IV d. II and IV only
d. Kuder-Richardson Method 73. Which statement best describe a short-
65. If a test that lacks reliability must also lack of answer test item?
. I. It is easy to write test items
a. Items II. Broad range of knowledge outcomes can be
b. Answers measured.
c. Validity III. Adaptable in measuring complex learning
d. Split-Half Method outcomes.
66. It involves administering two forms or IV. Scoring is NOT tedious and time consuming.
versions of a test to the same students. a. I, II and III b. I and II only
a. Test- Retest Method c. II and IV only d. II, III and IV
b. Alternate-Retest Method 74. Ms. O wants to determine if the students’
c. Split-Half Method score in their Final Test is reliable. However, she
d. Kuder-Richardson Method has only one set of test and her students are
67. A value of 1.00 indicates perfect reliability, or already on vacation. What test of reliability can
total consistency. be she employ?
a. Reliability of the items a. Test-retest
b. Reliability of the question b. Kuder Richardson Method
c. Validity coefficient c. Equivalent forms
d. Reliability coefficient d. Test-retest with equivalent forms
68. When multiple raters are used, 75. Interpreting assessment results considers
inconsistencies between raters become consistency. Which is described when the results
a. Consistent are consistent?
b. Invalid a. Validity b. Reliability
c. Valid c. Subjectivity d. objectivity
d. Apparent 76. Which attribute belongs more to traditional
69. Represent a very flexible test format. assessment?
a. Multiple Choices a. Performing a task b. Selecting a response
c. Direct evidence d. Real Life a. become skillful in using procedures
77. Of the types of validity for tests, what type flexibly as they solve contextual and
constructs a test for a particular subject, the mathematical problems.
items adequately reflecting the specific matter of b. become proactive in using procedures
the subject? flexibly as they solve mathematical
a. Content b. Curricular problems
c. Criterion d. Predictive c. become incapable in using procedures
78.This is pre-planned collection of sample of flexibly as they solve contextual problem
students’ works, assessed results and other d. become more preventive in using
output produced by the students. procedures flexibly as they solve
a. Diary b. Portfolio mathematical problems.
c. Observation Report d. Anecdotal Report 86. According to teachers must
79. A pattern that teacher starts by asking a determine how to build on and honor student
question to gather information, generally with a thinking while ensuring that the mathematical
specific response. ideas at the heart of the lesson remain prominent
a. Probing pattern in class discussions.
b. Focusing pattern a. Freud and Brunner 2010
c. Open ended pattern b. Engle and Conant 2002
d. Initiate – Response – Evaluate c. Smith and Stein 2011
80. It is a strongly related to number sense and d. Wood and Turner-Vorbeck 2001
involves so much more than the conventional 87. A Mathematical Practices in teaching that
view of it encompasses. concerned about facilitating discourse among
a. Mathematical ability students to build shared understanding of
b. Mathematical learning mathematical ideas by analysing and comparing
c. Conceptual Fluency student approaches and arguments.
d. Computational Fluency a. Establish mathematics goals to focus learning
81. Effective teaching of mathematics builds b. Support productive struggle in learning
fluency with procedures on a foundation of. mathematics
a. Conceptual understanding c. Elicit and use evidence of student thinking
b. Computational understanding d. Facilitate meaningful mathematical discourse
c. Contextual understanding 88. What should be the primary mechanism of
d. Congruent understanding developing conceptual understanding and
82. It builds from initial exploration and meaningful learning of mathematics.
discussion of number concepts to using informal a. A task that promote memorization and
reasoning strategies based on meanings and remembering
properties of the operations to the eventual use b. A task that promote self- assessment
of general methods as tools in solving problems. c. A task that promote reasoning and problem
a. Mastery c. Fluency solving
b. Ability d. Knowledge d. A task that promote creative thinking
83. Students have better retention of the 89. When effective mathematical discourse
procedures and more able to apply in a new happen?
situations. a. When students take charge in explaining the
a. When students not interested of the problem
topic. b. When students articulate their own ideas that
b. When students can’t understand the lead them in constructing mathematical thinking
topic. and understanding.
c. When students procedures are c. When students defend on their teacher.
connected with the underlying concepts. d. When students always writing and taking note
d. When students proactive in learning of what teacher says and write.
mathematics. 90. What is the common core of math standards
85. When students builds procedure fluency. for mathematical practice that encourage
Then, students are. students?
a. engage in the actual use of mathematics, not d. Making the mathematics visible
just in the acquisition of knowledge about the 98. When a student’s explain, elaborate, or clarify
discipline. their thinking, including articulating the steps in
b. discourage in the actual use of mathematics, solution methods or the completion of a task
about the discipline. a. Encouraging reflection and justification
c. Not too involved acquisition of knowledge b. Gathering information
about the discipline c. Making the mathematics visible
d. Prevent actual use of mathematics, not just in d. Probing thinking
the acquisition of knowledge about the discipline 99. A pattern of questioning that involves using a
91. What level of discourse in mathematics set of questions to lead students to a desired
classroom that teacher asked a question frankly procedure or conclusion, while giving limited
about a student’s idea? attention to student responses that veer from the
a. Level 3 c. Level 4 desired path.
b. Level 1 d. Level 2 a. funneling pattern
92. What level of discourse in mathematics b. focusing pattern
classroom that teacher served the students to c. Probing pattern
discuss by supporting them to ask some question d. Higher order thinking question
to each other and another student explained 100. A pattern of questioning that involves the
his/her own idea. teacher in attending to what the students are
a. Level 1 c. Level 2 thinking, pressing them to communicate their
b. Level 0 d. Level 3 thoughts clearly, and expecting them to reflect on
93. What level of discourse in mathematics their thoughts and those of their classmates.
classroom that teacher asked a question and a. Higher order thinking question
confirmed answer correction, while students b. Probing pattern
answered the question shortly? c. focusing pattern
a. Level 2 c. Level 0 d. funneling pattern
b. Level 1 d. Level 3
94. How many level of discourse in mathematics II. IDENTIFICATION. Identify the following
classroom? statements below. Write your answer on the
a. 5 levels c. 4 levels space provided before each number.
b. 3 levels d. 6 levels
95. When a student’s discuss mathematical 1. It involves the process of quantifying
structures and make connections among individual performances, in terms of
mathematical ideas and relationships. What type achievement, personality, attitudes,
of questions that student use? habits and skills.
a. Probing thinking 2. It serves to identify on what extent the
b.Encouraging reflection and justification individual’s performance has met in a
c. Gathering information given criterion.
d. Making the mathematics visible 3. It refers to the use of pen and paper
96. When a student’s reveal deeper objective test.
understanding of their reasoning and actions, 4. A measurement that have one answer
including making an argument for the validity of or specific answer.
their work. 5. Assessment AS learning is also called
a. Probing thinking as.
b. Gathering information 6. It refers to the use of assessment
c. Encouraging reflection and justification methods that stimulate true to life
d. Making the mathematics visible situations.
97. When a student’s recall facts, definitions, or 7. An interpretation that involves the
procedures. comparison of what the students can
a. Probing thinking or cannot do/
b. Gathering information
c. Encouraging reflection and justification
 8. An interpretation that involves the
comparison of student’s performance
of the performance of other students.
9. A process of gathering and organizing
quantitative or qualitative data into an
interpretation form.
10. It refers to make judgement in the
certain learning.

III. Indicate whether each of the following

statements allows a criterion-referenced
interpretation and norm-referenced
interpretation. Write N if it is norm-referenced
interpretation and C if it is criterion-referenced.

1. Valdez is the best spiker in the PVL season

10.
2. Ana got 20 correct answers out of 30
questions.
3. Jenie got the highest score out of 20
students.
4. Julia is the smartest students in the class.
5. Rio can do 50 push-ups than Michael.
6. John scored near excellent on the final
Geometry exam.
7. Kim passed the qualifying exam.
8. Alicia obtained the highest score on the
Caclulus test.
9. Pharsa got the passing score on her Math
exam.
10. Albert is better singer than his classmate
Josh.