EDUC 6-ASSESSMENT IN LEARNING 2

ASSESSMENT 2

SUBMITTED BY:

Elaine S. Zonio

Ella Misolas

Trisha mae Fernández

John Vincent Patropez

SUBMITTED TO:

Sir. Marben Orogo

1. One of the most established question types for online and offline surveys
where survey respondents are expected to rate an attribute or feature.
A. Rating scale C. Written response instrument
B. Performance test D. Oral questioning
2. Assessment instrument where response/s were written either by the student
or by the teacher.
A. Essay C. Performance test
B. Written response instrument D. Oral questioning
3. Also known as Socratic method.
A. Oral questioning C. Examination
B. Performance test D. Written response
4. The following are methods for estimating the reliability of measuring
instrument except:
A. Test method C. Parallel form method
B. Test retest method D. Spit half method
5. Ability to measure what intended to measure. Appropriateness, correctness,
meaningfulness and usefulness arrived at after teaching and learning
process.
A. Reliability C. Validity
B. Fairness D. Practicability
6. Known as usability.
A. Reliability C. Practicability
B. Validity. D. Ethics in Assessment
7. Which of the following is the properties of Assessment method.
A. Content validity C. Face validity
B. Validity D. Construct validity
8. It refers to the consistency stability and dependability of the instrument.
A. Reliability C. Validity
B. Practicability D. Ethics in Assessment
9. It is the best to use in measuring the skills in higher cognitive levels such as in
application, analysis, synthesis and judgement.
A. Examination C. Check list
B. Written works D. Essay
10. Which is not belong to the group.
A. Objective test C. Analogy type
B. Short answer test D. Matching type
11. This test are carefully prepared which provide exact procedure in controlling
the method of administration and scoring with norms and data concerning the
reliability and validity test.
A. Written test. C. Standardised test
B. Teacher made test. D. Planning test
12. A practical way at assessing the achievement of the students inside the
classroom.
 A. Paper pencil test. C. Essay
B. Written test. D. Question and answer
13. The following are the steps on conducting a paper pencil test except:
A. Planning. C. Scoring
B. Evaluating. D. Adapting
14. A test map that serves as guide to the test constructor in ensuring a valid,
reliable and objective test.
A. TOS. C. Essay
B. Objective test. D. Written test
15. A try out and validation phases that provides information that will allow the
teacher to decide whether to revise, replace or retain.
A. Item revision. C. Validation
B. Item analysis. D. Administering
16. The revising the whole test by the information provided.
A. Administering. C. Item analysis
B. Item revision. D. Item administering
17. The number of copies should be considered to minimise the resources.
A. Producing test. C. Evaluating test
B. Administering test. D. Planning test
18. A test constructed by classroom teachers in the light of specific
classroom/instructional objectives to estimate or appraise the progress of the
students in the class.
A. Planning test. C. Administering test
B. Standardised test. D. Teacher made test
19. It is the objective type that select an answer from a given number of choices.
A. Limited response type. C. Essay type
B. Free response type. D. Matching type
20. It measures the aspects of behavior ( intelligence, attitude, interest).
A. Educational test. C. Psychological test
B. Power test. D. Mastery test
21. .It determine the characteristics of the whole test itself, namely the validity and
reliability of the test?
A. Validation C. Finding the index of
discrimination
B. Process of validation. D. Information
22. the ability to answer the problems by those who know and those who are
merely guessing especially to the difficult items?
A. Discrimination index C. Finding the index difficulty
B. Item analysis D. Declaration
23. 3.The most common is by analysing the index of the difficulty of the item and
find the discriminating power of the item from the number of students who
answered the item correctly, considering the upper group and the lower group
of the distribution?
A. Validation. C. Discrimination
B. Item analysis D. Assessment
24. What do you call the values of discrimination indices are classified as a.
“Good” if the index is
A. above 0.30. C. Below 0.10
B. between 0.10. D. above 10.30
25. “Fair” is between of________
A. 0.10 C. 0.10 and 0.30
B. 0.20 D. 0.30
26. It is the discriminated index between those who know and those who do not
know the answer.
A. Discrimination index C. Process of test validation
B. Fair D. Integrated
27. What are the tree main types of evidences.
A. Content, construct and criterion
B. Judgement, content and space
C. Criterion, content and validation
D. Content, discussion and construct
28. It is also called “Item difficulty”.
A. Difficult C. Difficulty index
B. Difficult experience D. difficulty mass
29. What are the two typical methods used in the analysis of a test.
A. Validation and discrimination
B. Difficulty and discrimination index
C. Difficulty index and discrimination
D. Validation and discrimination index
30. What is the value of “poor” it is below of__________.
A. 0.10 C. 0.30
B. 0.20 D. 0.40
31. The teachers can adjust instructions, school leaders can consider additional
educational opportunities for students and policy makers can modify.
A. Flexible c. responsive
B. Integrated d. multiple methods
32. This type of assessment that is clear in educational assessment
encompasses the total educational setting and not limited to the teacher-
student engagement.
A. Assessment
B. Assessment in 21st century
C. Instructional decision assessment
D. Summative assessment
33. This decision is normally made by individual classroom teacher, as necessary
to meet the targets or objectives set during classroom engagement.
A. Grading c. instructional
B. Diagnostic d. program curriculum
34. This approach best fit for the demands of the learning environment at present
since as students decisions, actions and applications vary.
A. Informative c. communicated
B. adorable d. flexible
35. Usually based on teacher made tests.
A. Instruction c. grading
B. Methods d. placement
36. In this field of education most of the changes have focused on teaching and
learning.
A. 21st century c. assessment
st
B. Assessment in 21 century d. century assessment
37. The characteristic of 21st century that adjustment and accommodations are
made in the assessment process to meet the student needs and fairness.
A. Fair c. methods
B. Responsive d. systhematic
38. A part of comprehensive and well aligned assessment system that is balanced
and inclusive of all students, constituents, stakeholders and designed to
support improvement at all levels.
A. Responsive c. communicated
B. Systematic d. informative
39. A type of characteristic assessment that stimulating thinking, building on prior
knowledge, constructing meaning and thinking about ones thinking.
A. Formative assessment
B. Integrated
C. Summative assessment
D. Placement assessment
40. The totally accumulated knowledge, skills and attitudes that students develop
during a course of study.
A. Outcome based assessment
B. Administrative assessment
C. Student learning outcome
D. Program of curriculum
41. An indirect and authentic measures of students learning out comes .
A. Traditional assessment
B. Authentic assessment
C. 21st century
D. Traditional and authentic assessment
42. It is the context of the assessment except:
A. Realistic activity or context
B. The task is performance based
C. The task is cognitive complex
D. The task is performance based
43. The authentic assessment has four basic characteristic which of the following
is correct.
A. The tast should be representative of performance in the field
B. The prformance expectation is mastery
C. Authentic assessment are direct measures
D. Students collaborative with each other or with teacher
44. Refers to the frequent, interactive assessment of students progress to identify
learning needs and shape teaching.
 A. Formative based C. Student based
B. Classroom based d. teacher based
45. Formative assessment occur at three points of instruction except:
A. During instruction c. after lessons
B. Between lessons d. between units
46. It give us information on what the teacher can perform by comparing to
another student.
A. Formative evaluation and summative evaluation
B. Traditional and authentic assessment
C. Norm-referenced assessment
D. Contextual and decontextualized assessment
47. It refers to the specific approach in the assessment in the student learning
outcomes.
A. Analytic assessment c. contextual assessment
B. Holistic assessment d. decontextualized assessment
48. A global approach in the assessment of the student learning outcome.
C. Analytic assessment c. contextual assessment
D. Holistic assessment d. decontextualized assessment

49. The focus is on students construction of functioning knowledge and the

student performance in the application of knowledge in the real world context
of the discipline area.
A. analytic assessment c. contextual assessment
B. Holistic assessment d. decontextualized assessment
50. It includes the written exams and term papers which are suitable for
assessing declarative knowledge, and do not necessarily, have a direct
connection to the real world.
A. Analytic assessment c. contextual assessment
B. Holistic assessment d. decontextualized assessment
51. A process of creating aspect of the students in bringing out what they know
and what they can do through different performance task such as exhibits,
projects and work samples.
A. Performance based assessment
B. Teacher based assessment
C. Student based assessment
D. Curriculum assessment
52. The students performance must be judge using more than one evaluation
criterion.
A. Pre-specified quality standards
B. Judgement appraisal
C. Multiple evaluation
D. Quality standards
53. Important skills that need to be sharpened and developed by the teachers.
A. Solving a problem c. determining the position
B. Completing an inquiry d. demonstration task
54. One in which students asked to collect data in order to develop their
understanding about a topic or issue.
A. Solving a problem c. determining the position
B. Completing an inquiry d. demonstration task
55. It occurs at the end of the program of study and enable students to show
knowledge and skills in the context that matches the world of practicing
professionals.
A. Solving a problem c. determining the position
B. Completing an inquiry d. capstone performances
56. It perform in front of the audience.
A. Presentation task c. determining the position
B. Completing an inquiry d. demonstration task
57. Are visual presentations or displays that need little or no explanation from the
creators.
A. Presentation task c. exhibits
B. Demonstration task d. exhibition
58. This task shows how the students use knowledge and skills to complete well
defined complex task.
A. Presentation task c. exhibits
B. Demonstration task d. exhibition
59. This task requires students to make decision or clarify a position.
A. Presentation task c. determining the position
B. Completing an inquiry d. demonstration task
60. According to this order the highest level of assessment focus on the
performance (product) with the students are expected to produce through
authentic performance task.
A. DepEd Order No. 7, 2012 c. DepEd Order No. 7, 2013
B. DepEd Order No. 8, 2012 d. DepEd Order No. 8, 2013
61. The essence of performance assessment includes the development of the
students deep understanding. It focuses on the use of knowledge and skills.
A. Deep understanding c. products
B. Reasoning d. skills
62. It describe clearly the physical action required for a given task.
A. Skills c. psychomotor skills
B. Reasoning skills d. reasoning skills
63. Are completed works, such as term papers, projects and other assignment in
which students use their knowledge and skills.
A. Deep understanding c. products
B. Reasoning d. skills
64. It essential with performance assessment as the students demonstrate skills
and construct products.
A. Deep understanding c. products
B. Reasoning d. skills
65. The four types of learning targets used in performance assessment except:
A. Skills c. psychomotor skills
B. Reasoning skills d. product
 66. A type of rubric that requires the teacher to list and identify the major
knowledge and skills which are critical in the development of process or
product task.
A. Analytic c. rubric
B. Holistic d. analytical
67. A type of rubric that requires the teacher to make a judgement about the
overall quality of each student response.
A. Analytic c. rubric
B. Holistic d. analytical
68. It involves the performance of the students.
A. Task description c. dimension
B. Scale d. description of dimension
69. It describe how well or poorly any given task has been performed and
determines to what degree the students has met a certain criterion.
A. Task description c. dimension
B. Scale d. description of dimension
70. A set of criteria which serve as the basis for evaluating student output or
performance.
A. Task description c. dimension
B. Scale d. description of dimension

KEY:
1. A
2. B 37. C
3. A 38. B
4. A 39. B
5. C 40. C
6. C 41. A
7. B
42. D
8. A
43. B
9. D
10. A 44. A
11. C 45. C
12. A 46. C
13. D 47. A
14. A 48. B
15. A 49. C
16. B 50. D
17. A 51. A
18. D 52. C
19. A 53. A
20. C 54. B
21. A
55. D
22. C
23. B 56. A
24. A 57. C
25. B 58. B
26. A 59. C
27. A 60. A
28. C 61. A
29. B
62. C
30. A
63. C
31. C
32. C 64. B
33. C 65. C
34. D 66. A
35. C 67. B
36. B 68. A
69. B
70. C