uniform manner.

Since test is
Assessment of Learning a form of assessment, tests
SUMMARY / KEYWORd also answer the question”how
does individual student
Assessment perform?
–refers to the process of Testing
gathering, describing or -is a method used to measure
quantifying information about the level of achievement or
the student performance. It performance of the learners. It
includes paper and pencil also refers to the
test, extended responses administration, scoring and
(example essays) and interpretation of an
performance assessment are instrument (procedure)
usually referred to designed to elicit information
as”authentic assessment” about performance in a simple
task (example presentation of of a particular area of
research work) behavior.
Measurement Types of Measurement
-is a process of obtaining a There are two ways of
numerical description of the interpreting the student
degree to which an individual performance in relation to
possesses a particular classroom instruction. These
characteristic. Measurements are the Norm-reference tests
answers the questions”how and Criterion-referenced tests.
much? Norm-reference test
Evaluation is a test designed to measure
- it refers to the process of the performance of a student
examining the performance of compared with other students.
student. It also determines Each individual is compared
whether or not the student with other examinees and
has met the lesson assigned a score-usually
instructional objectives. expressed as percentile, a
Test grade equivalent score or a
–is an instrument or stanine. The achievement of
systematic procedures student is reported for broad
designed to measure the skill areas, although some
quality, ability, skill or norm referenced tests do
knowledge of students by report student achievement
giving a set of question in a for individual.
The purpose is to rank each of Norm-Referenced Tests and
student with respect to the Criterion-Referenced Tests
achievement of others in Common Characteristics of
broad areas of knowledge and Norm-Referenced Test and
to discriminate high and low Criterion-Referenced Tests
achievers. *Both require specification of
Criterion- referenced test the achievement domain to be
is a test designed to measure measured
the performance of students *Both require a relevant and
with respect to some representative sample of test
particular criterion or items
standard. Each individual is *Both use the same types of
compared with a pre test items
determined set of standard for *Both used the same rules for
acceptable achievement. The item writing (except for item
performance of the other difficulty)
examinees are irrelevant. A *Both are judge with the same
student’s score is usually qualities of goodness (validity
expressed as a percentage and reliability)
and student achievement is *Both are useful in
reported for individual skills, educational assessment
The purpose is to determine
whether each student has
achieved specific skills or ProfEd Assessment of
concepts. And to find out how Learning❤
mush students know before 1.Criterion reference test
instruction begins and after it -the students mastery of
has finished. objectives
Other terms less often used 2.Define the instructional
for criterion-referenced are objective
objective referenced, domain -first step in planning an
referenced, content achievement test
referenced and universe 3. Standard deviation
referenced. -Validity
According to Robert L. Linn 4.Central tendency
and Norma E. gronlund (1995) -mean,median and mode
pointed out the common 5.Positively skewed score
characteristics and differences distribution
-most of the scores are low
6.Normal distribution From mean to 1SD is 34.13%
- mean,median and mode are From mean to -1SD is also
equal 34.13%
7.Negatively skewed From 1SD to 2SD is 13.59%
�means that students perform From -ISD to -2SD is 13.59%
well in the said examination or The are under the normal
the scores of the students curve is
concentrated on the right part 34.13%+34.13%+13.59%+
of the curve. 13.59%=95.44%
�good performance of the 15. Generousity error
students �if a teacher gives additional
8.Normal distribution curve, a grade to the students who
T-score or 70 performed well in the class or
❤two SDsabove the mean in the examination,then he
❤ T score=10z+50 commits generousity error.
❤z=2 16. Mode
9. Mean is to measure of �defines as the number that
central tendency as quartile occured most in the
deviation distribution most.The
10. Skewed to the right distribution is also classified
-most of the students got as unimodal.
scores below the mean,which 17. Formative test
means that the examinees �is done after or during
performed very poor. discussion.Feedback from the
11. Median said exam can be used to
-equivalent to the 50th determined whether the
percentile students have mastery of the
12. Skewed score distribution subject matter.
-scores are concentrated more 18. Positive discrimination
at one index
end or the other end. �more from the upper group
13.Skewed to the left got the item correctly.
-if the class is composed of 19.Norm-referenced
bright students .High scores statements
concentrated at the right part �you are comparing the
of the distribution. performance of a certain
14. -2SD and +2SD in the students with the
normal curve performance of other
- 95.44 students.
20.Negatively skewed score Thus the sum is 68.26%
distribution 26.Median
�the student consist of �The scores of the students is
academically good a tutorial
students class are as follows
�most of the scores of the 82,82,85,86,87,94,98
students �the score 86 is the median
concentrated at the right part �it is the middle most score
of curve in the
21.Content validity distribution.
�validation that refers to the 27. 0-.20
relationships between a test �difficulty index range
and the instructional 28. -0.46 discrimination index
objectives. �more students from the
�establishes the test lower group
measures what it is answered item correctly
supposed to measure. 29. Multimodal
22. Measures of Variability �is a score distribution that
�variance consist of
�standard deviation more than modes.
�range 30. Median is the most
�interquartile range appropriate measure of
�mean deviation central tendency to used
23.Range when the distribution is
�If teacher gets the skewed
difference between 31.Negatively skewed
the highest score and the distribution
lowest score. �most of the scores of the
�Formula=highest score- test-takers
Lowest score above the mean
24.Positively skewed 32.Positively skewed
�left side of the curve distribution
25.Normal curve distribution �the mean is greater than
-1SD to +1SD the median
�68.26% 33.TOS
�because -1SD to mean is �Table of Specification
34.13% 34. Range(types of variation)
and from mean to 1SD is also �is easily affected by the
34.13% extreme scores,if there is a
change in either the highest 43.Difficulty index of 1
score or lower score the value ❤the test is very easy
of the range easily change. 44.Split half method and
35. Mean(types pf central Kuder Richardson
tendency) ❤measure internal
�easily affected by the consistency of the
extreme scores. test scores of the students.
�if there is a changes in 45. Test-retest measures
highest score method
� the mean vallue pulled up ❤stability of the test scores
�while if the lowest score 46.Parallel method
become ❤measures equuvalence
smaller,the valueis pulled 47.Grading on the curve/norm
down. referenced
36. Sentence completion test grading
❤word association test and ❤the performance of a certain
thematic student
appreciation test are all compared to the performance
projective test. of other
37.Anecdotal report students in the group.
❤are notes written by the 48.Constructing matching
teacher regarding incdents at type of test
the classroom that might be ☝the option must be greater
needs special attention in the than the
future. descriptions
38.Sinforoso Padilla ✌the direction must state the
❤father of counselling in the basis of
Philippines matching.
39.Authentic assessment �the discription must be in
❤assessment applying real Column A
life situation and Options in Column B
40. Standardized test 49.Extended essay test
❤to engage in easy scoring ❤is the most effective
41.Scoring rubric measure of
❤very important and HOTS of cognitive learning
indespensable objectives.
42.Assessment for learning 50. Objective test,completion
❤emphasis on grades and test and
honors achievement test
❤demonstrate the ability to ❤lesson plans to have
recall consistent and
factual knowledge strong connection from start
51.Objective test to finish
❤normally measures low-level ❤characteristics of the
thinking instructional plan
skills such as: that shows
�knowledge interconnectedness
�comprehension ❤smooth flow from beggining
�application to end
52.Standard deviation 6.EVALUATION
❤most important and most ❤finale of goal oriented
stable instruction
measurements of variation 7.KRATHWOHL'S AFFECTIVE
❤It is the average of all the DOMAIN
scores that ❤COVR
deviate from the mean value ❤Characterization
PROF ED-Principles and ❤Organization
strategies in teaching ❤Valuing
MET Review summary ❤Responding
1. PART OF COMPREHENSION 8.EXPERT POWER
SKILLS ❤shown when teacher makes
❤sequencing events his student feel that he is
❤critical reading knowledgable about the
❤finding the main idea lesson
2.ALBERT BANDURA 9. REFERENT POWER
❤Social learning theory ❤shown when teacher makes
❤Modelling(essential in his students feel important
pedagogy) and bieng a part of the group
3.OPERANT CONDITIONING the way they are.
❤B.F Skinner 10. SIGNAL INTERFERENCE
❤Reward ❤when teacher looks in his
4.PERFORMANCE OBJECTIVES students eyes to tell them
❤Tangible performance that he disapproves of their
changes when mischievous behavior
learners undergo the learning ❤when the teacher put his
process index finger near the lips to
5.COHERENCE sign silence
11. REWARD POWER
❤is the authority of teacher to lesson taught by the teacher
give student grade that ❤game technique operates on
he/she deserves. the
12. WITH-IT-NESS principle "I am what I should
❤eyes of the back of the head be"
13. BLOOMS COGNITIVE 20. DRILL METHOD
TAXONOMY ❤repeat the procedures again
❤ES AnACK and again which will lead to
1.Evaluation mastery eventually
2.Synthesis 21. ANECDOTAL RECORD
3.Analysis ❤contains the significant
4.Application /untoward incidents /report
5.Comprehension that happen with students
6.Knowledge 22. INTRAPERSONAL
14. TIME LINE INTELLEGENT
❤most appropriate use for ❤independent
Phil. Lit. 23. VENN DIAGRAM
15. HARMONOUS CLASSROOM ❤used to compare and
MANAGEMENT contrast
❤The application of lessons in 24. FISHBONE DIAGRAM
students ❤cause and effect
daily life 25. TEACHER
16. SEQUENCE CHAIN ❤best classroom device
❤best use for Water Cycle 26. EFA /EDUACTION FOR ALL
17. CRITIQUING SESSION ❤practice of inclusive
❤allows the evaluation of education
members 27. MOCK UP
work by the group and it ❤best use of how blood
encourage the circulates in the
giving of constructive heart
comments on ❤allow the student to
how to improve the work. manipulate the
18. COHERENCE device
❤is shown when all the parts 28. REALIA
are ❤best to use in class when its
connected and related feasible
19. SIMULATION 29. MODEL
❤allowed students to put into ❤tangible and scaled replica
use the of something
❤globe is very good example when focusing on attidunal
of a model change
30. DIVERGENT QUESTION 37. PHILIP 66
❤HOTS ❤technique wherein the group
31. WATCHING DEMO(EDGAR is divided into 6 and allows
DALES CONE them to discuss within 6 mins.
OF EXPERIENCE 38. CLOSED-ENDED QUESTION
❤allows the child to learn ❤limits the creativity of
better rather students response
than hearing and listening 39. JEROME BRUNER
32. WITH-IT-NESS ❤Discovery learning
❤A teacher is aware of what ❤Spiral Curriculum
happening ❤postulated that learning is a
is his classroom simultaneous process of
33. REFERENT POWER AQUISITION,
❤teacher shows loving TRANSFORMATION AND
attitude towards EVALUATION
students 40. HIGH SCHOOL
❤teacher gives his students a YEARS(ERIKSON)
feeling of ❤a person is faced with the
trust,compassion and dilemma of
acceptance finding his or her identity
34. FIRST DAY OF SCHOOL 41. ALBERT BANDURA(SLT)
❤the best time for teachers to ❤Modeling
set routine ❤Social Learning Theory
and rules for students to 42. PORMA OVER SUBSTANCE
follow ❤focuses more on design and
35. LOW PROFILE DISCIPLINE embellishment rather than the
❤the teacher manages content of report
misbehaviour of 43. COHERENCE OR
students without distrupting RELATEDNESS
lesson ❤of elements and parts from
❤Example:signal interference the start to the end must be
and observed in instructional plans
proximity 44. KRATHWOHLS AFFECTIVE
36. ROLEPLAY DOMAIN
❤allows the child to show ❤COVResRev
his/her own personal emotions 1. Characterization
and therefore is a good option 2. Organizing
3. Valuing regularly and individually
4.Responding prepares,
5. Reviewing implememts,monitors amd
45. CRITERION updates
❤an acceptable standard of the plan
performance 50. IPT/INFORMATION
❤degree of accuracy PROCESSING
46. BLOOMS TAXONOMY THEORY
❤ES An ACK ❤asserts that when learners
1. Evaluation treat
2. Synthesis information as personal and
3. Analysis as a part
4. Application of his /her schema then
5. Comprehension retrieving
6. Knowledge concepts contextually is a lot
47. CONSENSUS DECISION easier
MAKING 51. GUIDANCE
❤the teacher allows his ❤enables teachers to help
students to arrive into one learners
specific plan action through acquire skills according to
gathering the majority vygotsky
desicion. ❤Scaffolding
48. TASK ANALYSIS MODEL 52. SHARED VALUES
❤FaCoPrinGe ❤vision-core values
1.Facts 53. ALL STAKE HOLDERS
2. Concepts ❤should practice TQSM-Total
3. Principles Quality
4. Generalization School Model
49. IPPD 54. TECHNICAL SKILL
❤Individual Plan for ❤general term to adress the
Professional competency needs of various
Development industries
❤is a tool that serves as a 55. HIGHLIGHTING
guide for the ❤uses colored writing
professionals continous instruments such
learning and as "stabilo highlighter" to
development emphasize
❤structured that every key points
professional 56. PEER REVIEW
❤allow classmates to critique 1. Mrs. Pua is judging the
another worth of the project of the
classmates work students in her Science class
57. FLEXIBILITY based on a set of criteria.
❤allow the students to show What process describes what
creativity she is doing?
58. GLOBAL EDUCATION a. Testing
❤allows students to be more b. Measuring
accepting/ tolerant of other c. Evaluating
cultures d. Assessing
59. STAKEHOLDERS 2. Mrs. Acebuche is comparing
❤include teachers,parents, measurement from
administrators and members evaluation. Which statement
of the explains the difference?
community a. Measurement is assigning a
❤are the key players of any numerical value to a given
system/ trait while evaluation is giving
organization/process meaning to the numerical
60. QUALITY EDUCATIONAL value of the trait.
SYSTEM b. Measurement is the process
❤adequate of gathering while evaluation
❤complete is the process of quantifying
❤integrate the data gathered.
61. ENRICHING ENVIRONMENT c. Measurement is the process
❤something that allows a of quantifying data while
highly diverse evaluation is the process of
class to optimize their learnig organizing data.
62. ALS-ALTERNATIVE d. Measurement is a pre-
LEARNING SYSTEM requisite of assessment while
❤lifelong and is acquired from evaluation is the pre-requisite
real life of testing.
activities and interactions .
including play 3. Ms. Ricafort uses
63. FLUENT STAGE alternative methods of
❤wherein student is no longer assessment. Which of the
dependent on pictures while following will she not likely
reading use?
a. Multiple Choice Test
DRILL 1. b. Reflective Journal Writing
c. Oral Presentation d. The practice is acceptable
d. Developing Portfolios since the test results are
. graded.
4. Ms. Camba aims to .
measure a product of 6. Ms. Delos Angeles
learning. Which of these advocates assessment for
objectives will she most likely learning. Which will she NOT
set for her instruction? likely do?
a. Show positive attitude a. Formative Assessment
towards learning common b. Diagnostic Assessment
nouns c. Placement Assessment
b. Identify common nouns in a d. Summative Assessment
reading selection .
c. Construct a paragraph 7. At the beginning of the
using common nouns school year, the 6-year old
d. User a common noun in a pupils were tested to find out
sentence who among them can already
. read. The result was used to
5. The students of Mrs. Valino determine their sections.
are very noisy. To keep them What kind of test was given to
busy, they were given any them?
test available in the classroom a. Diagnostic
and then the results were b. Formative
graded as a way to punish c. Placement
them. Which statement best d. Summative
explains if the practice is .
acceptable or not? 8. The grade six pupils were
a. The practice is acceptable given a diagnostic test in
because the students addition and subtraction of
behaved well when they were whole numbers to find out if
given a test. they can proceed to the next
b. The practice is not unit. However, the results of
acceptable because it violates the test were very low. What
the principle of reliability. should the teacher do?
c. The practice is not a. Proceed to the next lesson
acceptable because it violates to be able to finish all the
the principle of validity. topics in the course.
b. Construct another test
parallel to the given test to
determine the consistency of Which of the following
the scores. activities will help achieve her
c. Count the frequency of purpose?
errors to find out the lessons a. Administer two parallel
that the majority of students tests to different groups of
need to relearn. students.
d. Record the scores then b. Administer two equivalent
inform the parents about the tests to the same group of
very poor performance of students
their child in mathematics. c. Administer a single test but
. two different groups of
9. Mrs. Nogueras is doing an students.
assessment of learning. At d. Administer two different
what stage of instruction tests but to the same group of
should she do it? students.
a. Before instruction .
b. After instruction Refer to the situation below in
c. Prior to instruction answer items 12 and 13
d. During the instructional A teacher set the following
process objectives for the day's
. lesson:
10. Mr. Cartilla developed an At the end of the period, the
Achievement Test in Math for students should be able to:
her grade three pupils. Before a. Identify the parts of friendly
she finalized the test she letter
examined carefully if the test b. Construct a friendly letter
items were constructed based using the MS Word, and
on the competencies that c. Show interest towards the
have to be tested. What test day's lesson
of validity was she trying to To assess the attainment of
establish? the objectives, Ms. Cidro
a. Content-validity required the students to
b. Concurrent validity construct friendly letter and
c. Predictive validity have it encoded at their
d. Construct validity Computer Laboratory using
. the MS Word. The letter
11. Mrs. Robles wants to should inform one's friend
establish the reliability of her about what one has learned in
achievement test in English.
the day's lesson and how one III. Let them demonstrate how
felt about it. to teach a particular lesson.
. IV. Study their portfolios to
12. Which is NOT true about examine the qualities of the
the given case? students' outputs when they
a. Ms. Cidro practices a were in College.
balanced assessment. a. I and II.
b. Ms. Cidro's assessment b. II and III.
method is performance-based. c. I and III, IV
c. Ms. Cidro needs a rubric in d. II, III and IV
scoring the work of the .
students. 15. What should be done first
d. Ms. Cidro's assessment when planning for a
targets are all in the cognitive performance-based
domain. assessment?
. a. Determine the "table of
13. If Mr. Paraiso will have to specifications" of the tasks
make a scoring rubric for the b. Set the competency to be
student's output, what format assessed.
is better to construct c. Set the criteria in scoring
considering that the teacher the task.
has limited time to evaluate d. Prepare a scoring rubric.
their work? .
a. Analytic Rubric 16. To maximize the amount
b. Holistic Rubric of time spent for
c. Either A or B performance-based
d. Neither A nor B assessment, which one should
. be done?
14. The school principal has 3 a. Plan a task that can be
teacher applicants all of whom used for instruction and
graduated from the same assessment at the same time.
institution and are licensed b. Assess one objective for
teachers. She only needs to one performance task.
hire one. What should she do c. Set objectives only for
to choose the best teacher cognitive domains.
from the three? d. Limit the task to one
I. Give them a placement test. meeting only.
II. Interview them on why they .
want to apply in the school.
17. Who among the teachers b. It can assess individuals at
below gave the most the same time.
authentic assessment task for c. It is easier to administer
the objective "Solve word than performance test.
problems involving the four d. It can assess fairly all the
basic operations" domains of intelligence of an
a. Mrs. Juliano who presented individual
a word problem involving a .
four fundamental operations 19. Which statement about
and then asked the pupils to performance-based
solve it. assessment is FALSE?
b. Mrs. Mandia who asked her a. It emphasizes merely
pupils to construct a word process.
problem for a given number b. It also stresses doing, not
sentence that involves four only knowing.
fundamental operations and c. It accentuates on process
then asked them to solve the as well as product.
word problem they d. Essay tests are an example
constructed. of performance-based
c. Mrs. Malang who asked her assessments.
pupils to construct any word .
problem that involves the four 20. Under which assumption is
fundamental operations and portfolio assessment based?
then asked them to show how a. Portfolio assessment is a
to solve it. dynamic assessment.
d. Mrs. Pontipedra who asked b. Assessment should stress
her pupils to construct any the reproduction of
word problem that involves knowledge.
the four fundamental c. An individual learner is
operations then formed them adequately characterized by a
by twos so that each pair test score.
exchanged problems and help d. An individual learner is
solve each other's problem. inadequately characterized by
. a test score.
18. Which is wrong to assume .
about traditional assessment? 21. Which is a good portfolio
a. It can assess individuals evidence of a student's
objectively. acquired knowledge and
writing skills?
a. Project 25. Mrs. Bacani prepared a
b. Test Results rubric with 5 levels of
c. Reflective Journal performance described in 5-
d. Critiqued Outputs excellent, 4-very satisfactory,
. 3-satisfactory, 2 needs
22. When planning for improvement, 1-poor. After
portfolio assessment, which using this rubric with these
should you do first? descriptions, she found out
a. Set the targets for portfolio that most of her students had
assessment. a rating of 3. Even those who
b. Exhibit one's work and be are evidently poor in their
proud of one's collection performance had a rating of
c. Select evidences that could satisfactory. Cold there be a
be captured in one's portfolio possible error in the use of the
d. Reflect on one's collection rubric?
and identify strengths and a. Yes, the teacher could have
weaknesses committed the generosity
. error.
23. Which kind of rubric is b. Yes, the teacher could have
best to use in rating students' committed the central
projects done for several tendency source of error.
days? c. No, it is just common to see
a. Analytic more of the students having
b. Holistic grade of 3 in a 5-point scale.
c. Either holistic or analytic d. No, such result is
d. Both holistic and analytic acceptable as long as it has a
. positive consequence to the
24. Which is not true of an students.
analytic rubric? .
a. It is time consuming Answers: 1C 2A 3A 4C 5C 6A
b. It is easier to construct than 7C 8C 9D 10A 11B 12D 13B
the holistic rubric 14D 15B 16A 17D 18D 19A
c. It gives one's level of 20D 21C 22A 23A 24B 25B
performance per criterion
d. It allows one to pinpoint the DRILL 2
strengths and weaknesses of
one's work. 1. Can paper-and-pencil tests
. diagnose students ability to
organize thoughts?
A. Yes, by way of the essay assessment. Which goes with
test. ✔ ✔ authentic assessment?
B. No, unless the multiple A. Answering multiple choice
choice type of tests is made test items
situational B. Del contextualized drill
C. Yes, by way of the selected C. Real world application of
response type of test. lessons learned ✔ ✔
D. No, they are limited only to D. Unrealistic performances
simple recall. 6. To ensure mastery of a
2. Which of the most reliable cognitive lesson, which
tool for seeing the assessment tool is most
development in your pupils appropriate?
ability to write? A. Essay test
A. Interview of pupils B. Objective test
B. Portfolio assessment ✔ ✔ C. Pre-test and post-test ✔ ✔
C. Scoring rubrics D. Summative test
D. Self-assessment 7. "State a set of principles
3. I'd like to test whether a that can explain the following
student knows what a items" is a yes item on _____
particular word means. Which A. Generalizing
should I ask the student to B. Relating cause and effect
do? C. Predicting ✔ ✔
A. Define the word ✔ ✔ D. Summarizing
B. Give the etymology of the 8. The results of National
word Achievement Test ( NAT ) are
C. Give the word a tune sing it interpreted against a set of
D. Spell the word and identify mastery level. This means
its part of speech that NAT is categorized as / an
4. Here is a test item: _____ test.
DISTANT: NEAR, as I. Criterion-referenced
GENUINE:_________. This test II. Norm-referenced
is a /an A. I only ✔ ✔
A. Analogy ✔ ✔ B. Either I or II
B. Completion C. II only
C. Metaphor D. Neither I or II
D. Riddle 9. The ff. Are used in writing
5. Teachers are encouraged to performance objectives,
make use of authentic except
A. Comprehend ✔ ✔
B. Delineate A. It requires much time
C. Diagram B. It requires use of
D. Integrate supplementary materials
10. In mastery learning, the C. It reduces student
definition of an acceptable engagement in learning ✔ ✔
standard of performance is D. It is generally effective only
called ____ in the teaching of concepts
A. Behavior and abstractions.
B. Condition ✔ ✔ 15.The following terms refer
C. Criterion measure to performance objectives
D. SMART except _____ objectives.
11. As a teacher, what do you A. Behavioral
do engage yourself in major B. Learners
task analysis? C. Lesson
A. Test if learning reached D. Teachers ✔ ✔
higher level of thinking skills. 16. " using the six
B. Breakdown a complex task descriptions of elements of a
into sub-skills good story, IDENTIFY IN
C. Determine the level of WRITING THE SIX ELEMENTS
thinking involved ✔ ✔ IN THE SHORT STORY BY O.
D. Revise lesson objectives HENRY, with complete
12. Teacher G's lesson accuracy." The words in
objective has something to do capital letters are referred to
with the skills of synthesizing. as the ____
Which behavioural term is A. Criterion of success
most appropriate? B. Condition ✔ ✔
A. Appraise C. Minimum acceptable
B. Assess performance
C. Test D. Performance statement
D. Theorize ✔ ✔ 17. If teacher is concerned
13. Which are direct measures with the development of
of competencies? student's higher-order-
A. Personality tests thinking skills, then his lesson
B. Performance tests objectives must go
C. Paper-and-pencil tests beyond______.
D. Standardized tests ✔ ✔ A. Analysis
14. Why should a teacher NOT B. Application ✔ ✔
use direct instruction all the C. Comprehension
time? D. Recall
18.The following terms refer c. Ms. Leyva who is computing
to the alternative names for the final grade of the students
Authentic Assessment except after completing all their
A. Alternative Assessment requirements.
B. Direct Assessment d. Prof. Cuevas who is
C. Performance Assessment planning for a remedial
D. Conventional Assessment instruction after knowing that
✔✔ students perform poorly in her
19.This type of rubrics that test
estimates the overall quality .
of a performance by assigning 2. Mr. Fernandez is judging the
a single numerical value to accuracy of these statements.
represent a specific category Which statements will he
of accomplishment consider as correct?
A. Analytic rubrics I. Test is a tool to measure a
B. Checklists trait.
C. Holistic rubrics ✔ ✔ II. Measurement is the process
D. Combining scoring systems of qualifying a given trait.
20.Which of the following III. Assessment is the
does not serve as organizer in gathering of quantitative and
the preparation of a portfolio? qualitative data.
A. Envelope IV. Evaluation is the analysis
B. Clear book of quantitative and qualitative
C. Objective test ✔ ✔ data for decision making
D. Album A. I and II only
b. III and IV only
Assessment and Evaluation of c. I, II, and III
Learning - Part 1 LET Reviewer d. I, III and IV
with Answer Key .
1. Who among the teachers 3. If I have to use the most
described below is doing authentic method of
assessment? assessment, which of these
a. Mrs. Bautista who is procedures should I consider?
administering a test to her a. Traditional Test
students. b. Performance-based
b. Mr. Ferrer who is counting Assessment
the scores obtained by the c. Written Test
students in his test. d. Objective Assessment
.
4. After doing the exercise on b. Reporting to parents the
verbs, Ms. Borillo gave a short performance of their child.
quiz to find out how well c. Recommending new
students have understood the policies in grading students.
lesson. What type of d. Assessing the strengths and
assessment was done? weaknesses of students.
a. Summative Assessment .
b. Formative Assessment 7. Ms. Saplan is planning to do
c. Diagnostic Assessment an assessment of learning.
d. Placement Assessment Which of these should she
. include in her plan
5. Who among the teachers considering her purpose for
below performed a diagnostic assessment?
assessment? a. How to give immediate
a. Ms. Santos who asked feedback to student's
questions when the discussion strengths and weaknesses
was going on to know who b. How to determine the area
among h er students of interest of learners
understood what she was c. How to certify student's
trying to emphasize. achievement
b. Mr. Colubong who gave a d. How to design one's
short quiz after discussing instruction
thoroughly the lesson to .
determine the programs of 8. You targeted that after
learning. instruction, your students
c. Ms. Ventura who gave 10- should be able to show their
item test to find out the ability to solve problems with
specific lessons which the speed and accuracy. You then
students failed to understand. designed a tool to measure
d. Mrs. Lopez who this ability. What principle of
administered a readiness test assessment did you consider
to the incoming grade one in this situation?
pupils. a. Assessment should be
. based on clear and
6. You are assessing for appropriate learning targets
learning. Which of these will or objectives.
you likely do? b. Assessment should have a
a. Giving grades to students positive consequence on
student's learning
c. Assessment should be a. No, the giving of an
reliable. objective test is more
d. Assessment should be fair. appropriate than the use of
. essay.
9. Ms. Ortega tasked her b. No, such method of
students to show how to play assessment is inappropriate
basketball. What learning because essay is difficult.
target is she assessing? c. Yes, essay test could
a. Knowledge measure more than what
b. Reasoning other tests could measure.
c. Skills d. Yes, essay test is the best in
d. Products measuring any type of
. knowledge.
10. Mr. Ravelas made an .
essay test for the objective 12. What type of validity does
"Identify the planets in the the Pre-board examination
solar system". Was the possess if its results can
assessment method used the explain how the students will
most appropriate for the given likely perform in their
objective? Why? licensure examination?
a. Yes, because essay test is a. Concurrent
easier to construct than b. Predictive
objective test. c. Construct
b. Yes, because essay test can d. Content
measure any type of .
objective. 13. Ms. Aviz wants to
c. No, he should have determine if the students'
conducted oral questioning. scores in their Final Test is
d. No, he should have reliable. However, she has
prepared an objective test. only one set of test and her
. students are already on
11. Mr. Cidro wants to test vacation. What test of
students' knowledge of the reliability can she employ?
different places in the a. Test-Retest
Philippines, their capital and b. Kuder Richardson Method
their products and so he gave c. Equivalent Forms
his students an essay test. If d. Test-Retest with Equivalent
you were the teacher, will you Forms
do the same? .
Refer to this case in b. Objective A matched with
answering items 14-15 traditional assessment while B
Two teachers of the same can be assessed using a
grade level have set the performance-based method.
following objectives for the c. Both objective A and B
day's lesson. At the end of the matched with performance-
period, the students should be based assessment.
able to: d. Both objective A and B
a. Construct bar graph, and matched with traditional
b. Interpret bar graphs assessment.
. .
To assess the attainment of 16. In the context of the
the objectives, Teacher A Theory of Multiple
required the students to Intelligence, which is a
construct a bar graph for the weakness of the paper-pencil
given set of data then she test?
asked them to interpret this a. It puts non-linguistically
using a set of questions as intelligent at a disadvantage.
guide. Teacher B presented a b. It is not easy to administer.
bar graph then asked them to c. It utilizes so much time.
interpret this using also a set d. It lacks reliability.
of guide questions. .
. 17. Mr. Umayam is doing a
14. Whose practice is performance-based
acceptable based on the assessment for the day's
principles of assessment? lesson. Which of the following
a. Teacher A will most likely happen?
b. Teacher B a. Students are evaluated in
c. Both Teacher A and B one sitting.
d. Neither Teacher A nor b. Students do an actual
Teacher B demonstration of their skill.
. c. Students are evaluated in
15. Which is true about the the most objective manner.
given case? d. Students are evaluated
a. Objective A matched with based on varied evidences of
performance-based learning
assessment while B can be .
assessed using the traditional 18. Ms. del Rosario rated her
pen-and-paper objective test. students in terms of
appropriate and effective use d. I, II, III, and IV
of some laboratory equipment .
and measurement tools and 20. If a teacher has set
the students ability to follow objectives in all domains or
the specified procedures. learning targets and which
What mode of assessment could be assessed using a
should Miss del Rosario use? single performance task, what
a. Portfolio Assessment criterion in selecting a task
b. Journal Assessment should she consider?
c. Traditional Assessment a. Generalizability
d. Performance-based b. Fairness
Assessment c. Multiple Foci
. d. Teachability
19. Mrs. Hilario presented the .
lesson on baking through a 21. Which term refers to the
group activity so that the collection of students'
students will not just learn products and
how to bake but also develop accomplishments in a given
their interpersonal skills. How period for evaluation
should this lesson be purposes?
assessed? a. Diary
I. She should give the b. Portfolio
students an essay test c. Anecdotal record
explaining how they baked the d. Observation report
cake. .
II. The students should be 22. Mrs. Catalan allowed the
graded on the quality of their students to develop their own
baked cake using a rubric. portfolio in their own style as
III. The students in a group long as they show all the non-
should rate the members negotiable evidences of
based on their ability to learning. What principle in
cooperate in their group portfolio assessment explains
activity. this practice?
IV. She should observe how a. Content Principle
the pupils perform their tasks. b. Learning Principle
. c. Equity Principle
a. I, II, and III only d. Product Principle
b. I, III, and IV only .
c. I, II and IV only
23. How should the following spend in evaluating her 20
steps in portfolio assessment pupils?
be arranged logically? a. Analytic
I. Set targets b. Holistic
II. Select evidences c. Either holistic or analytic
III. Collect evidences d. Both holistic and analytic
IV. Rate Collection .
V. Reflect on Evidences Answers: 1C 2D 3B 4B 5C 6D
a. I, II, III, IV, V 7C 8A 9C 10D 11A 12B 13B
b. I, III, II, V, IV 14A 15A 16A 17B 18D 19C
c. I, II, III, V, IV 20C 21B 22C 23B 24B 25B
d. I, III, V, II, IV .
.
24. 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
.
25. 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