ASSESSMENT IN LEARNING II REVIEWER

END OF LESSON 1 ASSESSMENT

1. Which of the following is recommended when using performance assessments in the classroom?
a. Specify the scoring criteria in advance.
b. Standardize administration procedures as much as possible.
c. Define tasks clearly & unambiguously.
d. Allow students to use notes to complete the assessment.

2. Mr. Anton has been emphasizing the use of performance-based assessments in his science class. Ehat
type of performance assessment is he most likely to use to grade his students on their knowledge to
solve problem involving principles of gravity?
a. True or False questions about the principles of gravity.
b. Asking the students to state the principles of gravity.
c. Multiple-choice test about the principles of gravity.
d. Experiment which involves dropping different objects to assess the rate of descent.

3. Teacher Ana 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 sitting.
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.

4. What should be done first when planning for a performance -based assessment?
a. Determine the table of specifications of the tasks.
b. Set the competency to be assessed.
c. Set the criteria in scoring the task.
d. Prepare a scoring rubrics.

5. To maximize the amount of time to be spent for performance -based assessments, which one should
be done?
a. Plan a task that can be used for instruction and assessment at the same time.
b. Assess one objective for one performance task.
c. Set objectives only for cognitive domain.
d. Limit the task to one meeting only.

6. Which statement about performance-based assessment is FALSE?

a. It emphasizes merely process.
b. It also stresses doing, not only knowing.
c. It accentuates on process as well as product.
d. Essay tests are an example of performance-based assessments.

7. All of the following are examples of performance assessments products, EXCEPT:

a. Assessment of an oral answer to a teacher inquiry.
b. Assessment of an invention in science.
c. Assessment of a science poster during annual science fair.
d. Assessment of a character drawing in art.

8. Which of the following is NOT an example of performance assessment?

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a. Playing the piano

b. Completing a multiple-choice test
c. Solving a practical math problem
d. All of the above examples

9. One criticism of performance assessment is:

a. it is too radical a departure from traditional assessment
b. it is too time consuming
c. it is too similar to criterion-referenced testing
d. it is bot comprehensive enough

10. Which of the following is NOT considered an advantage of performance assessment?

a. It can help motivate students
b. It is useful for integrated subject matter.
c. It is time efficient.
d. It is useful for curricula emphasizing applied reasoning skills.

11. 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 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 guide. Teacher B
presented a bar graph 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 Teacher A and B
d. Neither Teacher A nor Teacher B

12. 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 objective A and B matched with performance-based assessment.
d. Both objective A and B matched with traditional assessment.

13. Ms. del Rosario rated her students in terms of appropriate and effective use of some laboratory
equipment and measurement tools and the students’ 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

14. Ms. Ortega tasked her students to show how to play basketball. What learning target is she
assessing?
a. Knowledge
b. Reasoning
ASSESSMENT IN LEARNING II REVIEWER

c. Skills
d. Products

15. Teachers are encouraged to make use of authentic assessment. Which goes with authentic
assessment?
a. Answering multiple choice test items
b. Real world application of lessons learned
c. Unrealistic performances

16. The following verbs are used in writing performance objectives, EXCEPT:
a. Comprehend
b. Delineate
c. Diagram
d. Integrate

17. Ms. Rose aims to measure a product of learning. Which of these objectives will she most likely set
for her instruction?
a. Show 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

18. Who among the teachers below gave the most authentic assessment task for the objective "Solve
word problems involving the four basic operations"
a. Teacher A who presented a word problem involving a four fundamental operations and then asked
the pupils to solve it.
b. Teacher B who asked her pupils to construct a word problem for a given number sentence that
involves four fundamental operations and then asked them to solve the word problem they constructed.
c. Teacher C who asked her pupils to construct any word problem that involves the four fundamental
operations and then asked them to show how to solve it.
d. Teacher D who asked her pupils to construct any word problem that involves the four fundamental
operations then formed them by twos so that each pair exchanged problems and help solve each other's
problem.

OTHER RELATED QUESTIONS ON ASSESSMENT FROM LET REVIEWER PHILIPPINES (Same source of
EMA1)
1. Who among the teachers described below is doing assessment?
a. Mrs. Bautista who is administering a test to her students.
b. Mr. Ferrer who is counting the scores obtained by the students in his test.
c. Ms. Leyva who is computing the final grade of the students after completing all their requirements.
d. Prof. Cuevas who is planning for a remedial instruction after knowing that students perform poorly in
her test

2. 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.
ASSESSMENT IN LEARNING II REVIEWER

III. Assessment is the gathering of quantitative and qualitative data.

IV. Evaluation is the analysis of quantitative and qualitative data for decision making
A. I and II only
b. III and IV only
c. I, II, and III
d. I, III and IV

3. 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

4. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well students have
understood the lesson. What type of assessment was done?
a. Summative Assessment
b. Formative Assessment
c. Diagnostic Assessment
d. Placement Assessment

5. 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.

6. Ms. Saplan is planning to do an assessment of learning. Which of these should she include in her plan
considering her purpose for assessment?
a. How to give immediate feedback to student's strengths and weaknesses
b. How to determine the area of interest of learners
c. How to certify student's achievement
d. How to design one's instruction

7. 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 essay test is easier to construct than 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.

8. 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.
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9. 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.
III. 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

10. 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. Teach ability

11. 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 in evaluating her 20 pupils?
a. Analytic
b. Holistic
c. Either holistic or analytic
d. Both holistic and analytic

12. Ms. Camba aims to measure a product of learning. Which of these objectives will she most likely set
for her instruction?
a. Show 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

13. 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

14. 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 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 it encoded at their Computer Laboratory using the MS Word. The letter should inform one's
ASSESSMENT IN LEARNING II REVIEWER

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 in scoring the work of the students.
d. Ms. Cidro's assessment targets are all in the cognitive domain.

15. Which is wrong to assume about traditional assessment?

a. It can assess individuals objectively.
b. It can assess individuals at the same time.
c. It is easier to administer than performance test.
d. It can assess fairly all the domains of intelligence of an individual.

OTHER RELATED QUESTIONS ON ASSESSMENT FROM OTHER RELIABLE SOURCES AND FROM PPT
1. When teachers assess _____________ performance, they want to determine what the students are
capable of for long periods of time; this allows time for feedback & the opportunity for students to edit
their work; can be very time consuming. This is also less structured and broader in scope.
ANSWER: EXTENDED

2. In situations with no tangible product, teachers must assess the __________ and the behaviors that
students display.
ANSWER: PROCESS

3. A tangible creation by a student that can be assessed to gauge the student's level of understanding
and ability such as poster, drawing, invention, etc.
ANSWER: PRODUCT

4. Tasks that are relatively short in duration and involve a one-time performance of a particular skill or
activity. For example, a P.E. coach asking her students to perform a push-up.
ANSWER: RESTRICTED PERFROMANCE TASK

5. Type of performance-based assessment which the actual performance is assessed through a product,
such as completed project.
ANSWER: PRODUCT-BASED ASSESSMENT

6. When to use product-oriented based assessment?

a. When the product of the activity is less important than the performance of the student in the process
of learning.
b. When the product of the activity has same important with the performance of the student in the
process of learning.
c. When the product of the activity is more important than the performance of the student in the
process of learning.

7. In task designing, the task need to be within range of the ability of the students. Too simple are
uninteresting, too complicated are frustrating.
a. Appeal
b. Complexity
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c. Goal Based
d. Creativity

8. In task designing, the task must encourage the students to think out of the box and should lead to
exploring various possible ways of presenting the output.
a. Goal Based
b. Complexity
c. Appeal
d. Creativity

9. In task designing, the task must target the desired learning objective and reinforce learning.
a. Goal Based
b. Appeal
c. Creativity
d. Complexity

10. In task designing, the task should be interesting enough so that the students are encouraged to
pursue to complete the task.
a. Creativity
b. Appeal
c. Complexity
d. Goal Based

11. It provides a statement of the task.

a. Role
b. Goal
c. Audience
d. Standards

12. It defines the role of the students in the task.

a. Role
b. Goal
c. Audience
d. Standards

13. This is setting the context of the scenario:

a. Audience
b. Product
c. Situation
d. Role

14. It clarifies what students will need to create and why it needs to be created.
a. Product or Performance
b. Role
c. Goal
d. Standard

15. This refers to the target audience and the context of the scenario.
ASSESSMENT IN LEARNING II REVIEWER

a. Goal
b. Standard
c. Role
d. Audience

TRUE OR FALSE FROM PROCESS-ORIENTED BASED PERFORMANCE

1. In defining the purpose of assessment, the teacher should NOT identify whether the students will
have to demonstrate a process or a product.
ANSWER: FALSE

2. Process-oriented performance-based assessment is concerned with the actual task performance

rather than the output or product of the activity.
ANSWER: TRUE

3. Learning objectives are stated in directly observable behaviors of the students.

ANSWER: TRUE

4. Make one-minute speech on the importance of exercising frequently is an example of extended

process-oriented task.
ANSWER: FALSE – RESTRICTED PROCESS-ORIENTED TASK

5. Repair a broken down automobile is an example of restricted process-oriented task.

ANSWER: FALSE – EXTENDED PROCESS-ORIENTED TASK

6. When the steps involved in making the product can be retrieved, focus on the process.
ANSWER: FALSE – PRODUCT

7. When the important characteristics of the product can be measured accurately or objectively, focus
on the product.
ANSWER: TRUE

8. When it is not possible to assess the process, focus on the product.

ANSWER: TRUE

9. When the process is extremely critical, then the process should be assessed.
ANSWER: TRUE

10. When both process and product are important focus on both.
ANSWER: TRUE

QUESTIONS GENERATED FROM THE GROUP CHAT

1. Projects should be interesting enough so that students are encouraged to pursue to complete the
task.
a. complexity
b. appeal
c. creativity
d. goal based
ASSESSMENT IN LEARNING II REVIEWER

2. Needs to be within range of the ability of the students. Too simple are uninteresting, too complicated
are frustrating.
a. complexity
b. appeal
c. creativity
d. goal based

3. A good product is emphasized when:

a. different procedures result in an equally good product
b. the procedure is available for observation
c. procedural steps are not manifested

4. Which does not belong to the group:

a. draws a circle
b. demonstrates shooting a basketball
c. creates a poster

5. A performance task that is highly structured and with a limited scope:

a. restricted response performance-based assessment
b. extended response performance-based assessment
c. Product-based assessment

6. Which is not an example of restricted performance-based assessment:

a. essay
b. Dribbling a basketball
c. playing chess

7. What is the biggest trap of performance assessment?

a. retelling tasks
b. rubrics being used
c. targeting learning objectives

8. Performance task challenges students to use their _____ to create a product or process.
a. higher order thinking skills
b. lower order thinking skills
c. both
d. none of these

9. When the objective is about recalling simple facts, which is best to be used by the teacher?
a. paper pencil
b. performance assessment
c. both
c. none of these

10. Which is a limitation of performance-based assessment?

a. scoring
b. skills
c. relevance to the learning outcomes
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d. all of these

11. When the important characteristics of the product can be measured accurately or objectively, focus
on the product.
a. True
b. False

12. A better performance assessment have complex process and simple products.
a. True
b. False

13. When the process is extremely critical, then focus on the product.
a. True
b. False