EDU 535: Assessment in Learning 2

100 Questions Reviewer

Group 3 – Section 08

Name: _________________________ Date: __________________

Course & Year: __________________ Section: ________________

Directions: Read the following questions and choose the best answer from the
selections below.

1. What is assessment?
A. Assessment is the process of gathering quantitative or qualitative data.
B. Assessment is the systematic and purpose-oriented collection of analysis and
interpretation.
C. Assessment is the use of assessment to identify the needs of the students.
D. Assessment is formative and identifies gaps in the learning experience of
students.
2. Which among the following is NOT a type of Learning Target?
A. Knowledge Targets
B. Skills Targets
C. Learning Targets
D. Product Targets
3. What refers to types of learning targets where students’ characteristics develop
and demonstrate because of the instruction?
A. Knowledge Targets
B. Skills Targets
C. Product Targets
D. Affective Targets
4. Which of the following is NOT a type of assessment?
A. Assessment FOR learning
B. Assessment OF learning
C. Assessment TO learning
D. Assessment AS learning
5. What is the difference between Skills targets and Product targets?
A. Skills targets use knowledge or reasoning to perform or demonstrate physical
skills, while product targets use knowledge, reasoning, and skills in creating a
concrete or tangible product.
B. Product targets use knowledge or reasoning to perform or demonstrate physical
skills, while skills targets use knowledge, reasoning, and skills in creating a
concrete or tangible product.
C. Skills targets are factual, conceptual, and procedural information that must be
learned in a subject or content area, while product targets are application or
knowledge in problem-solving and other tasks that require mental skills.
D. Product targets are factual, conceptual, and procedural information that must be
learned in a subject or content area, while skills targets are application or
knowledge in problem-solving and other tasks that require mental skills.
6. What is the difference between educational objectives and learning targets?
A. Educational objectives are specific statements of students' performance at the
end of an instructional unit while learning targets are statements on what
students are supposed to learn.
B. Educational objectives are specific statements of students' performance before
an instructional unit, while learning targets a statement on what students can do
because of instruction.
C. Learning targets are referred to as behavioral objectives, while educational
objectives are congruent standards prescribed by the program or level.
D. Learning targets are specific statements of students' performance at the end of
an instructional unit, while educational objectives are statements on what
students are supposed to learn.
7. What is the purpose of aligning learning targets with Bloom's Taxonomy in
performance and product-oriented assessments?
A. To ensure assessments are conducted online
B. To promote critical thinking and higher-order cognitive skills
C. To eliminate the need for collaborative projects
D. To focus solely on product outcomes
8. What is the difference between traditional and alternative assessment?
A. Traditional assessment is used to provide information on student learning,
while alternative assessment is used to collect information on student
learning.
B. Traditional assessment is used to document student's progress, while
alternative assessment is used to evaluate student’s progress.
C. Alternative assessment is used to provide information on student learning,
while traditional assessment is used to collect information on student learning.
 D. Alternative assessment is used to document student's progress, while
traditional assessment is used to evaluate student’s progress.
9. What is the difference between developmental and authentic assessment?
A. Developmental assessment determines the extent to which students have
developed their competencies from instruction, while authentic assessment
allows learners to perform or create a meaningful product.
B. Authentic assessment involves a comparison of what students can do in
different contexts, while developmental assessment allows performances or
applications in real-world settings.
C. Developmental allows learners to perform or create a meaningful product,
while authentic assessment determines the extent to which students have
developed their competencies from instruction.
D. Authentic assessment allows performances or applications in real-world
settings, while assessment involves a comparison of what students can do in
different contexts.
10. Imagine that you are a teacher tasked with designing an assessment for your
students. You have decided that you want to give equal importance to student
performance or product and the process they engage in to perform or produce a
product. This means that you want to assess not only what the students create, but also
how they create it. What principle in assessing learning is being described?
A. Assessment should lead to student learning.
B. Assessment should focus on higher-order cognitive outcomes.
C. Assessment is both process and product-oriented.
D. Assessment must be comprehensive and holistic.
11. Teacher Jane is preparing for her students' final examination. She knows that the
exam must be comprehensive and assess the students' understanding of all the topics
covered during the semester. Therefore, she decided to create exam questions that
require your students to analyze, evaluate, and synthesize information, rather than just
recalling basic facts and figures. What principle in assessing learning is being
described?
A. Assessment is both process and product-oriented.
B. Assessment should focus on higher-order cognitive outcomes.
C. Assessment should lead to student learning.
D. Assessment must be comprehensive and holistic.
12. Teacher Erica aims to create assessment tasks or activities that are authentic
and relevant to your students' lives. To achieve this, she asked her students to write a
persuasive essay on a topic that is relevant to their community. What principle in
assessing learning is being described?
A. Assessment is both process and product-oriented.
 B. Assessment should focus on higher-order cognitive outcomes.
C. Assessment should lead to student learning.
D. Assessment should reflect real-life or real-world contexts.
13. Teacher Kat designed an engaging, interactive, and personalized classroom to
cater to the needs of each student. What principle in assessing learning is being
described?
A. Assessment is both process and product-oriented.
B. Assessment should focus on higher-order cognitive outcomes.
C. Assessment should lead to student learning.
D. Assessment must be comprehensive and holistic.
14. Teacher Daisy wants to use a variety of strategies and tools that will help her
gain a better understanding of students' strengths and weaknesses. What principle in
assessing learning is being described?
A. Assessment is both process and product-oriented.
B. Assessment should focus on higher-order cognitive outcomes.
C. Assessment should lead to student learning.
D. Assessment must be comprehensive and holistic.
15. The teacher wants her students to listen attentively to the instructions of the
teacher. What taxonomy level of educational objectives in the affective domain is being
described?
A. Receiving
B. Responding
C. Valuing
D. Organization
16. The teacher wants her students demonstrate belief in the value of the election
process. What taxonomy level of educational objectives in the affective domain is being
described?
A. Receiving
B. Responding
C. Valuing
D. Organization
17. The teacher wants her students to participates actively in the focus-group
discussion. What taxonomy level of educational objectives in the affective domain is
being described?
A. Receiving
B. Responding
C. Valuing
D. Organization
18. The teacher wants her students to defends the importance of graduate education
in the career of a teacher. What taxonomy level of educational objectives in the affective
domain is being described?
A. Receiving
B. Responding
C. Valuing
D. Organization
19. What is the use of learning targets according to Stiggins (2006)?
A. Learning targets are the use of knowledge, reasoning, and skills to create a
concrete product.
B. Learning targets are used to demonstrate or physical task.
C. Learning targets are used to imaginary products.
D. Learning targets used to create irrelevant goals.
20. Which among the following the NOT included in five types of learning targets?
A. Knowledge
B. Reasoning
C. Performance
D. Product
21. Which of the following is NOT an alternative way of assessing learning?
A. Portfolios
B. Multiple-choice tests
C. Project-based assessments
D. Peer assessment
22. Which assessment method emphasizes real-world application of knowledge and
skills?
A. Traditional exams
B. Observational assessments
C. Performance-based assessments
D. Standardized tests
23. What assessment approach allows students to demonstrate mastery through
various mediums such as written essays, artwork, or multimedia presentations?
A. Rubrics
B. Portfolios
C. Self-assessment
D. Standardized tests
24. Which assessment strategy involves students evaluating the work of their peers
against predefined criteria?
A. Self-assessment
B. Peer assessment
C. Authentic assessment
D. Summative assessment

25. Which assessment method focuses on continuous feedback and improvement

rather than assigning grades?
A. Formative assessment
B. Summative assessment
C. Norm-referenced assessment
D. Benchmark assessment
26. Which of the following is NOT a common type of performance assessment?
A. Observational assessment
B. Multiple-choice test
C. Portfolio assessment
D. Project-based assessment
27. What is the primary purpose of performance assessment?
A. To measure knowledge retention
B. To assess procedural skills
C. To gauge emotional intelligence
D. To predict future performance
28. Which of the following is an advantage of using rubrics in performance assessment?
A. Subjectivity in evaluation
B. Consistency in grading
C. Flexibility in assessment criteria
D. Complexity in scoring
29. In project-based assessment, what is the role of the teacher?
A. To perform the project on behalf of the student
B. To provide detailed instructions for every step
C. To act as a facilitator and guide
D. To assess only the final product
30. Which of the following is an example of a performance task?
A. Memorizing a list of vocabulary words
B. Solving math problems on a worksheet
 C. Writing a persuasive essay
D. Completing a simulated real-world scenario
31. How can educators ensure the reliability of quantifying results from rubrics and
checklists?
A. By using a different rubric for each student
B. By providing minimal guidance to students
C. By training assessors and calibrating their judgments
D. By avoiding the use of rubrics altogether
32. How is the reliability of assigned points determined in performance assessment?
A. By the number of students assessed
B. By comparing the scores of multiple observers
C. By the difficulty level of the task
D. By the length of the rubric
33. When would a teacher use a task-specific rubric?
A. When assessing a wide variety of tasks with similar criteria
B. When providing general feedback on student performance
C. When evaluating a specific performance task with unique criteria
D. When giving an overall score based on an overall judgment
34. In the process of using rubrics for alternative assessment, what is an essential step
for ensuring reliability?
A. Changing the rubric criteria frequently
B. Using different rubrics for each student
C. Providing vague descriptors for performance levels
D. Ensuring consistent scoring among assessors
35.When refining a rubric for alternative assessment, what should teachers primarily
consider?
A. Making the rubric more complex
B. Adding additional assessment criteria
C. Aligning the rubric with learning objectives
D. Removing opportunities for student self-assessment
36. Mr, ken, a high school teacher, wants to develop a rubric for assessing her students'
research projects. What should be the first step in the process of developing this rubric?
A. Decide on the grading criteria.
B. Review sample research projects.
C. Consult with colleagues
D. Identify the learning objectives of the research project.
37. Why is it important to involve students in the process of developing rubrics for
alternative assessment?
A. It saves time for the teacher.
B. It increases student engagement and ownership of their learning.
C. It ensures consistency across assessments.
D. It aligns with standardized testing requirements.
38. You are an elementary school teacher assessing a science experiment conducted
by your students. You want to provide feedback on specific skills such as hypothesis
formulation, data collection, and conclusion drawing. Which type of rubric would be the
best fit for this assessment?
A. Analytic rubric
B. Holistic rubric
C. Single-point rubric
D. Checklist rubric
39. You notice that some students consistently score lower on assessments despite
demonstrating understanding of the material. What might be a potential issue with the
rubric?
A. The rubric is too lenient and does not challenge students enough.
B. The rubric lacks clear criteria for assessment.
C. The rubric does not consider individual student strengths and weaknesses.
D. The rubric is overly complex and difficult for students to understand.
40. Which of the following is NOT an example of a student performance that can be
assessed by a rubric?
A. Poetry reading and interpretation
B. Painting
C. Playing musical instruments
D. Chemical laboratory experiment
41. What do you call the Latin word of the Affective Domain?
A. affectum
B. affectius
C. affectus
D. affectise
42. What is the meaning of the Latin word of Affective Domain?
A. Knowledge
B. Skills
C. Behaviour
D. Feelings
43. Which domain focuses on the non-cognitive outcomes of learning that are not easily
seen or explicitly demonstrated?
A. Knowledge
B. Behaviour
C. Skills
D. Affective
44. What assessment provide supplemental information about learning difficulty or
behaviour problem that affects learning?
A. Cognitive Assessment
B. Affective Assessment
C. Emergent Assessment
D. Psychomotor Assessment
45. What is the first level in the affective domain in learning?
A. receive
B. respond
C. characterize
D. organize
46. What is the last level in the affective domain in learning?
A. receive
B. organize
C. characterize
D. value
47. How would you compare affective domain to knowledge domain?
A. Affective domain focuses on the higher order thinking skills while cognitive
domain does not.
B. Cognitive domain touches the emotions and feelings of the student rather than
their background knowledge.
C. Affective domain influences the emotions and future behaviour of the students in
the learning process.
D. Cognitive domain is more important than the affective domain since it value the
thinking skill of the learners.
48. How would you clarify the meaning of receive in the affective domain?
A. Demonstrates awareness in an activity
B. Reacts to a given stimulus or information
C. Demonstrates commitment to the object
D. Internalized his or her feelings
49. How would you generalize a student integrates the fifth level of affective domain?
A. By demonstrating awareness to the activity given
B. By demonstrating commitment to the object or knowledge
C. By demonstrating his or her beliefs not only in single event but in multiple events
D. By demonstrating rightful judgement
50. If a student feels nervous in just seeing numerical symbols and sign of operations,
what assessment best represent the situation?
A. Affective Assessment
B. Cognitive Assessment
C. Psychomotor Assessment
D. Behavioral Assessment
51. Sarah is cleaning her room when she finds a picture of her family from a vacation
they took last summer. When she sees it, she feels a mix of emotions. Which of the
following best describes how Sarah might be feeling?
A. Excited and energetic
B. Happy and sad
C. Bored and tired
D. Angry and frustrated
52. Emily is sitting in her classroom during a science lesson. Her teacher brings in a
fascinating experiment with colourful liquids mixing together, creating beautiful patterns.
Emily watches with wide eyes and seems very interested. Which of the following best
describes Emily's response in terms of the affective domain?
A. Emily is actively participating in the experiment, asking questions and making
observations.
B. Emily is daydreaming and not paying attention to the experiment.
C. Emily is passively observing the experiment, showing interest and curiosity.
D. Emily is feeling bored and disinterested in the experiment.
53. David is known among his classmates for always being respectful and helpful. One
day, he notices a new student who seems lost and confused in the school hallway.
Without hesitation, David walks over to the new student and offers to show them around
the school. What level of the affective domain does David's behavior best exemplify?
A. David is simply following the rules of the school.
B. David is reacting impulsively to the situation.
C. David is demonstrating empathy and kindness towards others.
D. David is feeling indifferent towards the new student's situation.
54. Sarah is part of a group project at school. During a brainstorming session, one of
her teammates suggests an idea that Sarah disagrees with. Which of the following best
describes Sarah's attitude towards her teammate's suggestion?
A. Sarah listens carefully to her teammate's idea and offers constructive feedback to
improve it.
B. Sarah dismisses her teammate's idea without considering its merits.
C. Sarah becomes defensive and insists on her own idea without considering
alternatives.
D. Sarah shows disinterest in the brainstorming session and remains silent.
55. Alex has been practicing for weeks to prepare for the school talent show. On the
day of the performance, he starts to feel nervous backstage. Despite his nerves, he
takes a deep breath and reminds himself of all the hard work he put into his act. What
best describes Alex's level of self-confidence in this situation?
A. Alex doubts his abilities and decides not to perform.
B. Alex feels nervous but pushes through and performs anyway.
C. Alex feels overly confident and doesn't prepare adequately.
D. Alex loses confidence and leaves the stage before his performance.
56. How would you explain beliefs from values?
A. Beliefs refers to our opinions without evidence while values are our principles
that one considers right.
B. Beliefs and values share the same idea that holds in high importance.
C. Values emanate from multiple sources, from what one hears, sees and
experiences while beliefs do not.
D. They don’t have any distinguishable traits to look on.
57. What can you infer about assessment tools used to measure affective learning?
A. Such measurement directly measures the dimension of learning.
B. It is more challenging compared to measuring cognitive and psychomotor
dimension of learning.
C. Direct assessment of affective learning outcomes is hard to achieve at the lower
levels of the affective learning taxonomy.
D. Behaviors at these levels are more amenable to direct measurement.
58. How would you explain the function of a Likert Scale?
A. It consists series of questions or items that requires the respondent to select on a
scale.
B. It is a method used in psychology and sociology to measure the connotative
meaning of concepts, words, or objects.
C. It is a method of evaluating students' learning progress and achievements by
collecting and reviewing samples of their work over a period of time.
 D. It refers to the standards or benchmarks used to judge the quality, correctness,
or effectiveness of something.
59. What data was used to evaluate in the construction of the entire scale?
A. Simple computation of standard deviation will be useful in visualizing collective
outcome as a class.
B. Simple computation of mean will be useful in visualizing collective outcome as a
class.
C. Simple computation of variance will be useful in visualizing collective outcome as
a class.
D. Simple computation of t-test will be useful in visualizing collective outcome as a
class.
60. How would you write statements for rating scale for self-report?
A. Statements should refer to the future conditions rather than the past or present
situations.
B. Include factual statement since the nature of what is assessed are affective traits.
C. The statement should be relevant to the psychological construct being measured.
D. Statement should limit a response that lends itself to one interpretation.
61. What are the three types of portfolios?
A. working, show and exhibit
B. documentary, working and show
C. working, show and documentary
D. show, exhibit and documentary
62. What should be guided by the content?
A. content, equity and organize
B. content, learning and organize
C. content, learning and equity
D. learning, equity and organize
63. What is the Documentary Portfolio?
A. A combination of a working and show portfolio
B. A collection of a student day-to-day works
C. A collection of a best works
D. A combination of a best works and content
64. What is the main idea of Equity Principle?
A. Suggest that portfolios should reflect the subject matter that is important for the
students to learn.
B. Explains that portfolios should allow students to demonstrate their learning styles
and multiple intelligences.
 C. Suggest that portfolios should enable the students to become active and
thoughtful learners.
D. Explains that portfolios should also a performance-based approach to assessing
learning but more authentic.
65. What is a Content Portfolio?
A. Suggest that portfolios should reflect the subject matter that is important for the
students to learn.
B. Explains that portfolios should allow students to demonstrate their learning styles
and multiple intelligences.
C. Suggest that portfolios should enable the students to become active and
thoughtful learners.
D. Explains that portfolios should also a performance-based approach to assessing
learning but more authentic.
66. What is portfolio assessment?
A. A pen and paper objective test
B. A collaborative process of gathering multiple indicators of student growth and
development
C. An authentic performance-based approach to assessing learning
D. A one-time performance task
67. According to Burke (1999), why is portfolio assessment considered authentic?
A. It tests what is really happening in the classroom
B. It offers multiple indicators of students' progress
C. It gives students the responsibility of their own learning
D. It demonstrates what students know in ways that encompass personal learning
styles and multiple intelligences
68. What is one benefit of portfolio assessment for students?
A. It offers multiple indicators of their progress
B. It allows them to reflect on the effectiveness of their instruction
C. It gives them the responsibility of their own learning
D. It provides insights into their development over time
69. What is one benefit of portfolio assessment for teachers?
A. It offers multiple indicators of students' progress
B. It allows them to reflect on the effectiveness of their instruction
C. It gives them insights into students' development over time
D. It tests what is really happening in the classroom
70. What is one characteristic of portfolio assessment?
A. It is a one-time performance task
B. It focuses on objective test items
C. It emphasizes personal learning styles and multiple intelligences
D. It relies solely on teacher observations
71. What is the first step in portfolio assessment?
A. Collecting all possible entries in the portfolio
B. Setting goals for the learning portfolio
C. Selecting the entries to be included in the portfolio
D. Reflecting on the meaningfulness of experiences
72. What is the purpose of organizing the entries in the portfolio?
A. To reflect on the meaningfulness of experiences
B. To select the best gauge of accomplishment
C. To guide students on what to put in their portfolio
D. To make it easier to find and access the entries
73. What is the purpose of reflecting in the portfolio assessment process?
A. To celebrate success in the form of an exhibit
B. To rate the students' performance based on evidence of learning
C. To guide students on what to put in their portfolio
D. To reflect on the meaningfulness of experiences
74. What is the purpose of the confer stage in portfolio assessment?
A. To select the best gauge of accomplishment
B. To celebrate success in the form of an exhibit
C. To discuss the students' performance and progress
D. To guide students on how to organize their portfolio
75. What is the purpose of reflecting on each entry in the portfolio?
A. To collect and compile learners' works for visual representation
B. To compare previous work with present work and identify differences
C. To ask questions about the learning strategies used
D. To identify areas that need to be continued and improved
76. When responding to parents' concerns during a meeting, what should teachers do?
A. Restate or clarify parents' ideas and report relevant incidents
B. Interrupt parents and provide immediate solutions to their concerns
C. Judge the ability of the child based on the concerns raised
D. Guarantee specific results or outcomes
77. What should teachers focus on when describing the performance of the child to
parents?
A. Using technical terms that may be difficult for parents to understand
B. Guaranteeing a specific result or outcome
C. Using words that are understandable to the parents
D. Judging the ability of the child based on the performance
78. What is one suggested course of action that teachers can commit to during parent-
teacher conferences?
A. Verify an incident further and check documents
B. Interrupt parents while they express their concerns
C. Use technical terms without explaining them to parents
D. Guarantee a specific result or outcome
79. How would you determine the duration for each content area?
A. To write down how long you spent teaching a particular topic.
B. To make sure that you have covered in your terms of specification.
C. To determine the test types that will accomplish your testing objectives.
D. To make sure the coverage of your exam is something that you have satisfactory
taught in class.
80. How would you determine the coverage of your exam?
A. To write down how long you spent teaching a particular topic.
B. To make sure that you have covered in your terms of specification.
C. To determine the test types that will accomplish your testing objectives.
D. To make sure the coverage of your exam is something that you have satisfactory
taught in class.
81. What kind of feedback describes how well the performance was done?
A. Focus on the procedure
B. Focus on the strategy to improve the work
C. Focus on the product or performance
D. Focus on the agreed criteria
82. Where is student have opportunity to revise and show again the performance?
A. Feedback during and after performance
B. Feedback during performance
C. Feedback after performance
D. None of the above
83. What feedback is useful to immediately correct the performance to avoid mistakes?
A. Feedback during and after performance
B. Feedback during performance
C. Feedback after performance
D. None of the above
84. What kind of feedback that strategies refer to the different cognitive and
metacognitive?
A. Focus on the procedure
B. Focus on the strategy to improve the work
C. Focus on the product or performance
D. Focus on the agreed criteria
85. What is the main idea of focus on the procedure?
A. This kind of feedback focuses on the step-by-step process that needs to be done
by the learner.
B. This kind of feedback describes how well the performance was done.
C. This of feedback that show to the different cognitive and metacognitive.
D. This of feedback that strategies refer to the different cognitive and metacognitive.
86. What are the different forms of feedback?
A. Specific and concrete
B. Product, procedure and strategy to improve work
C. During and after performance
D. None of the above
87. What criteria serve as a guide tp provide feedback in the work?
A. Feedback needs to be specific and concrete
B. Feedback during performance
C. Feedback after performance
D. Feedback needs to be based on the agreed criteria
88. What should be included in the letter inviting parents for a meeting?
A. Availability for the meeting to happen
B. Agenda for the meeting
C. Date and time of the meeting
D. Meeting location
89. Why is it important to greet parents in a positive tone during the meeting?
A. To express care and concern for their child
B. To establish authority as a teacher
C. To maintain a professional demeanor
 D. To create a friendly atmosphere
90. What should you do when responding to parents' concerns?
A. Interrupt them and provide immediate solutions
B. Restate or clarify their ideas
C. Dismiss their concerns as unimportant
D. Avoid engaging in further conversation
91. How should you report assessment results to parents?
A. Focus on the ability of the child
B. Provide evidence of the performance
C. Compare the child's performance to other students
D. Use technical terms to describe the performance
92. What should you do when describing the performance of the child to parents?
A. Use technical terms without explanation
B. Use words that are understandable to the parents
C. Avoid describing the performance based on the rubric
D. Judge the ability of the child based on the performance
93. What is the purpose of a table of specifications (TOS) in test or assessment design?
A. To determine the coverage of the exam
B. To identify the testing objectives for each topic area
C. To determine the duration for each content area
D. To ensure the validity of the test
94. Which step in creating a table of specifications involves determining the testing
objectives for each topic area?
A. Step 1 - Determine the coverage of your exam
B. Step 2 - Determine your testing objectives for each topic area
C. Step 3 - Determine the duration for each content area
D. Step 4 - Determine the test types for each objective
95. What is the purpose of using Bloom's Taxonomy in determining the testing
objectives?
A. To determine the coverage of the exam
B. To identify the duration for each content area
C. To align the objectives with specific thinking skills
D. To determine the test types for each objective
96. Why is it important to determine the duration for each content area in the table of
specifications?
A. To ensure the validity of the test
 B. To determine the coverage of the exam
C. To allocate the appropriate number of questions for each topic
D. To align the objectives with specific thinking skills

97. What is the purpose of polishing the terms of specification in the table of
specifications?
A. To determine the coverage of the exam
B. To identify the testing objectives for each topic area
C. To ensure the validity of the test
D. To improve and modify the table of specifications
98. What is the purpose of determining the coverage of the exam in creating a table of
specifications?
A. To ensure the test is realistic for students in the given time
B. To align the objectives with Bloom's Taxonomy
C. To determine the duration for each content area
D. To provide response content and construct validity evidence
99. Why is it important to determine the testing objectives for each topic area based on
Bloom's Taxonomy?
A. To ensure the test is realistic for students in the given time
B. To provide response content and construct validity evidence
C. To determine the test types that will accomplish the objectives
D. To allocate the appropriate number of points for each topic
100. What is the purpose of determining the duration for each content area in the table
of specifications?
A. To ensure the test is realistic for students in the given time
B. To allocate the appropriate number of points for each topic
C. To determine the coverage of the exam
D. To provide response content and construct validity evidence