Assessment of Student Learning (Tools and Methods) Quiz

Part 1. Simple Recall Type. Read each item carefully. Identify what each statement defines or describes.

  1. It is a scoring scale used by a teacher to assess student’s performance along a task-specific set of criteria.
  2. It articulates levels of performance for each criterion so the teacher can assess student performance on each criterion.
  3. It assigns a level of performance by assessing performance across multiple criteria as a whole.
  4. It is an assessment tool used to determine whether or not an individual behaves in a certain (usually desired) way when asked to complete a particular task.
  5. It is an appropriate assessment method when the objectives are to assess the student’s stock knowledge and/or to determine the student’s ability to communicate ideas in coherent verbal sentences.
  6. It is a list of several characteristics or activities presented to the subjects of a study, which requires students to study the list itself and to place marks opposite the characteristics which they possess in a particular length of time.
  7. It is a device often used by teachers to record the frequency of student behaviors, activities or remarks.
  8. When properly planned, this can test the student’s grasp of the higher level cognitive skills particularly in the areas of application, analysis, synthesis, and judgment.
  9. These instruments include objective tests (multiple choice, true-false, matching or short answer), essays, examinations and checklists.
  10. It involves a cognition or awareness of the interrelationships of facts and concepts.
  11. It is the process of quantifying the degree to which someone or something possesses a given trait.
  12. It (in rubrics) tells students more precisely what performance looks like at each level and how their work may be distinguished from the work of others for each criterion.
  13. These are specific activities or tasks that a student can proficiently do; when clustered together they form specific competencies.
  14. It is the consistency of the test results when the same test is administered at two different time periods or intervals.
  15. It is the transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline.
  16. It establishes test validity by describing the future performance of an individual by correlating the sets of scores obtained from two measures given at a longer time interval.
  17. It is the instrument’s ability to measure what it purports to measure.
  18. It is the pre-requisite to evaluation; it provides the information which enables evaluation to take place.
  19. It establishes test validity by describing the present status of the individual by correlating the sets of scores obtained from two measures given concurrently.
  20. It is established statistically by comparing psychological traits or factors that theoretically influence scores in a test.
  21. It is merely the acquisition of facts, concepts or principles.
  22. It (domain) describes learning objectives that emphasize a feeling, tone, an emotion, or a degree of acceptance or rejection.
  23. It (domain) emphasizes measurements of reasoning and the mental faculties of the student.
  24. It has been used interchangeably with “authentic assessment” and “alternative assessment.”
  25. These are groups or clusters of skills and abilities needed for a particular learning task.

Part 2. Analysis. Analyze each learning objective. Write KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS, SYNTHESIS, or EVALUATION as to what level in the hierarchy each objective belongs.

  1. Differentiate monocotyledonous seeds from dicotyledonous.
  2. Criticize the quality of the writer’s arguments.
  3. Enumerate the five major elements of a research problem.
  4. Build a miniature classroom.
  5. Judge the acting skills of Stephen Amell in the American television series Arrow.
  6. Create a slogan about care and protection of animals.
  7. Combine information from several sources to draw a conclusion about the Theory of Evolution.
  8. Discuss the possible effects of rice smuggling to the conditions of local farmers.
  9. Classify sentences according to their structures.
  10. Name all the Filipinos who brought fame and honor in the country last year.

Part 3. Alternative-Response Type. Read each item carefully. Write TRUE if the statement is correct or factual; otherwise, write FALSE.

  1. In task designing, the teacher must ensure that the particular learning process to be observed contributes to the over-all understanding of the subject or course.
  2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
  3. In process-oriented performance–based assessment, the teacher assesses the performance or learning outcomes of the students through tangible evidences or proofs including outputs, products and projects.
  4. In preparing a rubric, the teacher must set only three levels to sufficiently capture the variation in the performances of the students.
  5. In designing a task for product-oriented performance-based assessment, the teacher should consider a very complex project that even ranges above the ability of students to encourage them to work hard.
  6. Test and assessment result are confidential results.
  7. Teachers should view assessment as an opportunity to weed out poor and slow learners.
  8. Appropriate learning assessment procedure or method should be determined first before setting learning targets.
  9. As student performance increasingly varies across criteria, it becomes more difficult to assign an appropriate holistic category to the performance.
  10. Traditional assessment procedures concentrate on the cognitive aspects of learning.