Part 1. Simple Recall Type. Read each item carefully. Identify what each statement defines or describes.
- It is a scoring scale used by a teacher to assess student’s performance along a task-specific set of criteria.
- It articulates levels of performance for each criterion so the teacher can assess student performance on each criterion.
- It assigns a level of performance by assessing performance across multiple criteria as a whole.
- 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.
- 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.
- 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.
- It is a device often used by teachers to record the frequency of student behaviors, activities or remarks.
- 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.
- These instruments include objective tests (multiple choice, true-false, matching or short answer), essays, examinations and checklists.
- It involves a cognition or awareness of the interrelationships of facts and concepts.
- It is the process of quantifying the degree to which someone or something possesses a given trait.
- 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.
- These are specific activities or tasks that a student can proficiently do; when clustered together they form specific competencies.
- It is the consistency of the test results when the same test is administered at two different time periods or intervals.
- It is the transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline.
- 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.
- It is the instrument’s ability to measure what it purports to measure.
- It is the pre-requisite to evaluation; it provides the information which enables evaluation to take place.
- It establishes test validity by describing the present status of the individual by correlating the sets of scores obtained from two measures given concurrently.
- It is established statistically by comparing psychological traits or factors that theoretically influence scores in a test.
- It is merely the acquisition of facts, concepts or principles.
- It (domain) describes learning objectives that emphasize a feeling, tone, an emotion, or a degree of acceptance or rejection.
- It (domain) emphasizes measurements of reasoning and the mental faculties of the student.
- It has been used interchangeably with “authentic assessment” and “alternative assessment.”
- 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.
- Differentiate monocotyledonous seeds from dicotyledonous.
- Criticize the quality of the writer’s arguments.
- Enumerate the five major elements of a research problem.
- Build a miniature classroom.
- Judge the acting skills of Stephen Amell in the American television series Arrow.
- Create a slogan about care and protection of animals.
- Combine information from several sources to draw a conclusion about the Theory of Evolution.
- Discuss the possible effects of rice smuggling to the conditions of local farmers.
- Classify sentences according to their structures.
- 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.
- 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.
- Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
- 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.
- In preparing a rubric, the teacher must set only three levels to sufficiently capture the variation in the performances of the students.
- 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.
- Test and assessment result are confidential results.
- Teachers should view assessment as an opportunity to weed out poor and slow learners.
- Appropriate learning assessment procedure or method should be determined first before setting learning targets.
- As student performance increasingly varies across criteria, it becomes more difficult to assign an appropriate holistic category to the performance.
- Traditional assessment procedures concentrate on the cognitive aspects of learning.