let review assessment of learning test items

8/9/2019 LET Review Assessment of Learning Test Items

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P R O FESS IO N A LED U C ATIO NA SS ESS M EN T O F

LE A R N IN G

LET Review

Mr. Angelo A. Unay


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How does measurement difer romevaluation?

1A. Measurement is assigning a numerical

value to a given trait while evaluation is

giving meaning to the numerical valueo the trait.B. Measurement is the process o

uanti !ing data while evaluation is theprocess o organi"ing data.

#. Measurement is a pre$re uisite oassessment while evaluation is the pre$

re uisite o testing.


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Miss del &ol rated her students interms o appropriate and efectiveuse o some la'orator! e uipmentand measurement tools and i the!are a'le to ollow speci(ed

procedures. )hat mode oassessment should Miss del &oluse?

2

A. *ort olio Assessment

B. +ournal Assessment#. Traditional Assessment%. *er ormance$Based Assessment


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A. Ms. ,livares- who as ed uestions whenthe discussion was going on to now whoamong her students understood what she

was tr!ing to stress.B. Mr. Borromeo- who gave a short ui"

a ter discussing thoroughl! the lesson todetermine the outcome o instruction.

#. Ms. Berces- who gave a /0$item test to(nd out the speci(c lessons which thestudents ailed to understand.

%. Mrs. #orpu"- who administered a

)ho among the teachers 'elowper ormed a ormative evaluation? 3


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&t. Andrews &chool gave a standardi"edachievement test instead o giving ateacher$made test to the graduatingelementar! pupils. )hich could have'een the reason wh! this was the ind otest given?

4

A. &tandardi"ed test has items o average levelo di1cult! while teacher$made test hasvar!ing levels o di1cult!.

B. &tandardi"ed test uses multiple$choice

ormat while teacher$made test uses theessa! test ormat.#. &tandardi"ed test is used or master! while

teacher$made test is used or surve!.%. &tandardi"ed test is valid while teacher$


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)hich test ormat is 'est to use ithe purpose o the test is to relateinventors and their inventions?

5

A. &hort$Answer

B. True$3alse

#. Matching T!pe

%. Multiple #hoice


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4n the parlance o inde5 o testconstruction- what does T,& mean?

6

A. Ta'le o &peci(cs

B. Terms o

&peci(cations

#. Ta'le o &copes

%. Ta'le o


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Here is an item6

From the data presented in the table,form generalizations that aresupported by the data.

7nder what t!pe o uestion does thisitem all?

7

A. #onvergent

B. Evaluative

#. Application

%. %ivergent


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The ollowing are s!non!mous toper ormance o'2ectives E8#E*T6

8

A. Learner9s o'2ective

B. 4nstructional

o'2ective

#. Teacher9s o'2ective

%. Behavioral


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)hich is :are; a norm$re erencedstatement?

9

A. %ann! per ormed 'etter in spellingthan 0= o thewords correctl! and spelled @words out o @0 correctl!.

%. %ann! spelled @ words out o @0correctl!.


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)hich guideline in testconstruction is ,T o'served inthis test item?E% AR ALLA *,E )R,TE

CCCCCCCCCC.

1

0A. The length o the 'lan suggests

the answer.B. The central pro'lem is not pac ed

in the stem.#. 4t is open to more than one correct

answer.%. The 'lan is at the end o the

uestion.


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)hich does ,T 'elong to the group?

1

1A. #ompletion

B. Matching

#. Multiple #hoice

%. Alternate Response


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A test is considered relia'le i 6

1

2A. it is eas! to score.

B. it served the purpose or which

it is constructed.

#. it is consistent and sta'le.

%. it is eas! to administer.


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)hich is claimed to 'e the overalladvantage o criterion$re erencedover norm$re erenced interpretation?

1

3A. An individual9s score is compared with

the set master! level.B. An individual9s score is compared with

that o his peers.

#. An individual9s score is compared withthe average scores.%. An individual9s score does not need to 'e

compared with an! measure.


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Teacher Li"a does norm$re erencedinterpretation o scores. )hich o theollowing does she do?

1

4A. &he uses a speci(ed content as its

rame o re erence.B. &he descri'es group per ormance in

relation to a set master! level.#. &he compares ever! individual

student score with others9 scores.%. &he descri'es what should 'e their

per ormance.


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All e5aminees o'tained scores 'elow

the mean. A graphic representation othe score distri'ution will 'e

CCCCCCCCCC.

1

5A. egativel! s ewed

B. *er ect normal curve

#. Lepto urtic

%. *ositivel! s ewed


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4n a normal distri'ution curve- a T$scoreo D0 is6

1

6A. Two &%s 'elow the mean

B. Two &%s a'ove the mean

#. ,ne &% 'elow the mean

%. ,ne &% a'ove the mean


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)hich t!pe o test measures higher$order thin ing s ills?

1

7A. Enumeration

B. Matching

#. #ompletion

%. Analog!


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)ho is the 'est admired oroutstanding contri'ution to world

peace?A. issinger #. enned!B. #linton %. Mother Teresa

)hat is )R, with this item?

1

8

A. 4tem is overl! speci(c.

B. #ontent is trivial.

#. Test item is opinion$'ased.

%. There is a cue to the right


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The strongest disadvantage o thealternate$response t!pe o test is6

1

9A. the demand or critical

thin ing

B. the a'sence o anal!sis#. the encouragement o rote

memor!


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A class is composed o academicall!poor students. The distri'ution willmost li el! to 'e6

2

0A. lepto urtic

B. s ewed to the right

#. s ewed to the le t

%. s!mmetrical


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, the ollowing t!pes o tests- which isthe most su'2ective in scoring?

2

1A. Enumeration

B. Matching T!pe

#. Essa!

%. Multiple #hoice


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Tom9s raw score in the 3ilipino class isF which is e ual to the D0 th percentile.)hat does this impl!?

2

2A. D0= o Tom9s classmates got a

score lower than F .B. Tom9s score is higher than F = o

his classmates.#. D0= o Tom9s classmates got a

score a'ove F .%. Tom9s score is higher than F o

his classmates.


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Test norms are esta'lished in order tohave a 'asis or6

2

3A. esta'lishing learning o'2ectives

B. identi !ing pupil9s di1culties

#. planning efective instructionaldevices

%. comparing test scores


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The score distri'ution ollows a normalcurve. )hat does this mean?

2

4A. Most o the scores are on the

$F&%.

B. Most o the scores are on the

GF&%.

#. The scores coincide with the

mean.


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4n her conduct o item anal!sis- Teacher#rist! ound out that a signi(cantl!greater num'er rom the upper groupo the class got test item @ correctl!.

This means that the test item6

2

5

A. Has a negative discriminating

power

B. 4s valid

#. 4s eas!

%. Has a ositive discriminatin


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Mr. Re!es tas ed his students topla! volle!'all. )hat learningtarget is he assessing?

2

6

A. nowledge

B. & ill

#. *roducts

%. Reasoning


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)hich term re ers to the collection ostudents9 products andaccomplishments or a period orevaluation purposes?

2

8A. Anecdotal RecordsB. *ort olio

#. ,'servation Report%. %iar!


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)hich orm o assessment is consistentwith the sa!ing JThe proo o thepudding is in the eating?K

2

9A. #ontrivedB. Authentic

#. Traditional%. 4ndirect


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)hich error do teachers commit whenthe! tend to overrate the achievemento students identi(ed '! aptitude testsas gi ted 'ecause the! e5pectachievement and gi tedness to gotogether?

3

0

A. enerosit! Error

B. #entral Tendenc! Error

#. &everit! Error

%. Logical Error


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7nder which assumption is port olioassessment 'ased?

3

1A. *ort olio assessment is d!namic

assessment.B. Assessment should stress the

reproduction o nowledge.

#. An individual learner is inade uatel!characteri"ed '! a test score.%. An individual learner is ade uatel!

characteri"ed '! a test score.


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)hich is a valid assessment tool i 4want to (nd out how well m! studentscan spea e5temporaneousl!?

3

2A. )riting speechesB. )ritten ui" on how to deliver

e5temporaneous speech

#. *er ormance test ine5temporaneous spea ing%. %ispla! o speeches delivered


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Teacher + discovered that her pupils arewea in comprehension. To urtherdetermine which particular s ill:s; herpupils are wea in- which test should

Teacher + give?

3

3

A. &tandardi"ed test

B. *lacement

#. %iagnostic

%. Aptitude test


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J roup the ollowing items according to

ph!lumK is a thought test item on

CCCCCCCCCC.

3

4

A. 4n erring

B. #lassi !ing

#. enerali"ing

%. #omparing


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4n a multiple choice test- eeping the

options 'rie indicatesCCCCCCCC.

3

5A. 4nclusion in the item irrelevantclues such as the use in the correct

answer

B. on$inclusion o option that meanthe same#. *lausi'ilit! attractiveness o the

item


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)hich will 'e the most authenticassessment tool or an instructionalo'2ective on wor ing with and relatingto people?

3

6A. )riting articles on wor ing and

relating to people

B. ,rgani"ing a communit! pro2ect

#. Home visitation

%. #onducting a moc election


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)hile she is in the process o teaching- Teacher + (nds out i her studentsunderstand what she is teaching. )hatis Teacher + engaged in?

3

7A. #riterion$re erenced evaluationB. &ummative evaluation

#. 3ormative evaluation%. orm$re erenced evaluation


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)ith t!pes o test in mind- which does,T 'elong to the group?

3

8A.

Restricted response essa!B. #ompletion

#. Multiple choice%. &hort answer


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)hich tests determine whether thestudents accept responsi'ilit! or theirown 'ehavior or pass on responsi'ilit!or their own 'ehavior to other people?

3

9A. Thematic tests

B. &entence #ompletion tests

#. &t!listic tests

%. Locus$o $control tests


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)hen writing per ormance o'2ectives-

which word is ,T accepta'le?

4

0

A. Manipulate

B. %elineate

#. #omprehend

%. 4ntegrate


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Here is a test item6 CCCCCCCCCC is an e5ample o a mammal.

)hat is de ective with the test item?

4

1A. 4t is ver! elementar!.

B. The 'lan is at the 'eginning o

the sentence.

#. 4t is a ver! short uestion.

%. 4t is an insigni(cant test item.


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Teacher A constructed a matching t!peo test. 4n her columns o items are acom'ination o events- peoples- andcircumstances. )hich o the ollowing

guidelines in constructing matchingt!pe o test did he violate?

4

3

A. List options in an alpha'etical

order.

B. Ma e list o items homogeneous.

#. Ma e list o items


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A num'er o items in a test are said to

'e non$discriminating- )hatconclusion s can 'e drawn?4. Teaching or learning was ver! good.44. The item is so eas! that an!one

could get it right.444. The item is so di1cult that no'od!

could get it.

4

5

A. 4 onl!B. 4 and 444#. 44 onl!

%. 44 and 444


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Measuring the wor done '! agravitational orce is a learning tas . Atwhat level o cognition is it?

4

6

A. #omprehension

B. Application

#. Evaluation

%. Anal!sis


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)hich improvement s should 'e donein this completion test item6

An example of a mammal is __________.

4

7A. The 'lan should 'e longer to

accommodate all possi'le answers.B. The 'lan should 'e at the

'eginning o the sentence.#. The uestion should have onl! one

accepta'le answer.%. The item should give more clues.


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Here is Teacher %9s lesson o'2ective6To trace the causes of Alzheimersisease. )hich is a valid test or this particularo'2ective?

4

8A. #an Al"heimer9s %isease 'e traced

to old age? E5plain.B. To what actors can Al"heimer9s

%isease 'e traced? E5plain.#. )hat is Al"heimer9s %isease?%. %o !oung people get attac ed '!

Al"heimer9s %isease? &upport !ouranswer.


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)hat characteristic o a good test willpupils 'e assured o when a teacherconstructs a ta'le o speci(cations ortest construction purposes?

4

9A. Relia'ilit!

B. #ontent Nalidit!

#. #onstruct Nalidit!

%. &cora'ilit!


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Teacher +ane wants to determine i herstudents9 scores in the second gradingis relia'le. However- she has onl! onetest and her students are alread! on

their semestral 'rea . )hat test orelia'ilit! can she use?

5

2

A. Test$Retest

B. &plit$hal #. E uivalent orms

%. Test$Retest with e uivalent

5


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Mrs. #ru" has onl! one orm o test andshe administered her test onl! once.)hat test o relia'ilit! can she do?

5

3A. Test o sta'ilit!

B. Test o e uivalence

#. Test o correlation

%. Test o internal consistenc!

5Cl


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)hat is the lower limit o the class withhighest re uenc!?

5

4

ClassLimits Freq en!y

50 " 54 945 " 49 1240 " 44 1635 " 39 8

30 " 34 5

A. >.@B. O0#. OO

%. OO.@

5Cl


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)hat is the crude mode?

5

5

ClassLimits Freq en!y

50 " 54 945 " 49 1240 " 44 1635 " 39 8

30 " 34 5

A. O0B. OF#. OF.@

%. OO

5


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A'out what percent o the cases alls'etween G/ and $/ &% in a normalcurve?

5

6A. O ./=

B. >@.O=

#. >>.I=

%.


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&tud! this group o test which wasadministered to a class to whom *eter'elongs- then answer the uestion6

4n which su'2ect:s; did *eter per orm mostpoorl! in relation to the group9s meanper ormance?

5

7#U$%&C' M&A( #) *&'&+,##C-+&Mat 56 10 43

* ysi!s 41 9 31

&nglis 80 16 109

A. EnglishB. *h!sics#. English and *h!sics

%. Math

d h h h 5


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&tud! this group o test which wasadministered to a class to whom *eter'elongs- then answer the uestion6

4n which su'2ect:s; were the scores mostwidespread?

5

8#U$%&C' M&A( #) *&'&+,##C-+&Mat 56 10 43

* ysi!s 41 9 31

&nglis 80 16 109

A. MathB. *h!sics#. #annot 'e determined

%. English

5


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A mathematics test was given to allrade N pupils to determine thecontestants or the Math Pui" Bee.)hich statistical measure should 'e

used to identi ! the top /@?

5

9

A. Mean *ercentage &core

B. Puartile %eviation

#. *ercentile Ran

%. *ercentage &core

6


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A test item has a di1cult! inde5 o .I>and a discrimination inde5 o $0.OO.)hat should the teacher do?

6

0

A. Ma e it a 'onus item.

B. Re2ect the item.

#. Retain the item.

%. Ma e it a 'onus and re2ect it.

6


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)hat is are important to state when

e5plaining percentile$ran ed tests toparents?4. )hat group too the test44. That the scores show how students

per ormed in relation to otherstudents

444. That the scores show how studentsper ormed in relation to an a'solutemeasure

6

1

A. 44 onl!B. 4 and 444#. 4 and 44

%. 444 onl!

6


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)hich o the ollowing reasons or

measuring student achievement is,T valid?

6

2A. To prepare eed'ac on theefectiveness o the learning

processB. To certi ! the students have

attained a level o competence in

a su'2ect area#. To discourage students romcheating during test and gettinghigh scores

6


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The computed r or English and Math

scores is $0.D@. )hat does this mean?

6

3A. The higher the scores inEnglish- the higher the scores inMath.

B. The scores in Math and Englishdo not have an! relationship.

#. The higher the scores in Math-the lower the scores in English.

%. The lower the scores in English-the lower the scores in Math.

6


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)hich statement holds TR7E to grades?

rades CCCCCCCCCC.

6

4A. Are e5act measurements ointelligence and achievement

B. Are necessaril! a measure o a

student9s intelligence

#. Are intrinsic motivators or

learning

6


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)hat is the advantage o usingcomputers in processing test results?

6

5A. Test results can easil! 'e

assessed.

B. 4ts statistical computation is

accurate.

#. 4ts processing ta es a shorter

period o time.

1


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)hich o the ollowing steps should 'ecompleted (rst in planning anachievement test?

1

A. &et$up a ta'le o speci(cations.

B. o 'ac to the instructional

o'2ectives.

#. %etermine the length o the test.

%. &elect the t!pe o test items to

CCCCCCCCCCCCCCCCCC is an e5ample o a lea !2


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vegeta'le.

)h! is this test item poor?4. The test item does not pose a pro'lem tothe e5aminee.

44. There is a variet! o possi'le correct

answers to this item.444. The language used in the uestion is notprecise.

4N. The 'lan is near the 'eginning o asentence.

2

A. 4 and 444

B. 44 and 4N#. 4 and 4N

%.4 and 44

3


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,n the (rst da! o class a terintroductions- the teacher administered a

Misconception *reconception #hec . &hee5plained that she wanted to now whatthe class as a whole alread! new a'outthe *hilippines 'e ore the &paniards

came. The Misconception *reconception#hec is a orm o a

3

A. diagnostic test

B. placement test

#. criterion$re erenced test

%. achievement test

4


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A test item has a di1cult! inde5 o .

I/ and a discrimination inde5 o .

/ . )hat should the test

constructor do?

4

A. Retain the item.

B. Ma e it a 'onus item.

#. Revise the item.

%. Re2ect the item.

5


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4 a teacher wants to measure herstudents9 a'ilit! to discriminate-

which o these is an appropriatet!pe o test item as implied '! thedirection?

5

A. J,utline the chapter on The$ell .%. &ummari"e the lesson

!esterda!.K#. J roup the ollowing itemsaccording to shape.K

%. J&tate a set o principles that

6


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A. the test item could notdiscriminate 'etween the lowerand upper groups.

B. more rom the upper group got theitem correctl!.

#. more rom the lower group got theitem correctl!.

%. the test item has low relia'ilit!.

A positive discrimination inde5

means that

6

7


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A. *ort olio AssessmentB. *er ormance Assessment

#. +ournal Entr!%. *en$and$*aper test

Teacher Ria discovered that her

pupils are ver! good in dramati"ing.

)hich tool must have helped her

discover her pupils9 strength?

7

8


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A. To contract a muscleB. To run a /00$meter dash

#. To distinguish distant and closesounds

%. To dance the 'asic steps o the

)hich among the ollowing

o'2ectives in the ps!chomotor

domain is highest in level?

8

9


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A. #oncurrent

B. #onstruct

#. #ontent

%. *redictive

4 !our LET items sample ade uatel!

the competencies listed in education

courses s!lla'i- it can 'e said that

LET possesses CCCCCCCCCC validit!.

9

1


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A. 4t is not eas! to administer.

B. 4t puts the non$linguisticall!

intelligent at a disadvantage.

#. 4t utili"es so much time.

%. 4t lac s relia'ilit!.

4n the conte5t on the theor! on

multiple intelligences- what is onewea ness o the pen$and$paper test?

1

0

1


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A. ,'2ective Test

B. &hort Answer Test

#. Essa!

%. *ro'lem T!pe

)hich test has 'road sampling o

topics as strength?

1

1

1


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Pui" is to ormative as periodic is to CCCCCCCC?

1

2A. criterion$re erenced

B. summative test

#. norm$re erenced

%. diagnostic test

1


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)hat does a negativel! s ewed scoredistri'ution impl!?

1

3A. The score congregate on the

le t side o the normaldistri'ution curve.

B. The scores are widespread.

#. The students must 'eacademicall! poor.

%. The scores congregate on theright side o the normal

The criterion o success in Teacher 1


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L!n9s o'2ective is that Jthe pupilsmust 'e a'le to spell >0= o thewords correctl!K. Ana and />others correctl! spelled O0 wordsonl! out o @0. This means that

Teacher L!n6

1

4A. attained her o'2ective 'ecauseo her efective spelling drillB. attained her lesson o'2ective

#. ailed to attain her lessono'2ective as ar as the twent!pupils are concerned

%. did not attain her lesson

1


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4n group norming- percentile ran othe e5aminee is6

1

5A. dependent on his 'atch o

e5aminees.

B. independent on his 'atch o

e5aminees.

#. unafected '! s ewed

1


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)hen a signi(cantl! greater num'errom the lower group gets a test itemcorrectl!- this implies that the testitem6

1

6A. is ver! valid

B. is not ver! valid

#. is not highl! relia'le

%. is highl! relia'le

1


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)hich applies when there aree5treme scores?

1

7A. The median will not 'e a ver!relia'le measure o central

tendenc!.B. The mode will 'e the most

relia'le measure o central

tendenc!.#. There is no relia'le measure or

central tendenc!.

%. The mean will not 'e a ver!

1


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)hich statement a'out per ormance$'ased assessment is 3AL&E?

1

8A. The! emphasi"e merel!

process.B. The! stress on doing- not onl!

nowing.

#. Essa! tests are e5amples oper ormance$'asedassessments.

%. The! accentuate on process as

1


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4 the scores o !our test ollow anegativel! s ewed distri'ution-what should !ou do?

3ind outCCCCCCCCCCCCCCCCC.

1

9A. )h! !our items were eas!

B. )h! most o the scores are high

#. )h! most o the scores are low%. )h! some pupils scored high

2


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Median is to point as standarddeviation is to CCCCCCCCCC.

2

0A. Area

B. Nolume

#. %istance%. & uare

Re erring to assessment o 2


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glearning- which statement on thenormal curve is 3AL&E?

2

1A. The normal curve ma! notnecessaril! appl! to homogeneousclass.

B. )hen all pupils achieve as e5pectedo their learning- curve ma! deviaterom the normal curve.

#. The normal curve is sacred. Teachers must adhere to it nomatter what.

% The normal curve ma! not 'e

Aura Nivian is one$hal standard 2


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Aura Nivian is one$hal standarddeviation a'ove the mean o his

group in arithmetic and onestandard deviation a'ove inspelling. )hat does this impl!?

2

2A. &he e5cels 'oth is arithmetic and

spelling.

B. &he is 'etter in arithmetic than in

spelling.

#. &he does not e5cel in spelling nor

in arithmetic

Qou give a /00$point test- three 2


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Q g $pstudents ma e scores o >@- >/-and >/- respectivel!- while theother FF students in the classma e scores ranging rom to


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2


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)hich o the ollowing is the M,&T

important purpose or usingachievement test? To measuretheCCCCCCC.

2

5A. Pualit! uantit! o previous

learning

B. Pualit! uantit! o previous

teaching

#. Educational vocational

2


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)hat should 'e AN,4%E% in arranging

the items o the (nal orm o the test?

2

6A. &pace the items so the! can 'e

read easil!.B. 3ollow a de(nite response pattern

or the correct answers to ensureease o scoring.

#. Arrange the sections such thatthe! progress rom the ver! simpleto ver! comple5.

%. eep all the items and options

2


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)hat is an advantage o point s!stem

o grading?

2

7A. 4t does awa! with esta'lishing

clear distinctions among students.B. 4t is precise.

#. 4t is ualitative.%. 4t emphasi"es learning not

o'2ectivit! o scoring.

2


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)hich statement on test result

interpretation is #,RRE#T?

2

8A. A raw score '! itsel is

meaning ul.B. A student9s score is a (nal

indication o his a'ilit!.

#. The use o statistical techni uegives meaning to pupil9s scores.

%. Test scores do not in an! wa!

re ect teacher9s efectiveness

2


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Below is a list o methods used to

esta'lish the relia'ilit! o theinstrument. )hich method isuestioned or its relia'ilit! due to

practice and amiliarit!?

2

9A. &plit$hal B. E uivalent 3orms

#. Test$Retest%. uder$Richardson 3ormula F0

3


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P is to D@ th percentile as median is

to6

3

0A. O0 th percentile

B. F@th percentile

#. @0th percentile

%. O>th percentile

)hat t!pe o test is this? 3


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)hat t!pe o test is this?

&nee is to leg as elbo" is to __________. A. 'and %. Fingers $. Arm .(rist

3

1A. Analog!B. Rearrangement t!pe

#. &hort answer t!pe%. *ro'lem t!pe

3


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)hich statement a'out standard

deviation is #,RRE#T?

3

2A. The lower the &%- the more

spread the scores are.B. The higher the &%- the less

spread the scores are.

#. The higher the &%- the morespread the scores are.

%. 4t is a measure o central

tendenc!

3


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)hich test items do ,T afect

varia'ilit! o test scores?

3

3A. Test items that are a 'it eas!.

B. Test items that are moderate indi1cult!.

#. Test items that are a 'it di1cult.%. Test items that ever! e5aminee

gets correctl!

3


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Teacher B wants to diagnose in which

vowel sound:s; her students havedi1cult!. )hich tool is mostappropriate?

3

4A. *ort olio Assessment

B. +ournal Entr!

#. *er ormance Test

%. *aper$and$pencil Test

3


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The inde5 o di1cult! o a particular

test is 0./0. )hat does this mean? M!students CCCCCCCCCC.

3

5A. ained master! over the item.

B. *er ormed ver! well against

e5pectation.

#. 3ound that the test item was

either eas! nor di1cult.

&tud! this group o test which was 3


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administered with the ollowing results-then answer the uestion that ollows6

4n which su'2ect:s; did Ronnel per orm'est in relation to the group9s meanper ormance?

3

6#U$%&C' M&A( #) +-((&L,##C-+&Mat 56 10 43

* ysi!s 41 9 31

&nglis 80 16 109

A. *h!sics and MathB. English#. Math%. *h!sics

3


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)hich applies when the distri'ution is

concentrated on the le t side o thecurve?

3

7A. Bell curve

B. *ositivel! s ewed

#. Lepto urtic

%. egativel! s ewed

3


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&tandard deviation is to varia'ilit! as

CCCCCCCCC is to central tendenc!.

3

8A. uartile

B. mode

#. range

%. *earson r

3


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%ann! ta es an 4P test thrice and

each time earns a similar score. Thetest is said to possess CCCCCCCCCC.

3

9A. ,'2ectivit!

B. Relia'ilit!

#. Nalidit!

%. &cora'ilit!


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Here is a sample TR7E$3AL&E test 4


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item6

All "omen ha!e a longer life)spanthan men.

)hat is wrong with the test item?

4

1A. The test item is uoted ver'atim

rom a te5t'oo .B. The test item contains trivial

detail.#. A speci(c determiner was used

in the statement.%. The test item was vague.

4


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4n which competenc! do m! students

(nd greatest di1cult!? 4n the itemwith the di1cult! inde5 o 6

4

2A. /.0

B. .@0

#. .>0

%. ./0

4


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J%escri'e the reasoning errors in the

ollowing paragraphK is a samplethought uestion on CCCCCCCCCC.

4

3A. s!nthesi"ing

B. appl!ing

#. anal!"ing

%. summari"ing

4


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4n a one hundred$item test- what does

R!an9s raw score o D0 mean?

4

4A. He surpassed D0 o his

classmates in terms o score.B. He surpassed 0 o his

classmates in terms o score.#. He got a score a'ove the mean.%. He got D0 items correct.

&tud! the ta'le on item anal!sis or non$i d $ l i'ili ! 4


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attractiveness and non$plausi'ilit! odistractors 'ased on the results o amultiple choice tr!out test in math. Theletter mar ed with an asteris in thecorrect answer.

Based on the ta'le- which is the mostefective distracter?

4

5A/ $ C )

U er27 10 4 1 1

Lo er27 6 6 2 0

A. ,ption AB. ,ption ##. ,ption B

% ption %

4


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Here is a score distri'ution6 >I- > - > -

> - >0- II- ID- I@- I@- I@- D0- @/- O-O- O- F0- /I- /@- /F- >- I-


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)hich measure:s; o central tendenc!

is :are; most appropriate when thescore distri'ution is 'adl! s ewed?

4

7A. Mode

B. Mean and mode

#. Median

%. Mean

4


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4s it wise to practice to orient our

students and parents on our gradings!stem?

4

8A. o- this will court a lot o

complaints later.B. Qes- 'ut orientation must 'e onl!or our immediate customers- thestudents.

#. Qes- so that rom the ver! start-students and their parents nowhow grades are derived.

4


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)ith the current emphasis on sel $

assessment and per ormanceassessment- which is indispensa'le?

4

9A. umerical grading

B. *aper$and$*encil Test

#. Transmutation Ta'le

%. &coring Ru'ric

5


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J4n the light o the acts presented-

what is most li el! to happen whenS?Kis a sample thought uestion on CCCCCCCCCC.

5

0A. in erring

B. generali"ing

#. s!nthesi"ing

%. 2usti !ing

5


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)ith grading practice in mind- what is

meant '! teacher9s severit! error?A teacher CCCCCCCCCC. 1A. Tends to loo down on students9

answers

B. 7ses tests and ui""es as

punitive measures

#. Tends to give e5tremel! low

5


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Ms. Ramos gave a test to (nd out how

the students eel toward their su'2ect&cience. Her (rst item was stated asJ&cience is an interesting C C C C C'oring su'2ect. )hat ind o instrumentwas given?

2

A. Ru'ric

B. Li ert$scale

#. Rating &cale

%. &emantic %iferential &cale

5


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)hich holds true to standardi"ed tests?

3A. The! are used or comparative

purposes.

B. The! are administered diferentl!.

#. The! are scored according to

diferent standards.

5


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)hat is simple re uenc! distri'ution?

A graphic representation o 6 4A. means

B. standard deviation

#. raw scores

%. lowest and highest scores

5


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)hen points in a scattergram are

spread evenl! in all directions thismeans that6 5A. The correlation 'etween twovaria'les is positive.

B. The correlation 'etween twovaria'les is low.

#. The correlation 'etween twovaria'les is high.

%. There is no correlation 'etweentwo varia'les.

5


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)hich applies when s ewness is 0?

6A. Mean is greater than the median.

B. Median is greater than the mean.

#. &cores have modes.

%. &cores are normall! distri'uted.

5


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)hich process enhances the

compara'ilit! o grades? 7A. %etermining the level o di1cult! o

the test

B. #onstructing departmentali"ed

e5aminations or each su'2ect area

#. 7sing ta'le o speci(cations

$

5


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4n a grade distri'ution- what does the

normal curve mean? 8A. All students having average grades.B. A large num'er o students with high

grades and ver! ew with low grades.#. A large num'er o more or less

average students and ver! ew

students receiving low and highgrades%. A large num'er o students receiving

low grades and ver! ew students


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6


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The ollowing are trends in mar ing and

reporting s!stem- E8#E*T6 0A. indicating strong points as well as

those needing improvementB. conducting parent$teacher

con erences as o ten as needed#. raising the passing grade rom D@

to I0%. supplementing su'2ect grade with

chec list on traits


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2


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)hich must go with sel $assessment or

it to 'e efective?A. *u'lic displa! o results o sel $

evaluationB. &coring ru'ric#. #onsensus o evaluation results

rom teacher and student%. E5ternal monitor

3


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The main purpose in administering a

pretest and a posttest to students istoCCCCCCCCC.A. accustom the students to

re uent testingB. measure the value o the

material taught#. measure gains in learning%. eep ade uate records

l4


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4 4 avor Jassessment or learningK-

which will 4 do more most li el!?4. #onduct a pre$test ormative andsummative tests.

44. Teach 'ased on pre$test results.444.ive speci(c eed'ac to students4N. #onduct peer tutoring or students

in need o help.A. 44- 444 and 4N #. 4- 44- 444 and 4NB. 4- 44 and 444 %. 4- 44 and 4N

h ld d di d5


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A teacher would use a standardi"ed

test CCCCCCCCCCC.

A. to engage in eas! scoring

B. to serve as a (nal e5amination

#. to compare her students to

national norms

%. to serve as a unit test

h h ( di h ll h6


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,ther than (nding out how well the

course competencies were met- Teacher also wants to now hisstudents9 per ormance when comparedwith other students in the countr!.)hat is Teacher interested to do?A. 3ormative evaluation

B. Authentic evaluation

#. orm$re erenced evaluation

%. #riterion$re erenced evaluation

4 ll ! d i ! l7


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4 all o !our students in !our class

passed the pretest- what should !oudo?A. o through the lesson uic l! in

order not to s ip an!.B. o through the unit as usual'ecause it is part o the

s!lla'us.#. Administer the posttest.%. o on to the ne5t unit.


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T h Bi d h h il9


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Teacher Bing wanted to teach the pupils

the s ill o cross$stitching. Her chec $upui" was a written test on the steps ocross stitching. )hat characteristics oa good test does it lac ?

A. ,'2ectivit!

B. *redictive validit!

#. #ontent validit!

%. Relia'ilit!

4 th l i d 5 t t1


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4n the parlance inde5 o a test

construction- what does T,& mean? 0A. Team o &peci(cations

B. Terms o &peci(cations

#. Ta'le o &peci(cations

%. Ta'le o &peci(cs

Th di1 lt! i d 5 t t it i /1


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The di1cult! inde5 o a test item is /.

This means that CCCCCCCCCCCC. 1A. the test item is ualit! item

B. the test is ver! eas!

#. no'od! got the item correctl!

%. the test is ver! di1cult

&t d t 9 t t DF DF1


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&tudents9 scores on a test were DF- DF-

D - DO- D


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)hich gro p o scores is most aried?1


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)hich group o scores is most varied?

The group with CCCCCCCCCC. 4A. ./0 &%

B. .D@ &%#. .>0 &%%. .@0 &%

A num'er o test items in a test are1


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A num'er o test items in a test are

said to 'e non$discriminating. )hatconclusion s can 'e drawn? 54. Teaching or learning was ver!

good.44. The item is so eas! that an!one

could get it right.

444. The item is so di1cult that no'od!could get it.

A. 444 onl! #. 44 onl!

An e5aminee whose score is within 8 G1


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An e5aminee whose score is within 8 G

/ &% 'elongs to which o the ollowinggroups? 6A. eeds improvement

B. Average

#. A'ove average

%. Below average


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)hat does a percentile ran o


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)hat does a percentile ran o


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4n an entrance e5amination- student A9s

*ercentile is F@ :*F@;. Based on thispercentile ran - which is li el! tohappen?

9A. &tudent A has @0$@0 percentchance to 'e admitted.B. &tudent A will not 'e admitted.

#. &tudent A has a D@$percent chanceto 'e admitted.%. &tudent A will 'e admitted.

)hat is the mean o this score2


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)hat is the mean o this score

distri'ution6 O0- OF- O@- OI- @0- @F- @O-


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)hat does a s ewed score distri ution

mean? 1A. The scores are normall!

distri'uted.B. Most o the scores are on the lower

end o the curve.#.

Most o the scores are on theupper end o the curve.%. The scores are concentrated more

at one end or the other end o the

&uppose that in the April F00I LET the 2


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pp pmean in the pro essional education testor the elementar! group was OO. .)hat does this mean? 1

A. OO. is the 'est single value that

represents the per ormance o theelementar! teacher e5aminees as awhole.

B. Most o the elementar! teachere5amines o'tained a score o OO. .

#. @0= o the elementar! teachere5aminees got a score o at least OO.

% one o the elementar! teacher

4n a @0$item test where the mean is F0 2


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@and the standard deviation is I- &oco'tained a score o /


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B have e ual mean 'ut with diferent&%s. &et A has an &% o /.D while &et Bhas an &% o .F. )hich statement is

TR7E o the score distri'utions?3

A. The scores o &et B has lessvaria'ilit! than the scores in &et A.B. &cores in &et A are more widel!

scattered.#. Ma2orit! o the scores in &et A are

clustered around the mean.%. Ma2orit! o the scores in &et are

*rincipal A is tal ing a'out Jgradingon the curveK in a acult! meeting. 2


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)hat does this e5pression re er to?

4A. A student mar compares hisachievement to his efort.B. A student grade or mar depends on

how his achievement compares withthe achievement o other students ina class.

#. A student grade determines whetheror not a student attains a de(nedstandard o achievement.

%. A student mar tells how closel! he is

A man is li e a fraction


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"hose numerator is "hat heis and "hose denominator is

"hat he thin s of himself.The larger the denominator,

the smaller the fraction.

Contact D etails


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& mail a [email protected]
mailto:[email protected]:[email protected]

let review assessment of learning test items

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