Assessment and Evaluation

Question 1

A method used to measure the level of achievement or performance.

Answer 1

Measurement

Question 2

The process of gathering, describing, or quantifying information about performance.

Answer 2

Assessment

Question 3

Is making judgment based on assessment results whether to revise the lesson or develop a new one.

Answer 3

Evaluation

Question 4

An instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a careful manner.

Answer 4

Test

Question 5

A specific stimulus to which a person responds overtly; this response can be scored or evaluated (for example, classified, graded on a scale, or counted).

Answer 5

Item

Question 6

Pertains to the form, plan, structure, arrangement, and layout of test items as well as to related considerations such as time limits.

Answer 6

Format

Question 7

People involved in creating

and developing method of assessment. The purpose is usually for research, publication or refinement of existing tests.

Answer 7

Test Developer

Question 8

Refers to the wide array of professionals who relay on psychological assessment and tools for various purposes.

Answer 8

Test User

Question 9

Refers to the person whom the assessment tools were administered to.

Answer 9

Test Taker

Question 10

It is established by comparing the
scores obtained from two successive measurements of the same individuals and calculating a correlation between the two sets of scores.

Answer 10

Test Retest

Question 11

A type of carryover effect wherein the scores on the second test administration are higher than they were on the first.

Answer 11

Practice Effect

Question 12

Occurs when the first testing session influences the results of the second session and this can affect the test- retest reliability of a psychological measure.

Answer 12

Carry Over Effect

Question 13

It refers to the degree to which the measurement procedure measures the variable that it claims to measure (accuracy).

Answer 13

Validity Defined

Question 14

It is not done by statistical analysis but by the inspection of items.

Answer 14

Content Validity

Question 15

Inspected by a group of experts/evaluators.

Answer 15

Item Inspection

Question 16

Is the simplest and least scientific form of validity and it is demonstrated when the face value or superficial appearance of a measurement measures what it is supposed to measure.

Answer 16

Face Validity

Question 17

Look if the group of experts/evaluators are consistent with their judgment about each items.

Answer 17

Inter-Judge Consistency

Question 18

These are partially related and partially independent.

Answer 18

Reliability and Validity

Question 19

The teacher/test developer must be familiarized with the content of the test he/she is planning.

Answer 19

Pre-Survey

Question 20

Learning competency: Write a descriptive paragraph.

Answer 20

Assessment Criteria

Question 21

One on one conversation with another person and asking questions to gather information, opinion, and stories.

Answer 21

Interviews

Question 22

Sustained exploration of an unfamiliar situation and is open ended.

Answer 22

Investigations

Question 23

It provides information about the students’ progress in school.

Answer 23

Feedback

Question 24

Evaluation administers at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program.

Answer 24

Summative Assessment

Question 25

A process of viewing and studying visual media such as movies, documentaries and movie clips as related to the lesson.

Answer 25

Viewing Analysis

Question 26

Learners think of a response to a question individually first. They form pairs to discuss their answers. Then together they agree on the ideas they will share in class.

Answer 26

Think-Pair-Share

Question 27

Speaking and acting activity where the learners pretend to be something or someone to simulate an event.

Answer 27

Role Playing

Question 28

Experience the output they produce.

Answer 28

Aesthetic Project

Question 29

Learners solve a practical problem.

Answer 29

Project

Question 30

Graphics for organizing and representing knowledge of students. Branches out into specific ideas.

Answer 30

Concept Map

Question 31

Extended pieces of writing designed to tell a story, present information, or give an opinion.

Answer 31

Essays

Question 32

It is a continuous and several assessments done during the instructional process for the purpose of improving teaching or learning.

Answer 32

Formative Assessment

Question 33

Used to test the validity and reliability of the test items made.

Answer 33

Second Try Out

Question 34

``` PURPOSE OF TESTING 1. 2. 3. 4. ```

Answer 34

1. To identify what students have learned 2. To identify student strengths and weaknesses 3. To provide a method for awards and recognition 4. To provide a way to measure a teacher’s effectiveness

Question 35

TYPES OF TEST FORMAT 1. 2.

Answer 35

1. Essay Tests | 2. Objective tests

Question 36

TYPES OF RELIABILITY 1. 2.

Answer 36

1. Test-retest | 2. Equivalent Forms

Question 37

LIMITATIONS OF TEST-RETEST RELIABILITY 1. 2.

Answer 37

1. Carryover effect | 2. Practice effect

Question 38

TYPES OF VALIDITY 1. 2.

Answer 38

1. Content Validity | 2. Face Validity

Question 39

``` FACTORS AFFECTING VALIDITY (11) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. ```

Answer 39

1. Overloading a test with items concerning too many facts. 2. Selecting appropriate numerical problems for a test but using vocabulary in problems and directions that only better readers could understand. 3. Unclear directions 4. Reading vocabulary and sentence structure too difficult 5. Inappropriate level of difficulty of the test items 6. Poorly structured test items 7. Ambiguity 8. Inadequate time limits 9. Test too short 10. Improper arrangement of items 11. Identifiable pattern of answers

Question 40

``` STEPS IN TEST CONSTRUCTION (9) 1. 2. 3. 4. 5. 6. 7. 8. 9. ```

Answer 40

1. Pre-Survey 2. Making of Table of Specifications 3. Consultation with Experts 4. Item Writing 5. Consultation with Experts 6. First try-out 7. Item Analysis 8. Second Try-Out 9. Assemble and Finalize the Test

Question 41

``` GUIDING PRINCIPLES FOR EFFECTIVE GRADING 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ```

Answer 41

1. Discuss the grading procedure to students 2. Grades will be purely based on achievement 3. Explain how other factors (personal-social) behaviors will be reported. 4. Relate grading procedures to the learning outcomes or objectives 5. Get hold of valid evidences like test results, reports presentation, projects and other assessments 6. Take precautions to prevent cheating 7. Return all test and other assessment results 8. Properly weight the various types of achievement 9. Tardiness, weak effort, misbehavior should not affect the grades 10. Be judicious/fair and avoid bias 11. Do not change grades 12. Keep students informed of their class standing or performance

Question 42

``` Purposes of Grading 1. 2. 3. 4. 5. 6. 7. 8. 9. ```

Answer 42

1. Administrative Purposes 2. Promotion and Retention 3. Placement of students and awards 4. Program Evaluation and Improvement 5. Admission and Selection 6. Discovering Exceptionalities 7. Diagnosing Exceptionalities 8. Counseling Purposes 9. Motivation