Chapter 1 - Basic Concepts in Assessment

Question 1

One of the tasks required of a teacher is the skill in _____ the performance of the students.

Answer 1

assessing

Question 2

If teachers wish to have effective classroom teaching, they should have a common responsibility not only on teaching knowledge, skills, attitudes and habits but how to assess the students’ _____.

Answer 2

performance

Question 3

Teachers must objectively see that their students concretely manifested outcomes of _____.

Answer 3

instruction

Question 4

The assessment of student learning is an activity central to the role of any educators in basic and higher education, and is an area that is the subject of constant _____ and debate.

Answer 4

innovation

Question 5

As the goals of education have become more complex, and with the increasing demand of an _____ education, the tasks of measuring, assessing, and evaluating student learning have also become more challenging.

Answer 5

outcome-based

Question 6

“Teaching today is a far more complicated profession than it was a couple of decades ago. The dynamically changing pace of development in _____ and _____ has brought about corresponding changes in the way we view _____.

Answer 6

science; technology; teaching.

Question 7

Thus, while earlier on, we always have been content with testing and measuring students’ _____ through teacher-made test, today , we not only test to measure _____ but also the _____, and _____ of the learners as well.

Answer 7

cognitive skills; cognitive development; affective; psychomotor development

Question 8

The teacher, therefore, is expected to be fully knowledgeable of the _____ and _____ procedures that support testing in the three domains: cognitive, affective and psychomotor.

Answer 8

measurement; assessment

Question 9

[Dr. Roberto Padua] points out that all institutions of learning should aspire to have a very comprehensive _____. This means that _____ should take an account of the total aspects of students’ lives - inside and outside of the school.

Answer 9

evaluation program; evaluation procedures

Question 10

The recent view of comprehensive evaluation requires the use of the term _____ rather than _____.

Answer 10

assessment; measurement

Question 11

The concept of _____ is more appropriate than _____ because it requires the use of all means, methods, and approaches to understand students’ educational achievement.

Answer 11

assessment; measurement

Question 12

The combined use of _____ and _____ as assessment tools is very important because it can cover all domains of learning.

Answer 12

test; non-test

Question 13

This is a set of questions with an accepted set of presumable correct answers, designed to gather information about some individual characteristics, like academic achievement.

Answer 13

Test

Question 14

This device is used to gather information about students’ learning progress.

Answer 14

Test

Question 15

This forces students to give their responses.

Answer 15

Test

Question 16

Tests, like other devices, can be influenced by some factors that contribute to errors in gathering valid and reliable test. What do we call this?

Answer 16

measurement error

Question 17

Tests can either be _____, _____, or _____.

Answer 17

written; oral; performed.

Question 18

These are the most widely used type of tests. Here the cognitive domain of learning is given attention.

Answer 18

Written tests

Question 19

_____ based on results of tests alone does not picture out the total development of an individual learner.

Answer 19

Evaluation

Question 20

These are devices that do not force students to give their responses.

Answer 20

Non-tests

Question 21

These are usually based on teacher’s direct observations as students perform the assigned tasks.

Answer 21

Non-tests

Question 22

With these devices, the teacher does the assessment as he observes students act out the values and skills that are essential in the performance of a learning activity.

Answer 22

Non-tests

Question 23

It is the process of administering a test to an individual or a group of students.

Answer 23

Testing

Question 24

This process involves steps such as test preparation, test administration, and test collection.

Answer 24

Testing

Question 25

In terms of _____, the teachers can ensure that the test he prepares is highly valid and reliable.

Answer 25

test preparation

Question 26

_____ portray the content and behavior that the teachers wanted to measure.

Answer 26

Valid tests

Question 27

Although test’s validity and reliability are requirements to ensure that a teacher has good test, _____ usually makes the teacher design less valid and reliable.

Answer 27

time pressure

Question 28

In _____, the teachers must explain the directions clearly to students. Unclear understanding of test directions will reduce capability of the test to measure what it really intends to measure.

Answer 28

test administration

Question 29

When there is anomaly in test administration, the _____ of the test results is also sacrificed.

Answer 29

reliability

Question 30

Teachers should not only be good in _____ he should also be good at _____.

Answer 30

test preparation; test administration

Question 31

The process of testing ends with the _____.

Answer 31

test collection

Question 32

The testing process ends when the teacher has collected test papers from the students; after which, the _____ begins.

Answer 32

measurement process

Question 33

In this test, answers are spoken.

Answer 33

Oral test

Question 34

It can be used to measure oral communication skills.

Answer 34

Oral test

Question 35

It may also be used to check students’ understanding of concepts, theories and procedures.

Answer 35

Oral test

Question 36

It favors extrovert/outgoing students.

Answer 36

Oral test

Question 37

Among the forms are alternative response (e.g. true-false, yes-no), multiple choice, matching, essays and completion.

Answer 37

Written test

Question 38

This test has strong points. It can be administered to a large group at one time. It can measure students’ written communication skills.

Answer 38

Written test

Question 39

It can also assess lower and higher levels of cognition provided that questions are phrased appropriately.

Answer 39

Written test

Question 40

It enables assessment of a wide range of topic.

Answer 40

Written test

Question 41

Despite many criticisms, These are generally fair and efficient

Answer 41

Written tests

Question 42

These are activities that require students to demonstrate their skills or ability to perform specific actions (a.k.a performance assessments), they include problem-based learning, inquiry tasks, demonstration tasks, exhibits, etc. These tasks are designed to be authentic, meaningful, and in-depth.

Answer 42

Performance test

Question 43

This can be corrected and quantified quite easily. Scores can be readily compared.

Answer 43

Objective test

Question 44

It includes true-false, multiple-choice, completion and matching items. The test items have a single or specific convergent response.

Answer 44

Objective test

Question 45

These elicit varied responses.

Answer 45

Subjective test

Question 46

A test question of this type may have more than one answer. It includes restricted and extended response essays.

Answer 46

Subjective test

Question 47

This kind of test is not easy to check because students have the liberty to write their answers to a test question.

Answer 47

Subjective test.

Question 48

Answers to this type of test are usually divergent. Scores are likely to be influenced by personal opinion or judgment by the person doing the scoring. And so, to increase the reliability in scoring, teachers usually make what they call as rubrics.

Answer 48

Subjective test

Question 49

These are prepared by specialists who are versed in the principles of assessment.

Answer 49

Standardized tests

Question 50

What are the four properties that differentiate standardized tests from classroom or informal tests?

Answer 50

Learning outcomes and content measured
Quality of test items
Reliability
Administration & scoring interpretation

Question 51

Because of high validity and reliability, this can be used for a long period of time provided they are used for whatever intended purposes they were intended for.

Answer 51

Standardized test

Question 52

Commonly, it consists of multiple-choice items used to distinguish between students.

Answer 52

Standardized test

Question 53

Results of standardized tests serve as an indicator of _____ and a reflection of the school performance.

Answer 53

instructional effectiveness

Question 54

These are prepared by teachers who may not be adept at the principles of test construction.

Answer 54

Non-standardized test

Question 55

At times, _____ are constructed carelessly due to limited time and lack of opportunity to pre-test the items or pilot test.

Answer 55

teacher-made tests

Question 56

In this type, test items are not thoroughly examined for validity.

Answer 56

Non-standardized test

Question 57

Scores are not subjected to any statistical procedure to determine reliability in this type of test.

Answer 57

Non-standardized test

Question 58

This type is not to be used repeatedly for a long time.

Answer 58

Non-standardized test

Question 59

_____ are instruments to measure a student’s performance in relation to the performance of a group on the same test. Comparisons are made and the student’s relative position is determined. For example, a student may rank third in a class of forty.

Answer 59

Tests that yield norm-referenced interpretations

Question 60

_____ describe each student’s performance against an agreed upon or pre-established criterion or level of performance. The criterion is not any cutoff score but rather the domain of the subject matter.

Answer 60

Tests that allow criterion-referenced interpretations

Question 61

This test has no right or wrong answer, but it measures one’s personality and behavioral style.

Answer 61

Personal test

Question 62

These measure student learning as a result of instruction and training experiences.

Answer 62

Achievement tests

Question 63

When used summatively, they serve as a basis for promotion for the next grade.

Answer 63

Achievement tests

Question 64

These determine a student’s potential to learn and do new tasks.

Answer 64

Aptitude tests

Question 65

It measures learner’s innate intelligence or mental ability.

Answer 65

Intelligence test

Question 66

It is the process of quantifying test results.

Answer 66

Measurement

Question 67

This process begins when the teacher compares students’ responses with the presumably correct responses in the scoring key.

Answer 67

Measurement

Question 68

A _____ score in the test has no meaning.

Answer 68

raw

Question 69

To give meaning to the raw score, we further measure by obtaining the _____ of the raw score to the total number of items.

Answer 69

ratio

Question 70

It is the process of gathering information about student learning and then analyzing and interpreting them for the purpose of making decisions.

Answer 70

Assessment

Question 71

The issue that test alone cannot measure total development of an individual makes it crucial that the term measurement be changed into the term _____.

Answer 71

assessment

Question 72

It is the process of quantifying results of tests and non-tests to portray the amount and quality of student learning and development.

Answer 72

Assessment

Question 73

It is the process of determining the changes in the child as a result of teaching and his experiences.

Answer 73

Evaluation

Question 74

It is a systematic process attempt at determining the amount of progress made in the child’s education directed toward the realization of objectives in education.

Answer 74

Evaluation

Question 75

It is a process of attaching quality or value judgment to the quantity obtained through the process of assessment.

Answer 75

Evaluation

Question 76

Evaluation that is based on the results of _____ is more comprehensive than evaluation based on _____.

Answer 76

assessment; measurement

Question 77

Assessment and evaluation, as essential part of the teaching and learning process, should not only document what students know and can do, but also those that affect their _____ and _____.

Answer 77

learning; motivation

Question 78

All classroom decisions should be supported by _____.

Answer 78

empirical evidences

Question 79

Most of the _____ are done through informal teacher observations. The result of this assessment proved information about lacking competencies such as knowledge and skills.

Answer 79

Pre-instruction assessment

Question 80

During instruction, the teacher monitors student learning and sets his teaching at a level that challenges students’ metacognitive thinking or higher-level thinking.

Answer 80

During instruction assessment

Question 81

Assessment at this stage detects which students would require more attention. In thin assessment, the teacher observes whether students are moving toward the achievement of learning outcomes; any deviation made can be redirected toward its proper cause.

Answer 81

During instruction assessment

Question 82

Assessment after instruction monitors whether the students have mastered the basic contents, knowledge and skills required for the learning activity.

Answer 82

Post-instruction assessment

Question 83

This assessment is done to make decisions whether to proceed to the next lesson or reteach the lesson taught. This assessment also gives information whether to give a passing or failing grade to students.

Answer 83

Post-instruction assessment

Question 84

Assessment is performing _____ when it is used to determine the outcomes of teaching and learning processes and when it is used to make learning more effective.

Answer 84

instructional functions

Question 85

Instructional functions are classified into two. What are they?

Answer 85

Principal and Secondary functions

Question 86

To determine what knowledges, skills, abilities, habits, and attitudes have been acquired

Answer 86

Principal instructional functions

Question 87

To determine what progress has been made in the acquisition of the learning outcomes

Answer 87

Principal instructional functions

Question 88

To determine the strengths, weaknesses, difficulties, and the needs of the students

Answer 88

Principal instructional functions

Question 89

To help in the formation of study habits

Answer 89

Secondary instructional functions

Question 90

To develop the effort-making capacity of the students

Answer 90

Secondary instructional functions

Question 91

To serve as aid for guidance and counseling

Answer 91

Secondary instructional functions

Question 92

The _____ of assessment are those that help in making the instructional functions more effective. They are very closely related to the instructional functions and in fact there are cases where they overlap.

Answer 92

administrative functions

Question 93

Tests are utilized in studies that determine effectiveness of new pedagogical knowledge.

Answer 93

Research and Evaluations

Question 94

Tests can be of value in diagnosing an individual’s special aptitudes and abilities. The aim of guidance is to enable each individual to understand his abilities and interests and develop them so that he can take advantage of educational, vocational, and personal opportunities.

Answer 94

Guidance Functions

Question 95

This pertains to diagnostic and formative assessment tasks which are used to determine learning needs, monitor academic progress of students during a unit or block of instruction and guide instruction.

Answer 95

Assessment for Learning

Question 96

This employs tasks or activities that provide students with an opportunity to monitor and further their own learning - to think about their personal learning habits and how they can adjust their learning strategies to achieve their goals.

Answer 96

Assessment as Learning

Question 97

This is summative and done at the end of a unit, task, process or period. Its purpose is to provide evidence of a student’s level of achievement in relation to curricular outcomes.

Answer 97

Assessment of Learning

Question 98

This is formative which may be given at any phase of the learning process.

Answer 98

Assessment as Learning

Question 99

Examples of this are written assignments, quizzes, concept maps, and focused questions.

Answer 99

Assessment for Learning

Question 100

This is used for grading, evaluation, and reporting purposes.

Answer 100

Assessment of Learning