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PST FINALS ! > Development of Instruments > Flashcards

Development of Instruments Flashcards

1
Q

Identify the term: measuring tool to comprehend one’s cognitive traits

A

Test

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2
Q

Identify the term: a device to gather information needed for evaluation

A

Test

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3
Q

Identify the term: set of questions or exercises to evaluate students’ skills and knowledge

A

Test

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4
Q

Identify the term: determine if the set objectives for a course are achieved

A

Test

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5
Q

Identify the term: determine if the set objectives for a course are achieved

A

Test

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6
Q

Identify the term: determine the academic progress of the students

A

Test

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7
Q

Identify the term: can reveal the problem or difficulty areas of the students

A

Test

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8
Q

Identify the term: used to predict outcomes

A

Test

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9
Q

Enumerate the steps in constructing a test

A
  1. Determine the purpose of the test
  2. Identify the learning outcomes to be measured in terms of specific, observable behavior
  3. Outline the topics to be measured
  4. Prepare a table of specifications as a basis for preparing a test
  5. Determine the type of test
  6. Determine the length of the test
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10
Q

Identify the term: two-way design to outline the content coverage of a test

A

TOS

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11
Q

Identify the term: consists of the abilities to be developed or the process objectives and the topics to be covered or the content areas in a test

A

TOS

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12
Q

Identify the term: contains the numbers of test items in each of the content areas and process objectives

A

TOS

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13
Q

Identify the term: process objectives are the behavioral objectives of the cognitive domains

A

TOS

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14
Q

Framework of the test is based on the _____

A

Cognitive behaviors in the Bloom’s taxonomy

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15
Q

Enumerate the purpose of TOS

A
  1. Guide for teachers to translate their instructional objectives, the cognitive level of instruction, and the adequacy of the test to be assessed
  2. Guide to the item construction on the relative importance of each component and each level of the cognitive domain
  3. Improves the validity of the teachers’ evaluation based on a given assessment
  4. Useful for teachers to support their proficient judgment in creating a test
  5. Provides a framework for organizing information
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16
Q

Identify the step in constructing a TOS: professional decision of the teacher based on the learning outcomes, time allocation, and importance of testing

A

Determine the desired number of items

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17
Q

Identify the step in constructing a TOS: determine the most essential topics of the course

A

List the topics with corresponding allocation of time

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18
Q

Identify the step in constructing a TOS: area emphasizes during teaching should have more items

A

List the topics with corresponding allocation of time

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19
Q

Identify the step in constructing a TOS: area with the longest time consumed during teaching should have more items

A

Determine the length of time spent in teaching for each essential topic

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20
Q

Identify the step in constructing a TOS: distribution of the number of items in each cell is based on the emphasis and the importance of the topics discussed

A

Determine the total number of items per topic

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20
Q

Identify the step in constructing a TOS: weights may vary depending on the learning outcomes to be assessed

A

Determine the percentage allocation per domain

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21
Q

T/F: there should be no minor knowledge (too basic) in the TOS

A

F

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22
Q

T/F: there should be synthesis and evaluation (too complete)

A

T

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23
Q

Identify the guideline for developing different types of items: item should directly correspond to the intended behavioral outcome/objective

A

Objective-item correspondence

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24
Q

Identify the guideline for developing different types of items: correct responses to an item constitute sufficient evidence for the intended behavior outcome

A

Item sufficiency

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25
Q

Identify the guideline for developing different types of items: an item should communicate with the test takers

A

Item must be free from ambiguity as possible

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26
Q

Identify the guideline for developing different types of items: the test developer and test taker must have the same interpretation of the item

A

Items must be free from ambiguity as possible

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27
Q

Identify the guideline for developing different types of items: should be balanced by including items from all the levels of continuum

A

Item difficulty

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28
Q

Identify the guideline for developing different types of items: measurement of higher-order outcomes or the ability to apply principles

A

Item novelty

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29
Q

Identify the guideline for developing different types of items: write items to measure what students know and not an item that is unfamiliar to the students or topic that was not previously encountered

A

Item novelty

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30
Q

_____ can ensure balanced in time in answering the achievement test

A

Distribution of time for each type

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31
Q

Estimated time for simple true or false questions

A

15-30s

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32
Q

Estimated time for true or false questions where false answers should have provided answers

A

30-45s

33
Q

Estimated time for 5-item matching exercise

A

45-60s

34
Q

Estimated time for 7-item matching exercise

A

60-90s

35
Q

Estimated time for 4-response; knowledge level question

A

30s

36
Q

Estimated time for 4-response; application-level question

A

60s

37
Q

Estimated time for any type of test which require problem solving, analyzing, synthesizing information, evaluating to a question

A

+30-60s

38
Q

Estimated time for short-answer test

A

30-45s

39
Q

Estimated time for essay test (compare an contrast)

A

60s

40
Q

Enumerate the factors to consider in formulating questions

A

Heterogeneity or homogeneity of the students
Performance standards
Learning objectives
Ability of students

41
Q

The allocation of percentages/items is depending on the previous _____ and _____

A

standards and experiences

42
Q

Identify the type of achievement test: declarative sentence statement

A

True or false

43
Q

Identify the type of achievement test: assesses the students the essential outcomes in a simple and direct means

A

True or false

44
Q

Identify the type of achievement test: measures the extent of the students depending on the correctness of the statement

A

True or false

45
Q

Identify the type of achievement test: limited to two answers

A

True or false

46
Q

Identify the type of achievement test: easily prepared and cover a wide range of topics

A

True or false

47
Q

Identify the type of achievement test: difficult to construct questions

A

True or false

48
Q

All, never, absolutely, none signal _____ (true or false) statements

A

False

49
Q

May, perhaps, sometimes, could signal _____ (true or false)

A

True

50
Q

Identify the type of achievement test: a factual statement

A

Multiple choice

51
Q

Identify the type of achievement test: most highly regarded and widely used

A

Multiple choice

52
Q

Identify the type of achievement test: form of objective-test item and withstood the test of time

A

Multiple choice

53
Q

Identify the type of achievement test: provides a stem that may be a question or an incomplete statement

A

Multiple choice

54
Q

Identify the type of achievement test: consists of four or five alternative responses

A

Multiple choice

55
Q

Identify the type of achievement test: modification of multiple choice

A

Matching type

56
Q

Identify the type of achievement test: usually limited to factual information

A

Matching type

57
Q

Identify the type of achievement test: may motivate students to cross-reference and integrate their knowledge to determine relations among the list

A

Matching type

58
Q

Identify the type of achievement test: composed of two sets of terms, events, phrases, definitions, statements, etc.

A

Matching type

59
Q

The first set of names in matching type question is the _____

A

Premises

60
Q

The second set of names in matching type question is the _____

A

Reponses

61
Q

T/F: the two sets of names in matching type question cannot be interchanged

A

F

62
Q

Identify the type of achievement test: form of descriptive, explanatory, discussion, comparison, illustrative, and criticism, etc.

A

Essay

63
Q

Identify the type of achievement test: appropriate in measuring the student’s ability to analyze, synthesize, or evaluate

A

Essay

64
Q

Identify the type of achievement test: measures understanding of the topic through organizing thoughts, critical thinking, creativeness, and originality

A

Essay

65
Q

Identify the type of achievement test: Assess higher-order thinking skills

A

Essay

66
Q

Identify the type of achievement test: Subjective type of test

A

Essay

67
Q

T/F: in essay type of question, it is easier to design but points allocation may vary

A

T

68
Q

Identify the term: tool that reflects the expectations of an instructor for a task done

A

Rubrics

69
Q

Identify the term: provides a feedback mechanism on the performance of a certain task, assignment, or group project

A

Rubrics

70
Q

Identify the term: identifies the strengths and weaknesses of the course topics

A

Rubrics

71
Q

Identify the term: varies for every activity or task to be accomplished

A

Rubrics

72
Q

T/F: a good rubric does not have to be designed with care and precision, as long as the quality is ensured

A

F

73
Q

Enumerate the steps to create a rubric

A
  1. Identify the task and define the goals
  2. Determine the criteria or dimensions of quality
  3. Identify the performance level of mastery
  4. Writer descriptors for each level
74
Q

Identify the steps in creating a rubric: figure out the task to be done and the expected learning outcomes

A

Identify the task and define the goals

75
Q

Identify the steps in creating a rubric: define the characteristics of the highest level of performance for each criterion

A

Determine the criteria of dimensions of quality

76
Q

Identify the steps in creating a rubric: allocate points in each level of mastery

A

Identify the performance level or levels of mastery

77
Q

Identify the steps in creating a rubric: supply the description for each category at a particular performance level

A

Write descriptors for each level

78
Q

Identify the term: does not separate the parts of the activity to be evaluated

A

Holistic/global rubrics

79
Q

Identify the term: a global description is made without specifying the components of the process

A

Holistic/global rubrics

80
Q

Identify the steps in creating a rubric: clearly details the indicators of each activity and specifies the evaluation criteria according to the level of performance of the student

A

Analytical rubrics

PST FINALS ! (3 decks)

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