TOS & TQ Flashcards
1
Q
What is a Table of Specifications (TOS)?
A
A chart or table detailing the content and level of cognitive level assessed on the test as well as the types and emphasis of test items
Example sentence: The teacher used a Table of Specifications to plan the exam.
2
Q
What is Matching Type?
A
A category of logical operations that involves comparing two sets of information to find exact matches.
3
Q
What are the types of knowledge in education?
A
Conceptual - understanding relationships
Procedural - skills, techniques, methods
Factual - definitions, dates, facts
4
Q
What are the eight parts of speech that students will be able to list by the end of Unit 2?
A
Students will be able to list the eight parts of speech.
5
Q
What is the purpose of Bloom’s Taxonomy in education?
A
It provides a framework for categorizing educational goals and objectives.
6
Q
What are the six levels of Bloom’s Taxonomy?
A
Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.
7
Q
What are the twelve words that should never be used in learning objectives?
A
Understand
Know
Comprehend
Learn
Explore
Reflect
Think critically about
Appreciate
Enjoy
Believe
Value
Experience
8
Q
Why should vague terms like ‘understand’ be avoided in learning objectives?
A
They are ambiguous and cannot be measured.
9
Q
What are the characteristics of good learning objectives?
A
They are specific, measurable, describe learning, use one action verb, and are written in student-friendly language.
10
Q
What is the difference between measurable behaviors and vague expectations in learning objectives?
A
Measurable behaviors are specific and can be assessed, while vague expectations are unclear and cannot be measured.
11
Q
What is an example of a bad objective?
A
Summarize the plot of The Lottery.
12
Q
Why is it important to use student-friendly language in learning objectives?
A
It ensures that students can easily understand what is expected of them.
13
Q
How can you improve a learning objective that is too complex?
A
Rewrite it using simpler wording and only one action verb.
14
Q
What are the types of knowledge?
A
Conceptual, Procedural, Factual
15
Q
What are the levels of objectives?
A
Course learning objectives, unit objectives, lesson objectives
16
Q
What is Conceptual knowledge?
A
A type of knowledge that focuses on understanding relationships. It questions why.
17
Q
What is Procedural knowledge?
A
A type of knowledge that focuses on the skills, techniques, and methods. It questions how.
18
Q
What is Factual knowledge?
A
A type of knowledge that focuses on facts, definitions, and dates. It questions the what.
19
Q
What does ‘Audience’ refer to in the ABCD method of writing learning objectives?
A
The learners or participants
20
Q
What does ‘Behavior’ refer to in the ABCD method?
A
What the learners should be able to do
21
Q
What does ‘Condition’ refer to in the ABCD method?
A
The circumstances or context where learning takes place. This also provides the resources or limitations.
22
Q
What does ‘Degree’ refer to in the ABCD method?
A
The extent or level of proficiency the behavior must be performed.
23
Q
What is Understanding in Bloom’s Taxonomy?
A
Comprehension of learned material, including ability to paraphrase or summarize.
24
Q
What is Remembering in Bloom’s Taxonomy?
A
Recall previously learned information without much processing or understanding.
25
What is Evaluating in Bloom's Taxonomy?
Making judgments about the quality or value of information or arguments.
26
What is Applying in Bloom's Taxonomy?
Using learned information to solve a new problem or complete a task.
27
What is Analyzing in Bloom's Taxonomy?
Breaking down information into its component parts to understand relationships and patterns.
28
What is Creating in Bloom's Taxonomy?
Generating new ideas, products, or solutions.
29
What types of questions does 'Remembering' use in Bloom's Taxonomy?
What, when, and where questions
30
What types of questions does 'Understanding' use in Bloom's Taxonomy?
What, how, and why questions
31
What types of questions does 'Applying' use in Bloom's Taxonomy?
How and why questions
32
What types of questions does 'Analyzing' use in Bloom's Taxonomy?
Which questions
33
What types of questions does 'Evaluating' use in Bloom's Taxonomy?
How and why questions
34
What types of questions does 'Creating' use in Bloom's Taxonomy?
How, why, justify, explain, discuss questions
35
Why are words like 'Understand, know, comprehend, and learn' ambiguous in learning objectives?
It is better to use describe, list, recall and recognize
36
Why are words like 'Appreciate, enjoy, believe, value, and experience' not suitable for learning objectives?
List (acknowledge) multiple perspectives, describe your feelings, and summarize your experience is a much better choice
37
What does Bloom's Taxonomy define?
The expected outcome of learning. It defines what the students are expected to know, understand, and be able to do
38
What makes a good objective?
Specific, measurable behaviors, describe learning, only one verb, and written in a student-friendly tone
39
What is an example of a good objective?
Summarize the plot of The Lottery
40
What makes a bad objective?
Vague, not measurable, describe a task, too many action verbs, and uses complex wording
41
What does the acronym SOLO Taxonomy stand for?
Structure of Observed Learning Outcomes
42
What is SOLO Taxonomy?
A framework for categorizing and assessing learning outcomes, developed by John Biggs and Robert Coller
43
How does SOLO Taxonomy classify outcomes?
By their complexity to assess student’s work by their quality rather than just focusing on whether the student can recall information
44
What do outcomes in SOLO Taxonomy represent?
The results and outcomes of learning
45
What does 'Pre-structural' represent in SOLO Taxonomy?
The learner demonstrates no real understanding of the topic and may use irrelevant information. They don’t have knowledge of the topic.
46
What does 'Uni-structural' represent in SOLO Taxonomy?
The learner grasp one aspect of the concept or task. They only have limited knowledge of
47
What is SOLO Taxonomy?
A framework for categorizing and assessing learning outcomes, developed by John Biggs and Robert Coller
## Footnote
SOLO Taxonomy classify outcomes by their complexity to assess student’s work by their quality rather than just focusing on whether the student can recall information
48
What does Pre-structural level in SOLO Taxonomy represent?
The learner demonstrates no real understanding of the topic and may use irrelevant information. They don’t have knowledge of the topic.
49
What does Uni-structural level in SOLO Taxonomy represent?
The learner grasp one aspect of the concept or task. They only have limited knowledge of the topic
50
What does Multi-structural level in SOLO Taxonomy represent?
The learner understands several aspects, but they are not interconnected. The understanding is still at the surface level.
51
What does Relational level in SOLO Taxonomy represent?
The learner integrates several aspects into a coherent understanding and can see relationships between ideas. Slowly moves to higher level thinking
52
What does Extended abstract level in SOLO Taxonomy represent?
The learner has an advanced understanding that goes beyond what was taught. This is where students apply concepts to new situations and create new understandings.
53
What is Bloom’s Taxonomy focused on?
Bloom’s taxonomy focuses on cognitive skills
54
What are the three domains of learning?
Cognitive Domain (knowledge and intellectual skills), Psychomotor Domain (physical skills and motor functions), and Affective Domain (attitudes, values, and emotions)
55
What does the Cognitive Domain of learning include?
The learning of knowledge, concepts, and intellectual skills, including remembering, understanding, applying, analyzing, evaluating, and creating. Also referred to as Bloom's Taxonomy, with six levels categorized as remembering, understanding, applying, analyzing, evaluating, and creating.
56
What does the Affective Domain of learning include?
The learning of attitudes, values, and emotions, including recognizing, reasoning, willing, valuing, organizing, and internalizing. Affective learning focuses on developing emotional intelligence, empathy, and psychological well-being, and is essential for responsible and contributing citizens.
57
What does the Psychomotor Domain of learning include?
The learning of physical skills, motor functions, and coordination, including perception, set, gross and fine motor skills, hand-eye coordination, and muscle tension. Psychomotor learning focuses on developing physical abilities and involves the process of acquisition, retention, and performance of physical skills.
58
What is a subjective test?
A type of assessment that measures a learner's knowledge, skills, or attitudes through a series of questions or tasks that are scored based on a rater's or evaluator's opinion or perception.
59
What are the factors to consider in preparing test questions?
Purpose of the test
Time to prepare, administer, and score
Number of student to be tested
Skill of the teacher in writing the test
Facilities available in reproducing the test
## Footnote
“To be able to prepare a good test, one has to have mastery of the subject matter, knowledge of the pupils to be tested, skill in verbal expression and the use of the different test format.” – Oriondo & Antonio, 1984
60
What does factual knowledge refer to?
The possession of verifiable facts, data, and information about a particular topic or subject. It involves learning and remembering specific details, dates, numbers, and other concrete information.
61
What is validity in assessment?
Degree to which a test measures what it claims to measure. Ensures the test assesses the intended knowledge, skills, or attitudes.
62
What is reliability in assessment?
Ability of a test to produce consistent results, unaffected by chance or extraneous factors. Measures the test's stability and consistency.
63
What is interpretability in assessment?
Ability to accurately interpret the test results. Includes providing clear and concise feedback, and ensuring test-takers understand the implications of their scores.
64
What is usability in assessment?
How easy or difficult it is to use the test. Includes factors like clarity, accessibility, and user-friendliness. Ensures test-takers can complete the test without hindrance.
65
What is a Table of Specifications used for?
A tool used to ensure that tests, quizzes, or examinations are valid, reliable, and comprehensive. A matrix that outlines the learning objectives and assessment criteria.
66
What is scorability in assessment?
Ability to accurately and consistently score the test. Includes the use of clear scoring criteria and unbiased evaluation.
67
What is oral questioning in assessment?
A type of assessment where a learner is asked a series of questions by an instructor or assessor to evaluate their knowledge, understanding, and critical thinking skills.
68
What are the steps in developing an assessment exam?
Previous topic objectives
Make table of specification (TOS)
Construct test items
Assemble test items
Write directions
Make the answer key
Analyze and improve test items
69
What does economical consideration in assessment refer to?
Cost-effectiveness of the test, considering factors like time, resources, and materials. Ensures the test is financially feasible and sustainable.
70
Why use a Table of Specifications?
To ensure that tests are valid, reliable
71
Steps in developing assessment exam previous topic objectives
1. Make table of specification (TOS)
2. Construct test items
3. Assemble test items
4. Write directions
5. Make the answer key
6. Analyze and improve test items
72
Economical
Cost-effectiveness of the test, considering factors like time, resources, and materials. Ensures the test is financially feasible and sustainable.
## Footnote
Example: Ensuring the test does not require expensive materials or resources
73
Why Use a TOS?
To ensure that tests are valid, reliable, and comprehensive. To maintain the integrity of the assessment process. To provide clear guidelines for assessment development.
74
TOS ensures that the assessment is based from the intended learning outcomes
True
75
Two-way TOS
A two way chart that relates the learning outcomes to the course content
76
Two-way TOS enables the teacher to prepare a test containing a representative sample of student knowledge in each of the areas tested
True
77
Formula for the percentage allocation of the test items per topic covered
(Total number of days or hours spent in a topic / Total number of days or hours in a semester or quarter)
78
Multiple Choice Test
A type of assessment where students are presented with a question and a set of possible answers, usually 3-5 options. One of the options is correct, and the others are incorrect.
79
Response Alternatives
The options or answer choices provided in a multiple-choice question, which the test-taker must select as their response.
80
Stem and Response Alternatives
The stem presents the situation, and the response alternatives are the options or answer choices provided in a multiple-choice question.
81
Stem
The part of a multiple-choice question that presents the situation, problem, or statement, but does NOT include the answer choices.
82
Response Alternatives
The options given to a test-taker in a multiple-choice test, usually labeled as A, B, C, or D
83
Distracters or foils in a multiple choice test are alternatives that are incorrect or wrong answers
True
84
Responsive alternatives should have a minimum option of 3 and a maximum of 5
True
85
Why is it important to balance the placement of the correct answer in multiple choice questions?
To prevent patterns that could lead to guessing.
86
What should be kept similar in multiple choice options?
Option lengths should be similar.
87
What should be avoided to prevent giving clues to the correct answer?
Clues that hint at the correct answer should be avoided.
88
Why is it important to use a question format rather than an incomplete sentence in multiple choice questions?
It ensures clarity and directs the focus of the question.
89
What type of questions should be avoided in multiple choice formats?
Negative questions should be avoided.
90
What is the guideline regarding the number of correct answers in multiple choice questions?
There should only be one correct answer or the best option should be clearly the best.
91
How can you emphasize higher-level thinking in multiple choice questions?
By using memory-plus application questions.
92
What is a key aspect of the problem presented in multiple choice questions?
It should
93
What type of questions should be avoided in multiple choice formats?
Negative questions should be avoided.
## Footnote
Example sentence: Which of the following is not a type of fruit?
94
What is the guideline regarding the number of correct answers in multiple choice questions?
There should only be one correct answer or the best option should be clearly the best.
## Footnote
Example sentence: Choose the best answer from the options provided.
95
How can you emphasize higher-level thinking in multiple choice questions?
By using memory-plus application questions.
## Footnote
Example sentence: How does the concept of supply and demand apply to this scenario?
96
What is a key aspect of the problem presented in multiple choice questions?
It should include a single, clearly-defined problem and the main idea in the question.
## Footnote
Example sentence: What is the main issue in the given scenario?
97
What should be provided to ensure clarity in multiple choice questions?
Clear instructions should be given.
## Footnote
Example sentence: What specific instructions should be followed in this case?
98
What is one of the 14 rules for writing multiple choice questions?
Questions should have practical or real-world application.
## Footnote
Example sentence: How does this concept apply in a real-life situation?
99
When should multiple choice questions not be used?
When other item types are more appropriate.
## Footnote
Example sentence: Which type of question format would be more suitable in this case?
100
What options should be avoided in multiple choice questions?
The 'all of the above' and 'none of the above' options should be avoided.
## Footnote
Example sentence: Which options should not be included in this question?
101
What is a grammatical requirement for multiple choice questions?
They must be grammatically correct.
## Footnote
Example sentence: Which type of questions require proper grammar usage?
102
What is a portfolio assessment?
A type of evaluation that involves collecting and evaluating a learner's work over a period of time, often in the form of a portfolio of projects, assignments, or artifacts. It focuses on the depth and quality of the learner's work, and encourages reflection, self-assessment, and authentic learning.
## Footnote
Example sentence: Teachers use portfolio assessments to track students' progress throughout the school year.
103
What is a self-report?
A type of assessment where an individual provides information about themselves, their attitudes, beliefs, or behaviors. It can be used in educational and psychological research to gather data on a range of topics, but may be limited by bias, limited accuracy, and vulnerability.
## Footnote
Additional information: Self-report assessments are commonly used in surveys and questionnaires.
104
What are the general principles of testing?
Measure all instructional objectives, cover all the learning tasks, use appropriate test items, valid and reliable, use test to improve learning.
## Footnote
General principles of testing help ensure that assessments accurately measure students' knowledge and skills.
