This document contains a review test with 57 multiple choice questions assessing knowledge of educational measurement and assessment. The test covers topics like Bloom's taxonomy, test construction guidelines, measures of central tendency and variation, interpreting test scores, and assessing different cognitive levels. The purpose is to evaluate understanding of key concepts in educational assessment.
The student shouldn't have to spend time deciphering your test questions. Learn the basics on good question writing skills.
Answers to slides are in the Notes section below.
Licensure examination for teachers set 2 part 1Arneyo
The document contains a 25-item licensure examination for teachers with questions on educational concepts such as performance objectives, test construction terminology, Filipino cultural traits, criterion-referenced testing, language acquisition theories, teaching roles, constructivist lesson planning, counseling approaches for different types of students, merit-based government hiring, stages of child development, instructional techniques, classroom management strategies, philosophical perspectives, test interpretation, and criteria for selecting instructional materials.
This document contains a practice test with 64 multiple choice questions covering various topics in education. The questions test knowledge in areas like classroom management, learning theories, assessment, curriculum and instruction, educational philosophies, and educational technology.
Licensure examination for teachers set 1 part 1Arneyo
This document contains a 25-item licensure examination for teachers with questions about education, teaching strategies, classroom management, and assessment. It evaluates knowledge of developmental stages, attitudes towards religion, rationalist teaching principles, multicultural education, assessment tools, learning theories, discipline approaches, causes of reading difficulties, philosophical orientations, research methods, instructional media, teaching strategies, and test item analysis. The examination appears to assess both content knowledge and best practices for Philippine teachers.
Licensure examination for teachers set 2 part 4Arneyo
This document contains 100 multiple choice questions from a licensure examination for teachers in the Philippines. The questions cover a range of topics related to teaching including learning theories, teaching methods, assessment, curriculum development and educational philosophy. Sample questions include identifying which teaching activity is based on Bandura's social learning theory, defining different forms of assessment, and explaining educational implications of theories such as Bruner's stages of intellectual development.
The document provides information about the PSAT/NMSQT, including that it measures skills needed for college, serves as practice for the SAT, and approximately 3.5 million students take it each year, with over half being in 10th grade or below. It also outlines the skills tested, sample question types, how it is scored, and test preparation strategies. The document provides guidance on registering for and preparing for the PSAT/NMSQT, what to expect on test day, and how the test report can help students improve their skills.
This document outlines the requirements to earn a high school diploma from John C. Fremont High School. Students must earn 230 credits by passing required classes, show computer proficiency, pass the California High School Exit Exam, meet service learning requirements, and fulfill additional obligations in their senior year. The document provides details on credit requirements by grade level, course requirements, the role of the college counselor, preparing for college, and maintaining a grade point average to meet college entrance standards.
The student shouldn't have to spend time deciphering your test questions. Learn the basics on good question writing skills.
Answers to slides are in the Notes section below.
Licensure examination for teachers set 2 part 1Arneyo
The document contains a 25-item licensure examination for teachers with questions on educational concepts such as performance objectives, test construction terminology, Filipino cultural traits, criterion-referenced testing, language acquisition theories, teaching roles, constructivist lesson planning, counseling approaches for different types of students, merit-based government hiring, stages of child development, instructional techniques, classroom management strategies, philosophical perspectives, test interpretation, and criteria for selecting instructional materials.
This document contains a practice test with 64 multiple choice questions covering various topics in education. The questions test knowledge in areas like classroom management, learning theories, assessment, curriculum and instruction, educational philosophies, and educational technology.
Licensure examination for teachers set 1 part 1Arneyo
This document contains a 25-item licensure examination for teachers with questions about education, teaching strategies, classroom management, and assessment. It evaluates knowledge of developmental stages, attitudes towards religion, rationalist teaching principles, multicultural education, assessment tools, learning theories, discipline approaches, causes of reading difficulties, philosophical orientations, research methods, instructional media, teaching strategies, and test item analysis. The examination appears to assess both content knowledge and best practices for Philippine teachers.
Licensure examination for teachers set 2 part 4Arneyo
This document contains 100 multiple choice questions from a licensure examination for teachers in the Philippines. The questions cover a range of topics related to teaching including learning theories, teaching methods, assessment, curriculum development and educational philosophy. Sample questions include identifying which teaching activity is based on Bandura's social learning theory, defining different forms of assessment, and explaining educational implications of theories such as Bruner's stages of intellectual development.
The document provides information about the PSAT/NMSQT, including that it measures skills needed for college, serves as practice for the SAT, and approximately 3.5 million students take it each year, with over half being in 10th grade or below. It also outlines the skills tested, sample question types, how it is scored, and test preparation strategies. The document provides guidance on registering for and preparing for the PSAT/NMSQT, what to expect on test day, and how the test report can help students improve their skills.
This document outlines the requirements to earn a high school diploma from John C. Fremont High School. Students must earn 230 credits by passing required classes, show computer proficiency, pass the California High School Exit Exam, meet service learning requirements, and fulfill additional obligations in their senior year. The document provides details on credit requirements by grade level, course requirements, the role of the college counselor, preparing for college, and maintaining a grade point average to meet college entrance standards.
Connections empowering college and career success 1st edition gore test bankSchwartzeen
Connections Empowering College and Career Success 1st Edition Gore Test Bank
Full download at: https://goo.gl/BFQiec
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Mathematics- KPUP Sample Test Items- Mr. Marjune M. NepayaMarjune Nepaya
This document summarizes a teachers' symposium on developing an in-depth understanding of mathematics concepts through KPUP questions. It includes sample multiple choice questions that assess learning competencies related to quadratic equations, variations, trapezoids, similar triangles, and solving real-life problems using trigonometric ratios or quadratic functions. The document also provides process questions to check understanding and transfer questions to evaluate students' ability to apply concepts to new situations.
Psychometric testing refers to the process of measuring a candidate's relevant strengths and weaknesses. This form of measurement is primarily employed to assess employment suitability, including company-candidate fit.
The passage discusses how watching sports on TV can influence children's views on ethics and fair play. It suggests that children may see professional athletes cheating and misbehaving without consequence, and come to believe that winning is all that matters. It advises parents to use sports viewing as a teaching opportunity, discussing with children when players behave poorly and emphasizing role models who exhibit good conduct.
This lesson plan is for a 7th grade mathematics class. The lesson will cover determining the relationship between two lines, including whether they are parallel, intersecting, or skew. The lesson will last 25 minutes and use direct instruction, exposition, discussion, and question/answer methods. Students will learn to identify parallel, intersecting and skew lines, both through diagrams and by drawing examples. Their understanding will be assessed through individual tests, worksheets, and observation of participation.
This document is a test for university admission in Vietnam in 2012. It contains 80 questions testing English language ability. The questions cover a range of topics including parts of speech, vocabulary, grammar, reading comprehension, and sentence structure. The test is designed to evaluate candidates' English language proficiency for university study.
This document contains a review examination for teachers focusing on professional education and child and adolescent development topics. It includes 20 multiple choice questions related to teaching methods, learning theories, classroom management strategies, and child development stages. The questions cover subjects like lesson planning, instructional techniques, learning objectives, assessment methods, and theories from experts like Chomsky, Bandura, and Freud.
This document discusses various methods for effectively assessing English language learners (ELLs). It describes how traditional standardized tests may not be appropriate for ELLs and outlines alternative assessment strategies such as portfolios, formative assessments, and diagnostic tests that measure English language proficiency. These alternative methods provide a better means of evaluating an ELL's growth over time and informing instruction.
This document outlines guiding principles for grading in a physics class:
1. A student's grade should be determined solely by their understanding of physics concepts, not other factors.
2. Homework is for practice and should not affect grades.
3. Students can learn concepts at any time as long as they eventually learn them.
4. Assessments should provide guidance on how to improve understanding.
5. Assessments need to incentivize students to do the work required to improve their understanding.
This document contains 14 activities related to quadrilaterals and parallelograms. The activities involve identifying, classifying, constructing, and proving properties of different types of quadrilaterals. Students are asked to draw and measure quadrilaterals, find midpoints and diagonals, and justify properties of parallelograms, rectangles, rhombuses, kites, trapezoids, and other shapes. Questions provided with each activity assess students' understanding of key definitions and theorems about quadrilaterals.
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
This document outlines a mathematics teaching plan focusing on critical teaching skills for attention. It includes examples of convergent and divergent questions, Bloom's Taxonomy questions, and example questions that follow guidelines for planning and delivering questions - including being clear, using appropriate vocabulary, allowing thinking time, providing feedback, and involving students. The plan aims to engage students through effective questioning techniques.
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION A Jorge Garcia
This document is a course syllabus for a Multivariable Calculus class. It provides information about the course including instructor details, meeting times, learning objectives, textbook requirements, and policies. The key goals of the course are for students to analyze functions of several variables, apply vector algebra to multivariable functions, determine optimal properties of functions, integrate multivariable functions, and integrate vector functions. Students will be evaluated based on exams, homework, attendance, and participation. The syllabus outlines expectations for students to participate actively in class, complete homework assignments, and adhere to attendance and late policies.
Hello, this is the information desk at the airport. How can I help you?
Passenger: Hi, I'm flying to Paris this evening but I'm not sure what time my flight leaves. Can you check for me?
Assistant: Sure, what's the flight number?
Passenger: It's Air France flight 345.
Assistant: Let me look that up...OK, flight 345 to Paris leaves at 7:30pm from gate 12. You'll need to be at the gate no later than 7:15pm to board the plane. Does that help?
Passenger: Yes, thanks very much! One more question - is there a restaurant near my gate?
Assistant: Let me check the airport map...
1) There are three main types of reliability evidence: stability reliability, which measures consistency over time; alternate-form reliability, which uses equivalent tests; and internal consistency reliability, which ensures all items measure the same construct.
2) Reliability is important for standardized tests to ensure consistency and accuracy of results. It helps determine how reliable assessments and test scores are.
3) The standard error of measurement provides information about consistency for individual students and helps account for variability in scores, reminding teachers not to consider scores as exact measures of understanding.
1. Teacher Ryan conducted a short quiz after discussing the topic "Item Analysis" to get feedback on student learning. This is classified as a formative assessment.
2. Teacher RC did not attain the lesson objective of 85% accuracy for the class, as the students only achieved 33 out of 40 items correctly.
3. To increase the difficulty of a multiple-choice test item, the options should be made less homogenous.
Assessment and evaluation of learning part 3chinnex23
This document provides a review for an assessment and evaluation exam with 25 multiple choice questions covering topics like test distributions, measures of central tendency, test validity and interpretation. It begins with an advertisement for free online exam resources and ends with the answers to the 25 questions.
1. The document contains a series of multiple choice questions assessing concepts related to educational assessment and measurement.
2. Question types include distinguishing between measurement and evaluation, identifying appropriate assessment modes, recognizing formative evaluation, and understanding test construction guidelines.
3. Correct answers are provided for each question, assessing knowledge of key assessment terminology and applications.
This document contains 25 multiple choice questions related to educational testing and assessment. The questions cover topics such as measures of central tendency, test interpretation, test validity, and test difficulty. Correct answers are provided for each question to assess understanding of key concepts in educational measurement and evaluation.
Assessment and evaluation of learning part 4chinnex23
This document contains a 25-item multiple choice practice test on assessment and evaluation topics for the LET exam. The questions cover concepts like difficulty indices, standard deviation, skewed distributions, item analysis, assessment techniques like sociometrics, and criteria for evaluating test items. An answer key is provided at the end.
This document contains 25 multiple choice questions about educational testing and assessment. The questions cover topics such as interpreting test item difficulty indices, identifying homogeneous groups based on standard deviation, recognizing skewed test score distributions, determining discriminating power of test items, identifying features of normal distributions and skewed distributions, principles of test construction, different assessment techniques such as sociometric and self-report, calculating discrimination indices, examples of affective learning outcomes, and analyzing item difficulty and discrimination indices to identify weak test items.
Connections empowering college and career success 1st edition gore test bankSchwartzeen
Connections Empowering College and Career Success 1st Edition Gore Test Bank
Full download at: https://goo.gl/BFQiec
People also search:
connections empowering college and career success pdf
connections empowering college and career success launchpad
connections empowering college and career success citation
launchpad connections
macmillan launchpad gore
macmillanlearning com launchpad gore
launchpad macmillan connections
Mathematics- KPUP Sample Test Items- Mr. Marjune M. NepayaMarjune Nepaya
This document summarizes a teachers' symposium on developing an in-depth understanding of mathematics concepts through KPUP questions. It includes sample multiple choice questions that assess learning competencies related to quadratic equations, variations, trapezoids, similar triangles, and solving real-life problems using trigonometric ratios or quadratic functions. The document also provides process questions to check understanding and transfer questions to evaluate students' ability to apply concepts to new situations.
Psychometric testing refers to the process of measuring a candidate's relevant strengths and weaknesses. This form of measurement is primarily employed to assess employment suitability, including company-candidate fit.
The passage discusses how watching sports on TV can influence children's views on ethics and fair play. It suggests that children may see professional athletes cheating and misbehaving without consequence, and come to believe that winning is all that matters. It advises parents to use sports viewing as a teaching opportunity, discussing with children when players behave poorly and emphasizing role models who exhibit good conduct.
This lesson plan is for a 7th grade mathematics class. The lesson will cover determining the relationship between two lines, including whether they are parallel, intersecting, or skew. The lesson will last 25 minutes and use direct instruction, exposition, discussion, and question/answer methods. Students will learn to identify parallel, intersecting and skew lines, both through diagrams and by drawing examples. Their understanding will be assessed through individual tests, worksheets, and observation of participation.
This document is a test for university admission in Vietnam in 2012. It contains 80 questions testing English language ability. The questions cover a range of topics including parts of speech, vocabulary, grammar, reading comprehension, and sentence structure. The test is designed to evaluate candidates' English language proficiency for university study.
This document contains a review examination for teachers focusing on professional education and child and adolescent development topics. It includes 20 multiple choice questions related to teaching methods, learning theories, classroom management strategies, and child development stages. The questions cover subjects like lesson planning, instructional techniques, learning objectives, assessment methods, and theories from experts like Chomsky, Bandura, and Freud.
This document discusses various methods for effectively assessing English language learners (ELLs). It describes how traditional standardized tests may not be appropriate for ELLs and outlines alternative assessment strategies such as portfolios, formative assessments, and diagnostic tests that measure English language proficiency. These alternative methods provide a better means of evaluating an ELL's growth over time and informing instruction.
This document outlines guiding principles for grading in a physics class:
1. A student's grade should be determined solely by their understanding of physics concepts, not other factors.
2. Homework is for practice and should not affect grades.
3. Students can learn concepts at any time as long as they eventually learn them.
4. Assessments should provide guidance on how to improve understanding.
5. Assessments need to incentivize students to do the work required to improve their understanding.
This document contains 14 activities related to quadrilaterals and parallelograms. The activities involve identifying, classifying, constructing, and proving properties of different types of quadrilaterals. Students are asked to draw and measure quadrilaterals, find midpoints and diagonals, and justify properties of parallelograms, rectangles, rhombuses, kites, trapezoids, and other shapes. Questions provided with each activity assess students' understanding of key definitions and theorems about quadrilaterals.
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
This document outlines a mathematics teaching plan focusing on critical teaching skills for attention. It includes examples of convergent and divergent questions, Bloom's Taxonomy questions, and example questions that follow guidelines for planning and delivering questions - including being clear, using appropriate vocabulary, allowing thinking time, providing feedback, and involving students. The plan aims to engage students through effective questioning techniques.
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION A Jorge Garcia
This document is a course syllabus for a Multivariable Calculus class. It provides information about the course including instructor details, meeting times, learning objectives, textbook requirements, and policies. The key goals of the course are for students to analyze functions of several variables, apply vector algebra to multivariable functions, determine optimal properties of functions, integrate multivariable functions, and integrate vector functions. Students will be evaluated based on exams, homework, attendance, and participation. The syllabus outlines expectations for students to participate actively in class, complete homework assignments, and adhere to attendance and late policies.
Hello, this is the information desk at the airport. How can I help you?
Passenger: Hi, I'm flying to Paris this evening but I'm not sure what time my flight leaves. Can you check for me?
Assistant: Sure, what's the flight number?
Passenger: It's Air France flight 345.
Assistant: Let me look that up...OK, flight 345 to Paris leaves at 7:30pm from gate 12. You'll need to be at the gate no later than 7:15pm to board the plane. Does that help?
Passenger: Yes, thanks very much! One more question - is there a restaurant near my gate?
Assistant: Let me check the airport map...
1) There are three main types of reliability evidence: stability reliability, which measures consistency over time; alternate-form reliability, which uses equivalent tests; and internal consistency reliability, which ensures all items measure the same construct.
2) Reliability is important for standardized tests to ensure consistency and accuracy of results. It helps determine how reliable assessments and test scores are.
3) The standard error of measurement provides information about consistency for individual students and helps account for variability in scores, reminding teachers not to consider scores as exact measures of understanding.
1. Teacher Ryan conducted a short quiz after discussing the topic "Item Analysis" to get feedback on student learning. This is classified as a formative assessment.
2. Teacher RC did not attain the lesson objective of 85% accuracy for the class, as the students only achieved 33 out of 40 items correctly.
3. To increase the difficulty of a multiple-choice test item, the options should be made less homogenous.
Assessment and evaluation of learning part 3chinnex23
This document provides a review for an assessment and evaluation exam with 25 multiple choice questions covering topics like test distributions, measures of central tendency, test validity and interpretation. It begins with an advertisement for free online exam resources and ends with the answers to the 25 questions.
1. The document contains a series of multiple choice questions assessing concepts related to educational assessment and measurement.
2. Question types include distinguishing between measurement and evaluation, identifying appropriate assessment modes, recognizing formative evaluation, and understanding test construction guidelines.
3. Correct answers are provided for each question, assessing knowledge of key assessment terminology and applications.
This document contains 25 multiple choice questions related to educational testing and assessment. The questions cover topics such as measures of central tendency, test interpretation, test validity, and test difficulty. Correct answers are provided for each question to assess understanding of key concepts in educational measurement and evaluation.
Assessment and evaluation of learning part 4chinnex23
This document contains a 25-item multiple choice practice test on assessment and evaluation topics for the LET exam. The questions cover concepts like difficulty indices, standard deviation, skewed distributions, item analysis, assessment techniques like sociometrics, and criteria for evaluating test items. An answer key is provided at the end.
This document contains 25 multiple choice questions about educational testing and assessment. The questions cover topics such as interpreting test item difficulty indices, identifying homogeneous groups based on standard deviation, recognizing skewed test score distributions, determining discriminating power of test items, identifying features of normal distributions and skewed distributions, principles of test construction, different assessment techniques such as sociometric and self-report, calculating discrimination indices, examples of affective learning outcomes, and analyzing item difficulty and discrimination indices to identify weak test items.
This document contains a sample test with 61 multiple choice questions covering various topics related to education. The questions assess knowledge in areas such as curriculum development, teaching strategies, learning theories, assessment techniques and educational standards. Sample questions address topics like classroom management, learning styles, instructional materials, educational standards and laws. The test aims to evaluate an educator's understanding of core concepts in the field of education.
This document contains 25 multiple choice questions about assessment in education. The questions cover topics like the differences between measurement and evaluation, types of assessments like formative vs summative, using rubrics, developing portfolios, and identifying errors in using rubrics. Sample assessment scenarios and tasks are described in some of the questions to determine the best assessment approach.
Assessment and evaluation of learning part 2chinnex23
This document contains a review test on assessment and evaluation of learning. It consists of 25 multiple choice questions covering various topics related to assessment such as the differences between measurement and evaluation, formative vs summative assessment, uses of diagnostic tests, developing valid and reliable tests, and performance-based assessments including rubrics and portfolios. The questions aim to help teachers understand best practices for assessing student learning.
This document provides examples of assessment terms and techniques being used by various teachers. It includes multiple choice questions about assessment, evaluation, measurement, and different types of assessment such as formative, summative, diagnostic, and performance-based assessment. The key points are that assessment involves gathering data on student learning, evaluation analyzes that data for decision making, and different assessment methods such as tests, projects, and observations are suited to different learning objectives.
Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
- Learning taxonomies and domains
- Standardized testing practices
- Intellectual development and diagram use according to Bruner
- Synthesizing skills and mean, median, and mode calculations
This document contains a sample exam with 43 multiple choice questions covering various topics in education. Some of the questions test knowledge of educational concepts like mastery learning, graphic organizers, learning theories, test construction, and teaching strategies. Other questions relate to the history of Philippine education under Spanish rule. The document serves as a practice exam for reviewing educational concepts.
Assessment and Evaluation of Learning.docxssuserbf7db5
This document contains a 17-item assessment about assessment and evaluation of learning. It covers topics like the different types of assessment (formative, summative, etc.), principles of assessment (validity, reliability, etc.), and examples of assessment methods (performance-based, traditional tests, etc.). The correct answers are provided at the end.
This document provides a review test for assessment and evaluation of learning with 25 multiple choice questions. It covers key concepts in educational assessment like the different types of assessment (formative, summative, etc.), appropriate methods to use to assess different learning objectives, principles of effective assessment like alignment between objectives and methods, and tools used for assessment like rubrics and portfolios. The review is intended to help readers/reviewees prepare for an exam on assessment and evaluation in professional education.
This document contains a quiz with multiple choice questions related to education. Some of the topics covered include teaching methods, learning theories, assessment, curriculum development and educational philosophy. There are a total of 64 questions testing knowledge of concepts like scaffolding, operant conditioning, norm-referenced testing, and constructivism among others.
This document contains a sample exam for a Licensure Examination for Teachers (LET) with 36 multiple choice questions covering topics in education. The questions assess knowledge of child development, educational philosophies, classroom management strategies, assessment techniques, and Philippine history and culture. Correct answers are provided to help examinees prepare for the licensing exam.
Assessment and evaluation of learning part 1chinnex23
This document contains a 25-item LET reviewer on assessment and evaluation. It covers various topics related to assessment including the different types of assessment (formative, summative, etc.), principles of assessment (validity, reliability, etc.), and appropriate methods to use depending on the learning target. Sample items assess a teacher's understanding of these concepts through multiple choice questions about assessment practices and selecting the best assessment method given a learning objective.
Statistics
Summer 2019
Name: Cindy Charles
Multiple choice section:
1. A researcher is interested in studying the eating behavior of a rats and selects a group of 25 rats to be tested in a research study. The group of 25 rates is an example of a
a. sample
.
b. statistic
c. population
d. parameter
2. A researcher uses an anonymous survey to investigate the study habits of the American college students. The entire group of American college students is an example of a
a. sample
.
b. statistic
c. population
d. parameter
3. A characteristic, usually a numerical value, that describes a sample is called a
a. sample
.
b. statistic
c. population
d. parameter
4. Determining the class standing for the graduating seniors at a high school would involve measurement on a(n) ____________ scale of measurement.
a. nominal
.
b. ordinal
c. interval
d. ratio
5. A researcher conducts a study to determine whether moderate doses of St. John’s Wort have any effect on memory in college students. For this study, with is the independent variable?
a. the amount of St. John’s Wort given to each participant.
b. the memory score for each participant
c. the group of college students
d. cannot answer without more information.
6. When we are interested in simply looking at the association or relationship between two contiguous variables as they exist naturally , the following research method is likely to be helpful:
a. correlational
b. experimental
c. quasi-experimental
d. non-parametric
7. In an experiment looking at the effect of eating varied levels of multiple portions of ice cream, daily, on blood serum cholesterol levels (HDL)
a. eating ice cream is the independent variable (IV) and HDL is the dependent variable (DV).
b. ice cream, the DV and HDL, the IV
c. neither, this is a correlational study
d. ice cream and HDL are both independent variables
8. “Girl, boy, girl, girl, boy, boy, boy, girl. So, there’s 4 girls and 4 boys.” Our enumerator is employing which of the following scales
a. ratio
b. sex differential
c. interval
d. nominal
9. “I came in first place in the “Best Statistics Professor” category. That clearly shows I am much better at this than most other professors on campus.”
a. This is a reasonable conclusion, since first place in Statistics must be a higher rating than, say, third place in Multicultural Education.
b. The speaker mistakenly attributes arithmetic characteristics to ordinal data.
c. The statement has absolutely no meaning, since we do not know the number of other professors on campus or teaching statistics. It represents an example of the absolute or ratio scale.
d. The interval scale applies here, because voters used a relative standar.
This document contains 49 multiple choice questions related to education. The questions cover topics like teaching philosophies, assessment types, classroom management strategies, learning theories, and more. Sample questions include identifying the type of power exhibited by a teacher known as an expert, differentiating between formative and summative assessment, and recognizing proactive classroom management practices. The document serves as a review of key concepts in education.
Licensure examination for teachers set 2 part 3Arneyo
The document contains a licensure examination for teachers with 75 multiple choice questions covering various topics related to teaching such as instructional strategies, assessment, learning theories, and educational philosophies. The questions address issues like when direct instruction should not be used alone, how to accommodate individual differences, which questioning practices promote more class interaction, characteristics of good tests, and perspectives from different philosophers that inform teaching practices.
1. Dear Students,
This is for educational purposes only….(You know what I mean)… ehem…
REVIEWER IN ASSESSMENT OF STUDENT LEARNING
1. Which of the following objectives is the highest level of Bloom’s taxonomy?
A. Identifies the meaning of item.
B. Identifies the order of the given events.
C. Interprets the meaning of an idea.
D. Improves defective test items.
2. What does a teacher do when she does a norm-referenced interpretation of scores?
a. The teacher describes what should be the performance.
b. The teacher describes group performance in relation to a level of the master set
c. The teacher compares an individual’s score with other scores
d. The teacher uses specified content as its reference
3. Which statement/s is/are true in constructing matching types of test?
I. The options and descriptions not necessarily homogeneous.
II. The options must be greater than the descriptions.
III. The directions must state the basis of matching.
IV. Descriptions in Column A and options in Column B.
A. I, II and III C. I, II and IV
B. II, III and IV I, II, III and IV
4. Which of the following statements are characteristics of imperfect type of matching test?
I. The minimum item is three.
II. The item has no possible answer.
III. More options than descriptions.
IV. Items not necessarily homogeneous.
A. I, II and IV
B. I, II and III
C. II, III and IV
D. II and IV only
5. Which of the following should be AVOIDED in constructing true or false test?
I. Verbal clues and specific determiner.
II. Terms denoting definite degree or amount.
III. Taking statements directly from the book.
IV. Keep true and false statement the same in length.
A. I and III only
B. I, II and III
C. I, II and IV
D. II and IV only
6. Which of the following test item can best effectively measure higher order of cognitive learning
objectives?
A. Objective test
B. Achievement test
C. Completion test
D. Extended essay test
7. Here is a test item
“The improvement of basic education should be the top priority of the Philippine government.
Defend or refute this position”.
Under what type of question does this test item fall?
a. Low-level c. Analysis
b. Evaluative d. Convergent
8. Which statements best describe a short-answer test item?
I. It is easy to write test items.
II. Broad range of knowledge outcomes can be measured.
III. Adaptable in measuring complex learning outcomes.
IV. Scoring is NOT tedious and time consuming.
A. I, II and III
B. I and II only
C. II and IV only
D. II, III and IV
2. SITUATION A. The data on the table below are results of test which was administered to four
subjects in which Ritz Glenn belong. Using the said data answer the questions (9-14).
Subject Ritz’s Score Mean Standard Deviation
English 88 85 3.5
Mathematics 95 97 5
Music 90 98 6.5
PE 94 91 4
9. In which subject did Ritz Glenn performed best in relation to the performance of the group?
A. English
B. Music
C. Mathematics
D. PE
10. What type of learner is Ritz?
A. Bodily Kinesthetic
B. Logical
C. Musical
D. Linguistic
11. In which subject did Ritz Glenn performed poorly in relation to the group performance?
A. English C. Mathematics
B. Music D.PE
12. In which subject the scores most dispersed?
A. English C. Mathematics
B. Music D. PE
13. In which subject the scores less dispersed?
A. English C. Mathematics
B. Music D. PE
14. Which statement best describe normal distribution?
A. Only few got average scores.
B. The mean, the median are equal.
C. Negatively skewed distribution.
D. Most of the scores lies at one end.
15. Standard deviation is to measure of Variation as_____is to Measures of central tendency.
A. Quartile deviation C. Range
B. Mean deviation D. Mode
16. What type of measure of variation easily affected by the extreme scores?
A. Range C. Inter- quartile range
B. Mean D. Standard deviation
17. Which measure/s of central tendency easily affected by the extreme scores?
A. Median C. Mode
B. Mean D. Mean and Median
18. Adrian’s score in Statistics quizzes are as follows: 96, 90, 85, 89, 65, 99, 84, 82. What is the
mean value?
A. 83.25 C. 85.25
B. 84.25 D. 86.25
19. Given the following scores: 88, 83, 89, 78, 89, 85, 85, 89, 75, 90, 95, and 95. What
characteristics best described the distribution?
A. Normally distributed C. Bimodal
B. Unimodal D. Multi-modal
20. A type of error committed in grading the performance of the students by the rater who avoids
both extremes of the scale and tends to rate everyone as average.
A. generosity error C. logical error
B. severity error D. central tendency error
21. What error committed by the rater if he overate the performance of the student/s?
A. generosity error C. logical error
B. severity error D. central tendency error
22. What error committed by the rater if the lower end of the scale is favored?
A. generosity error C. logical error
B. severity error D. central tendency error
23. Which of the following assessment techniques best assess the objective” plans and design an
experiment to be performed”.
A. Paper and pencil test C. Checklist
B. Rating scale D. Essay
24. Which measures of variation is the most stable?
A. Range C. Quartile deviation
B. Inter- quartile range D. Standard deviation
3. 25. Teacher Leila conducted a short quiz to get feedback on the learning progress of the learners
after discussing the lesson on “multiplication of rational expressions”. This type of assessment
is classified as a:
A. Placement Assessment C. Diagnostic assessment
B. Formative Assessment D. Summative Assessment
26. Which of the following statements is NOT included in constructing table of specification?
A. Decide on the content areas to be included.
B. Decide on the number of test item per content.
C. Decide the skills to measure in each content.
D. Decide on the number of answer sheets needed.
27. Teacher Gina is talking about “grading on the curve“in a teacher’s assembly. This means that
she’s referring to what type of grading system?
A. Cumulative method of grading.
B. Norm- reference grading
C. Criterion- reference grading
D. Combination of B and C
28. The computed value of r= 0.95 in Mathematics and English. What does this imply?
A. Mathematics score is not related to English score.
B. English score is moderately related to Mathematics score.
C. Mathematics score is highly positive related to English score.
D. English score is not anyway related to Mathematics score.
29. Teacher Jean will conduct a test “to measure her student’s ability to organize thoughts and
present original ideas”. Which type of test is most appropriate?
A. Modified true-false test item C. Short answer test
B. Completion type of test D. Essay test
30. Teacher Hyacinth conducted 25 items test in Algebra. Students’ scores were as follows: 20,
12, 13, 14, 15, 14, 20, 22, 20, 22, 23, 23, 24, 25, 25. Which measure/s of central tendency
does score 20 represent?
A. Mode only C. Median and Mode
B. Mean D. Mean, Median and Mode
C.
31. What type of a multiple choice test is this?
5: 15 as 4: _____. A. 12 B. 15 C. 16 D. 18
A. Completion type
B. Analogy
C. Solving problem
D. Short answer test
32. Teacher Jay constructed a matching type of test. In this column A of description are
combination of current issues, government agencies, data of events and government officials.
Which guidelines of constructing matching type of test NOT FOLLOWED?
A. Arrange the descriptions in alphabetical order.
B. Make the descriptions equal in length.
C. Make the descriptions homogeneous.
D. Make the descriptions heterogeneous.
33. Which statement is true about normal curve?
A. The scores are concentrated at the left side of the distribution.
B. The scores are concentrated at the right side of the distribution.
C. There are more high scores than scores.
D. The value of the mean is equal to the value of the median.
34. Which characteristics best described the given score distribution? The scores are: 22, 23, 24,
24, 24, 25, 26, 26, 35, 36, 37, 38, 39, 39, 39, 40, 40, 45.
A. Multi-modal C. Normally distributed
B. Bimodal D. skewed to the left
35. Which is true when the standard deviation is small?
A. The scores are concentrated near the mean value.
B. The scores are spread apart within the mean value.
C. The scores concentrated at the right end of the distribution.
D. The scores are concentrated at the left end of the distribution.
36. All of the given statements are best practices of preparing multiple-choice test items EXCEPT:
A. Stem should be stated in positive form.
B. Use the stem that could serve as a short-answer item.
C. Underline words or phrases in the stem to give emphasis.
D. Shorten the stem so that options can be written longer.
37. What is the best way to develop math concept?
a. Solving problems using multiple approaches
b. Solving problems by looking for correct answer
4. c. Learning math as applied to situations, such as being a tool of science
d. solving problems by applying learned formulas
38. After reading an essay. Teacher B wants to help sharpen her students’ ability to interpret.
Which of these activities will be most appropriate?
a. Drawing conclusions
b. Making inferences (not sure)
c. Getting the main idea
d. Listing facts separately from opinion
39. Which of the following statement refers to criterion-reference interpretation?
A. Ritz got the highest score in Mathematics.
B. Luis computed the problem solving faster than his classmates.
C. Vinci set up his laboratory equipments in 2 minutes.
D. Lovely’s test score is higher than 95% of the class..
40. Which of the following is an example of norm-reference interpretation?
A. Lord’s test score is higher than 89% of the class.
B. Vinci set up his laboratory equipments in 2 minutes.
C. Harold must spell 25 words correctly out of 30 words.
D. Mark solves 5 problems correctly in 30 minutes.
41. Which of the following learning outcomes is the most difficult to assess objectively?
1. A concept 3. An appreciation
2. An application 4. None of the above
How can you improve the test item?
A. Rewrite the stem to statement form
B. Remove the indefinite articles “a” and “an” from the options.
C. Change the option “none of the above” with an interpretation.
D. Change the numbers in the options to letters.
42. What is the main advantage of using table of specification (TOS) when constructing periodic
test.
A. It increases the reliability of the test result.
B. It reduces the scoring time.
C. It makes test construction easier.
D. It improves the sampling of content areas.
43. The main objective of testing in teaching is:
A. To assess students learning and the effectiveness of instruction.
B. To assess the effectiveness of teaching methods used.
C. To evaluate the instructional materials used.
D. To evaluate the performance of the teacher in that particular lesson.
44. The instructional objectives is very important in test construction when they are stated in
terms of:
A. Teacher activities. C. stated in general terms.
B. Learning activities. D. student performance.
45. Which of the following statement is the main reason why should negative words be avoided in
constructing multiple-choice test?
A. Increase the difficulty of the test item.
B. More difficult to construct options.
C. Might be overlooked.
D. Stems tend to be longer.
46. Obtaining a dependable ranking of students is a major concern when using:
A. Teacher-made diagnostic test.
B. Norm-reference summative test.
C. Criterion-reference formative test.
D. Mastery achievement test.
47. Which of the following statement is an advantage of multiple-choice test items over essay
questions?
A. Provide assessment of more complex learning outcomes.
B. It emphasis more on the low level of learning outcomes.
C. Provide more extensive sampling of the content area.
D. Requires more time in preparing the test items.
48. When a test is lengthened, the reliability is likely to___________________?
A. Increase C. not determined
B. Decrease D. both A and B
49. All of the following best describe interpreting norm-reference scores EXCEPT:
A. Percentile rank C. Grade Equivalent scores
B. Standard scores D. raw scores
50. Which of the following statements describe performance based assessment?
5. I. Evaluate complex learning outcomes and skills.
II. Encourages the application of learning to “real life” situation.
III. Measure broad range of contents.
A. I only C. III only
B. I and II D. I, II and III
51. Teacher Adrian conducted item analysis and he found out that more from the lower group got
the test item number 6 correctly. This means that the test item_________.
A. Has a low reliability
B. Has a high validity
C. Has a positive discriminating power
D. Has a negative discriminating power
52. Which is implied by a positively skewed score distribution?
A. Most of the scores are below the mean value.
B. Most of the scores are above the mean value.
C. The mean is less than the median.
D. The mean, the median and the mode are equal.
53. Most of the students who took the examination got scores above the mean. What is the
graphical representation of the score distribution?
A. Skewed to the left C. scores are normally distribute
B. Skewed to the right D. positively skewed
54. Which statement best describes a negatively skewed score distribution?
A. The value of mean and median are equal.
B. Most examinees got scores above the mean.
C. The value of mode corresponds to a low score.
D. The value of median is higher than the value of mode.
55. In a normal distribution a T- score of 80 is_____________.
A. Two SD’s below the mean C. three SD’s below the mean
B. Two SD’s above the mean D. three SD’s above the mean
56. The distribution of a class with academically poor students is more likely______.
A. Normally distributed C. skewed to the right
B. Skewed to the left D. leptokurtic
57. Teacher Paul conducted item analysis and he found out that significantly greater number from
the upper group of the class got test item number 10 correctly. This means that the test
item_____________.
A. Has a negative discriminating power
B. Has a positive discriminating power
C. Has low reliability
D. Has high validity
58. Mary Anne obtained a NAT percentile rank of 93. This imply that________.
A. She surpassed in performance 7% of the group.
B. She got a score of 93.
C. She answered 93 items correctly.
D. She surpassed in performance 93% of her fellow examinees.
59. Which instructional objective below is the highest level of Bloom’s Taxonomy?
A. Define fraction
B. Explain the different rules of addition of fractions
C. Add fractions correctly
D. Determine the steps in solving fractions
60. Under which assumption is portfolio assessment based?
A. Assessment should stress the reproduction of knowledge.
B. Portfolio assessment is dynamic assessment.
C. An individual learner is inadequately characterized by a test score.
D. An individual learner is adequately characterized by a test score.
61. Which of the following statements best describes the incorrect options in item analysis?
A. Determining the percentage equivalent of the cut off score.
B. Determining the highest score
C. Determining the effectiveness of distracters
D. Determining the cut of score
62. When points in a scatter diagram are spread evenly in all directions this means that:
A. The correlation between two variables is positive.
B. The correlation between two variables is low.
C. The correlation between variables is high.
D. There is no correlation between two variables.
63. Roel’s score in Science test is 89 which is equal to 95th percentile. What does this mean?
A. 95% of Roel’s classmates got scores lower than 89.
B. 95% of Roel’s classmates got scores higher than 89.
6. C. Roel’s score is less than 89% of his classmates.
D. Roel’s score is higher than 95% of his classmates.
64. Which applies when there are extreme scores?
A. The median is very reliable measure of central tendency.
B. The mean will be very reliable measure of central tendency.
C. There is no reliable measure for central tendency.
D. The mode will be the most reliable measure of central tendency.
65. In a normal distribution, about how many percent of the cases fall between -1SD to +1SD?
A. 15.73% C. 49.86%
B. 34.13% D. 68.26%
66. Teacher Kristy gave a chapter test, in which competency did her students find greatest
difficulty? In the item with a difficulty index of _____________.
A. 0.25 C.0.75
B. 0.15 D. 1.00
67. Teacher Lawrence gave a test in Mathematics. The facility of item No. 10 is 75%. The best way
to describe item No. 10 is _______.
A. very easy C. average item
B. easy item D. difficult item
68. At the end of the school year, all third year students presented their portfolio in English
subject. Students, teachers, and other stakeholders were asked to view and give their
comments regarding what was viewed. Which authentic assessment was organized?
A. Exhibits C. Conference
B. Program D. Seminar
69. The point of departure of an inter-quartile range which indicate the spread of the scores
is_________.
A. Upper limit C. mean
B. Median D. range
70. The admissions office of a certain university conducted a qualifying test five batches of
examinees. The number of qualifiers and their mean scores are presented below.
Batch number Number of qualifiers Mean score
Batch I 20 94
Batch II 10 85
Batch III 15 92
Batch IV 25 87
Batch V 10 95
What is the mean score of the entire group of qualifiers?
A. 90.44 B. 90.60 C. 5.66 d. 92.00
71. Joseph’s score in Science is 1.5 standard deviation above the mean of his group and 2
standard deviation above mathematics. What does this mean?
A. He excels both in Science and in Mathematics.
B. He is better in Mathematics than in Science.
C. He is better in Science than in Mathematics.
D. He does not excel in both subjects.
72. The criterion of success in Teacher Ofel objective is that “the students must be able to get 80%
of the test items correctly”. Luis and 24 other students in the class answered only 20 out of 25
items correctly. This means that teacher Ofel________.
A. Attained her lesson objective because of her effective problem solving drills.
B. Did not attain her lesson objective because her students lack of attention.
C. Attained her lesson objective.
D. Did not attain her lesson objective as far as the 25 students are concerned.
73. The grading system of Department of Education is averaging. What is the average final grade of
Andie in English for four grading periods?
English First Second Third Fourth Final rating
grading grading grading grading
90 88 93 95 ?
A. 91.5 C. 94.00
B. 92.25 D. 95.00
74. The grading method which gives weight to the present grade and the previous grade of the
student such as (Third grading grade) + (Fourth grading grade) = Final Grade is
called__________.
A. Averaging
B. Criterion reference
C. Norm reference
D. Cumulative
75. To increase the difficulty of a multiple-choice test item, which of the following should be done?
7. A. Make the stem short and clear
B. Make the options homogeneous
C. Make it grammatically correct
D. Make the options equal in length
Situation B. (Item Number 76 to 81)
Given the table on item analysis for non-attractiveness and non-plausibility of distracters based on
the results of a try-out test in English. The letter mark with an asterisk is the correct answer.
Item No. 10 A* B C D
Upper 27% 16 3 10 1
Lower 27% 14 6 8 2
76. Based on the table, which group got more correct answer?
A. Lower group C. can’t be determined
B. Upper group D. either lower group or upper group
77. The table shows that the item analyzed has _____________.
A. Positive discriminating power
B. Negative discriminating power
C. High validity index
D. High reliability index
78. Based on the table in situation C, which is the most effective distracters?
A. Option A. C. Option C
B. Option B D. option D
79. Based on the table in situation C, which distracters should be revised?
A. Option A. B. Option B C. Option C D. option D
80. What is the level of difficulty of item 6 in Situation C?
A. Very easy C. moderately difficult
B. Easy D. difficult
81. What is discriminating index of item number 6 in Situation C?
A. 3% B. 6% C. 7% D. 50%
82. Which statement about performance-based assessment is FALSE?
A. They emphasize on process as well as product.
B. They also stress on doing, not only knowing.
C. Essay test are example of performance-based assessment.
D. They emphasize only on process.
83. Teacher Ritz wrote of Michael.” When Michael came to class this morning, he seemed very tired
and slouched into his seat. He took no part in his class discussion and seemed to have no
interest in what was being discussed. This was very unusual for he has been eager to
participate and often monopolizes the class discussion. What Teacher Ritz wrote is an example
of a/an_______.
A. Anecdotal report C. personality report
B. Observation report D. incidence report
84. Assessment is said to be authentic when the teacher__________.
A. Considers students’ suggestions in testing
B. Gives valid and reliable paper-and-pencil test
C. Gives students real-life tasks to accomplish
D. Includes parents in the determination of assessment procedures.
85. If teacher Jerick Ivan want to test his students’ synthesizing skills. Which of the following has
the highest diagnostic value?
A. Completion test C. Essay test
B. Performance test D. Multiple-choice test
86. Which of the following statement about marking on a normative basis?
A. The normal distribution curve should be followed
B. Most of the students got low scores.
C. Most of the students got high scores.
D. The grading should based from the given criteria.
87. The discriminating index of item number 15 is 0.44. This means that__________.
A. More students from the upper group got the item correctly.
B. More students from the lower group got the item correctly.
C. Equal number of students got the correct answer from the upper and lower group.
D. The test item is very easy.
88. The difficulty index of item 20 is 0.55 and the discrimination index is 0.33. What should the
teacher do with this item?
A. Reject the item C. revise the item
8. B. Retain the item D. make the item bonus
89. The discriminating index of item number 1 is -0.15. This means that_______.
A. More students from the upper group got the item correctly.
B. More students from the lower group got the item correctly.
C. Equal number of students got the correct answer from the upper and lower group.
D. The test item is very difficult.
90. The score distribution of set A and set B have equal mean but with different SD’s Set A has SD
of 2.75 while Set B has SD of 3.25. Which statement is TRUE of the score distributions?
A. Majority of the scores in set B are clustered around the mean.
B. Majority of the scores in set A are clustered around the mean than in set B.
C. Scores in set A are more widely scattered.
D. The scores of set B have less variability than the scores in set A.
91. About how many percent of the cases fall between -2SD and +2SD in the normal curve.
A. 99.72 B. 95.44 C. 68.26 D. 34.13
92. In research analysis of variance utilizing the F-test is the appropriate significance test to
measure between:
A. Frequency C. Two means only
B. Median D. Three or more means
93. Skewed score distribution means:
A. The scores are normally distributed.
B. The mean and the median are equal.
C. The mode, the mean, and the median are equal.
D. The scores are concentrated more at one end or the other end and the distribution.
94. Which of the following describe norm-referenced statement?
A. Gabby performed better in spelling than 88% of his classmate.
B. Gabby was able to spell 94% of the words correctly.
C. Gabby was able to spell 94% of the words correctly and spelled 38% words out of
50 correctly.
D. Gabby spelled 38 words out of 50 correctly.
95. What type of validity is needed when you test course objectives and scopes?
A. Construct C. concurrent
B. Criterion D. content
96. Teacher Anne gives achievement test to her 30 students. The test consists of the 25 items. She
wants to compare her students’ performance based on the test result. What is the appropriate
measure for the position?
A. Percentage C. Z-score
B. Percentile rank D. standard nine
97. Teacher V give a 100 items multiple-choice test three students make scores of 94, 89 and 75,
respectively, while the other 27 students in the class make scores ranging from 33 to 67. The
measure of central tendency which is best describes for this group of 30 students is:
A. Mean and median C. Mode
B. Mean D. Median
98. With assessment of affective learning in mind, which does NOT belong to the group?
a. Cloze test c. Reflective writing
b. Moral dilemma d. Diary entry
99. A test item has a difficult index of 0.89 and a discrimination index of 0.44. What should the
teacher do?
a. Reject the item c. Make it a bonus item
b. Retain the item d. Make it a bonus item and reject it
100. The test results revealed that a great majority of the students failed. What is the best
action that an effective teacher should take to insure that learning will
take place?
a. re-teach the items that are heavily missed c. give a more difficult test
b. analyze the difficulty, then test again d. scold the pupils