EDU 535 ASSESSMENT AND LEARNING 2(100 QUESTIONS WITH CORRECT ANSWERS)

EDU 535: ASSESSMENT IN LEARNING 2 1. What methodology is adopted in developmental assessment? A. Pre-test and post-test B. Surveys and interviews C. Multiple-choice tests D. Observations and field visits 2. The most authentic assessments are those that: A. Have complex scoring rubrics B. Closely resemble traditional exams C. Involve multistage tasks and real problems requiring creative use of language D. Focus on rote memorization 3. Which of the following is NOT a criterion for determining the authenticity of an assessment task? A. Built around topics of interest to the students B. Involves real-world communication contexts C. Requires learners to produce a product or performance D. Focuses on rote memorization 4. Which principle of alternative assessment states that assessment should require students to demonstrate their knowledge? A. Process and product-oriented assessment B. Focus on higher-order cognitive outcomes C. Measure of non-cognitive learning outcomes D. Assessment in real-life contexts 5. Which of the following is NOT a core principle of alternative assessment? A. Process and product-oriented assessment B. Assessment based on lower-order cognitive outcomes C. Measure of non-cognitive learning outcomes D. Comprehensive and holistic assessment 6. Authentic assessment tasks should allow for: A. Strict supervision and control B. Memorization and regurgitation of facts C. Interaction between the assessor and the person assessed D. Repetitive and rote tasks 7. Which principle of alternative assessment suggests that assessment should lead to student learning? A. Comprehensive and holistic assessment B. Process and product-oriented assessment C. Assessment in real-life contexts D. Assessment should focus on higher-order cognitive outcomes 8. The authentic assessment model is based on the use of assessment strategies that allow learners to: A. Focus on lower-order cognitive skills B. Rote memorization and regurgitation C. Perform or create meaningful products in real-world contexts D. Engage in individual learning without interactions 9. Which assessment method focuses on measuring students' abilities to accomplish communication goals? A. Traditional assessment B. Formative assessment C. Alternative assessment D. Summative assessment 10. What does the use of checklists in assessment allow teachers to do? A. Grade students' performance B. Measure the amount of learning C. Provide comprehensive feedback D. Track specific skills or behaviors 11. What is the primary focus of assessment for learning? A. Grading students B. Identifying gaps in learning C. Measuring the amount of learning D. Conducting summative tests 12. What distinguishes alternative assessment from traditional assessment? A. The use of performance-oriented tasks B. The focus on right and wrong answers C. The grading and recording of scores D. The use of rubrics 13. Which type of assessment measures the amount of learning achieved at the end of a specific period? A. Formative assessment B. Summative assessment C. Portfolio assessment D. Roleplay 14. What is the primary purpose of using rubrics in alternative assessment? A. To provide grades to students B. To measure the amount of learning C. To assess communication tasks D. To provide comprehensive feedback and evaluation criteria 15. Which assessment method allows learners to assess themselves and their peers? A. Traditional assessment B. Portfolio assessment C. Rubrics-based assessment D. Alternative assessment 16. In alternative assessment, who sets the criteria for successful task completion? A. Instructor B. Learners C. Parents D. School administrators 17. Which type of assessment is formative in nature? A. Assessment of learning B. Assessment for learning C. Traditional assessment D. Alternative assessment 18. When does assessment of learning typically occur? A. At the beginning of the academic year B. Throughout the academic year C. At the end of the particular period D. Randomly during the academic year 19. Which evidence of student learning is less tangible and less compelling compared to direct evidence in emergent assessment? A. Quantitative evidence B. Direct evidence C. Indirect evidence D. Qualitative evidence 20. The core principle of comprehensive and holistic assessment suggests that assessment should be performed using: A. Only one assessment strategy or tool B. A variety of strategies and tools designed to assess student learning integratively C. Traditional assessment methods D. Strictly standardized testing procedures 21. Which of the following is NOT type of learning targets? A. Knowledge B. reasoning C. skill D. effect 22. It refers to learning targets that require the development and demonstration of behavioral or physical task. A. Knowledge B. reasoning C. skill D. affect 23. Stiggins et al described this learning targets as the use of knowledge, reasoning and skills to create a concrete product. A. Knowledge B. affect C. skill D. product 24. Which learning targets as students attitudes about school and learning. A. Knowledge B. affect C. skill D. product 25. The following are all required before one can create a meaningful product. Which of the following is NOT included? A. Knowledge B. reasoning C. skills D. All answers are correct 26. What assessment has set of activities that require students to generate product or performances that provide direct or indirect evidence? A. Performance assessment B. Product assessment C. Formative assessment D. Summative assessment 27. charts, illustrations and graphs are example of which type of product-based-assessment? A. Visual B. Kinesthetic C. Written D. Verbal 28. diorama, puzzles and games are example of which type of product-based-assessment? A. Visual B. Kinesthetic C. Written D. Verbal 29. journals, diaries, and logs are example of which type of product-based-assessment? A. Visual B. Kinesthetic C. Written D. Verbal 30. audiotapes, debates and lectures are example of which type of product-based-assessment? A. Visual B. Kinesthetic C. Written D. Verbal 31. Paper presentation, poster presentation, individual report are example of which type of performance-based-assessment? A. Oral Presentations B. Dramatic/creative performance C. Public Speaking D. Athletic Skills 32. dance, recital and dramatic are example of which type of performance-based-assessment? A. Oral Presentations B. Dramatic/creative performance C. Public Speaking D. Athletic Skills 33. debates, mock trial, and simulations are example of which type of performance-based- assessment? A. Oral Presentations B. Dramatic/creative performance C. Public Speaking D. Athletic Skills 34. playing basketball, baseball and soccer are example of which type of performance-based- assessment? A. Oral Presentations B. Dramatic/creative performance C. Public Speaking D. Athletic Skills 35. Performance assessment should present or require tasks that are realistic and related to everyday life. Which of the following criteria is being described? A. It is authentic, that is, it includes performance tasks that are meaningful and realistic. B. It provides opportunities for students to show both what they know and how well they can do what they know. C. it assesses more complex skills D. it explains the task, required elements and scoring criteria to the students before the start of the activity and the assessment. 36. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skill-competencies. Which of the following criteria is being described? A. It is authentic, that is, it includes performance tasks that are meaningful and realistic. B. It provides opportunities for students to show both what they know and how well they can do what they know. C. it assesses more complex skills D. it explains the task, required elements and scoring criteria to the students before the start of the activity and the assessment 37. Unlike traditional tests that usually assess a single skill and require simple tasks such as remembering or recalling concepts. Which of the following criteria is being described? A. It is authentic, that is, it includes performance tasks that are meaningful and realistic. B. It provides opportunities for students to show both what they know and how well they can do what they know. C. it assesses more complex skills D. it explains the task, required elements and scoring criteria to the students before the start of the activity and the assessment 38. At the start of the class, it is important that the requirement of the subject are presented and explained to the students. Which of the following criteria is being described? A. It is authentic, that is, it includes performance tasks that are meaningful and realistic. B. It provides opportunities for students to show both what they know and how well they can do what they know. C. it assesses more complex skills D. it explains the task, required elements and scoring criteria to the students before the start of the activity and the assessment 39. Performance assessment should allow students to be involved in the process of evaluating themselves and their peers. Which of the following criteria is being described? A. It is authentic, that is, it includes performance tasks that are meaningful and realistic. B. It provides opportunities for students to show both what they know and how well they can do what they know. C. it allows students to be involved in the process of evaluating their own and their peers’ performance and output D. it explains the task, required elements and scoring criteria to the students before the start of the activity and the assessment 40. Which of the following that influence a persons behavior that aid goal attainment in a particular situation or domain? A. Norm-referenced Test B. Speed Test C. Aptitude D. Power Test 41. Teachers will be able to individualize their approaches to students and reshape the lesson plan based on the identified needs of students. A. Affective Characteristic B. Affective Assessment C. Affective Factor D. Affective Domain 42. It includes a host of constructs, such as attitudes, values, beliefs, opinions, interests, and motivation. A. Affective Characteristic B. Affective Assessment C. Affective Factor D. Affective Domain 43. It can provide supplemental information about a learning difficulty or behavior problem that affects learning A. Affective Characteristic B. Affective Assessment C. Affective Factor D. Affective Domain 44. Teacher Kim gave a 10-item extended response essay test toner class composed of 50 students What principle of high quality assessment was less considered? A. Fairness B. Positive consequence C. Appropriateness of assessment method D. Practicality 45. Knowledge of what students view, perceive, and feel as they are engaged in learning activities will guide teachers to improve their teaching strategies and enhance learning. A. Affective Characteristic B. Affective Assessment C. Affective Factor D. Affective Domain 46. The following indicates the difference between formative and summative evaluaton EXCEPT A. Formative evaluation is done during instruction while summative is done after instruction B. Formative evaluation is given for feed backing purposes while summative is for grading purposes. C. Formative evaluation is more difficult to score compared to summative evaluaton since students' responses may greatly vary D. D Examples of formative evaluation are quiz, drills seatwork while penodical exams and long tests are for summative evaluation 47. In this level of affective behavior, the learner demonstrates awareness of an activity that is happening such that he/she gives attention to that activity. A. To Recieve B. To Respond C. To Value D. To Organize 48. This behavior may be compliance to a given task, voluntary engagement, or doing an activity with interest. A. To Recieve B. To Respond C. To Value D. To Organize 49. This is the level where the learner has internalized and integrated his or her feelings, emotions, beliefs, opinions, etc., resulting in actions where new values and traits emerged. A. To Characterize B. To Respond C. To Value D. To Organize 50. This level of affective trait, the learner demonstrates his or her beliefs and attitudes not only in a single event or situation but in multiple events, showing consistency of the behavior that establishes an image or character of the learner. A. To Characterize B. To Respond C. To Value D. To Organize 51. This is the level where the learner demonstrates a commitment to the object, knowledge, or activity. Here, the learner has internalized a set of specific values such that these values are manifested through overt behaviors. A. To Characterize B. To Respond C. To Value D. To Organize 52. Which of the following evaluation purposes is mainly used to determine the problems and difficulties? A. A Formative B. B Summative C. Dagnostic D. Placement 53. Kyle can accurately read musical notes. The framele used in this statement is A. A Ability B. Norm C. Criterion D. Growth 54. The incorrect oppon in a multiple choice type of test is called A. Premise B. Respunse C. Alternative D. Distracter 55. The following are examples of educational tes EXCEPT A. Standardized test B. NEAT and NSAT C. IQ test D. Summative test 56. Defines as an inner drive, impulse, emotion, or desire that moves one to a particular action. It arouses and sustains behavior. A. Self-confidence B. Motivation C. Highly Motivated learner D. Motivational factors 57. This person's perception of himself/herself and his capabilities to perform successfully the task given to him/her. A. Self-confidence B. Motivation C. Highly Motivated learner D. Motivational factors 58. Brings learners excitement to an academic task and enhances cognitive processing and improves learning. A. Self-confidence B. Motivation C. Highly Motivated learner D. Motivational factors 59. The following are guidelines in writing matching types test EXCEPT A. Use only heterogeneous matter B. Arrange the items in logical manner C. Include more items in the column of responses D. Longer statements must be placed in the Column of premises 60. This is an oral assessment of student learning that is conducted through spoken words and casual conversation. The assessment data are not just answerable by "Yes" or "No" or other predetermined responses. A. Checklist B. Observation C. Interview D. Students journal 61. It is an alternative to pen-and-paper objective test an approach to assessing students learning. A. Portfolio B. Best Portfolio C. Portfolio Assessment D. Work Portfolio 62. It suggests that portfolios should reflect the subject matter that is important for students to learn. A. Learning Principle B. Content Principle C. Equity Principle D. Iniquity Principle 63. A good rubric should contain criteria that are aligned with the expected quality of performance for a particular task or assignment. A. Authentic B. Valid C. Diagnostic D. Aligned 64. It provides teachers freedom of gaining insights into the student’s development or achievement over a period of time. A. Portfolio Assessment B. Showcase Portfolio C. Development Portfolio D. Work Portfolio 65. In what steps in developing rubrics determining the criteria or dimensions. A. Step 3 B. Step 1 C. Step 4 D. None of the above 66. According to him recognizing portfolio as another type of assessment an considered authentic. A. Bruke (1999) B. Bruke (1899) C. Burke (1989) D. Burke (1999) 67. A good rubric should include criteria and performance indicators or descriptors that are meaningful and require application of real-life skills. A. Explicit B. Authentic C. Aligned D. Valid 68. It demonstrates what the students know in ways that encompass their personal learning styles and multiple intelligences. A. Portfolio Assessment B. Showcase Portfolio C. Development Portfolio D. Work Portfolio 69. A goal setting planner where in this stage students should start collecting all possible entries in their portfolio. A. Set Goals B. Evaluate C. Organizer D. Collect 70. In what steps in developing rubrics when you have write the benchmark or performance descriptors for quality work criteria. A. Step 3 B. Step 2 C. Step 5 D. Step 4 71. It suggest that portfolios should enable the students to become active and thoughtful learners. A. Learning Principle B. Content Principle C. Equity Principle D. Iniquity Principle 72. It is a portfolio that is a collection of students day-to-day works that reflect his or her learning. A. Portfolio Assessment B. Showcase Portfolio C. Development Portfolio D. Working Portfolio 73. A goal setting planner where in this stage students their peers and teachers or even the parents are involved in rating the achievement of the students based on their evidence of learning their reflections of their experiences. A. Evaluate B. Reflect C. Organizer D. Exhibit 74. In what steps in developing rubrics identifying the quality attributes or indicators of the performance task. A. Step 1 B. Step 3 C. Step 2 D. Step 4 75. It explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences. A. Learning Principle B. Equity Principle C. Content Principle D. Equality Principle 76. It is a portfolio combination of working and a show portfolio A. Documentary Portfolio B. Showcase Portfolio C. Development Portfolio D. Working Portfolio 77. A goal setting planner where in this stage the teachers confer with the students or parents to discuss the students’ performance and progress of learning. A. Confer B. Exhibit C. Set goals D. Select 78. A good rubric should have the following qualities. EXCEPT: A. Authentic B. Explicit C. Diagnostic D. Real 79. It is a performance based approach to assessing learning but more authentic than anyone-time performance task. A. Documentary Portfolio B. Development Portfolio C. Showcase Portfolio D. Portfolio Assessment 80. In what steps in developing rubrics determining the learning outcome and the performance task to be evaluated. A. Step 5 B. Step 1 C. Step 2 D. Step 4 81. The following are the basis on how to make rubric relevant and useful to the students, EXCEPT? A. Develop rubric with performance descriptors that are clear and easily understood by students. B. Present the rubric to students and allow them to give feedback and suggestions to improve. C. Orient the students on how to effectively use the rubric. D. Give students the rubric after their task. 82. What type of scale is used to measure how often a habit is done? A. Linear numeric scale B. Verbal numeric scale C. Graphic scale D. Semantic differential scale 83. Type of scale that is used to describe the object or behavior by making use of two opposite adjectives. A. Linear numeric scale B. Verbal numeric scale C. Graphic scale D. Semantic differential scale 84. What type of scale that is used when a large array of ratings is provided among the participants within a continuum? A. Linear numeric scale B. Verbal numeric scale C. Graphic scale D. Semantic differential scale 85. What type of scale that is uses illustrations to represent the degree of presence or absence of the characteristics measured? A. Linear numeric scale B. Verbal numeric scale C. Graphic scale D. Semantic differential scale 86. What is a powerful means of helping the learners improve their academic performances? A. Feedback B. Evaluation C. Assessment D. Grading 87. This can be done in segments of the performance where the learner can pause like when performing drama or doing some presentation, when is this feedback happen? A. After the performance B. During the performance C. During and after the performance D. none of the above 88. What forms of feedback that describes how well the performance was done? A. Focus on the procedure B. Focus on the strategy to improve the work C. Focus on the processes D. Focus on the product or performance 89. What forms of feedback focuses on the step by step process that needs to be done by the learner? A. Focus on the procedure B. Focus on the strategy to improve the work C. Focus on the processes D. Focus on the product or performance 90. What forms of feedback that refer to the different cognitive and metacognitive actions that the learner needs to think about in order to arrive at a better work or performance? A. Focus on the procedure B. Focus on the strategy to improve the work C. Focus on the processes D. Focus on the product or performance 91. Feedback is a powerful means to help learners improve, the content of feedback can be? A. The part of the answer or response that need to be corrected B. The specific strategy to be used to perform the task C. the suggested procedure that needs to be undertaken by the learner D. All of the above 92. The following are some tips in making portfolios a powerful vehicle in communicating learning progress and areas needed improvement, Except? A. Schedule a time slot to sit beside each child to show progress in learning B. Let the learners reflect on each entry in the portfolio C. Decline students who are always keep on asking what to be included in the portfolio D. Let the learners report their observation on the transition of one work to another 93. How to organize meeting with parents? A. Send a letter inviting parents for a meeting and indicate availability for this meeting to happen B. Tell your students to let their parents come to have a meeting C. Penalize your students for those parents who did not come the meeting D. Give reward to those students whose parents are present in the meeting 94. These are the guideline in giving qualitative feedback, EXCEPT? A. The contents of the feedback are based and within the confines of the criteria. B. The feedback should be immediate to the correct error. C. Detail the feedback if the learner needs more information. D. Affront students who did not follow the instruction 95. Thalla start gathering possible entries in her portfolio compilation, in what step of portfolio development this refers to? A. Set Goals B. Collect C. Select D. Organize 96. This is the time to celebrate success in the form of an exhibit of student’s portfolios, this is in what step of portfolio development? A. Exhibit B. Collect C. Select D. Organize 97. This is also the time to congratulate the students for their accomplishment or to help them identify areas for their improvement, this is what step in portfolio development? A. Exhibit B. Collect C. Confer D. Organize 98. Which of the following are the steps in portfolio development? A. Set goals, collect, organize, select, reflect, confer, exhibit, and evaluate B. Set goals, collect, select, organize, reflect, evaluate, confer, and exhibit C. Set goals, organize, select, collect, evaluate, confer and exhibit D. Set goals, confer, organize, collect, select, exhibit and confer 99. In this stage the students, their peers and teachers or even the parents are involved in rating the achievement of students based on their evidence of learning, their reflections of their experiences, and the organization of the portfolio. In what steps of portfolio development this belong to? A. ExhibitB. Collect C. Evaluate D. Organize 100. What is an alternative assessment that is purposeful, ongoing, dynamic and collaborative process of gathering multiple indicators of the students growth and development in a course or program of study? A. Portfolio assessment B. Alternative assessment C. Traditional Assessment D. performance assessment