Which of the following is the main purpose of criterion-referenced testing?
A. A student performance will be compared to his classmates.
B. A students must attained the passing mark of 75%.
C. A students gained the skills and competence needed.
D. All of the above
B. A student must attained the passing mark. Criterion-referenced testing compares the performance of the students to a certain standard. In this case, a student compare his performance to a passing mark which is 75%.
Which of the following can measure the internal consistency of the test results?
I. Test-retest method
II. Split-half method
III. Parallel method
IV. Kuder-Richardson formula
A. I and II
B. II and IV
C. I and III
D. I, II, III and IV
B. II and IV. There are 4 approaches of reliability. Test-retest method measures stability of the test scores and Parallel method measures equivalency Split-half method and Kuder-Richardson formula measures the internal consistency of the test scores.
Which of the following DOES NOT belong to the group when talking about projective personality test?
A. thematic apperception test
B. interview
C. sentence completion test
D. word association test
B. Interview. Thematic apperception test, sentence completion test, word association test are all forms of projective personally test except interview.
Which assessment tool can diagnose more specific learning difficulties?
A. Moral values
B. Sociogram
C. Holistic rubrics
D. Analytic rubrics
D. Analytic rubrics can diagnose the specific learning weaknesses and the specific strengths of the learners.
Statistical item analysis can be done ___________.
A. before the test is conducted
B. during the test
C. after the test
D. B and C
C. Statistical item analysis can be done after the test particularly after checking and scoring the papers of the students. Results of item analysis data can be used for improvement of instruction, and for test bank purposes.
Teacher Renz will develop a periodic test in English. Which of the following must he do first?
A. Develop the Table of Specification
B. Decide the number of test items to be given
C. Determine the type of test to be given
D. Go back to the instructional objectives
D. Go back to the instructional objectives. The first step that a classroom teacher must accomplish first when developing a test is to go back with the instructional objectives. The basis of constructing test items are the instructional objectives.
Read and analyze the matching type given below.
Directions: Match A and B. Write only the letter of your answer at the blank before the number.
Column A Column B
_________1. Mean A. The centermost score in the distribution
_________2. Median B. Most stable measures of central tendency
_________3. Mode C. Score/s that occurs most in the distribution
_________4. Percentile D. It is score point that divides the scores in the distribution into 4 equal parts
_________5. Quartile E. It is score point that divides the scores in the distribution into 100 equal parts
What is wrong with the test item?
A. It is not valid
B. It is not reliable.
C. It contains only 5 items.
D. Descriptions and options are in wrong place.
D. Descriptions and options are in wrong place. In developing a matching type of test, the descriptions should be at the first column and the options must be in the second column.
Study this matching type of test, then answer the question below.
Directions: Match A and B. Write only the letter of your answer at the blank before the number.
Column A Column B
1. The center most score in the distribution A. Quartile
2. Most stable measures of central tendency B. Percentile
3. Score/s that occurs most in the distribution C. Mean
4. It is score point that divides the scores in the distribution into 4 equal parts. D. Median
5. It is score point that divides the scores in the distribution into 100 equal parts. E. Mode
Which is the best way to improve the matching type of test?
A. Add one or two items at column B.
B. Add 5 items to both columns.
C. Add two or more items in column A.
D. Add ten items in both columns to be more comprehensive.
A. Add one or two items at column B. In a matching type of test, the number of options must be greater than the number of descriptions to avoid easy guessing.
Teacher G conducted a test after discussing the lesson “Item Analysis” to check whether the students learned something about the lesson. The results is not a part of the computation of grade but to get feedback only. Which type of assessment Teacher Y applied?
A. Placement assessment
B. Diagnostic assessment
C. Formative assessment
D. Summative assessment
C. Formative assessment is a type of assessment that will be used for improvement of instruction and to assess whether learning take place or not.
The district supervisor is talking about “grading on the curve” in a district meeting. What does this expression mean?
A. A student grade compares to his potentials.
B. A student grade compares to his achievement.
C. A student grade determines whether or not attains a defined standard.
D. A student grade compares to the achievement of the other students in the class.
D. Predictive validity is a type of validation that refers to the measures of the extent in which a student’s current test result can be used to estimate accurately the outcome of the student’s performance at a later time.
