PRE-TEST – ASSESSMENT in LEARNING

DIRECTION: Write the letter corresponding to the best answer.

1. In outcome-based teaching and learning, what does constructive alignment mean?
a. The intended learning outcome is aligned with the assessment task.
b. The assessment task is aligned with the intended learning outcome.
c. The intended learning outcome is aligned with the written test.
d. The assessment task is aligned with the teaching-learning activity.

2. When are traditional and authentic assessment tasks valid?

a. When they assess the realization of the intended learning outcomes.
b. When they test higher-order thinking skills.
c. When they are given in various forms.
d. When students score high.

3. High-quality assessment is reliable. What does this mean?

a. Scores of the examinees remain stable if given the same test in a re-test.
b. Assessment tasks measure the attainment of the lesson objectives.
c. Scores in a test can predict examinees’ performance in a future test.
d. Assessment items are clear and understandable.

4. When a teacher checks for understanding after she taught, what does she conduct?
a. Summative assessment
b. Formative assessment
c. Diagnostic test
d. Pre-test

5. If you want to check the extent to which each student in class attained the learning objectives, which type of
assessment will you do?
a. Norm-referenced assessment
b. Authentic assessment
c. Multiple-choice type test
d. Criterion-referenced assessment

6. Which can ensure the objectivity of scoring using authentic assessment?

a. Clarity of direction
b. Use of scoring rubrics
c. Alignment of test items with objectives
d. A variety of test items

7. A student may have mastered the rules of subject-verb agreement, and get a perfect score in a multiple-
choice test on subject-verb agreement but when he/she delivers a speech in real life, he/she fails to observe
the subject-verb agreement rules. So which type of assessment should he encourage?
a. Contextualized assessment
b. Decontextualized assessment
c. Formative assessment
d. Summative assessment

8. Which type of assessment focuses on declarative knowledge and/or procedural knowledge in artificial
situations detached from the real work context?
a. Contextualized assessment
b. Decontextualized assessment
c. Formative assessment
d. Summative assessment

9. Which is /are (a) characteristics of high-quality assessment?

I. Involve learners in the assessment process beginning with the setting of goals, monitoring of their own.
II. Reproduction of knowledge learned
III. Linking information to other bits of information meaningfully
IV. Thinking critically and creatively to apply their learning to real-world situations.
a. I and II
b. I, II, and III
c. III and IV
d. I, III, and IV

10. When is assessment fair?

I. If it assesses what has not been taught check students’ readings outside lessons.
II. If it assesses the attainment of the learning outcomes.
III. If it is not biased against subgroups of students in class.
a. I only
b. I and II
c. II and III
d. I, II, and III

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11. Which current trends in assessment contribute to the validity and reliability of the assessment process?
I. Using multiple assessment methods.
II. Having high performance standards including world-class standards for interpreting assessment
results.
III. Involving students in all aspects of assessment
IV. Making standards and criteria public rather than private and secretive.
a. I and II
b. I and IV
c. I, II, and III
d. I, II, III, and IV

12. Is it by principles of assessment to make students know the scoring criteria?

a. No, scoring criteria belong only to the teacher.
b. Yes, students’ knowledge of the scoring criteria will guide them even better in their output.
c. No, making students know the scoring criteria eliminates scores’ surprise.
d. It depends on the kind of students one has.

13. What assessment/s does a teacher give when he/she makes use of authentic assessment?
I. Product assessment
II. Process assessment
III. Scoring rubric
a. I only
b. I and II
c. II and III
d. I, II, and III

14. Which applies to norm-referenced assessment?

A student’s score is compared with
a. the established criterion of success.
b. the scores of other students in class.
c. the scores in a previous test.
d. his score on the pre-test.

15. Which is a contextualized assessment?

a. Assessing a student’s knowledge of subject-verb agreement by asking her to introduce a friend in class.
b. Accomplishing a selected-response quiz
c. Explaining what a contextualized assessment means
d. Differentiating contextualized from decontextualized assessment.

16. High-quality assessment is under the contemporary view of active learning and motivation. What does this
mean?
High-quality assessment means learners _____________.
I. discover and construct meaning
II. link new information with existing knowledge in meaningful ways
III. Developed self-monitoring skills
a. I only
b. I and III
c. I and II
d. I, II, and III

17. Which holds of assessment if assessment tasks are aligned with the instructional outcomes?
a. Valid
b. Measurable
c. Comprehensive
d. Creative

18. Assessment for learning refers to assessments that teachers give during instruction to ensure that the
intended learning outcomes are attained. Is the statement true?
a. Yes
b. No
c. Only if at least 80% of the intended learning outcomes were attained.
d. It depends on the results of the student’s assessment.

19. A student monitors his progress in learning targets set for himself. Under which type of assessment this
fall?
a. Assessment for learning
b. Assessment of learning
c. Assessment as learning
d. Assessment of and for learning

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20. To determine how well students have attained the learning outcomes by grading, which type of
assessment/s is the teacher engaged?
a. Assessment for learning
b. Assessment of learning
c. Assessment as learning
d. Assessment of and for learning

21. In test construction, why are teachers required to come up with a Table of Specifications in test
construction?
a. Content validity
b. Concurrent validity
c. Predictive validity
d. Reliability

22. If I develop a test with content validity, which kind of test should I develop?
That which ______________.
a. yield consistent student scores
b. predicts performance in a future test.
c. is aligned with the learning outcome.
d. allows for students’ choices.

23. In her test re-test exercise, Teacher A found out that those who got high on the first test got low on the re-
test. Which does her test lack? - Understanding
a. Validity
b. Reliability
c. Objectivity
d. Fairness

24. Assessment of high-quality is reliable. What does reliable mean?

a. The scores of students are consistent.
b. The scores of most of the students are high.
c. The scores of the students are evenly distributed from low to high.
d. All scores above the average score.

25. Assessment is an everyday, ongoing, integral part of teaching, not something separate from life in
classrooms, says Airasian. What does this tell?
a. We cannot have complete teaching without assessment.
b. Assessment is dispensable in the teaching-learning process.
c. Assessment is the last part of the instructional cycle.
d. Assessment can be in the first and last part of the instructional cycle.
26. What is an instructional advantage of identifying the evidence of learning right after placing the intended
learning outcome which is the case in Mc Tighe’s and Wiggin’s UbD design?
I. Makes instruction more focused on the intended learning outcome/s.
II. Helps the teacher come up with valid assessment tasks.
III. Makes assessment tasks less taxing for the students.
a. I only
b. I and II
c. II and III
d. I, II, and III

27. Do Outcomes-Based Education, Outcomes-Based-Teaching-Learning, and Understanding by Design

observe the principle, “begin with the end in mind”?
a. No
b. Yes
c. Somewhat
d. Only UbD

28. A teacher claims that she teaches according to the principles of Outcomes-Based Education. How does she
start her lesson?
a. Clarifying the intended learning outcomes for students.
b. Clarifying pre-requisite knowledge and skills.
c. Determining what students already know about the lesson.
d. Start the lesson with an activity.

29. Which statement/s on OBE and OBTL is/are TRUE?

I. Spady’s OBE is concerned with exit, broad outcomes that are demonstrated in the place of work.
II. Biggs’ OBTL is directed to more specific learning or instructional outcomes.
a. I and II
b. I only
c. II only
d. none

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30. Spady’s OBE version is concerned with which type of outcome?
a. Immediate outcome
b. Deferred outcome
c. Specific learning outcome
d. Lesson outcome

31. In outcome-based education, which outcomes are the broadest?

a. Program outcomes
b. Course outcomes
c. Institutional outcomes
d. Learning outcomes

32. For outcomes-based education, which principles must be observed?

I. Clarity of focused
II. Designing down
III. Constructive alignment
IV. High expectations
V. Expanded opportunities
a. I, II, III, and IV
b. I, III, IV, and V
c. II, III, IV, and V
d. I, II, IV, and V
33. What is/are proof/s of constructive alignment?
I. The intended learning outcome addresses a social demand.
II. The assessment task is aligned to the intended learning outcome.
III. The subject matter is aligned to current issues.
IV. The learning content, teaching-learning activities, and assessment tasks are aligned to the intended
learning outcome.
a. I and II
b. I and III
c. II and IV
d. I, II, and IV

34. Why does Understanding by Design (UbD) go with OBE? According to UbD,
a. the first step in the instructional process is identifying and clarifying learning outcomes.
b. assessment is at the beginning, middle, and end of the teaching-learning process.
c. formative assessment is part of instruction.
d. the emphasis of instruction is HOTS.

35. In OBE, which determines the what and the how of assessment?
a. Assessment tasks
b. Learning outcomes
c. Teaching-learning activities
d. Subject matter/lesson content

36. Teacher A says: “It is not enough that students can select the correct response, the students must
demonstrate that they learned a skill by demonstrating that skill in the performance of a task.” Which type of
assessment does Teacher A promote?
a. Traditional assessment
b. Authentic assessment
c. Norm-referenced assessment
d. Criterion-referenced assessment

37. Which assessment is done formally at the end of the unit/course to assess learned knowledge and skills
fully?
a. Summative assessment
b. Formative assessment
c. Norm-referenced assessment
d. Metacognitive assessment

38. Which of the following do formative assessments do?

I. Evaluate student learning at the end of a course.
II. Help students identify their strengths and weaknesses and target areas that need students’ effort.
III. Help teachers recognize where students are struggling and address problems immediately.
a. I only
b. I and II
c. II and III
d. I, II, and III

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39. Does formative assessment benefit both the learner and the teacher?
I. Yes, it informs the learner where he needs to exert more effort.
II. Yes, it guides the teacher on what to do to improve instruction.
III. No. It helps only the teacher determine what to do while teaching to ensure learning.
a. I only
b. II only
c. III only
d. I and II

40. Do “exit” and “admit” tickets serve the purpose of formative assessment?
I. Yes, students write down one main idea that they learned that day before they exit.
II. Yes, students write answers to a question or homework and submit them as they enter the class.
III. No, exit and admit tickets serve the purpose of summative assessment.
a. I only
b. II only
c. III only
d. I and II

41. “The proof of the pudding is in the eating”. What does this statement imply as the most reliable evidence
of effective teaching?
a. Students’ learning
b. Students enjoying the class
c. Students’ attending the class
d. Students’ favorably relating to one another

42. Which can serve as a summative assessment?

I. Portfolio
II. Final Exams
III. Report End-of-term report
a. I only
b. II only
c. II and III
d. I, II, and III

For Item Nos. 43-45. Situation:

In a Multiple-Choice Test Items with A, B, C, and D as options and with C as the correct answer, out of 50 students 25
chose A, 15 chose B, 10 chose C and nobody chose D.
43. Which is the most effective distracter?
a. A
b. B
c. C
d. D

44. Which basic rule/s in constructing multiple-choice tests was/were not observed?
a. Make all distracters work.
b. Come up with at least 5 options
c. Have at least 2 distracters
d. A and C

45. How do you improve on the test item?

a. Add E as a fifth option
b. Improve on option D to make it an effective distracter.
c. Make the situation more challenging
d. Reduce options to 3 only

Study this test item, then answer questions Item No. 46 and Item No. 47.
A figure with eight sides is called an ___________.
A. Pentagon C. Octagon
B. Quadrilateral D. Heptagon
46. What is faulty with the above test item?
a. Has only 4 options.
b. Has no answer.
c. Has a specific determiner “an” at the end of the stem.
d. Stem does not contain the question.

47. How do you improve the test item?

a. Make the stem in question form.
b. Add 2 more options.
c. Improve the stem by adding a/an at the end of the stem.
d. Delete “an” in the stem.

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 Study this test item, then answer Item Nos. 48 and 49.
Clay is used for ___________.
A. Making hollow blocks
B. Making pots
C. Garden soil
48. What is WRONG with the test item?
a. Very short stem
b. No answer
c. Very obvious answer
d. Options are not parallel.

49. What should be done to improve on the test item?

I. Add “making” to Option C
II. Transfer “making” to the stem then add a _____________.
III. Capitalized “making”.
a. I only
b. II only
c. I and II
d. II and III

Study this test item, then answer questions No. 50 and No. 51.
A relative arrangement in a series according to magnitude from highest to lowest or vice versa.
A. Raw scores C. tally sheet
B. Ranking D. frequency distribution
50. What is/are faulty with the test item?
a. Not all options begin with a capital letter.
b. There are only 4 options.
c. The distracters are not plausible.
d. There is no correct answer

51. Which is a way to improve the test item?

I. The stem should be in question form.
II. Add a fifth option.
III. Options C and D must begin with a capital letter.
a. I only
b. II only
c. I and II
d. I and III

Read the rubric for assessing outputs, and answer question No. 52.
8-10 pts - Demonstrate imaginative thinking and unique qualities.
5-7 pts - Demonstrates moderate imaginative skills.
1-4 pts - Lacks imaginative thinking.

52. What is being assessed by the above criteria?

a. Appeal
b. Creativity
c. Aesthetic
d. Workmanship

53. The first part of a multiple-choice test item is called ______________.

a. foil
b. distracter
c. question
d. stem

Study this true-false test item, then answer the question No. 54.
Tuberculosis is not a non-communicable disease.
54. What is faulty with the above true-false test item?
a. It is half false.
b. It is true.
c. It is a low-level question.
d. It is a double negative statement.

55. What’s wrong with this true-false test item?

The Philippine Constitution is better than the Malaysian Constitution.
a. It is neither true nor false.
b. It is an insignificant item.
c. It is an opinionated statement
d. It is a vague item.

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56. Avoid using “all” in a true-false statement. Why?
a. The statement will always tend to be false considering that there is an exception to every rule.
b. The statement will always tend to be true.
c. The word “all” is misleading.
d. That is the rule in formulating a true-false statement.

Here is a set of answers in a True-False Test, then answer question No. 57.
1. T 6. F
2. F 7. T
3. T 8. F
4. F 9. T
5. T 10. F
57. Is this a good practice in true-false test construction?
a. Yes, for ease of correction.
b. No, the student may get the answer even if he does not know the answer because he senses the pattern of
answers.
c. Yes, at least there is an equal number of True and False answers.
d. No, more test items should be added.

Study this Matching Type of Test, then answer questions Nos. 58-62.
Exercise – Matching Type of Test
Column A Column B
1. Poly A. Sides
2. Tringle B. Eight-sided polygon
3. Pentagon C. Ten-sided polygon
4. Square D. Close plane figure
5. Decagon E. Polygon made of 3 segments
6. Hexagon F. Polygon with 4 equal segments
7. Isosceles triangle G. Five-sided polygon
8. Octagon H. A triangle with 2 equal sides
9. Gons I. A six-sided polygon
10. Circle J. Many
58. Are the items in the right columns?
a. Yes
b. No
c. No. Items A and J in Column B must be in Column A
d. No. 7 in Column A must be in Column B

59. How should this Matching Type of Test be improved?

a. Add 2 more items in Column A.
b. Reduce Column B to 9 items only.
c. Items in Column B must be numbered, not preceded by a letter.
d. All items in Columns A and B must be interchanged.

60. Do the options have a foil or distracter?

a. Yes, the word “sides”.
b. Yes, the word “poly”.
c. None
d. All items

61. How should this Matching Type of Test be improved?

a. Add a joker/a foil in Column B.
b. Reduce Column B to 9 items only.
c. Items in Column A must be preceded by letters.
d. Retain all the items in Column A and Column B.

62. Are the items to be matched homogeneous?

a. Yes, they all refer to polygons.
b. Yes, they all relate to Geometry as a subject.
c. No, it is a mixture of many things.
d. Yes and no, there are three groups of homogeneous items.

Study this test item, then answer question Nos. 63-64.

____________ is an example of a leafy vegetable.
63. Is the blank CORRECTLY placed?
a. No
b. Yes
c. There is no fixed place for the blank.
d. Yes, because it asks for an example of a leafy vegetable

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64. What is NOT SOUND with this test item?
a. It has no definite answer.
b. It has no answer.
c. It is a low-level question.
d. It is a common question.

Here is a completion test item. Study it then answer questions No. 65 and No. 66.
A word that describes a noun or a pronoun is an _______________.
65. In the language of test construction, what do you call “an” in the completion test item?
a. Article
b. Option
c. Stem
d. Specific determiner

66. Which is an improved version of the completion test item?

a. A word that describes a noun or a pronoun is a/an ______________.
b. A word that describes a noun or a pronoun is a _____________.
c. A word that describes a noun or a pronoun is an_____________.
d. There is no need to improve the test item.

Study these completion items, then answer the question No. 67.
A. An action word is called _______.
B. That which is made up of sentences related to a topic sentence is called a _____________.

67. What is faulty with the above completion test items?

a. The length of the blanks suggests the answer.
b. One sentence is short, the other is long.
c. They are low-level questions.
d. They are unrelated.

Study this essay test, then answer the question No. 68.
Write down everything that you learned from this course.
68. In this essay test following rules for formulating an essay test?
a. No, it is too broad.
b. Yes, it makes students think and organize their thoughts.
c. Yes. It is a test of what the students learned throughout the semester.
d. No, the answers are subjective.

69. Here is an essay test:

What are the 4 food groups? Give two examples for each.

Which type of essay test is it?

a. Extended essay
b. Restricted essay
c. The first question is restricted while the second question is an extended essay.
d. The first question is extended while the second question is a restricted essay.

70. Which essay test items is/are non-restricted?

I. According to Erikson, what is the most critical stage in the development of a child? Why?
II. Give 5 examples of a simile.
III. Given the current economic realities and government economic policies, discuss the future of global
recession in the Philippines for the next 4 years.
a. I only
b. I and III
c. II and III
d. I, II, and III

71. For an essay test which is a justifying question?

a. Which of the following alternatives would you favor and why?
b. Illustrate with a concrete example Thorndike’s law of effect.
c. Describe the similarities and differences between UbD and OBE.
d. Compare the following methods in teaching.

72. You would like to test student's ability to relate cause and effect. Which stem/s of question is/are
appropriate?
I. What are the major causes of ….
II. What would be the most likely effects of ….
III. How similar and different are ….
a. I only
b. II only
c. I and II
d. I, II, and III

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73. Which is a generalizing question?
I. Formulate at least 2 valid conclusions from the following data.
II. Illustrate with a concrete example the principle of ___________.
III. Contrast analysis and synthesis questions.
IV. Distinguish between anabolism and catabolism.
a. I only
b. II only
c. III only
d. IV only

74. Here is a part of an essay test item: In light of the facts presented, what is most likely to happen
when …Which type of question is it?
a. Comparing
b. Generalizing
c. Inferring
d. Analyzing

75. Here is a part of an essay test item: Make up a story describing what would happen if …Under
which type of question does it fall?
a. Generalizing
b. Inferring
c. Analyzing
d. Creating

76. Here is a part of a question: Describe the strengths and weaknesses of the following …What kind
of question is it?
a. Evaluating
b. Generalizing
c. Inferring
d. Analyzing

77. “Summarize the given article in not more than 10 sentences” is an example of which type
of question?
a. Generalizing
b. Inferring
c. Creating
d. Synthesizing

78. Which statement about the portfolio is/are CORRECT?

I. Mere collection or compilation of a student’s work.
II. A purposeful collection of student work that exhibits the student’s efforts, progress, and
achievements.
III. Excludes student participation in selecting content.
a. I only
b. II only
c. III only
d. II and III

79. Which type of portfolio is meant to diagnose students’ learning?

a. Assessment portfolio
b. Development portfolio
c. Growth portfolio
d. Showcase portfolio

80. If students are asked to display their best work to celebrate learning at the end of the term,
which type of portfolio is shown?
a. Assessment portfolio
b. Development portfolio
c. Growth portfolio
d. Showcase portfolio

81. A mother wants to see the improvement of her child’s penmanship from Kindergarten to Grade 2.
Which type of portfolio will answer her needs?
a. Assessment Portfolio
b. Development Portfolio
c. Growth Portfolio
d. Showcase Portfolio

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82. Which are teachers’ positive evaluative notes on a student’s work that can be part of a portfolio
documentation?
a. Artifacts
b. Reproductions
c. Attestations
d. Productions

83. Student composition as a result of academic classroom work put together by the students for
assessment purposes is referred to as _____________.
a. artifacts
b. Attestations
c. Productions
d. reproductions

84. What is the mastery level of a school division in a 100-item test with a mean of 55?
a. 42%
b. 55%
c. 45%
d. 50%

85. A negative discrimination index means that __________.

a. the test has low reliability.
b. more from the lower group answered the item correctly.
c. the test item could not discriminate between the lower and upper groups.
d. more from the upper group got the item correctly.

86. A test item has a difficulty index of 0.89 and a discrimination index of 0.44. What does the teacher do?
a. Reject the item
b. Revise the item
c. Make it a bonus item
d. Make it a bonus item and reject it.

87. What does a percentile rank of 62 mean?

a. It is the student’s score in the test.
b. The student answered sixty-two (62%) of the item correctly.
c. The student’s score is higher than 62 percent of all students who took the test.
d. Sixty-two percent (62%) of those who took the test scored higher than the individual.

88. Which are methods of assessing learning or development in the affective domain?
I. Teacher observation
II. Student self-report
III. Peer-ratings
a. I only
b. II only
c. I and III
d. I, II, and III

89. Which type of observation as an assessment method is the teacher engaged in when observation
is not limited to items in a checklist or rating scale?
a. structured
b. unstructured
c. limited
d. informal

90. Teacher is guided by a checklist as she observes students’ behavior during the learning activity.
In which type of observation is she engaged?
a. Structured
b. Unstructured
c. Limited
d. Informal

91. To make teacher observation work about the assessment of affective learning, which should be
observed?
I. Determine behaviors to be observed in advance.
II. Record student’s important data such as time, data, and place.
III. If unstructured, record brief descriptions of relevant behavior.
IV. Keep interpretations separate from descriptions.
a. I and II
b. III and IV
c. I, II, and III
d. I, II, III, and IV

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92. Which should be observed to ensure that the teacher’s observation can truly assess learning in an affective domain?
I. Have as much observation of each student as necessary.
II. Avoid personal bias. Be objective.
III. Immediately record the observations.
a. I only
b. I and III
c. II and III
d. I, II, and III

93. In which domain of learning are the five key skills of socio-emotional learning-awareness,
self-management, social awareness, relationship skills, and responsible decision-making?
a. psychomotor
b. affective
c. cognitive
d. psychomotor and cognitive

94. For assessment, which is a list of specific characteristics with a place for marking whether that
characteristic is present or absent?
a. Rating scale
b. Checklist
c. Holistic rubric
d. Analytic rubric

95. For assessment, which is used to evaluate the level to which a student has achieved the
objective of an activity?
a. Checklist
b. Holistic rubric
c. Analytic rubric
d. Rating scale

96. Here is a frequency scale that lists the frequency with which a characteristic is observed.
Complete it.
Always, Frequently, Sometimes, ___________.
a. Very rarely
b. Never
c. Usually
d. None

For Item Nos. 97-100.

Grading has administrative, informational, motivational, and guidance purposes.
97. Which is an administrative purpose?
a. Helps determine student’s class rank and credits.
b. Needed to communicate with parents, teachers, and students.
c. Pushes students’ desire to work for higher grades.
d. Needed to select appropriate courses for students.
98. Which is an informative purpose?
a. Helps determine students’ class rank and credits.
b. Needed to communicate with parents, teachers, and students.
c. Pushes students’ desire to work for higher grades.
d. Needed to inspire learners.

99. Which is a motivational purpose?

a. Helps determine students’ class rank and credits.
b. Needed to communicate with parents, and teachers.
c. Pushes students’ desire to work for higher grades.
d. Needed to inspire learners.

100. Which is for guidance purposes?

a. Needed to select appropriate courses for students.
b. Helps determine students' class rank and credits.
c. Needed to communicate with parents, teachers, and students.
d. Pushes students’ desire to work for higher grades.

Prepared by:

MARILOU T. BLANCADA
Instructor
2/1/2025

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