ASSESSMENT OF LEARNING

(INTENSIVE REVIEW)

Prepared by Vince Marie Leona S. Hibo, LPT, MAEd

DEFINITION OF TERMS
• Test – instrument designed to measure any quality,
ability, skill or knowledge
- comprised of test items
• Testing – strategy or method employed to obtain
information for evaluation purposes
• Measurement – process of obtaining a “numerical
description” of the degree to which an individual
possesses a particular characteristic
- quantifying, assigning numerical value
DEFINITION OF TERMS
• Assessment – interpreting or placing information from
measurement in context
- process of gathering and organizing data into an
interpretable form
- prerequisite to evaluation
• Evaluation – judgment/decision based on the results of
measurement
- process of summing up the results of measurement
- determines whether or not the students have met the
lesson’s instructional objectives
1. Teacher Rona is counting the scores that
her students got in the test. What is teacher
Rona doing?

a. Assessing
b. Evaluating
c. Measuring
d. Testing
1. Teacher Rona is counting the scores that
her students got in the test. What is teacher
Rona doing?

a. Assessing
b. Evaluating
c. Measuring
d. Testing
2. Which of the following type of evaluation
reveals if a student who is about to study
mathematical operations has mastery of number
concepts?

a. Placement
b. Diagnostic
c. Formative
d. Summative
2. Which of the following type of evaluation
reveals if a student who is about to study
mathematical operations has mastery of number
concepts?

a. Placement
b. Diagnostic
c. Formative
d. Summative
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment for learning – done before instruction
a. Placement – done prior to instruction, put students in
specific learning groups
ex. pretest
b. Formative – done during instruction, measures
students progress
ex. Short quizzes
c. Diagnostic – done during instruction, measures
strengths and weaknesses
PURPOSES OF CLASSROOM ASSESSMENT
2. Assessment of learning – done after instruction,
summative assessment
- used to certify what students know and can do to within
a level of proficiency or competency
- usually expressed as marks of letter grades
3. Assessment as learning – this is done for teachers to
understand and to perform well in their role in assessing for
and of learning. Requires teachers to undergo training
3. Which type of standardized test has test items
arranged in ascending order of difficulty to
measure the content of an individual’s ability in a
given field?
a. speed
b. power
c. survey
d. mastery
3. Which type of standardized test has test items
arranged in ascending order of difficulty to
measure the content of an individual’s ability in a
given field?
a. speed
b. power
c. survey
d. mastery
Power Test vs. Speed Test

• Power test – items are of increasing level of

difficulty but taken with ample time

• Speed test – items are often of the same level of

difficulty but taken with limited time
4. What is the reason why standardized tests can
never completely replace informal tests?

a. It calls for special training in administering and

scoring.
b. It lacks validity for classroom purpose.
c. It lacks reliability for classroom purposes.
d. It has inadequate sampling.
4. What is the reason why standardized tests can
never completely replace informal tests?

a. It calls for special training in administering and

scoring.
b. It lacks validity for classroom purpose.
c. It lacks reliability for classroom purposes.
d. It has inadequate sampling.
5. Teacher John is judging the performance of his
students. What is he doing?

a. Assessing
b. Evaluating
c. Measuring
d. Testing
5. Teacher John is judging the performance of his
students. What is he doing?

a. Assessing
b. Evaluating
c. Measuring
d. Testing
6. What type of measurement is used in the Board
Licensure Examination for Professional Teachers?
I. Norm-referenced
II. Criterion-referenced
III. Ranking
IV. Test

a. I and IV
b. III and IV
c. I and II
d. II and III
6. What type of measurement is used in the Board
Licensure Examination for Professional Teachers?
I. Norm-referenced
II. Criterion-referenced
III. Ranking
IV. Test

a. I and IV
b. III and IV
c. I and II
d. II and III
7. A university in Manila is conducting an entrance
examination to determine the students who will
meet their standards. What is the type of
assessment used?

a. Diagnostic assessment
b. Summative assessment
c. Formative assessment
d. Placement assessment
7. A university in Manila is conducting an entrance
examination to determine the students who will
meet their standards. What is the type of
assessment used?

a. Diagnostic assessment
b. Summative assessment
c. Formative assessment
d. Placement assessment
8. Teacher Von conducted a test to determine the
student’s strengths and weaknesses regarding the
topics that being discussed. What type of
assessment is used?

a. Formative assessment
b. Summative assessment
c. Diagnostic Assessment
d. Placement Assessment
8. Teacher Von conducted a test to determine the
student’s strengths and weaknesses regarding the
topics that being discussed. What type of
assessment is used?

a. Formative assessment
b. Summative assessment
c. Diagnostic Assessment
d. Placement Assessment
9. A teacher is asking question to his or her
students during instruction to provide immediate
feedback and to monitor the student’s learning
progress. What type of assessment is used?

a. Question and Answer test

b. Formative Assessment
c. Instructional test
d. Summative assessment
9. A teacher is asking question to his or her
students during instruction to provide immediate
feedback and to monitor the student’s learning
progress. What type of assessment is used?

a. Question and Answer test

b. Formative Assessment
c. Instructional test
d. Summative assessment
10. All the lessons in the unit I are now finished.
The teacher will conduct a test to determine the
students’ learning. What type of assessment is
used?

a. Summative assessment
b. Summative test
c. Quarter assessment
d. Periodic test
10. All the lessons in the unit I are now finished.
The teacher will conduct a test to determine the
students’ learning. What type of assessment is
used?

a. Summative assessment
b. Summative test
c. Quarter assessment
d. Periodic test
11. John is answering the test wherein he
encountered fill in the blanks questions which
provided difficulty in the test. What is the mode of
assessment used?

a. Authentic assessment
b. Traditional assessment
c. Alternative assessment
d. A and B
11. John is answering the test wherein he
encountered fill in the blanks questions which
provided difficulty in the test. What is the mode of
assessment used?

a. Authentic assessment
b. Traditional assessment
c. Alternative assessment
d. A and B
12. Sir Returan used a rubric to assess the
performance of students who applied their
learning in real world task. What is the mode of
assessment used?

a. Performance Assessment
b. Portfolio Assessment
c. Performance task
d. Traditional Assessment
12. Sir Returan used a rubric to assess the
performance of students who applied their
learning in real world task. What is the mode of
assessment used?

a. Performance Assessment
b. Portfolio Assessment
c. Performance task
d. Traditional Assessment
13. The grade 5 students made a collection of their
works which shows their learning progress over
the school year. What is the mode of assessment
used?

a. Project
b. Performance Assessment
c. Compilation
d. Portfolio Assessment
13. The grade 5 students made a collection of their
works which shows their learning progress over
the school year. What is the mode of assessment
used?

a. Project
b. Performance Assessment
c. Compilation
d. Portfolio Assessment
14. Which is not a factor/s to consider when constructing
good test items?
I. Fairness
II. Appropriateness
III. Validity
IV. Ambiguity

a. I, II and IV
b. I and II
c. III and IV
d. I, II, III and IV
14. Which is not a factor/s to consider when constructing
good test items?
I. Fairness
II. Appropriateness
III. Validity
IV. Ambiguity

a. I, II and IV
b. I and II
c. III and IV
d. I, II, III and IV
15. Why do experts recommend a variety of
instruments and techniques in evaluation?
a. They allow different objectives to be evaluated
more adequately.
b. They yield a wide range of scores for better
grading.
c. They allow the teacher to use variety of strategies.
d. They make for greater objectivity.
15. Why do experts recommend a variety of
instruments and techniques in evaluation?
a. They allow different objectives to be evaluated
more adequately.
b. They yield a wide range of scores for better
grading.
c. They allow the teacher to use variety of strategies.
d. They make for greater objectivity.
16. Which of the following best describes a speed
test?
a. It consists of subsections with corresponding time
limits.
b. It consists of approximately equal difficulties that
are administered with less than the adequate time
limits.
c. It promotes adequate sampling.
d. It consists of test items that arranged from easy to
difficult.
16. Which of the following best describes a speed
test?
a. It consists of subsections with corresponding time
limits.
b. It consists of approximately equal difficulties
that are administered with less than the adequate
time limits.
c. It promotes adequate sampling.
d. It consists of test items that arranged from easy to
difficult.
17. When constructing achievement tests, the first
step to do is to ___________________.

a. Determine the content and skills covered by the

test.
b. Assess the learning of students.
c. Determine the highest rating to be given to the
students.
d. Check the availability of materials.
17. When constructing achievement tests, the first
step to do is to ___________________.

a. Determine the content and skills covered by the

test.
b. Assess the learning of students.
c. Determine the highest rating to be given to the
students.
d. Check the availability of materials.
18. Why is multiple-choice test considered as the
best type of test?

a. it is easy to construct
b. it measures several competencies in one test
c. it has plenty of distracters
d. it contains many responses
18. Why is multiple-choice test considered as the
best type of test?

a. it is easy to construct
b. it measures several competencies in one test
c. it has plenty of distracters
d. it contains many responses
19. This is required before constructing a test. It is
used to describe test items in terms of the content
and the process dimensions.

a. TOS
b. Objectives
c. Topics
d. All of the above
19. This is required before constructing a test. It is
used to describe test items in terms of the content
and the process dimensions.

a. TOS
b. Objectives
c. Topics
d. All of the above
20. After the examination of students, Teacher
Mara examined the students’ responses on each
item in the test. What is this called?

a. Item analysis
b. Evaluating student’s response
c. Checking
d. Scoring
20. After the examination of students, Teacher
Mara examined the students’ responses on each
item in the test. What is this called?

a. Item analysis
b. Evaluating student’s response
c. Checking
d. Scoring
21. Teacher Vic is judging the worth of the project
of the students in his Math class based on a set of
criteria. What process describes what Teacher Vic is
doing?

a. testing
b. evaluating
c. measuring
d. assessing
21. Teacher Vic is judging the worth of the project
of the students in his Math class based on a set of
criteria. What process describes what Teacher Vic is
doing?

a. testing
b. evaluating
c. measuring
d. assessing
22. Prof. Lissy is comparing measurement from
evaluation. Which statement gives their correct difference?
a. Measurement is assigning a numerical value to a given trait
while evaluation is giving meaning to the numerical value of
the trait.
b. Measurement is the process of gathering data while
evaluation is the process of quantifying the data gathered.
c. Measurement is the pre-requisite of assessment while
evaluation is the pre-requisite of testing.
d. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
22. Prof. Lissy is comparing measurement from
evaluation. Which statement gives their correct difference?
a. Measurement is assigning a numerical value to a given
trait while evaluation is giving meaning to the numerical
value of the trait.
b. Measurement is the process of gathering data while
evaluation is the process of quantifying the data gathered.
c. Measurement is the pre-requisite of assessment while
evaluation is the pre-requisite of testing.
d. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
23. Teacher Mariella wants to assess the readiness of
the new batch of students that she will teach. To make
her assessment sound, which of the following
principles should she consider fist?
a. Assessment should be based on clear and appropriate
learning targets.
b. Assessment should be based on varied sources of data.
c. Assessment should be a collaborative effort.
d. Assessment should be based on available materials.
23. Teacher Mariella wants to assess the readiness of
the new batch of students that she will teach. To make
her assessment sound, which of the following
principles should she consider fist?
a. Assessment should be based on clear and
appropriate learning targets.
b. Assessment should be based on varied sources of data.
c. Assessment should be a collaborative effort.
d. Assessment should be based on available materials.
24. Teacher John advocates assessment for
learning. Which of the following will he least
likely do?

a. Summative assessment
b. Formative assessment
c. Placement assessment
d. Diagnostic assessment
24. Teacher John advocates assessment for
learning. Which of the following will he least
likely do?

a. Summative assessment
b. Formative assessment
c. Placement assessment
d. Diagnostic assessment
25. Teacher Eunice is doing an assessment of
learning. At what stage of instruction is she doing
this?

a. before instruction
b. after instruction
c. during instruction
d. prior to instruction
25. Teacher Eunice is doing an assessment of
learning. At what stage of instruction is she doing
this?

a. before instruction
b. after instruction
c. during instruction
d. prior to instruction
26. At the beginning of school year, the 6-year old
pupils were tested to find out who among them
can already read. The results were used to
determine their sections. What kind of test was
given to them?
a. diagnostic
b. formative
c. summative
d. placement
26. At the beginning of school year, the 6-year old
pupils were tested to find out who among them
can already read. The results were used to
determine their sections. What kind of test was
given to them?
a. diagnostic
b. formative
c. summative
d. placement
27. Prof. Marie is planning a test that aims to
measure the ability of the students to create and
organize their ideas. What type of test should she
construct?

a. multiple-choice test
b. fill in the blanks
c. matching type
d. essay test
27. Prof. Marie is planning a test that aims to
measure the ability of the students to create and
organize their ideas. What type of test should she
construct?

a. multiple-choice test
b. fill in the blanks
c. matching type
d. essay test
28. Which of the following can lessen subjectivity
when giving an essay type of test?

a. Set the criteria in rating essay responses.

b. Let others score the essay responses.
c. Check all the responses in one sitting.
d. Let the students check their own responses.
28. Which of the following can lessen subjectivity
when giving an essay type of test?

a. Set the criteria in rating essay responses.

b. Let others score the essay responses.
c. Check all the responses in one sitting.
d. Let the students check their own responses.
29. If a teacher will have to make a scoring rubric
for the student’s output, what format is better to
construct considering that the teacher has limited
time to evaluate their work?
a. analytic
b. holistic
c. either of the two
d. neither of the two
29. If a teacher will have to make a scoring rubric
for the student’s output, what format is better to
construct considering that the teacher has limited
time to evaluate their work?
a. analytic
b. holistic
c. either of the two
d. neither of the two
30. What can be done to maximize the amount of
time spent for the performance-based assessment?

a. Plan a task that can be used for instruction and

assessment at the same time.
b. Set objectives only in the cognitive domain.
c. Assess only one objective.
d. Limit the task to one meeting only.
30. What can be done to maximize the amount of
time spent for the performance-based assessment?

a. Plan a task that can be used for instruction and

assessment at the same time.
b. Set objectives only in the cognitive domain.
c. Assess only one objective.
d. Limit the task to one meeting only.
31. Teacher Nelly examined a collection of varied
evidences of her student’s achievement in Araling
Panlipunan. What mode of assessment did she
use?

a. Authentic
b. Portfolio
c. Traditional
d. Performance
31. Teacher Nelly examined a collection of varied
evidences of her student’s achievement in Araling
Panlipunan. What mode of assessment did she
use?

a. Authentic
b. Portfolio
c. Traditional
d. Performance
32. In planning for portfolio assessment, Teacher
Daniel examined the curriculum to find out the
topics that require outputs as evidences of
learning. What principle explains this process of
portfolio assessment?
a. equity principle
b. content principle
c. leaning principle
d. product principle
32. In planning for portfolio assessment, Teacher
Daniel examined the curriculum to find out the
topics that require outputs as evidences of
learning. What principle explains this process of
portfolio assessment?
a. equity principle
b. content principle
c. leaning principle
d. product principle
PRINCIPLES UNDERLYING PORTFOLIO
ASSESSMENT
• Content Principle – suggests that portfolios should
reflect the subject matter that is important for the
students to learn.
• Learning Principle – suggests that portfolios should
enable the students to become active and thoughtful
learners.
• Equity Principle – explains that portfolios should allow
students to demonstrate their learning style and multiple
intelligences.
33. Teacher Celine allowed the students to develop
their own portfolio in their own style as long as
they show all the non-negotiable evidences of
learning. What principle in portfolio assessment
explains this?

a. equity principle
b. content principle
c. learning principle
d. product principle
33. Teacher Celine allowed the students to develop
their own portfolio in their own style as long as
they show all the non-negotiable evidences of
learning. What principle in portfolio assessment
explains this?

a. equity principle
b. content principle
c. learning principle
d. product principle
34. What do you call a test which measures the
extent of one’s agreement to the statement
“Science is a mind boggling subject”?
a. rating scale
b. rubric
c. likert scale
d. checklist
34. What do you call a test which measures the
extent of one’s agreement to the statement
“Science is a mind boggling subject”?
a. rating scale
b. rubric
c. likert scale
d. checklist
35. Towards the end of the quarter, Ms. Cielo gives
an examination to her students in Math to find out
to what extent the objectives of the lesson have
been attained. What type of evaluation procedure
is she using?
a. summative
b. diagnostic
c. placement
d. formative
35. Towards the end of the quarter, Ms. Cielo gives
an examination to her students in Math to find out
to what extent the objectives of the lesson have
been attained. What type of evaluation procedure
is she using?
a. summative
b. diagnostic
c. placement
d. formative
36. Teacher Jay is greatly disappointed with the
low scores of his pupils in the summative test. He
would like to find out their learning difficulties in
the lessons covered by the unit. What kind of
evaluation should he use?
a. summative
b. diagnostic
c. placement
d. formative
36. Teacher Jay is greatly disappointed with the
low scores of his pupils in the summative test. He
would like to find out their learning difficulties in
the lessons covered by the unit. What kind of
evaluation should he use?
a. summative
b. diagnostic
c. placement
d. formative
37. After teaching the rules of multiplying
fractions, the teacher gave a test to find out how
well the students have understood the lessons.
What type of evaluation was done?
a. summative
b. diagnostic
c. placement
d. formative
37. After teaching the rules of multiplying
fractions, the teacher gave a test to find out how
well the students have understood the lessons.
What type of evaluation was done?
a. summative
b. diagnostic
c. placement
d. formative
38. In assigning grades to his students, Teacher
Jaycee ranks them in the order of their
performance. Those who rank high are given high
grades and those who rank low, on the other hand,
receive lower grades. What approach in grading
does Teacher Jaycee employ?
a. norm-referenced grading
b. absolute grading
c. criterion-referenced grading
d. relative grading
38. In assigning grades to his students, Teacher
Jaycee ranks them in the order of their
performance. Those who rank high are given high
grades and those who rank low, on the other hand,
receive lower grades. What approach in grading
does Teacher Jaycee employ?
a. norm-referenced grading
b. absolute grading
c. criterion-referenced grading
d. relative grading
39. Teacher Julia administered a summative test in
Mathematics among grade six pupils. In assigning
the grades equivalent to the scores obtained by the
students, she considered the performance of one
student in comparison with the rest. What
approach in grading does Teacher Julia employ?
a. norm-referenced grading
b. absolute grading
c. criterion-referenced grading
d. relative grading
39. Teacher Julia administered a summative test in
Mathematics among grade six pupils. In assigning
the grades equivalent to the scores obtained by the
students, she considered the performance of one
student in comparison with the rest. What
approach in grading does Teacher Julia employ?
a. norm-referenced grading
b. absolute grading
c. criterion-referenced grading
d. relative grading
40. At the end of the semester, Prof. Paje wants to
find out how much her students have learned in
her Rizaliana class. What kind of assessment
should she prepare?
a. personality test
b. aptitude test
c. placement test
d. achievement test
40. At the end of the semester, Prof. Paje wants to
find out how much her students have learned in
her Rizaliana class. What kind of assessment
should she prepare?
a. personality test
b. aptitude test
c. placement test
d. achievement test
41. Ms. Alen, the guidance counselor of Mabuhay
National High School, would like to help
graduating students decide on what courses they
will take in college. What type of test would serve
this purpose?
a. personality test
b. aptitude test
c. placement test
d. achievement test
41. Ms. Alen, the guidance counselor of Mabuhay
National High School, would like to help
graduating students decide on what courses they
will take in college. What type of test would serve
this purpose?
a. personality test
b. aptitude test
c. placement test
d. achievement test
Essential Characteristics of Good Measuring Instruments
1. Validity – the degree to which a test measures what it intends
to measure. It is the usefulness of the test for a given measure.
- A valid test is always reliable
a. rational validity
- content/curricular validity
- concept/construct validity
b. statistical/empirical/criterion-related validity
- congruent validity
- concurrent validity
Essential Characteristics of Good Measuring
Instruments
c. logical and psychological validity
2. Reliability – refers to consistency and accuracy of test
results, the degree to which two or more forms of the test
will yield the same results under uniform conditions.
- increasing the length of the test may raise the reliability
of the test. Clear and concise directions would also increase
the reliability of the test.
Essential Characteristics of Good Measuring
Instruments
3. Objectivity – the degree to which no personal judgment,
opinion, or bias will affect the scoring of the test.
- the more objective the test is, the greater is its
reliability.
4. Usability/Practicality – the degree to which a test can be
used by teaches and administrators without unnecessary
waste of time, money and effort.
42. Teacher Maki gave a test twice to the same
class. In the first administration, the bright
students got high scores, while in the second
administration the average students got high
scores. Which of the following was lacking in the
given test?
a. validity
b. reliability
c. usability
d. administrability
42. Teacher Maki gave a test twice to the same
class. In the first administration, the bright
students got high scores, while in the second
administration the average students got high
scores. Which of the following was lacking in the
given test?
a. validity
b. reliability
c. usability
d. administrability
43. When the papers of a group of students who
took the test were corrected, correctors had to use
their personal judgments as to whether the
students answer to many items could be
considered correct. What characteristic of the test
had been overlooked?
a. usability
b. objectivity
d. validity
d. reliability
43. When the papers of a group of students who
took the test were corrected, correctors had to use
their personal judgments as to whether the
students answer to many items could be
considered correct. What characteristic of the test
had been overlooked?
a. usability
b. objectivity
d. validity
d. reliability
44. The instructions for a test are made simple,
clear, and concise. This is part of which of the
following characteristics of a good test?

a. Economy
b. Administrability
c. Scorability
d. Objectivity
44. The instructions for a test are made simple,
clear, and concise. This is part of which of the
following characteristics of a good test?

a. Economy
b. Administrability
c. Scorability
d. Objectivity
45. What is the type of validity wherein the
instructional objectives of the lesson are aligned
with the test so that the test measures what it is
supposed to measure?

a. Content Validity
b. Criterion-related Validity
c. Construct Validity
a. Predictive Validity
45. What is the type of validity wherein the
instructional objectives of the lesson are aligned
with the test so that the test measures what it is
supposed to measure?

a. Content Validity
b. Criterion-related Validity
c. Construct Validity
a. Predictive Validity
46. The students got low scores in Mathematics
test so the teacher let the students retake the same
test expecting that their scores will be higher but
the result in the end is still the same. The test has a
characteristic of?
a. Validity
b. Appropriateness
c. Scorability
d. Reliability
46. The students got low scores in Mathematics
test so the teacher let the students retake the same
test expecting that their scores will be higher but
the result in the end is still the same. The test has a
characteristic of?
a. Validity
b. Appropriateness
c. Scorability
d. Reliability
47. A test was conducted by a group of students
and after a given time interval they are given the
same type of test. What is this type of method of
establishing reliability?

a. Equivalent-form method
b. Split-half method
c. Test-retest method
d. Kuder-Richardson formula
METHODS OF DETERMINING
STATISTIC
METHOD RELIABILITY
TYPES OF
RELIABILITY PROCEDURE AL
MEASURE
MEASURE
1. Test-retest Measure of Give a test twice to the same group with
Pearson r
stability any time interval between test from
several minutes to several years.
2. Equivalent Forms Measure of Give parallel forms of tests to the same Pearson r
equivalence group with close time interval between
forms.
3. Test-retest with Measure of stability Give parallel forms of tests to the same Pearson r
equivalent forms and equivalence group with increased time interval
between forms
4. Split-half Measure of Internal Give a test once. Score equivalent half of Pearson r and
Consistency the test. Spearman Brown
Formula
5. Kuder-Richardson Measure of Internal Give a test once then correlate the Kuder-Richardson
Consistency proposition/percentage of the students Formula 20 and
passing and not passing a given item. 21
47. A test was conducted by a group of students
and after a given time interval they are given the
same type of test. What is this type of method of
establishing reliability?

a. Equivalent-form method
b. Split-half method
c. Test-retest method
d. Kuder-Richardson formula
48. During semestral break, Teacher Georgia
wants to test the reliability of the test but she has
no students to take the test. So, she divides the test
into halves that are equivalent. What is this type of
method of establishing reliability?
a. Equivalent-form method
b. Split-half method
c. Test-retest method
d. Kuder-Richardson formula
48. During semestral break, Teacher Georgia
wants to test the reliability of the test but she has
no students to take the test. So, she divides the test
into halves that are equivalent. What is this type of
method of establishing reliability?
a. Equivalent-form method
b. Split-half method
c. Test-retest method
d. Kuder-Richardson formula
49. Students performed a cultural dance and the
judges used a task-specific set of criteria to assess
the performance of the students. What did the
judges used?
a. Rubric
b. Criteria
c. Criterion
d. Rating scale
49. Students performed a cultural dance and the
judges used a task-specific set of criteria to assess
the performance of the students. What did the
judges used?
a. Rubric
b. Criteria
c. Criterion
d. Rating scale
50. Teacher Bin asked his students to create a
portfolio containing the finished samples of their
work. What type of portfolio was described?
a. Showcase Portfolio
b. Working Portfolio
c. Progress Portfolio
d. Written Portfolio
50. Teacher Bin asked his students to create a
portfolio containing the finished samples of their
work. What type of portfolio was described?
a. Showcase Portfolio
b. Working Portfolio
c. Progress Portfolio
d. Written Portfolio
Types of Portfolio

1. The Working Portfolio – a collection of a student’s

day to day works which reflect his/her learning.
2. The Show Portfolio – a collection of a student’s best
works.
3. The documentary Portfolio – a combination of a
working and show portfolio.
51. The Grade 6 pupils are asked to create a
portfolio containing their best and most
representative work and it exhibits the best
performance of the student. What type of portfolio is
described?
a. Working Portfolio
b. Written Portfolio
c. Progress Portfolio
d. Showcase Portfolio
51. The Grade 6 pupils are asked to create a
portfolio containing their best and most
representative work and it exhibits the best
performance of the student. What type of portfolio is
described?
a. Working Portfolio
b. Written Portfolio
c. Progress Portfolio
d. Showcase Portfolio
52. Kyro obtained a score of 95 in Chemistry
multiple-choice tests. What does this imply?

a. He is belongs to the 95th percentile

b. He has a raw score of 95
c. He has a higher score than his classmates.
d. He is lower than 5% of the population of the class.
52. Kyro obtained a score of 95 in Chemistry
multiple-choice tests. What does this imply?

a. He is belongs to the 95th percentile

b. He has a raw score of 95
c. He has a higher score than his classmates.
d. He is lower than 5% of the population of the class.
53. For easier correction of her test, Teacher Louie
prepared the True and False items in alternating
1, 3, 5, 7 etc. True and 2, 4, 6 etc. False. What is
wrong with the test items in terms of usability?
a. ambiguity
b. identifiable pattern of answers
c. poorly constructed test items
d. improper arrangement of test items
53. For easier correction of her test, Teacher Louie
prepared the True and False items in alternating
1, 3, 5, 7 etc. True and 2, 4, 6 etc. False. What is
wrong with the test items in terms of usability?
a. ambiguity
b. identifiable pattern of answers
c. poorly constructed test items
d. improper arrangement of test items
54. Among written categories of assessment
methods, what instruments did Teacher Mia use
when she used a checklist in order to grade the
dramatic performance of students in play?
a. observation and self-report
b. interview
c. product rating scale
d. portfolio
54. Among written categories of assessment
methods, what instruments did Teacher Mia use
when she used a checklist in order to grade the
dramatic performance of students in play?
a. observation and self-report
b. interview
c. product rating scale
d. portfolio
55. Which question demands the highest level of
thinking?

a. How should you present a report in class?

b. Was the student reporting well done? Support your
answer.
c. What steps they followed in class reporting?
d. What conditions must be met for reporting method
to be effective?
55. Which question demands the highest level of
thinking?

a. How should you present a report in class?

b. Was the student reporting well done? Support
your answer.
c. What steps they followed in class reporting?
d. What conditions must be met for reporting method
to be effective?
56. Under what type of guidance service does the
concern of schools to put students into their most
appropriate courses fall?

a. Research service
b. Individual inventory service
c. Placement service
d. Information service
56. Under what type of guidance service does the
concern of schools to put students into their most
appropriate courses fall?

a. Research service
b. Individual inventory service
c. Placement service
d. Information service
57. Among written categories of assessment
methods, what instruments did Teacher Misha use
when she used a checklist in order to grade the
interpretative performance of students in play?

a. product rating scale

b. observational reports
c. oral questioning
d. criteria
57. Among written categories of assessment
methods, what instruments did Teacher Misha use
when she used a checklist in order to grade the
interpretative performance of students in play?

a. product rating scale

b. observational reports
c. oral questioning
d. criteria
58. Along the aim of educating productive citizens,
what is stressed by authentic assessment over
traditional assessment methods?
a. competencies in real-world tasks
b. testing of academic skills
c. individual differences
d. holistic learning
58. Along the aim of educating productive citizens,
what is stressed by authentic assessment over
traditional assessment methods?
a. competencies in real-world tasks
b. testing of academic skills
c. individual differences
d. holistic learning
59. Who among the teachers described below is doing
assessment?
a. Mr. Manlapaz who is administering a test to his
students.
b. Mrs. Hernandez who is counting the scores obtained by
the students in his test.
c. Prof. Gaveria who is computing the final grade of the
students after completing all their requirements.
d. Prof. De Chavez who is planning for a remedial
instruction after knowing that students perform poorly in
her test
59. Who among the teachers described below is doing
assessment?
a. Mr. Manlapaz who is administering a test to his
students.
b. Mrs. Hernandez who is counting the scores obtained by
the students in his test.
c. Prof. Gaveria who is computing the final grade of
the students after completing all their requirements.
d. Prof. De Chavez who is planning for a remedial
instruction after knowing that students perform poorly in
her test
60. Who among the teachers below performed a
diagnostic assessment?
a. Ms. Cruz who asked questions when the discussion was
going on to know who among her students understood what
she was trying to emphasize.
b. Mr. Monte who gave a short quiz after discussing
thoroughly the lesson to determine the programs of learning.
c. Ms. Tamayo who gave 20-item test to find out the specific
lessons which the students failed to understand.
d. Mr. Roxas who administered a readiness test to the
incoming grade seven pupils.
60. Who among the teachers below performed a
diagnostic assessment?
a. Ms. Cruz who asked questions when the discussion was
going on to know who among her students understood what
she was trying to emphasize.
b. Mr. Monte who gave a short quiz after discussing
thoroughly the lesson to determine the programs of learning.
c. Ms. Tamayo who gave 20-item test to find out the
specific lessons which the students failed to understand.
d. Mr. Roxas who administered a readiness test to the
incoming grade seven pupils.
61. You are assessing for learning. Which of these
will you likely do?
a. Giving grades to students
b. Reporting to parents the performance of their child.
c. Recommending new policies in grading students.
d. Assessing the strengths and weaknesses of
students.
61. You are assessing for learning. Which of these
will you likely do?
a. Giving grades to students
b. Reporting to parents the performance of their child.
c. Recommending new policies in grading students.
d. Assessing the strengths and weaknesses of
students.
62. Teacher Miggy is planning to do an assessment
of learning. Which of these should he include in his
plan considering his purpose for assessment?
a. How to give immediate feedback to student's
strengths and weaknesses
b. How to determine the area of interest of learners
c. How to certify student's achievement
d. How to improve students learning
62. Teacher Miggy is planning to do an assessment
of learning. Which of these should he include in his
plan considering his purpose for assessment?
a. How to give immediate feedback to student's
strengths and weaknesses
b. How to determine the area of interest of learners
c. How to certify student's achievement
d. How to improve students learning
63. A Mathematicians test was given to all Grade
V pupils to determine the contestants for the
Math Quiz Bee. Which statistical measure should
be used to identify the top 10?
a. Mean percentage score
b. Quartile Deviation
c. Percentile Rank
d. Percentage Score
63. A Mathematicians test was given to all Grade
V pupils to determine the contestants for the
Math Quiz Bee. Which statistical measure should
be used to identify the top 10?
a. Mean percentage score
b. Quartile Deviation
c. Percentile Rank
d. Percentage Score
The percentile rank of a score is the
percentage of scores in its frequency
distribution that are equal to or lower than
it. For example, a test score that is greater
than 75% of the scores of people taking the
test is said to be at the 75th percentile,
where 75 is the percentile rank.
64. Which can be said of Caila who obtained a
score of 75 out of 100 items in a Grammar
objective test?
a. She performed better than 25% of her classmates
b. She answered 75 items in the test correctly
c. Her rating is 75
d. She answered 75% of the test items correctly
64. Which can be said of Caila who obtained a
score of 75 out of 100 items in a Grammar
objective test?
a. She performed better than 25% of her classmates
b. She answered 75 items in the test correctly
c. Her rating is 75
d. She answered 75% of the test items correctly
65. The criterion of success in Teacher Leny’s objective is
that “the pupils must be able to spell 90% of the words
correctly”. Mika and 24 others in the class spelled only 40
out of 50 words correctly while the rest scored 45 and
above. This means that Teacher Leny ______________.
a. attained her lesson objective
b. did not attain her lesson objective because of the pupils’
lack of attention
c. failed to attain her lesson objective as far as the 25 pupils
are concerned
d. attained her lesson objective because of her effective
spelling drill
65. The criterion of success in Teacher Leny’s objective is
that “the pupils must be able to spell 90% of the words
correctly”. Mika and 24 others in the class spelled only 40
out of 50 words correctly while the rest scored 45 and
above. This means that Teacher Leny ______________.
a. attained her lesson objective
b. did not attain her lesson objective because of the pupils’
lack of attention
c. failed to attain her lesson objective as far as the 25
pupils are concerned
d. attained her lesson objective because of her effective
spelling drill
66. If the scores of your test follow a negatively
skewed score distribution, what should you do?
Find out ________________.
a. why your items were easy
b. why most of the scores are high
c. why most of the scores are low
d. why most if the items are difficult
66. If the scores of your test follow a negatively
skewed score distribution, what should you do?
Find out ________________.
a. why your items were easy
b. why most of the scores are high
c. why most of the scores are low
d. why most if the items are difficult
67. In his second item analysis, Teacher Alex found
out that more from the lower group got the test
item # 3 correctly. This means that the test item
__________.

a. has a negative discriminating power

b. has a lower validity
c. has a positive discriminating power
d. has a high reliability
67. In his second item analysis, Teacher Alex found
out that more from the lower group got the test
item # 3 correctly. This means that the test item
__________.

a. has a negative discriminating power

b. has a lower validity
c. has a positive discriminating power
d. has a high reliability
Discrimination Index – a measure of how well an
item is able to distinguish between examinees who
are knowledgeable and those who are not, or between
bright and poor students.

Difficulty Index – a measure that asks teachers to

calculate the proportion of students who answered
the test item accurately
68. Among standardized tests, which reveals
strength and weaknesses for purposes of placement
and formulating an appropriate instructional
program?

a. diagnostic test
b. placement test
c. achievement test
d. competency test
68. Among standardized tests, which reveals
strength and weaknesses for purposes of placement
and formulating an appropriate instructional
program?

a. diagnostic test
b. placement test
c. achievement test
d. competency test
Difficulty Index – a measure that asks teachers to
calculate the proportion of students who answered the
test item accurately
69. Which of the following refers to the table which
shows how many persons obtained a certain score
or fall within a particular range of scores?

a. frequency distribution
b. frequency
c. score distribution
d. lower limit
69. Which of the following refers to the table which
shows how many persons obtained a certain score
or fall within a particular range of scores?

a. frequency distribution
b. frequency
c. score distribution
d. lower limit
70. What do you mean by a frequency of zero (0)
for the interval 20-25?

a. the interval 20-25 should not be included anymore

b. nobody got a score from 20-25
c. nobody had taken the test
d. items 20-25 are difficult
70. What do you mean by a frequency of zero (0)
for the interval 20-25?

a. the interval 20-25 should not be included anymore

b. nobody got a score from 20-25
c. nobody had taken the test
d. items 20-25 are difficult
Measure of Central Tendency – single measure in
a series which represents all the scores by the
group.
- used when you are after for the “best”

Measure of Variability/Dispersion – shows the

spread or scatter of the separate scores around their
central tendency.
- used to tell if the learners are homogeneous or
heterogeneous
MEASURES OF CENTRAL TENDENCY
1. Mean – best known and the most reliable measure
of central tendency.

2. Median – a point on the scale such that exactly one-

half of the cases in the distribution are below it.

3. Mode – the score that occurs most frequently in a

distribution.
- poorest measure of central tendency .
71. Which of the following is not true about the
mean?

a. it is influenced by extreme scores

b. it is more time consuming to compute compared
with other measures of central tendency
c. it divides the frequency distribution into halves
d. it is the average of all the scores
71. Which of the following is not true about the
mean?

a. it is influenced by extreme scores

b. it is more time consuming to compute compared
with other measures of central tendency
c. it divides the frequency distribution into
halves
d. it is the average of all the scores
MEASURES OF VARIABILITY/DISPERSION
1. Range – the interval between the largest and the
smallest scores.
2. Mean Deviation – the mean of all separate
measures in a series taken from the central tendency.
3. Standard Deviation – the square root of the
mean of the squares of the deviation taken from the
arithmetic mean.
4. Quartile Deviation – one half of the distance
between the 75th percentile and the 25th percentile
in a frequency distribution.
72. If the median of the class is 75, and Lily
obtained a score of 80, what can be inferred
about her?
a. She is lower than the median
b. She belongs to the upper half of the class
c. She belongs to the lower half of the class
d. She is an average student
72. If the median of the class is 75, and Lily
obtained a score of 80, what can be inferred
about her?
a. She is lower than the median
b. She belongs to the upper half of the class
c. She belongs to the lower half of the class
d. She is an average student
73. Melanie obtained a score of 30 on a test of 40
items. What should be the best interpretation
out of Melanie’s score?
a. The score lies at the 75th percentile
b. Melanie has achieved 75% mastery in the test
c. Melanie belongs to the upper half of the class
d. She is an average student
73. Melanie obtained a score of 30 on a test of 40
items. What should be the best interpretation
out of Melanie’s score?
a. The score lies at the 75th percentile
b. Melanie has achieved 75% mastery in the test
c. Melanie belongs to the upper half of the class
d. She is an average student
74. In this scores 15, 12, 13, 11, 16, 12 and 14, what is
the mean?

a. 13.29
b. 12
c. 13.46
d. 12.5
74. In this scores 15, 12, 13, 11, 16, 12 and 14, what is
the mean?

a. 13.29
b. 12
c. 13.46
d. 12.5
75. What kind of data is this frequency distribution?

a. grouped data
b. ungrouped data
c. multiple data
d. tens data
75. What kind of data is this frequency distribution?

a. grouped data
b. ungrouped data
c. multiple data
d. tens data
76. The size of interval used in the distribution is
_______________.

a. 10
b. 11
c. 9
d. 24
76. The size of interval used in the distribution is
_______________.

a. 10
b. 11
c. 9
d. 24
77. What are the upper and lower limits of the interval
31-40?

a. 40.5 and 30.5

b. 40 and 31
c. 41.5 and 30.5
d. 40.5 and 31.5
77. What are the upper and lower limits of the interval
31-40?

a. 40.5 and 30.5

b. 40 and 31
c. 41.5 and 30.5
d. 40.5 and 31.5
78. Based on the distribution, how many took the test?

a. 15
b. 24
c. 8
d. 5
78. Based on the distribution, how many took the test?

a. 15
b. 24
c. 8
d. 5
79.

a. mean > median > mode

b. mean < mode > median
c. mean > mode < median
d. mean < median < mode
79.

a. mean > median > mode

b. mean < mode > median
c. mean > mode < median
d. mean < median < mode
80.

a. mode < mean < median

b. mode > mean > median
c. median < mode > mean
d. none of the above
80.

a. mode < mean < median

b. mode > mean > median
c. median < mode > mean
d. none of the above
81. Given a mean of 55 and a standard deviation of 8,
what two scores include one standard deviation below
and above the mean?

a. 46 and 63
b. 47 and 64
c. 47 and 63
d. 46 and 64
81. Given a mean of 55 and a standard deviation of 8,
what two scores include one standard deviation below
and above the mean?

a. 46 and 63
b. 47 and 64
c. 47 and 63
d. 46 and 64
82. What type of validity does the Pre-board
examination possess if its results can explain how the
students will likely perform in their licensure
examination?

a. Concurrent
b. Predictive
c. Construct
d. Content
82. What type of validity does the Pre-board
examination possess if its results can explain how the
students will likely perform in their licensure
examination?

a. Concurrent
b. Predictive
c. Construct
d. Content
83. If a test item has a difficulty index of 0.06, how
would you describe the test item?

a. It is very easy.
b. It is moderately difficulty.
c. It is very difficult
d. It is difficult
83. If a test item has a difficulty index of 0.06, how
would you describe the test item?

a. It is very easy.
b. It is moderately difficulty.
c. It is very difficult
d. It is difficult
INDEX OF DISCRIMINATION
0.19 - below Eliminate the test item

Revise (it cannot fully discriminate

0.20 - 0.29
between poor and bright students)

0.30 – 0.39 Good item (retain)

0.40 - above Very good item

INDEX OF DIFFICULTY
0.20 - below Very difficult (eliminate)

0.21 - 0.40 Difficult (revise)

0.41 – 0.60 Average (retain)

0.61 – 0.80 Easy (revise)

0.81 - above Very easy (eliminate)

84. What can be inferred if the discrimination index is
positive?
a. The portion of the students who got an item right in the
lower performing group is greater than the upper
performing group.
b. The portion of the students who got an item wrong in
the lower performing group is higher than the upper
performing group.
c. The portion of the students who got an item right in the
upper performing group is higher than the lower
performing group.
d. B and C
84. What can be inferred if the discrimination index is
positive?
a. The portion of the students who got an item right in the
lower performing group is greater than the upper
performing group.
b. The portion of the students who got an item wrong in
the lower performing group is higher than the upper
performing group.
c. The portion of the students who got an item right in the
upper performing group is higher than the lower
performing group.
d. B and C
85. What can be inferred if the discrimination index is
negative?
a. The portion of the students who got an item wrong in the
lower performing group is higher than the upper performing
group.
b. The portion of the students who got an item right in the upper
performing group is higher than the lower performing group.
c. The portion of the students who got an item right in the lower
performing group is greater than the upper performing group.
d. The portion of the students who got an item right in the upper
group is equal than the upper performing group.
85. What can be inferred if the discrimination index is
negative?
a. The portion of the students who got an item wrong in the
lower performing group is higher than the upper performing
group.
b. The portion of the students who got an item right in the upper
performing group is higher than the lower performing group.
c. The portion of the students who got an item right in the
lower performing group is greater than the upper
performing group.
d. The portion of the students who got an item right in the upper
group is equal than the upper performing group.
86. Teacher Sarah checked the tests of her students
and she found out that in the 31st question in the
multiple-choice tests there are a lot of students who
incorrectly answered option C. What is this option
called?
a. Joker
b. Attractive option
c. Correct answer
d. Incorrect option
86. Teacher Sarah checked the tests of her students
and she found out that in the 31st question in the
multiple-choice tests there are a lot of students who
incorrectly answered option C. What is this option
called?
a. Joker
b. Attractive option
c. Correct answer
d. Incorrect option
87. Ednel got a raw score of 89 which is equal to 90th
percentile. This means that______.
a. Ednel’s classmates got scores higher than him
b. He belongs to the 90th pecentile
c. 90% of Ednel’s classmates got a score lower than 89
d. 10% of Ednel’s classmates got a score lower than 89
87. Ednel got a raw score of 89 which is equal to 90th
percentile. This means that______.
a. Ednel’s classmates got scores higher than him
b. He belongs to the 90th pecentile
c. 90% of Ednel’s classmates got a score lower than
89
d. 10% of Ednel’s classmates got a score lower than 89
88. If the teacher gets the difference between the
highest score and the lowest score, he obtains the
______________.
a. mean
b. standard deviation
c. range
d. difficulty index
88. If the teacher gets the difference between the
highest score and the lowest score, he obtains the
______________.
a. mean
b. standard deviation
c. range
d. difficulty index
89. The scores of the students in the summative test
are as follows: 82, 82, 85, 86, 87, 94, 98. The score 86
is the ___________.

a. mean
b. median
c. mode
d. mean and median
89. The scores of the students in the summative test
are as follows: 82, 82, 85, 86, 87, 94, 98. The score 86
is the ___________.

a. mean
b. median
c. mode
d. mean and median
90. Teacher Paul gave chapter test. In which
competency did have students find the greatest
difficulty? In the item with a difficulty index of
_____________.
a. 0.12
b. 0.94
c. 0.45
d. 0.99
90. Teacher Paul gave chapter test. In which
competency did have students find the greatest
difficulty? In the item with a difficulty index of
_____________.
a. 0.12
b. 0.94
c. 0.45
d. 0.99
91. Teacher Liezel gave a 50-item test where the
mean performance of the class is 35 with a
standard deviation of 7. Ben got a score of 42.
What description rating should Teacher Liezel
gave to Ben?
a. poor
b. average
c. outstanding
d. above average
91. Teacher Liezel gave a 50-item test where the
mean performance of the class is 35 with a
standard deviation of 7. Ben got a score of 42.
What description rating should Teacher Liezel
gave to Ben?
a. poor
b. average
c. outstanding
d. above average
92. The computed value of r of the scores in
Mathematics and Science is 0.80. What does this
mean?
a. The higher the score in Mathematics, the lower the
score in Science.
b. The higher the score in Mathematics, the higher
the score in Science.
c. Mathematics score is not related to Science score.
d. Mathematics score is related to Science score.
92. The computed value of r of the scores in
Mathematics and Science is 0.80. What does this
mean?
a. The higher the score in Mathematics, the lower the
score in Science.
b. The higher the score in Mathematics, the
higher the score in Science.
c. Mathematics score is not related to Science score.
d. Mathematics score is related to Science score.
93. Below shows Janna’s score in comparison with her class’
test profile.

Which of the following statements best describes Janna’s

performance in the two tests as compared to the class performance?
a. She performs better in Math than in English.
b. She performs better in English than in Math.
c. She is below average.
d. She is an average student.
Z-score
Also known as standard score, measures how
many standard deviations an observations is above o
below the mean. A positive Z-score measures the
number of standard deviation a score is above the
mean, and a negative z-score gives the number of
standard deviation a score is below the mean.
Z = x – mean
SD
93. Below shows Janna’s score in comparison with her class’
test profile.

Which of the following statements best describes Janna’s

performance in the two tests as compared to the class performance?
a. She performs better in Math than in English.
b. She performs better in English than in Math.
c. She is below average.
d. She is an average student.
94. Alli got a score of 68 in her Araling
Panlipunan exam. The mean of the group is 62
and the standard deviation is 4. What is the z-
score?

a. 1.62
b. 8
c. 1.5
d. 2
94. Alli got a score of 68 in her Araling
Panlipunan exam. The mean of the group is 62
and the standard deviation is 4. What is the z-
score?

a. 1.62
b. 8
c. 1.5
d. 2
95. SCORE FREQUENCY

71-75 1
66-70 1
61-65 1
56-60 5
51-55 4
46-50 6
41-45 6
36-40 7
31-35 5
26-30 2
21-25 1
16-20 1
95. What is the computed mean score?

a. 38. 05
b. 44.5
c. 33.23
d. 37.85
SCORE FREQUENC MIDPOINT/CL
(CLASS Y ASSMARK fx <cf
INTERVAL) (f) (x)

71-75 1 73 73 40
66-70 1 68 68 39
61-65 1 63 63 38
56-60 5 58 290 37
51-55 4 53 212 32
46-50 6 48 288 28
41-45 6 43 258 22
36-40 7 38 266 16
31-35 5 33 165 9
26-30 2 28 56 4
21-25 1 23 23 2
16-20 1 18 18 1
95. What is the computed mean score?

a. 38. 05
b. 44.5
c. 33.23
d. 37.85
96. What is the computed median score?

a. 43.83
b. 43.36
c. 43. 28
d. 43. 92
96. What is the computed median score?

a. 43.83
b. 43.36
c. 43. 28
d. 43. 92
97. The mode of the distribution is
__________________.

a. 37
b. 38
c. 43
d. 28
97. The mode of the distribution is
__________________.

a. 37
b. 38
c. 43
d. 28
98.

What is the mean?

a. 13
b. 13.5
c. 14.2
d. 12
98.

What is the mean?

a. 13
b. 13.5
c. 14.2
d. 12
99.

What is the standard deviation?

a. 3.80
b. 3.85
c. 3.86
d. 3.42
Scores (x-x) /x-x/ /x-x/ 2

10 -3.5 3.5 12.25

12 -1.5 1.5 2.25
15 1.5 1.5 2.25
19 5.5 5.5 30.25
17 3.5 3.5 12.25
8 -5.5 5.5 30.25
99.

What is the standard deviation?

a. 3.80
b. 3.85
c. 3.86
100.

What is the mean deviation?

a. 3.2
b. 3.3
c. 3.4
d. 3.5
Scores (x-x) /x-x/ /x-x/ 2

10 -3.5 3.5 12.25

12 -1.5 1.5 2.25
15 1.5 1.5 2.25
19 5.5 5.5 30.25
17 3.5 3.5 12.25
8 -5.5 5.5 30.25
100.

What is the mean deviation?

a. 3.2
b. 3.3
c. 3.4
d. 3.5
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