Development of Instruments

Question 1

Identify the term: measuring tool to comprehend one’s cognitive traits

Answer 1

Test

Question 2

Identify the term: a device to gather information needed for evaluation

Answer 2

Test

Question 3

Identify the term: set of questions or exercises to evaluate students’ skills and knowledge

Answer 3

Test

Question 4

Identify the term: determine if the set objectives for a course are achieved

Answer 4

Test

Question 5

Identify the term: determine if the set objectives for a course are achieved

Answer 5

Test

Question 6

Identify the term: determine the academic progress of the students

Answer 6

Test

Question 7

Identify the term: can reveal the problem or difficulty areas of the students

Answer 7

Test

Question 8

Identify the term: used to predict outcomes

Answer 8

Test

Question 9

Enumerate the steps in constructing a test

Answer 9

1. Determine the purpose of the test
2. Identify the learning outcomes to be measured in terms of specific, observable behavior
3. Outline the topics to be measured
4. Prepare a table of specifications as a basis for preparing a test
5. Determine the type of test
6. Determine the length of the test

Question 10

Identify the term: two-way design to outline the content coverage of a test

Answer 10

TOS

Question 11

Identify the term: consists of the abilities to be developed or the process objectives and the topics to be covered or the content areas in a test

Answer 11

TOS

Question 12

Identify the term: contains the numbers of test items in each of the content areas and process objectives

Answer 12

TOS

Question 13

Identify the term: process objectives are the behavioral objectives of the cognitive domains

Answer 13

TOS

Question 14

Framework of the test is based on the _____

Answer 14

Cognitive behaviors in the Bloom’s taxonomy

Question 15

Enumerate the purpose of TOS

Answer 15

1. Guide for teachers to translate their instructional objectives, the cognitive level of instruction, and the adequacy of the test to be assessed
2. Guide to the item construction on the relative importance of each component and each level of the cognitive domain
3. Improves the validity of the teachers’ evaluation based on a given assessment
4. Useful for teachers to support their proficient judgment in creating a test
5. Provides a framework for organizing information

Question 16

Identify the step in constructing a TOS: professional decision of the teacher based on the learning outcomes, time allocation, and importance of testing

Answer 16

Determine the desired number of items

Question 17

Identify the step in constructing a TOS: determine the most essential topics of the course

Answer 17

List the topics with corresponding allocation of time

Question 18

Identify the step in constructing a TOS: area emphasizes during teaching should have more items

Answer 18

List the topics with corresponding allocation of time

Question 19

Identify the step in constructing a TOS: area with the longest time consumed during teaching should have more items

Answer 19

Determine the length of time spent in teaching for each essential topic

Question 20

Identify the step in constructing a TOS: distribution of the number of items in each cell is based on the emphasis and the importance of the topics discussed

Answer 20

Determine the total number of items per topic

Question 20

Identify the step in constructing a TOS: weights may vary depending on the learning outcomes to be assessed

Answer 20

Determine the percentage allocation per domain

Question 21

T/F: there should be no minor knowledge (too basic) in the TOS

Answer 21

F

Question 22

T/F: there should be synthesis and evaluation (too complete)

Answer 22

T

Question 23

Identify the guideline for developing different types of items: item should directly correspond to the intended behavioral outcome/objective

Answer 23

Objective-item correspondence

Question 24

Identify the guideline for developing different types of items: correct responses to an item constitute sufficient evidence for the intended behavior outcome

Answer 24

Item sufficiency

Question 25

Identify the guideline for developing different types of items: an item should communicate with the test takers

Answer 25

Item must be free from ambiguity as possible

Question 26

Identify the guideline for developing different types of items: the test developer and test taker must have the same interpretation of the item

Answer 26

Items must be free from ambiguity as possible

Question 27

Identify the guideline for developing different types of items: should be balanced by including items from all the levels of continuum

Answer 27

Item difficulty

Question 28

Identify the guideline for developing different types of items: measurement of higher-order outcomes or the ability to apply principles

Answer 28

Item novelty

Question 29

Identify the guideline for developing different types of items: write items to measure what students know and not an item that is unfamiliar to the students or topic that was not previously encountered

Answer 29

Item novelty

Question 30

_____ can ensure balanced in time in answering the achievement test

Answer 30

Distribution of time for each type

Question 31

Estimated time for simple true or false questions

Answer 31

15-30s

Question 32

Estimated time for true or false questions where false answers should have provided answers

Answer 32

30-45s

Question 33

Estimated time for 5-item matching exercise

Answer 33

45-60s

Question 34

Estimated time for 7-item matching exercise

Answer 34

60-90s

Question 35

Estimated time for 4-response; knowledge level question

Answer 35

30s

Question 36

Estimated time for 4-response; application-level question

Answer 36

60s

Question 37

Estimated time for any type of test which require problem solving, analyzing, synthesizing information, evaluating to a question

Answer 37

+30-60s

Question 38

Estimated time for short-answer test

Answer 38

30-45s

Question 39

Estimated time for essay test (compare an contrast)

Answer 39

60s

Question 40

Enumerate the factors to consider in formulating questions

Answer 40

Heterogeneity or homogeneity of the students Performance standards Learning objectives Ability of students

Question 41

The allocation of percentages/items is depending on the previous _____ and _____

Answer 41

standards and experiences

Question 42

Identify the type of achievement test: declarative sentence statement

Answer 42

True or false

Question 43

Identify the type of achievement test: assesses the students the essential outcomes in a simple and direct means

Answer 43

True or false

Question 44

Identify the type of achievement test: measures the extent of the students depending on the correctness of the statement

Answer 44

True or false

Question 45

Identify the type of achievement test: limited to two answers

Answer 45

True or false

Question 46

Identify the type of achievement test: easily prepared and cover a wide range of topics

Answer 46

True or false

Question 47

Identify the type of achievement test: difficult to construct questions

Answer 47

True or false

Question 48

All, never, absolutely, none signal _____ (true or false) statements

Answer 48

False

Question 49

May, perhaps, sometimes, could signal _____ (true or false)

Answer 49

True

Question 50

Identify the type of achievement test: a factual statement

Answer 50

Multiple choice

Question 51

Identify the type of achievement test: most highly regarded and widely used

Answer 51

Multiple choice

Question 52

Identify the type of achievement test: form of objective-test item and withstood the test of time

Answer 52

Multiple choice

Question 53

Identify the type of achievement test: provides a stem that may be a question or an incomplete statement

Answer 53

Multiple choice

Question 54

Identify the type of achievement test: consists of four or five alternative responses

Answer 54

Multiple choice

Question 55

Identify the type of achievement test: modification of multiple choice

Answer 55

Matching type

Question 56

Identify the type of achievement test: usually limited to factual information

Answer 56

Matching type

Question 57

Identify the type of achievement test: may motivate students to cross-reference and integrate their knowledge to determine relations among the list

Answer 57

Matching type

Question 58

Identify the type of achievement test: composed of two sets of terms, events, phrases, definitions, statements, etc.

Answer 58

Matching type

Question 59

The first set of names in matching type question is the _____

Answer 59

Premises

Question 60

The second set of names in matching type question is the _____

Answer 60

Reponses

Question 61

T/F: the two sets of names in matching type question cannot be interchanged

Answer 61

F

Question 62

Identify the type of achievement test: form of descriptive, explanatory, discussion, comparison, illustrative, and criticism, etc.

Answer 62

Essay

Question 63

Identify the type of achievement test: appropriate in measuring the student's ability to analyze, synthesize, or evaluate

Answer 63

Essay

Question 64

Identify the type of achievement test: measures understanding of the topic through organizing thoughts, critical thinking, creativeness, and originality

Answer 64

Essay

Question 65

Identify the type of achievement test: Assess higher-order thinking skills

Answer 65

Essay

Question 66

Identify the type of achievement test: Subjective type of test

Answer 66

Essay

Question 67

T/F: in essay type of question, it is easier to design but points allocation may vary

Answer 67

T

Question 68

Identify the term: tool that reflects the expectations of an instructor for a task done

Answer 68

Rubrics

Question 69

Identify the term: provides a feedback mechanism on the performance of a certain task, assignment, or group project

Answer 69

Rubrics

Question 70

Identify the term: identifies the strengths and weaknesses of the course topics

Answer 70

Rubrics

Question 71

Identify the term: varies for every activity or task to be accomplished

Answer 71

Rubrics

Question 72

T/F: a good rubric does not have to be designed with care and precision, as long as the quality is ensured

Answer 72

F

Question 73

Enumerate the steps to create a rubric

Answer 73

1. Identify the task and define the goals 2. Determine the criteria or dimensions of quality 3. Identify the performance level of mastery 4. Writer descriptors for each level

Question 74

Identify the steps in creating a rubric: figure out the task to be done and the expected learning outcomes

Answer 74

Identify the task and define the goals

Question 75

Identify the steps in creating a rubric: define the characteristics of the highest level of performance for each criterion

Answer 75

Determine the criteria of dimensions of quality

Question 76

Identify the steps in creating a rubric: allocate points in each level of mastery

Answer 76

Identify the performance level or levels of mastery

Question 77

Identify the steps in creating a rubric: supply the description for each category at a particular performance level

Answer 77

Write descriptors for each level

Question 78

Identify the term: does not separate the parts of the activity to be evaluated

Answer 78

Holistic/global rubrics

Question 79

Identify the term: a global description is made without specifying the components of the process

Answer 79

Holistic/global rubrics

Question 80

Identify the steps in creating a rubric: clearly details the indicators of each activity and specifies the evaluation criteria according to the level of performance of the student

Answer 80

Analytical rubrics