finals - E-EDUC215 (module 6) Flashcards
(100 cards)
1
Q
is a systematic procedure for measuring an individual’s behavior (Brown, 1991 Garcia, 2013).
A
test
2
Q
has to be developed following specific guidelines.
A
test
3
Q
is a formal and systematic way of gathering information about the learners’ behavior, usually through paper-and-pencil procedure (Airasian, 1989 Garcia, 2013).
A
test
4
Q
Through ____ , teachers can measure students’ acquisition of knowledge, skills and values in any learning area in the curriculum; however, there are certain limitations in their use.
A
testing
5
Q
School administrators utilize test results for:
A
- making decisions regarding the promotion or retention of students;
- improvement or enrichment of the curriculum; and,
- conduct of staff development programs for teachers.
6
Q
Supervisors use test results in:
A
- discovering learning areas needing special attention;
- identifying teachers’ weaknesses; and,
- identifying learning competencies
7
Q
Teachers use test results to:
A
- gather information about the effectiveness of instruction
- give feedback to students about their progress
- assign grades
8
Q
Types of tests as to ease of quantification of response:
A
- Objective Test
- Subjective Test
9
Q
It is a paper and pencil test wherein students’ answers can be compared and quantified to a yield numerical score. It requires convergent or specific response.
A
objective test
10
Q
It is a paper and pencil test which is not easily quantified as students are given the freedom to write their answers to a question, such as an essay. The answer to this type of test is divergent.
A
subjective test
11
Q
Types of tests as to test constructor:
A
- Standardized Test
- Non-standardized Test
12
Q
It is a test prepared by an expert or specialist. Questions are administered to students with the same directions and time limits.
A
standardized test
13
Q
Results in this kind of test are scored following a detailed procedure based on the manual and interpreted based on specified norms or standards.
A
standardized test
14
Q
It is one prepared by teachers for use in the classroom, with no established norms for scoring and interpretation of results. It is constructed by a classroom teacher to meet a particular need.
A
non-standardized test
15
Q
Types of tests as to how answer will be indicated:
A
- Supply Test
- Objective Test
16
Q
It is a type of test that requires the examinee to supply an answer such as essay test item or completion or short answer test item.
A
supply test
17
Q
It is a type of test that requires the examinees to select an answer from a given option such as multiple choice test, matching type of test, or true/false test.
A
objective test
18
Q
Items which require the students to give a word, short phrase, number or symbol response. This can be:
Question variety
Completion variety
Association variety
A
Short answer type
19
Q
items which require the students to associate an incomplete statement with a word or phrase recalled from memory on the blank provided
A
Completion or Fill-in-the Blank
20
Q
an incomplete drawing is presented which the student has to complete
A
Completion Drawing type
21
Q
similar to the completion item except that some words or phrases have to be changed to make the sentence correct
A
Correction Type
22
Q
a brief description is presented and the student has to name or recognize what it is
A
Identification Type
23
Q
the student has to list down parts or elements/components of a given concept/topic
A
Enumeration Type
24
Q
consists of a pair of words which are related to each other
A
Analogy Type
25
test in which the names of parts of a diagram, map, drawing or picture are presented
Labeling Type
26
Consist of statement or a proposition that a student must judge and mark judgement only two possible answers to the question. It requires skill so as to avoid triviality (unimportant, insignificant items) seems easy to construct
Alternate Response
27
basically an efficient arrangement of a set of multiple-choice items with all stems, called premises, having the same set of possible alternative answers ( 2 columns)
Matching Type
28
Criticisms of MT
* Use of rote memorization – assessment of memorized factual information
* Thoughtful teachers, use MT to assess students’ comprehension of concepts, principles, or schemes for classifying objects, ideas or events – can assess higher level abilities
29
testing of sequencing and ordering such as:
Sequencing/Arrangement Type
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contains a question, problem or unfinished sentence followed by several alternative responses or options only one of the alternative responses is the correct answer, the others are distractors or foils (David Miller, Linn & Gronlund, 2009)
Multiple Choice Type
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the most versatile type of test item available. The problem can be stated as a direct question or incomplete statement most widely used form of the test item because of versatility
Multiple Choice Type
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used to assess a greater variety of learning targets that other formats of response-choice
Multiple Choice Type
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does not require students to write out and elaborate answer and thus minimize opportunity for less knowledgeable student to “bluff” or “dress up” their answers
Multiple Choice Type
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* focuses on reading and thinking
* students have less chance to guess the correct answer
Multiple Choice Type
35
The distractor a student chose may give diagnostic insight into difficulties the student is experiencing
Multiple Choice Type
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* Students do not create or express their own ideas or solutions.
* Poorly written items can be superficial, trivial, and limited to factual knowledge.
Multiple Choice Type
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* time consuming to write
* If not carefully written, questions can sometimes have more than one defensible correct answer.
Multiple Choice Type
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ask students to compose their responses, and are scored with a judgment of the quality of those responses.
Subjective (Essay) test
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consists of questions to which students answered/ respond in one or more sentences to a specific question or problem
Subjective (Essay) test
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assesses the student’s ability to produce, integrate, and express ideas, and allow the student to be original, and creative.
Subjective (Essay) test
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• free-response essay
• free to express and their own ideas and the interrelationships among their ideas
Extended/ Unrestricted/ Uncontrolled response
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The examinee is required to provide limited response based on a specified criterion for answering the question.
Restricted/Controlled response
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remembering; memorizing; recognizing; – recalling identification and recall of information (essay type)
knowledge
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interpreting; translating from one medium to another; describing in one's own words; organization and selection of facts and ideas (essay type)
comprehension
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problem solving; applying information to produce some result; use of facts, rules and principles (essay type)
application
46
• How is...an example of...?
• How is...related to...?
• Why is...significant?
(essay type)
• How is...related to...?
• Why is...significant?
(essay type)
application
47
subdividing something to show how it is put together; finding the underlying structure of a communication; identifying motives; separation of a whole into component parts (essay type)
analysis
48
• What are the parts or features of...?
• Classify...according to...
• Outline/diagram...
• How does...compare/contrast with...?
• What evidence can you list for...?
(essay type)
• Classify...according to...
• Outline/diagram...
• How does...compare/contrast with...?
• What evidence can you list for...?
(essay type)
analysis
49
creating a unique, original product that may be in verbal form or may be a physical object; combination of ideas to form a new whole (essay type)
synthesis
50
• What would you predict/infer from...?
• What ideas can you add to...?
• How would you create/design a new...?
• What might happen if you combined...?
• What solutions would you suggest for...?
(essay type)
• What ideas can you add to...?
• How would you create/design a new...?
• What might happen if you combined...?
• What solutions would you suggest for...?
(essay type)
synthesis
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making value decisions about issues; resolving controversies or differences of opinion; development of opinions, judgements or decisions (essay type)
evaluation
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• Do you agree...?
• What do you think about...?
• What is the most important...?
• Place the following in order of priority...
• How would you decide about...?
• What criteria would you use to assess...?
(essay type)
• What do you think about...?
• What is the most important...?
• Place the following in order of priority...
• How would you decide about...?
• What criteria would you use to assess...?
(essay type)
evaluation
53
type of essay questions that involves:
Simple recall (What is the chemical formula for sodium bicarbonate?)
Selective recall in which a basis for evaluation/judgment is suggested (Who among the Greek philosophers affected your thinking as student?)
Simple recall (What is the chemical formula for sodium bicarbonate?)
Selective recall in which a basis for evaluation/judgment is suggested (Who among the Greek philosophers affected your thinking as student?)
recall
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type of essay questions that involves:
Comparison of 2 phenomena on a single designated basis (Compare 19th century and present-day Filipino writers with respect to their involvement in societal affairs)
Comparison of 2 phenomena on a single designated basis (Compare 19th century and present-day Filipino writers with respect to their involvement in societal affairs)
understanding
55
type of essay questions that involves:
Comparison of two phenomena in general (Compare the Phil. Revolution of 1896 with that of People’s Power Revolution of 1986)
Comparison of two phenomena in general (Compare the Phil. Revolution of 1896 with that of People’s Power Revolution of 1986)
understanding
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type of essay questions that involves:
Explanation of the use of exact meaning of a phrase/statement (Explain this statement “............”)
Explanation of the use of exact meaning of a phrase/statement (Explain this statement “............”)
understanding
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type of essay questions that involves:
Summary of a text or some portion of it (What is the central idea of communism as an economic system?)
Summary of a text or some portion of it (What is the central idea of communism as an economic system?)
understanding
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type of essay questions that involves:
Causes and Effects (Why does frequent dependence on penicillin for treatment of minor ailment result in its reduced effectiveness against major invasion of body tissues by infectious bacteria?)
Causes and Effects (Why does frequent dependence on penicillin for treatment of minor ailment result in its reduced effectiveness against major invasion of body tissues by infectious bacteria?)
application
59
type of essay questions that involves:
Analysis (Why was Hamlet torn by conflicting desires?)
Analysis (Why was Hamlet torn by conflicting desires?)
application
60
type of essay questions that involves:
Statement of relationship(A researcher reported that teaching styles correlates with student achievement at about 0.75. What does this correlation mean?)
Statement of relationship(A researcher reported that teaching styles correlates with student achievement at about 0.75. What does this correlation mean?)
application
61
type of essay questions that involves:
Illustrations or examples of principles (Identify 3 examples of the uses of the hammer in a typical Filipino home.)
Illustrations or examples of principles (Identify 3 examples of the uses of the hammer in a typical Filipino home.)
application
62
type of essay questions that involves:
application of rules or principles in specified situation. (Would you weigh more or less on the moon? Why or why not?)
application of rules or principles in specified situation. (Would you weigh more or less on the moon? Why or why not?)
application
63
type of essay questions that involves:
Reorganization of facts (Some radical Filipino historians assert that the Filipino revolution against Spain was a revolution from the top not from below. Using the same observation, what other conclusion is possible.)
Reorganization of facts (Some radical Filipino historians assert that the Filipino revolution against Spain was a revolution from the top not from below. Using the same observation, what other conclusion is possible.)
application
64
type of essay questions that involves:
Decision for or against (Should members of the communist party of the Phils. Be allowed to teach in colleges and universities? Why or why not?)
Decision for or against (Should members of the communist party of the Phils. Be allowed to teach in colleges and universities? Why or why not?)
judgment
65
type of essay questions that involves:
Discussion (Trace the events that led to the downfall of the dictatorial regime of Ferdinand Marcos.)
Discussion (Trace the events that led to the downfall of the dictatorial regime of Ferdinand Marcos.)
judgment
66
type of essay questions that involves:
Criticism of the adequacy, correctness or relevant of a statement (Former President Joseph Estrada was convicted for the case of plunder by the Sandiganbayan. Comment on the adequacy of the evidence by the said tribunal in reaching a decision on the case filed against the former chief executive of the country.)
Criticism of the adequacy, correctness or relevant of a statement (Former President Joseph Estrada was convicted for the case of plunder by the Sandiganbayan. Comment on the adequacy of the evidence by the said tribunal in reaching a decision on the case filed against the former chief executive of the country.)
judgment
67
type of essay questions that involves:
Formulation of new questions (What questions should parents ask their children in order to determine the reasons why they join fraternities and sororities?)
Formulation of new questions (What questions should parents ask their children in order to determine the reasons why they join fraternities and sororities?)
judgment
68
Used to measure knowledge outcomes and other types of learning outcomes such a comprehension and application.
multiple-choice type
69
The most commonly used format in measuring student achievements at different levels of learning
multiple-choice type
70
Consists of three parts: stem, keyed option, and incorrect options or alternatives.
multiple-choice type
71
three parts of a multiple-choice type test item:
stem, keyed option, and incorrect options or alternatives.
72
represents the problem or question usually expressed in completion form or
question form
question form
stem
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the correct answer
keyed option
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also called distracters or foil
incorrect options or alternatives
75
In short answer type of test, what can be measured?
items are applicable to the measurement of lower –order thinking skills – recall and comprehension, also higher level abilities
76
In completion or fill-in-the-blank type of test, what can be measured?
items are applicable to the measurement of concepts and skills at the lower levels of cognition domain
77
In completion drawing type of test, what can be measured?
lower levels of cognition domain
78
In correction type of test, what can be measured?
lower and higher levels of cognition domain
79
In identification type of test, what can be measured?
lower levels of cognition domain
80
In enumeration type of test, what can be measured?
lower and higher levels of cognition domain
81
In analogy type of test, what can be measured?
measures the student’s skill in sensing association between paired words or concepts
82
In labeling type of test, what can be measured?
lower levels of cognition domain
83
In alternate response type of test, what can be measured?
applicable to measure concepts and skills at the higher level of cognitive domain
84
In matching type of test, what can be measured?
designed to measure students’ ability to single out pairs of matching phrases, words or other related facts from separate lists
85
In sequencing/arrangement type of test, what can be measured?
testing knowledge of sequence and order
86
In multiple choice type of test, what can be measured?
* can measure different kinds of content and almost any type of cognitive behavior from factual knowledge to evaluation (all levels of cognitive domains)
* simple to complex contents/subject matter
* simple to complex contents/subject matter
87
What type of question requires students only to recall the properties of something?
knowledge level type
88
What type of question requires students to describe something (ex. the scores that are normally distributed)?
comprehension level type
89
What type of question ask students to apply a formula and solve something?
application level type
90
What type of question require students to distinguish what is used?
analysis level type
91
Designed to measure students’ ability to single out pairs of matching phrases, words or other related facts from separate lists.
matching type
92
An efficient arrangement of a set of multiple-choice items with all stems(premises) having the same set of possible alternative answers.
matching type
93
Appropriate to measure:
• verbal associative knowledge
• knowledge of persons or objects and their basic characteristics
• verbal associative knowledge
• knowledge of persons or objects and their basic characteristics
matching type
94
There are only two possible answers.
alternate-response
95
May seem easy to construct
alternate-response
96
Sensitive to guessing
alternate response
97
An unknown specimen is to be identified by name or other criterion
identification
98
The student has to list down parts or elements/components of a given concept or topic.
enumeration
99
Consists of a pair of words, which are related to each other (Calmorin, 1994).
analogy
100
Often used in measuring the student’s skill in sensing association between paired words or concepts.
analogy
