Rationalization of The 2nd Pretest in CE1

Rationalization of the 2nd Pretest in CE1
(Assessment in Learning)
• 1. MS. SALVADOR WOULD LIKE TO FIND OUT HOW WELL HER STUDENTS KNOW
EACH OTHER. WHAT ASSESSMENT INSTRUMENT WOULD BEST SUIT HER OBJECTIVE?
A. SELF-REPORT INSTRUMENT
B. SOCIOMETRIC TECHNIQUE
C. GUESS-WHO TECHNIQUE
D. ANECDOTAL REPORT
ANSWER: GUESS-WHO TECHNIQUE IS A METHOD USED TO OBTAIN PEER JUDGMENT OR PEER RATING
REQUIRING STUDENTS TO NAME THEIR CLASSMATES WHO BEST FIT EACH OF THE SERIES OF BEHAVIOR
DESCRIPTION, THE NUMBER OF NOMINATIONS STUDENTS RECEIVE ON EACH CHARACTERISTIC
INDICATES THEIR REPUTATION IN THE PEER GROUP
PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION
• 2. HOW DO WE DESCRIBE A STUDENT'S RAW SCORE EQUIVALENT TO A T-SCORE EQUIVALENT
OF 45?
• A. ABOVE THE MEAN PERFORMANCE
• B. BELOW THE MEAN PERFORMANCE
• C. JUST WITHIN THE MEAN PERFORMANCE
• D. CANNOT BE DETERMINED BECAUSE OF LACKING INFORMATION
• ANSWER: T-SCORE IS ANOTHER TYPE OF STANDARD SCORE WHERE THE MEAN IS 50 AND THE
SD IS 10. TO CONVERT RAW SCORE TO T-SCORE, FIND THE Z-SCORE EQUIVALENT AND USE
THE FORMULA: T-SCORE = 10Z + 50. HENCE A SCORE OF 45 IS OBVIOUSLY BELOW THE MEAN
OF 50.
• 3. IN THE CONTEXT OF OUTCOMES-BASED EDUCATION, INSTEAD OF FOCUSING ON INTENDED
RESULTS OF LEARNING, WHAT IS THE FOCUS OF ASSESSMENT?
• A. STANDARD RESULTS
• B. FORMATIVE RESULTS
• C. PREDICTED RESULTS
• D. DEMONSTRATED RESULTS
• ANSWER: THE FOCUS OF ASSESSMENT OF OUTCOMES-BASED EDUCATION (OBE) IS THE LEVEL

TO WHICH STUDENTS DEMONSTRATES THE COURSE LEARNING OUTCOMES

• 4. ANTONIO WAS ABLE TO FINISH HIS REMEDIAL CLASS. WHAT WILL BE THE BASIS OF THE
DECISION ON WHETHER OR NOT ANTONIO WILL BE PROMOTED TO THE NEXT LEVEL?
• A. AVERAGE OF PREVIOUS AND REMEDIAL GRADE
• B. REMEDIAL CLASS MARK
• C. PREVIOUS GRADE
• D. ANTONIO’S ATTITUDE
• ANSWER: THE REMEDIAL CLASS MARK (RCM) WHICH IS THE FINAL GRADE FOR REMEDIAL
CLASSES AND THE FINAL GRADE AT THE END OF THE SCHOOL YEAR ARE AVERAGED AS THE
RECOMPUTED FINAL GRADE. IF THE RFG IS 75 OR HIGHER, THE STUDENT IS PROMOTED
OTHERWISE THE STUDENT IS RETAINED (D.0 08, S. 2015, P. 19).
• 5. TEACHER TESS IS DECIDING ON WHICH TEST CAN SERVE AS THE MOST OBJECTIVE AND
STANDARDIZED MEANS OF ASSESSMENT FOR HER LESSON. WHICH BEST SUITS THE CRITERION?
• A. INTERVIEW
• B. JOURNAL
• C. PROJECTS
• D. TEST
• ANSWER: A TEST IS A STANDARDIZED INSTRUMENT DESIGNED TO MEASURE ANY

CHARACTERISTIC, QUALITY, ABILITY, KNOWLEDGE OR SKILL OBJECTIVELY. IT COMPRISES OF
ITEMS IN THE AREA IT IS DESIGNED TO MEASURE.

• 6. THE FOLLOWING ARE THE ‘PROS’ OF MULTIPLE-CHOICE TESTS EXCEPT:
• A. COMPREHENSIVE KNOWLEDGE IS ASSESSED EFFICIENTLY
• B. AMENABLE TO STATISTICAL ANALYSIS
• C. TEST SECURITY IS EASILY ESTABLISHED
• D. USUALLY HAS HIGH RELIABILITY
• ANSWER: MULTIPLE CHOICE TEST IS MORE PRONE TO CHEATING.

• 7. WHAT IS THE THRESHOLD OF ABSENCES AFTER WHICH A LEARNER MAY BE GIVEN A FAILING
GRADE AND NOT EARN CREDITS FOR THE LEARNING AREA OR SUBJECT?
• A. 20%
• B. 75%
• C. 60%
• D. 10%
ANSWER: A LEARNER WHO INCURS ABSENCES OF MORE THAN 20% OF THE PRESCRIBED
NUMBER OF CLASS OR LAB PERIODS DURING THE S.Y. OR SEM. SHOULD BE GIVEN A FAILING
GRADE. THE SCHOOL HEAD HOWEVER HAS DISCRETIONARY AUTHORITY TO EXEMPT A LEARNER
WHO EXCEEDS THE 20% LIMIT IF THE REASONS ARE VALID AND ACCEPTABLE TO THE SCHOOL
(D.0. 08, S. 2015, P. 23).

• 8. A TEACHER IS ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE ROLE OF ASSESSMENT
DATA AS FEEDBACK IN TEACHING AND LEARNING PRACTICES AND PROGRAMS. IN WHAT
CAREER STAGE IS THE TEACHER VIS-À-VIS ASSESSMENT AND REPORTING?
• A. BEGINNING
• B. PROFICIENT
• C. HIGHLY PROFICIENT
• D. DISTINGUISHED

• 9. IN K TO 12 ASSESSMENTS, WHAT HAPPENS TO STUDENTS WHO FAIL IN TWO LEARNING
AREAS?
• A. REPEAT SUBJECT WITH FAILURES
• B. RETAINED IN SAME LEVEL
• C. NOT ACCEPTED FOR ENROLMENT THE FOLLOWING YEAR
• D. PASS TO THE NEXT LEVEL AFTER REMEDIAL CLASSES
• ANSWER: FOR GRADES 1-10, A STUDENT SHOULD PASS REMEDIAL CLASSES IF HE DID NOT
MEET THE EXPECTATIONS IN NOT MORE THAN 2 LEARNING AREAS. A STUDENT WHO DID NOT
MEET THE EXPECTATIONS IN THREE OR MORE LEARNING AREAS WILL BE RETAINED IN THE SAME
GRADE LEVEL (D.0. 08, S. 2015, P. 17)
• 10. TO INCREASE THE DIFFICULTY OF A MULTIPLE-CHOICE TEST ITEM, WHICH OF THE
FOLLOWING SHOULD BE DONE?
• A. MAKE IT GRAMMATICALLY CORRECT
• B. MAKE THE STEM SHORT AND CLEAR
• C. MAKE THE OPTIONS EQUAL IN LENGTH
• D. MAKE THE OPTIONS HOMOGENEOUS
• ANSWER: MAKING THE OPTIONS HOMOGENEOUS INVOLVES MAKING THE DISTRACTERS

MORE PLAUSIBLE AND ATTRACTIVE THUS INCREASING THE DIFFICULTY OF THE MULTIPLE
CHOICE TEST ITEM.

• 11. BERNA IS A GRADE THREE STUDENT WHO, AT THE END OF THE LAST GRADING PERIOD, DID
NOT MEET EXPECTATIONS IN THREE LEARNING AREAS. UNDER THE DEPED GUIDELINES ON
ASSESSMENT, WHAT WILL HAPPEN TO BERNA?
• A. PROMOTED TO THE NEXT GRADE
• B. MUST PASS REMEDIAL CLASSES FOR LEARNING AREAS WITH FAILING MARK BEFORE BEING
PROMOTED
• C. RETAINED IN THE SAME GRADE LEVEL
• D. PROMOTED TO THE NEXT GRADE LEVEL WITH ‘BACK SUBJECTS’
• ANSWER: FOR GRADES 1-10, A STUDENT WHO DID NOT MEET THE EXPECTATIONS IN THREE
OR MORE LEARNING AREAS WILL BE RETAINED IN THE SAME GRADE LEVEL (D.0. 08, S. 2015, P.
17)

• 12. FOR GRADES 1 TO 10, WHAT IS THE PERCENTAGE WEIGHT GIVEN TO PERFORMANCE
TASKS IN THE LEARNING AREAS UNDER LANGUAGES?
• A. 50%
• B. 40%
• C. 60%
• D. 30%

• 13. LOOKING AT A SCATTER PLOT OF THE SCORES OF STUDENTS IN
ENGLISH AND MATHEMATICS, TEACHER ROSIE OBSERVED THAT THE
DATA ARE SPREAD EVENLY IN ALL DIRECTIONS WITHOUT DISCERNABLE
PATTERN. THIS MEANS THAT:
• A. THERE IS A HIGH POSITIVE CORRELATION BETWEEN THE TWO
VARIABLES.
• B. THERE IS A LOW NEGATIVE CORRELATION BETWEEN THE TWO
VARIABLES.
• C. THERE IS A HIGH NEGATIVE CORRELATION BETWEEN THE TWO
VARIABLES.
• D. THERE IS NO OR VERY WEAK CORRELATION BETWEEN THE TWO
VARIABLES.
• 14. AMONG THE PORTFOLIOS BELOW, WHICH ENABLES THE TEACHER TO DETERMINE
STUDENTS’ MASTERY OF THE CURRICULUM OBJECTIVES?
• A. SHOWCASE PORTFOLIO
• B. ASSESSMENT PORTFOLIO
• C. DOCUMENTATION PORTFOLIO
• D. PROCESS PORTFOLIO
• ANSWER: THERE ARE 3 TYPES OF PORTFOLIO: DOCUMENTATION PORTFOLIO (GROWTH

PORTFOLIO), PROCESS PORTFOLIO, AND SHOWCASE PORTFOLIO. SHOWCASE SHOWS THE
BEST OF THE STUDENTS’ OUTPUTS AND PRODUCTS AND IS BEST FOR SUMMATIVE EVALUATION
OF STUDENTS’ MASTERY OF KEY CURRICULUM OUTCOMES.
• 15. A LEARNING OUTCOME IN GRADE 12 RESEARCH SUBJECT, READS ‘AT THE END OF THE
LESSON, THE STUDENTS WILL BE EXPOSED TO VARIOUS RESEARCH DESIGNS.’ IS THIS A GOOD
TARGET FOR ASSESSMENT?
• A. YES, THE ACTION IS OBSERVABLE.
• B. YES, THE ACTION CAN BE MEASURED.
• C. NO, THE ACTION IS NOT DONE BY THE STUDENTS
• D. NO, THE ACTION IS NOT ATTAINABLE
• ANSWER: GOOD LEARNING OUTCOMES SHOULD REFLECT WHAT THE LEARNERS CAN DO AT
THE END OF THE LEARNING EPISODE.

• 16. STUDY THIS GROUP OF TESTS THAT OBTAINED THE FOLLOWING RESULTS:
• SUBJECT MEAN SD ANNE’S SCORE
𝑠𝑐𝑜𝑟𝑒−𝑚𝑒𝑎𝑛 95−80
• TRIGONOMETRY 80 7.5 95 𝑧= = = 2
𝑆𝐷 7.5
𝑠𝑐𝑜𝑟𝑒−𝑚𝑒𝑎𝑛 60−49
• PHYSICS 49 3 60 𝑧= 𝑆𝐷
= 3
= 3.6
• WORLD HISTORY 95 12 90 𝑧=
𝑠𝑐𝑜𝑟𝑒−𝑚𝑒𝑎𝑛
=
90−95
= -0.42
𝑆𝐷 12
• ON WHICH SUBJECT DID ANNE PERFORM THE BEST IN RELATION TO THE GROUP?
• A. TRIGONOMETRY z-scores is used to convert a raw score to standard score and
enables us to compare an individual performance to the
• B. PHYSICS performance of the whole class.
𝑠𝑐𝑜𝑟𝑒 − 𝑚𝑒𝑎𝑛
• C. WORLD HISTORY 𝑧=
𝑆𝐷
• D. BOTH PHYSICS AND WORLD HISTORY
• 17. IN THE DEPED’S GRADING SYSTEM, WHAT
ARE THE COMPONENTS OF SUMMATIVE
ASSESSMENT?
• A. WRITTEN, ORAL AND PERFORMANCE TASKS
• B. WRITTEN WORK, PERFORMANCE TASK, AND
QUARTERLY ASSESSMENT
• C. WRITTEN, ATTENDANCE, PROJECTS, AND
ACHIEVEMENT TEST
• D. WRITTEN, PERIODICAL, NATIONAL
ACHIEVEMENT TEST
(D.0. 08, s. 2015, p. 8)

• 18. AMONG THE CATEGORIES OF ASSESSMENT METHODS, WHAT INSTRUMENTS DID PRE-
SCHOOL TEACHER LEA USE WHEN SHE RATED THE HAND WRITING OF HER STUDENT USING A
PROTOTYPE HANDWRITING MODEL?
•
• A. PERFORMANCE TEST
• B. OBSERVATION AND SELF-REPORTS
• C. WRITTEN RESPONSE INSTRUMENTS
• D. PRODUCT RATING SCALE
• ANSWER: TO DEVELOP A PRODUCT RATING SCALE FOR THE VARIOUS PRODUCTS IN

EDUCATION, THE TEACHER MUST HAVE PROTOTYPE PRODUCTS AS SAMPLES.
• 19. WHAT CAN BE SAID OF STUDENT PERFORMANCE IN
A NEGATIVELY SKEWED CLASS SCORE DISTRIBUTION?
• A. MOST STUDENTS PERFORMED WELL
Mode represents
• B. ALL STUDENTS HAD AVERAGE PERFORMANCE the scores of
• C. FEW STUDENTS PERFORMED WELL majority of the
students
• D. MOST STUDENTS PERFORMED POORLY
Mean < Mode

• ANSWER: NEGATIVELY SKEWED DISTRIBUTION OCCURS
WHEN MOST STUDENTS PERFORMED WELL AND A FEW
STUDENTS GET VERY LOW SCORES WHICH PULL THE
MEAN TO THE LEFT. THIS IS ALSO CALLED AS LEFT-
SKEWED DISTRIBUTION. (MEAN < MODE)
• 20. IN K TO 12 WHAT IS UTILIZED WHEN COMPUTING FOR THE FINAL GRADE IN A LEARNING
AREA?
• A. CUMULATIVE
• B. AVERAGING
• C. NORM-REFERENCED GRADING
• D. ZERO-BASED GRADING
(D.0. 08, s. 2015, p. 14-15)

• 21. WHICH OF THE FOLLOWING TEST IS CONSIDERED TO BE RELATIVELY LESS RELIABLE FOR
SCORING AND GRADING?
• A. COMPLETION
• B. ALTERNATE RESPONSE
• C. ESSAY
• D. MATCHING TYPE
• ANSWER: ESSAY TESTS ARE CONSIDERED AS A NON-OBJECTIVE TEST, WHICH MEANS THAT
RELATIVE TO OTHER TYPES OF TEST, IT IS CONSIDERED TO BE LESS RELIABLE IN TERM OF
SCORING.

• 22. BASED ON ASSESSMENT RESULTS, TEACHER CARL CONCLUDED THAT HIS STUDENTS HAVE
ATTAINED THE LESSON’S OBJECTIVES. WHAT SHOULD TEACHER CARL DO?
• A. HE SHOULD ENRICH THE LESSON
• B. HE SHOULD CONDUCT REMEDIATION
• C. HE MUST REVIEW THE PAST LESSONS
• D. HE CAN PROCEED WITH THE NEXT LESSON
• ANSWER: D – ONE OF THE FUNCTIONS OF ASSESSMENT IS TO FIND OUT IF THE LESSON’S

OBJECTIVES ARE MET (FORMATIVE ASSESSMENT). WITH EVIDENCE THAT OBJECTIVES ARE MET,
THE TEACHER CAN THEN PROCEED TO THE NEXT LESSON.

• 23. AMONG THE TYPES OF OBJECTIVE TESTS BELOW, WHICH DOES NOT BELONG TO THE
GROUP?
• A. COMPLETION
• B. MATCHING TYPE
• C. MULTIPLE CHOICE
• D. ALTERNATE RESPONSE
• ANSWER: A – ONLY OPTION A IS CONSIDERED AS A SUPPLY TYPE OF OBJECTIVE TEST.

OPTIONS B, C, AND D ARE ALL CONSIDERED SELECTION TYPES OF OBJECTIVE TEST.

• 24. THE PROPORTION OF CORRECT ANSWERS FROM THE UPPER GROUP AND LOWER GROUP
IS 0.80 AND 0.35 RESPECTIVELY. WHAT IS THE INDEX OF DIFFICULTY?
• A.0.38 Difficulty (Facility) Index - refers to the proportion of the number of students in the
upper and lower groups who answered an item correctly.
• B. 0.45 𝐶𝑈𝐺 + 𝐶𝐿𝐺
𝐷𝑓 = 𝑁 = 𝑈𝐺 + 𝐿𝐺
• C. 0.58 𝑁
0.8 = 80% 𝑜𝑟 80 𝑜𝑓 100 (𝑈𝐺)
• D. 1.15 0.35 = 35% 𝑜𝑟 35 𝑜𝑓 100 (𝐿𝐺)
𝐶𝑈𝐺 + 𝐶𝐿𝐺 80 + 35 115
𝐷𝑓 = = = = 0.575 ≈ 0.58
𝑁 200 200

• 25. WHAT CAN BE SAID OF AN ITEM WITH THE DIFFICULTY INDEX IS 1?
• A. MISSED BY EVERYONE
• B. VERY EASY
• C. VERY DIFFICULT
• D. A QUALITY ITEM

• 26. AMONG THE OPPORTUNITIES FOR ESSAY QUESTIONS, WHICH OF THE FOLLOWING DOES
NOT PROVIDE HIGHER-LEVEL THINKING OPPORTUNITY?
A. ANALYSIS
B. EVALUATION H
O
C. SYNTHESIS T
S
D. MEMORIZATION
L
O
T
S

• 27. YOU TARGETED THAT AFTER INSTRUCTION, YOUR STUDENTS SHOULD BE ABLE TO SHOW
THEIR ABILITY TO SOLVE PROBLEMS WITH SPEED AND ACCURACY. YOU THEN DESIGNED A
TOOL TO MEASURE THIS ABILITY. WHAT PRINCIPLE OF ASSESSMENT DID YOU CONSIDER IN
THIS SITUATION?
A. ASSESSMENT SHOULD BE BASED ON CLEAR AND APPROPRIATE LEARNING TARGETS OR
OBJECTIVES
B. ASSESSMENT SHOULD HAVE A POSITIVE CONSEQUENCE ON STUDENT’S LEARNING
C. ASSESSMENT SHOULD BE RELIABLE
D. ASSESSMENT SHOULD BE FAIR

• 28. MR. OJEDA DEVELOPED AN ACHIEVEMENT TEST IN MATH FOR HIS GRADE 3 PUPILS. BEFORE
HE FINALIZED THE TEST, HE EXAMINED CAREFULLY IF THE TEST ITEMS WERE CONSTRUCTED
BASED ON THE COMPETENCIES THAT HAVE TO BE TESTED. WHAT TEST OF VALIDITY WAS HE
TRYING TO ESTABLISH?
• A. CONTENT VALIDITY
• B. CONCURRENT VALIDITY
• C. PREDICTIVE VALIDITY
• D. CONSTRUCT VALIDITY
ANSWER: CONTENT VALIDITY – ADDRESSES THE MATCH BETWEEN TEST QUESTIONS AND THE
CONTENT OR SUBJECT AREA THEY ARE INTENDED TO ASSESS. THE EXTENT TO WHICH THE
CONTENT OR TOPIC OF THE TEST IS TRULY REPRESENTATIVE OF THE CONTENT OF THE COURSE

• 29. MR. SULTAN, A HIGH SCHOOL TEACHER IN ENGLISH CONDUCTED AN ITEM ANALYSIS OF HIS
TEST. HE FOUND OUT THAT FOUR OF THE ITEMS OF THE TEST OBTAINED THE FOLLOWING
DIFFICULTY AND DISCRIMINATION INDICES.
• WHICH OF THE ABOVE ITEMS SHOULD HE DISCARD IN HIS ITEM BANK?

A. ITEM 1
B. ITEM 2
C. ITEM 3
D. ITEM 4
• 30. IF THE NUMBER OF STUDENTS PER GROUP IS 15 WITH THE UPPER AND LOWER GROUP AS
10 AND 4 RESPECTIVELY, WHAT IS THE DISCRIMINATION INDEX?
A. 0.40 𝐶𝑈𝐺 − 𝐶𝐿𝐺
𝐷𝐼 = ; 𝑛 = 𝑛𝑜 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑝𝑒𝑟 𝑔𝑟𝑜𝑢𝑝
𝑛
B. 0.50
𝐶𝑈𝐺 − 𝐶𝐿𝐺 10 − 4 6
C. 0.60 𝐷𝐼 = = = = 0.40
𝑛 15 15
D. 0.70

• 31. TEACHER VAN WANTS TO ESTABLISH THE RELIABILITY OF HIS TEST IN SCIENCE. WHICH OF
THE FOLLOWING SHOULD HE DO?
A. I, II AND III
B. I, II AND IV
C. I AND II
D. I AND IV
ANSWER: I, II AND IV ARE METHODS OF ESTABLISHING RELIABILITY

• 32. IN A NORMAL DISTRIBUTION CURVE, WHAT DOES A T-SCORE OF 60 MEAN?
A. 2 SDS BELOW THE MEAN
B. 2 SDS ABOVE THE MEAN
C. 1 SD BELOW THE MEAN
D. 1 SD ABOVE THE MEAN
ANSWER: T-SCORE IS ANOTHER TYPE OF STANDARD SCORE WHERE THE MEAN IS 50 AND THE SD
IS 10. THEREFORE, 60 = 50 (MEAN) + 10 (1SD).

• 33. IN WHICH SUBJECT ARE THE SCORES MOST HOMOGENEOUS?
𝑆𝐷 7
𝐶𝑉 = = = 0.09
𝑀𝑒𝑎𝑛 78
𝑆𝐷 8
𝐶𝑉 = = = 0.10
𝑀𝑒𝑎𝑛 80
𝑆𝐷 9
𝐶𝑉 = = = 0.10
𝑀𝑒𝑎𝑛 90
A. MATHEMATICS 𝑆𝐷 10
𝐶𝑉 = = = 0.11
𝑀𝑒𝑎𝑛 88
B. ENGLISH Coefficient of variation – shows variation relative to the mean. It is used to
compare the homogeneity of two or more groups of distribution of scores. Lower
C. SOCIAL STUDIES CV indicates more homogeneous distribution.
D. SCIENCE 𝑆𝐷
𝐶𝑉 =
𝑀𝑒𝑎𝑛

34. IN WHICH SUBJECT DID ANGELO PERFORM MOST POORLY IN 75 − 78 −3
𝑧= = = −0.43
RELATION TO THE GROUP’S MEAN PERFORMANCE? 7 7
82 − 80 2
𝑧= = = 0.25
8 8
89 − 90 −1
𝑧= = = −0.10
9 9
90 − 88 2
𝑧= = = 0.40
10 10
A. MATHEMATICS
z−scores is used to convert a raw score to standard score to determine how far a
B. ENGLISH raw score lies from the mean in standard deviation units. This enables us to
compare an individual performance to the performance of the whole class.
C. SOCIAL STUDIES
𝑆𝑐𝑜𝑟𝑒 − 𝑀𝑒𝑎𝑛
D. SCIENCE 𝑧𝑠𝑐𝑜𝑟𝑒 =
𝑆𝐷

• 35. GIVEN A MEAN OF 55 AND A STANDARD DEVIATION OF 8, WHAT SCORES CORRESPOND
TO TWO STANDARD DEVIATIONS BELOW AND ABOVE THE MEAN?
A. 47 AND 63
B. 53 AND 57 𝑧𝑠𝑐𝑜𝑟𝑒 = 𝑀𝑒𝑎𝑛 ± 𝑛𝑆𝐷
C. 48 AND 70 𝑧𝑠𝑐𝑜𝑟𝑒 = 55 + 2 8 = 71
D. 39 AND 71 𝑧𝑠𝑐𝑜𝑟𝑒 = 55 − 2 8 = 39

• 36. MS. CATHY 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 PRACTICE?
A. CONTENT PRINCIPLE
B. LEARNING PRINCIPLE
C. EQUITY PRINCIPLE
D. PRODUCT PRINCIPLE
• 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
PROF. THEIR
ARIEL B. MABANSAG, SSU COLLEGE LEARNING STYLES AND MULTIPLE INTELLIGENCES
OF EDUCATION
37. HOW SHOULD THE FOLLOWING STEPS IN PORTFOLIO ASSESSMENT BE ARRANGED
LOGICALLY?
A. I, II, III, IV,V

B. I, III, II, V, IV
C. I, II, III, V, IV
D. I, III, V, II, IV

• 38. QUARTILE DEVIATION IS TO MEDIAN AND MEAN IS TO ?
A. STANDARD DEVIATION
B. MODE
C. RANGE
D. VARIANCE
ANSWER: QUARTILE DEVIATION AND MEDIAN ARE STATISTICAL MEASURES USED TO DESCRIBE
DATA THAT ARE NOT NORMALLY DISTRIBUTED. IF THE DATA FOLLOWS A NORMAL DISTRIBUTION,
THE MEAN AND STANDARD DEVIATION ARE USED.

• 39. WHAT IS THE MEANING OF TOS IN THE PARLANCE OF TEST CONSTRUCTION?
A. TABLE OF SPECIFICS
B. TABLE OF SUBJECTS
C. TABLE OF SPECIFIC TEST
D. TABLE OF SPECIFICATIONS
ANSWER: THE TABLE OF SPECIFICATIONS (TOS) IS A TOOL USED TO ENSURE THAT A TEST OR
ASSESSMENT MEASURES THE CONTENT AND THINKING SKILLS THAT THE TEST INTENDS
TO MEASURE.

• 40. WHICH STATEMENT IS NOT A GOOD PRACTICE FOR RECITATION?
A. MAKE IT AS A FORM OF DISCUSSION
B. IT SHOULD BE ANNOUNCED
C. POSSIBLE QUESTIONS ARE GIVEN
D. CALL A STUDENT BEFORE GIVING THE QUESTION
ANSWER: IT IS BETTER TO POSE THE QUESTION TO THE WHOLE CLASS BEFORE CALLING ON
SOMEONE TO RECITE TO GIVE THEM THE CHANCE TO THINK OF THEIR RESPONSE.

• 41. IN A FACULTY MEETING, THE PRINCIPAL TOLD HIS TEACHERS: WE NEED TO IMPROVE OUR
SCHOOL PERFORMANCE IN THE NATIONAL ACHIEVEMENT TEST. WHAT WOULD WE DO? THE
TEACHERS GAVE VARIED ANSWERS AS FOLLOWS:
1. LET’S GIVE INCENTIVES AND REWARDS TO STUDENTS WHO GET A RATING OF 85%.
2. LET’S TEACH THEM TO ACCEPT COMPLETE RESPONSIBILITY FOR THEIR PERFORMANCE.
3. LET’S MAKE THE SCHOOL ENVIRONMENT CONDUCIVE FOR LEARNING.
4. LET’S MAKE USE OF THE EXPERIENTIAL METHODS OF TEACHING
• ON WHICH EDUCATIONAL PHILOSOPHY IS RESPONSE #1 ANCHORED?

A. BEHAVIORISM
Answer: Giving rewards and incentives are strategies that teachers
B. PROGRESSIVISM adhering to behaviorist philosophy subscribes to.
C. EXISTENTIALISM
D. ESSENTIALISM
• 42. IN A FACULTY MEETING, THE PRINCIPAL TOLD HIS TEACHERS: WE NEED TO IMPROVE OUR
SCHOOL PERFORMANCE IN THE NATIONAL ACHIEVEMENT TEST. WHAT WOULD WE DO? THE
TEACHERS GAVE VARIED ANSWERS AS FOLLOWS:
1. LET’S GIVE INCENTIVES AND REWARDS TO STUDENTS WHO GET A RATING OF 85%.
2. LET’S TEACH THEM TO ACCEPT COMPLETE RESPONSIBILITY FOR THEIR PERFORMANCE.
3. LET’S MAKE THE SCHOOL ENVIRONMENT CONDUCIVE FOR LEARNING.
4. LET’S MAKE USE OF THE EXPERIENTIAL METHODS OF TEACHING
• IF YOU LEAN TOWARD A PROGRESSIVIST PHILOSOPHY, WITH WHICH RESPONSE DO YOU
AGREE?
A. 4 Answer: Progressivism is a theory of education that is concerned with
B. 3 “learning by doing” or experiential methods of teaching and learning.
C. 2
D. 1
43. DURING THE DISTRIBUTION OF THE REPORT CARD, WHICH OF THE FOLLOWING MUST BE THE
FOREMOST OF A TEACHER-PARENT CONFERENCE?
A. DISCUSS THE COMPLAINTS OF OTHER TEACHERS & CLASSMATES OF THE STUDENTS

B. DISCUSS THE PROGRESS AS WELL AS THE DEFICIENCIES OF THE STUDENT
C. DISCUSS THE UNSETTLED BILL OF THE STUDENTS
D. DISCUSS THE PROJECT OF THE SCHOOL

• 44. UNDER THE PSYCHOMOTOR DOMAIN OF LEARNING WHAT RELATES TO EXPRESSIVE
MOVEMENT THROUGH POSTURE, GESTURE, FACIAL EXPRESSION AND CREATIVE MOVEMENTS,
E.G. TAKING PART IN A PLAY?
A. SKILLED MOVEMENTS
B. PERCEPTUAL ABILITIES
C. NON-DISCURSIVE COMMUNICATION
D. REFLEX MOVEMENTS
• ANSWER: THIS DESCRIBES NON-DISCURSIVE COMMUNICATION BASED ON THE

PSYCHOMOTOR DOMAIN DEVELOPED BY HARROW (1977) AND MOORE (1992) IN BORICH
AND KUBISZYN
45. STUDY THE TABLE ON THE ITEM ANALYSIS OF A MULTIPLE CHOICE TEST IN MATHEMATICS
CONDUCTED BY TEACHER LARA. THE LETTER WITH THE ASTERISK IS THE CORRECT ANSWER.
BASED ON THE TABLE WHICH IS THE MOST EFFECTIVE DISTRACTER?

A. OPTION A
B. OPTION B
C. OPTION C
D. OPTION D
ANSWER: OPTION C IS THE MOST EFFECTIVE DISTRACTER SINCE MORE FROM THE LOWER
GROUP CHOSE IT THAN FROM THE UPPER GROUP.
BASED ON THE TABLE, WHICH OF THE OPTIONS SHOULD BE REVISED?

A. OPTION A
B. OPTION B
C. OPTION C
D. OPTION D
ANSWER: OPTION D WAS CHOSEN BY MORE FROM THE UPPER GROUP THAN FROM THE LOWER
GROUP HENCE IT SHOULD BE REVISED SINCE IT IS NOT AN EFFECTIVE DISTRACTER.
WHAT IS THE DISCRIMINATION INDEX OF THE TEST ITEM?

A. 0.14 𝐶𝑈𝐺 − 𝐶𝐿𝐺
𝐷𝐼 = ; 𝑛 = 𝑛𝑜 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑝𝑒𝑟 𝑔𝑟𝑜𝑢𝑝
𝑛
B. -0.14
𝐶𝑈𝐺 − 𝐶𝐿𝐺 14 − 9
𝐷𝐼 = = = 0.143
C. 0.33 𝑛 35
D. -0.33

WHAT IS THE DIFFICULTY INDEX OF THE TEST ITEM?

A. 0.14 𝐶𝑈𝐺 + 𝐶𝐿𝐺
𝐷𝑓 = ; 𝑁 = 𝑈𝐺 + 𝐿𝐺
𝑁
B. -0.14
14 + 9
𝐷𝑓 = = 0.329 ≈ 0.33
C. 0.33 70
D. -0.33

WHAT IS THE LEVEL OF DIFFICULTY OF THE TEST ITEM?

A. EASY 14 + 9
𝐷𝑓 = = 0.329 ≈ 0.33
70
B. DIFFICULT
C. MODERATE
D. VERY DIFFICULT

𝐷𝐼 = 0.143; 𝐷𝑓 = 0.33
WHAT SHOULD BE DONE WITH THE TEST ITEM?
A. REVISE THE ITEM
B. RETAIN THE ITEM
C. REJECT THE ITEM
D. MAKE IT A BONUS ITEM

• PART 1 (NOS 1-10)
• HTTPS://YOUTU.BE/IKHPUHIGBGC
• PART 2 (NOS 11-20)
• HTTPS://YOUTU.BE/JCHWONL7AOO
• PART 3 (NOS 21-30)
• HTTPS://YOUTU.BE/RJHCEOJEL2E
• PART 4 (NOS 31-40)
• HTTPS://YOUTU.BE/H7BEGA5T0WE
• PART 5 (NOS 41-50)
• HTTPS://YOUTU.BE/SM54SAPYD6U

Rationalization of The 2nd Pretest in CE1

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Rationalization of the 2nd Pretest in CE1

• ANSWER: THE FOCUS OF ASSESSMENT OF OUTCOMES-BASED EDUCATION (OBE) IS THE LEVEL

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: A TEST IS A STANDARDIZED INSTRUMENT DESIGNED TO MEASURE ANY

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: MULTIPLE CHOICE TEST IS MORE PRONE TO CHEATING.

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: MAKING THE OPTIONS HOMOGENEOUS INVOLVES MAKING THE DISTRACTERS

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: THERE ARE 3 TYPES OF PORTFOLIO: DOCUMENTATION PORTFOLIO (GROWTH

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

(D.0. 08, s. 2015, p. 8)

• ANSWER: TO DEVELOP A PRODUCT RATING SCALE FOR THE VARIOUS PRODUCTS IN

Mean < Mode

(D.0. 08, s. 2015, p. 14-15)

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: D – ONE OF THE FUNCTIONS OF ASSESSMENT IS TO FIND OUT IF THE LESSON’S

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: A – ONLY OPTION A IS CONSIDERED AS A SUPPLY TYPE OF OBJECTIVE TEST.

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• WHICH OF THE ABOVE ITEMS SHOULD HE DISCARD IN HIS ITEM BANK?

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

A. I, II, III, IV,V

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ON WHICH EDUCATIONAL PHILOSOPHY IS RESPONSE #1 ANCHORED?

A. DISCUSS THE COMPLAINTS OF OTHER TEACHERS & CLASSMATES OF THE STUDENTS

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

• ANSWER: THIS DESCRIBES NON-DISCURSIVE COMMUNICATION BASED ON THE

BASED ON THE TABLE WHICH IS THE MOST EFFECTIVE DISTRACTER?

BASED ON THE TABLE, WHICH OF THE OPTIONS SHOULD BE REVISED?

WHAT IS THE DISCRIMINATION INDEX OF THE TEST ITEM?

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

WHAT IS THE DIFFICULTY INDEX OF THE TEST ITEM?

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

WHAT IS THE LEVEL OF DIFFICULTY OF THE TEST ITEM?

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

PROF. ARIEL B. MABANSAG, SSU COLLEGE OF EDUCATION

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