ASSESSMENT IN LEARNING 1 QUIZ

Determining Progress Towards the Attainment of Learning Outcomes

INSTRUCTIONS: Read and answer the following items carefully. Shade the letter of the
correct answer in your ZipGrade answer sheet.
The quiz that you are about to take is TEXT-DEPENDENT, meaning the items are
constructed based from the readings that have been provided and assigned to you. Specifically,
the main text is Assessment in Learning 1 by Navarro | Santos | Corpuz,

1. What is measurement in the context of
determining progress towards learning
outcomes?
a. The process of making judgments based
on criteria and evidence
b. The process of determining attributes or
characteristics of physical objects in terms
of quantity
c. The process of documenting knowledge,
skills, attitudes, and beliefs
d. The act of passing judgment on the basis
of set standards
2. Which of the following is an example of
subjective measurement in education?
a. Standardized testing
b. Expert ratings of a student's knowledge
c. Using a ruler to measure length
d. Measuring the area of a square paper
3. Objective measurements are preferred
over subjective measurements because:
a. They involve using qualitative
information
b. They are more stable and consistent
c. They require expert opinions
d. They are based on perceptions
4. What are indicators in educational
measurement used for?
a. Directly measuring variables like age and
height
b. Specifying the learning outcomes to be
measured
c. Being building blocks upon which all
other forms of measurement are built
d. Correlating with variables in another
group
5. In educational measurement, a group of
indicators constitute a:
a. Variable
b. Factor
c. Measurement
d. Standard
6. Assessment is the process of gathering
evidence of student performance to:
a. Determine the random errors in
measurements
b. Improve student learning and provide
reliable information
c. Estimate the true value of a quantity of
interest
d. Correlate highly with variables in another
group
7. Why is assessment of skill attainment
considered relatively easier than
assessment of understanding?

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a. Skills are abstract and intangible
b. Understanding is practiced and readily
demonstrable
c. Skills either exist at a certain level or they
don't
d. Understanding requires direct
measurements
8. What is the main goal of assessment?
a. To define the attributes of a student
b. To form a constrict or a factor
c. To improve student learning and provide
reliable information
d. To estimate the random error component
9. Formative evaluation focuses on:
a. Judging the worth of a program at the end
of activities
b. Collecting data for future analysis
c. Making judgment about a particular
situation
d. Program activities while they are in
progress
10. Summative evaluation is designed to
determine:
a. The building blocks of educational
measurement
b. The levels of achievement and standards
required
c. The effectiveness of a program at the end
of activities
d. The presence or absence of a measured
characteristic
11. Assessment FOR learning is also
known as:
a. Summative assessment
b. Formative assessment
c. Assessment OF learning
d. Evaluation
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12. What is the purpose of pre-assessment
in the assessment FOR learning process?
a. To determine deficiencies in the program
b. To assess learning for grading purposes
c. To adjust instruction based on student
entry knowledge
d. To observe and measure student learning
13. What does assessment AS learning
involve?
a. Assessment of student performance for
grading purposes
b. Use of data for improvement in current
performance
c. Self-assessment by students leading to
learning
d. Making judgments based on criteria and
evidence
14. Which of the following is NOT a
characteristic of formative evaluation?
a. Process-oriented
b. Focus on program deficiencies while in
progress
c. Judging the worth of a program at the end
of activities
d. Adjustment of instruction based on
assessment results
15. What distinguishes measurement,
assessment, and evaluation in an
educational context?
a. Measurement is based on qualitative data,
assessment on quantitative data, and
evaluation on random errors
b. Measurement is about determining
attributes, assessment is about making
judgments, and evaluation is about passing
judgment based on criteria and evidence
c. Measurement involves documenting
knowledge, skills, and attitudes, assessment
involves providing information for
judgment, and evaluation involves gathering 20. Which approach to assessment focuses
evidence of student performance on ensuring learning while teaching is in
d. Measurement is focused on improvement, progress?
assessment is focused on reliability, and
a. Assessment OF learning
evaluation is focused on learning outcomes
b. Evaluation
16. What is the main goal of measurement c. Assessment FOR learning
in educational contexts? d. Measurement
a. To apply random errors to true values
b. To determine the attributes or
characteristics of physical objects in terms
of quantity
c. To make judgments based on criteria and
evidence
d. To summarize educational principles
17. Which of the following is NOT an
example of assessment data in education?
a. Dialogue records
b. Temperature measurements
c. Test results
d. Journals
18. How can evaluation help educators
improve student achievement?
a. By focusing on formative evaluation
methods
b. By performing quantitative and
qualitative methods
c. By identifying success factors of
programs and projects
d. By assessing skill attainment in students
19. What is the process of determining the
attributes or dimensions of some physical
objects called?
a. Assessment
b. Evaluation
c. Measurement
d. Indicators

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Answer Key
1. b. The process of determining attributes or characteristics of physical objects in terms of
quantity
2. b. Expert ratings of a student's knowledge
3. b. They are more stable and consistent
4. c. Being building blocks upon which all other forms of measurement are built
5. a. Variable
6. b. Improve student learning and provide reliable information
7. c. Skills either exist at a certain level or they don't
8. c. To improve student learning and provide reliable information
9. d. Program activities while they are in progress
10. c. The effectiveness of a program at the end of activities
11. b. Formative assessment
12. c. To adjust instruction based on student entry knowledge
13. c. Self-assessment by students leading to learning
14. c. Judging the worth of a program at the end of activities
15. b. Measurement is about determining attributes, assessment is about making judgments,
and evaluation is about passing judgment based on criteria and evidence
16. b. To determine the attributes or characteristics of physical objects in terms of quantity
17. b. Temperature measurements
18. c. By identifying success factors of programs and projects
19. c. Measurement
20. c. Assessment FOR learning

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