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93 Cards in this Set
- Front
- Back
1. Education is a _______ In process.
A. Knowledge B. Technology C. Pouring
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C. Pouring |
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2. Which word best describes the role of a teacher when he is a sage on the stage?
A. Friend B. Authority C. Performer |
B. Authority |
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3. Which of the following does not belong?
A. Communication B. Leadership C. Collaboration |
B. Leadership |
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4. It places the student at the center of the process by focusing on Student Learning Outcomes (SLO).
A. It is student- centered B. It is faculty driven C. It is meaningful |
A. It is student- centered |
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5. It provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities.
A. It is faculty driven B. It is student- centered C. It is meaningful |
C. It is meaningful |
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6. It encourages faculty responsibility for teaching, assessing program outcomes and motivating participation from the students.
A. It is student- centered B. It is faculty driven C. It is meaningful |
B. It is faculty driven |
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7. Competencies and skills acquired upon completion of an instruction, subject, grade level, segment of the program, or the program itself.
A. Deferred Outcomes B. Immediate Outcomes C. Outcomes based education |
B. Immediate Outcomes |
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8. Focuses classroom instruction on the skills and competencies students must demonstrate when they exit.
A. Immediate Outcomes B. Deferred Outcomes C. Outcomes Based Education |
C. Outcomes Based Education |
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9. The ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of degree
A. Outcomes Based Education B. Deferred Outcomes C. Immediate Outcomes |
B. Deferred Outcomes |
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10. It refers to mental skills such as remembering, understanding, applying, analyzing, evaluating, synthesizing/creating.
A. Affective Domain B. Cognitive Domain C. Psychomotor Domain |
B. Cognitive Domain |
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11. It refers to growth in feelings or emotions from the simplest behavior like receiving to the most complex like internalizing.
A. Psychomotor Domain B. Affective Domain C. Cognitive Domain |
B. Affective Domain |
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12. It includes manual or physical skills, which proceed from mental activities and range from the simplest to the complex such as observing, imitating to adapting, and innovating.
A. Psychomotor Domain B. Cognitive Domain C. Affective Domain |
A. Psychomotor Domain |
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13. Who is the founder of psychomotor domain?
A. Krathwohl B. Anderson Kendall & Marzano C. Simpson Dave Harrow |
C. Simpson Dave Harrow |
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14. Who does not belong?
A. Anderson B. Dave C. Simpson |
A. Anderson |
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15. after completing “Module 1: Introduction to assessment in Learning
A. Institutional Outcomes B. Course Outcomes C. Learning Outcomes |
C. Learning Outcomes |
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16. Who is the founder of Cognitive Domain?
A. Krathwohl B. Anderson Kendall & Marzano C. Simpson Dave Harrow |
B. Anderson Kendall & Marzano |
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17. Warren completed the degree, Bachelor in Physical Education. What level of outcomes is this?
A. Course Outcomes B. Learning Outcomes C. Program Outcomes |
C. Program Outcomes |
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18. Who is the founder of Affective Domain?
A. Simpson Dave Harrow B. Anderson Kendall & Marzano C. Krathwohl |
C. Krathwohl |
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19. Therese completing the course, BPE 2207 Movement Education. What level of outcomes is this?
A. Program Outcomes B. Course Outcomes C. Learning Outcomes |
B. Course Outcomes |
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20. Ruthchie graduated from Central Philippine University. What level of outcomes is this?
A. Institutional Outcomes B. Program Outcomes C. Course Outcomes
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A. Institutional Outcomes |
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21. Is the process of gathering evidence of students’ performance over a period of timeto determine learning and mastery of skills.
A. Evaluation B. Measurement C. Assessment |
C. Assessment |
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23. The process of conducting a test based on standards.
A. Perceptions B. Testing C. Measurement |
B. Testing |
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24. The process of judging the quality of what is good and what is desirable. It is to give information regarding the worth, appropriateness, goodness, validity or legality of something.
A. Evaluation B. Assessment C. Perceptions |
A. Evaluation |
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25. group of experts rating a construct in a scale (ex. 1 to 5 with 1 being the lowest).
A. Testing B. Measurement C. Perceptions |
C. Perceptions |
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26. The act of ascribing numerical values to an individual's intelligence, character, demeanor, values, and academic accomplishments.
A. Assessment B. Measurement C. Evaluation |
B. Measurement |
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27. It involves collecting proof of students' performance throughout a duration to ascertain their learning progress and skill mastery. A. Assessment B. Measurement C. Evaluation |
A. Assessment |
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28. It involves providing information about the value, suitability, merit, validity, or legality of a particular entity A. Assessment B. Measurement C. Evaluation |
C. Evaluation |
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29. This process is designed to aid educators make judgment and indicate solutions to academic situations.
A. Assessment B. Measurement C. Evaluation |
C. Evaluation |
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30. It is usually expressed in quantities.
A. Assessment B. Measurement C. Evaluation |
B. Measurement |
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31. Its overall goal is to provide information regarding the extent of attainment of student learning outcomes. A. Assessment B. Measurement C. Evaluation |
A. Assessment |
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32. It is the process of selecting, receiving, and using data for the purpose of improvement in the current performance. A. Assessment B. Measurement C. Evaluation |
A. Assessment |
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33. It is an act of passing judgment on the basis of a set of standards. A. Assessment B. Measurement C. Evaluation |
C. Evaluation |
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34. It refers to the process by which the attributes or dimension of some objects or subjects of study are determined. A. Assessment B. Measurement C. Evaluation |
B. Measurement |
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35. It is conducted at the end of a grading period.
A. AS learning B. FOR learning C. OF learning |
C. Of learning |
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37. It guides teachers in identifying whether the students are learning during instruction. A. AS learning B. FOR learning C. OF learning |
B. For learning |
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38. Ms. Dina Virginia administered the prelim exam to her students to gather data on how much they have learned at the end of the term. A. AS learning B. FOR learning C. OF learning |
C. OF learning |
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39. At the beginning of the class, Ms. Gina Cole conducted a diagnostic test to determine the areas she needs to focus on in teaching her students grammar. A. AS learning B. FOR learning C. OF learning |
B. FOR learning |
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40. Dina Ligo checks the rubrics of her E-Portfolio requirement so that she would know which criterion garners the highest point and thus pay close attention in accomplishing it. A. AS learning B. FOR learning C. OF learning |
A. AS learning |
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41. Type of test that is designed to assess an individual's inherent or potential ability to perform certain types of tasks or acquire specific skills in the future? A. Diagnostic tests B. Placement tests C. Aptitude tests |
C. Aptitude tests |
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42. It is a type of test that is designed to measure a person's overall level of skill, competence, or expertise in a particular area or subject. A. Proficiency tests B. Aptitude tests C. Diagnostic tests |
A. Proficiency tests |
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43. It is a type of test that primarily focused on measuring what a person has learned or accomplished after a specific period of instruction or study.
A. Diagnostic tests B. Achievement tests C. Proficiency tests |
B. Achievement tests |
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44. It is a type of test that specifically designed to identify an individual's strengths and weaknesses within a particular domain or skill set. A. Aptitude tests B. Placement tests C. Diagnostic tests |
C. Diagnostic tests |
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45. It is a type of test that is used to determine an individual's current level of proficiency or knowledge in a specific subject or skill area. The primary goal of a placement test is to place individuals in the appropriate educational or training program based on their existing abilities. A. Placement tests B. Achievement tests C. Aptitude tests |
A. Placement tests |
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45. It is a type of test that is used to determine an individual's current level of proficiency or knowledge in a specific subject or skill area. The primary goal of a placement test is to place individuals in the appropriate educational or training program based on their existing abilities. A. Placement tests B. Achievement tests C. Aptitude tests |
A. Placement tests |
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46. Valedictorian in batch 2019-2020. - Deferred - Immediate |
Immediate |
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47. Psychomotor Domain refers to growth in feelings or emotions from the simplest behavior like receiving to the most complex like internalizing.
-True - False
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False |
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48. Participate in Christ Emphasis Week.- Immediate- Deferred - Immediate - Immediate- Deferred - Immediate- Deferred - Immediate- Deferred - Deferred |
Immediate |
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49. OBE stands for Over Based Education? - True - False |
- False |
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50. Become a Licensed Teacher - Immediate - Deferred |
Deferred |
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51. Performance tasks have the highest percentage in DepEd's grading system - True - False |
True |
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52. Get promoted to kinder garten - Immediate - Deferred |
Immediate |
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53. In SMART learning Outcomes R stands for Relationship? - True - False |
False |
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54. Writing a novel for a project in MAPEH - Deferred - Immediate |
Immediate |
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55. Assessment is the process of gathering evidence of students’ performance over a period of time to determine learning and mastery of skills? - True - False |
True |
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56. Measurement is The process of judging the quality of what is good and what is desirable? - True - False |
False |
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57. Eula accomplished the highest score in LET - Immediate - Deferred |
Immediate |
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58. In SMART Learning Outcomes M stands for Missing. - True - False |
False |
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59. We record Assessment Learning - True - False |
True |
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60. Aptitude tests are designed to assess an individual's inherent or potential ability to perform certain types of tasks or acquire specific skills in the future? - True - False |
True |
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61. Jhen wants a test that involves analysis and evaluation. - Subjectives - Objectives |
Subjectives |
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62. Felix enjoys a test where he can provide feedback. - Objectives - Subjectives |
Subjectives |
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63. Shyra wants a 3- in -1 test that covers grammar, diction, and logic. - Subjectives - Objectives |
Subjectives |
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64. It is prone to bluffing - Subjectives - Objectives |
Subjectives |
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65. Thea wants a test that showcases students'imagination. - Subjectives - Objectives |
Subjectives |
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66. It is prone to guessing. - Objectives - Subjectives |
Objectives |
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67. Eugene wants a test that is more reliable the the other. - Subjectives - Objectives |
Objectives |
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68. Alexis wants a test that covers Unit 1-5. - Subjectives - Objectives |
Objectives |
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69. Rayver wants a test that provides immediate feedback. - Subjectives - Objectives |
Objectives |
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70. The best test when dealing with 109+ students.
- Subjectives - Objectives |
Objectives |
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Provide numeral value to intelligence - Assessment - Evaluation - Measurement |
Measurement |
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72. Joan gathers the assignments of the students - Assessment - Evaluation - Measurement |
Assessment |
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73. Rhea describes one portfolio as passable - Assessment - Evaluation - Measurement |
Evaluation |
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74. Testing and perception - Assessment - Evaluation - Measurement |
Measurement |
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75. The decision is to reject, revise, or maintain.
- Assessment - Evaluation - Measurement |
Evaluation |
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76. National Career Assessment Examination (NCAE) - Aptitude tests - Diagnostic tests - Placement tests |
Aptitude tests |
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77. English Proficiency Test (EPT), a former requirement in DepEd ranking - Aptitude tests - Proficiency tests - Achievement tests |
Proficiency tests |
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78. A college might use a placement test in mathematics to determine whether a student should be placed in a basic, intermediate, or advanced math course based on their current math skills. - Diagnostic tests - Placement tests - Achievement tests |
Placement tests |
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79. National Achievement Test for Grade 3, 6, 10, and 12 - Placement tests - Diagnostic tests - Achievement tests |
Achievement tests |
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80. Required in remediation for struggling students. - Apttitude tests - Achievement tests - Diagnostic tests |
Diagnostic tests |
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81. It is an outcomes that Competencies and skills acquired upon completion of an instruction, subject, grade level, segment of the program, or the program itself (in school and shortly after graduation) |
Immediate Outcomes Or Instructional Outcomes |
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82. The ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of degree (many years after graduation) |
Deferred Outcomes or Institutional Outcomes |
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83. A formal and systematic instrument designed to assess the quality, ability, skill, or knowledge of a student by giving a set of questions. |
SMART Learning Outcomes |
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84. Learners ability or performance are judged by examiners’ opinion and judgment. |
Subjectives Test |
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85. Learners ability or performance are measured using specific set of answer. This means there are only two possible answer, right and wrong. In other word, the score is according to right answers. |
Objectives Test |
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86. determine what test takers can do and what they know, not how they compare to others. |
Criterion Referenced |
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87. It designed to highlight achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers. |
Norm Referenced |
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88. To monitor learning, to provide ongoing feedback to help teacher improve learning, identify weakness; open for reteaching. |
Formative Assessment |
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89. To evaluate student learning (KSA) against some standard at the end of a particular unit or work; not open for reteaching. |
Summative Assessment |
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90. The process of judging the quality of what is good and what is desirable. |
Evaluation |
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91-95. Give the 5 different types of test. |
Proficiency Test Diagnostic Test Placement Test Achievement Test Aptitude Test |
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96-98. Give the Three characteristics of Outcomes- Based Education. The answer should be in correct order |
1. It is student-centered. 2. It is faculty-driven. 3. It is meaningful. |
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99. Give the correct acronym of SMART |
S- Specific M- Measurable A- Achievable R- Relevant T- Time-Bound |
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100. Who is the Teacher on this subject? |
Mr. Bryan Paul M. Espinosa |