ED 209 - Assessment in Learning 2 Part I. Multiple Choice

ED 209 – Assessment in Learning 2
Final Examination
Part I. Multiple Choice
Direction: Read each item CAREFULLY and answer RELIGIOUSLY. Choose the letter of the BEST answer.
1. Which model of alternative assessment focuses on determining the effects of instruction rather than
determining if students have achieved the intended outcomes?
a. Authentic Assessment
b. Developmental Assessment
c. Emergent Assessment
d. Performance Assessment
2. Teacher Jan Mark is confused about the nature of alternative assessment of learning. A colleague,
teacher Regie, explained to teacher Jan Mark that alternative assessment refers to the use of non-
traditional assessment methods like portfolio assessment. Is teacher Regie correct?
a. Yes, as portfolio assessment is a non-traditional assessment method.
b. No, as portfolio assessment is a traditional assessment method.
c. Yes, as alternative assessment means using portfolio in assessment.
d. No, as alternative assessment and non-traditional assessment are different.
3. When teacher Mitch discusses to her students the culminating project for her class, she takes time to
describe and elaborate the quality of the project and the criteria that she will use to assess and grade
the project. Teacher Mitch is practicing what criterion for determining if an assessment is authentic or
not?
a. Building around topics or issues of interest to the students.
b. Involving interaction between assessor and person assessed.
c. Making evaluation criteria and standards known to the student.
d. Requiring learners to produce a quality product or performance.
4. Teacher N is preparing a rubric for assessing a research proposal. She wants to use the rubric to
determine if the students in her class can demonstrate their knowledge in research and research writing
through the development of a research proposal. Teacher N is doing what type of assessment?
a. Performance assessment as her intention is to determine if students can demonstrate what they
know through the development of a research proposal.
b. Performance assessment as the purpose of the rubric is to determine their research writing skills.
c. Assessment of non-cognitive outcomes as research proposal writing is a psychomotor outcome.
d. Assessment of non-cognitive outcomes as research proposal writing is an affective outcome.
5. When Teacher Vince grades her students’ group project, he uses scoring rubrics to assess and grade
the students’ projects. In addition, he provides self-report rating scale and peer report rating scale for
each member of a group so students can assess their contribution and their groupmates’ contribution in
the completion of their group project. Furthermore, teacher Vince interviewed each student and asked
them questions related to their completed group project. Teacher Vince is practicing which principke of
assessment?
a. Assessment requires the use of appropriate measures.
b. Assessment is both process and product-oriented.
c. Assessment must be comprehensive and holistic.
d. Assessment should lead to students learning.
6. Teacher Girlie, an English teacher, wants to give an assessment task that measures students’ skills.
Which of the following assessment tasks can BEST address her purpose?
a. Essay
b. Interest Inventory
c. Multiple Choice Test
d. Recital
7. A product learning target is BEST matched with which of the following sample assessment tasks?
a. Measuring height using a tape measure
b. Explaining the difference between vectors and matrices
c. Demonstrating commitment to completing the group project
d. Writing an essay on the impact of social media in people’s social values
8. In his Physical Education class, teacher Brian designed a task where his students will be grouped into
teams of five players and play half-court basketball for 20 minutes. Which of the following learning
targets can be BEST assessed in the task?
a. Affect
b. Knowledge
c. Products
d. Skills
Instructor: Kent E. Escobin, MAEd ED 209 – Assessment in Learning 2

9. Manages time effectively to balance both academic and extra-curricular tasks and responsibilities. This
learning objective refers to which level within Krathwohl’s affective domain?
a. Application
b. Guided Response
c. Organization
d. Valuing
10. Which of the following learning target statements refer to affect?
a. Discuss the importance of preparing for an earthquake event.
b. Show commitment in flowing one’s personal fitness plan.
c. Create tables and graphs to describe the population data.
d. Read fluently in acceptable pace.
11. Mr. Santillana is planning to conduct a performance assessment to his three Grade 6 classes in
Philippine History (Araling Panlipunan) to measure what the students have learned about native
Filipino’s contribution to fight for Philippine Independence during the Propaganda Movement. What is
the most appropriate kind of performance assessment should he develop?
a. Essay test, since this will demonstrate how the students understood the role of prominent Filipinos
during the Propaganda Movement.
b. Group project to create a newspaper that will mimic or simulate the propaganda or written work
done by propagandists.
c. History mini-fair, wherein the students can exhibit their works/projects or present performance (e.g.
dance, skit, songs) to depict the important events during the Propaganda Movement.
d. Multiple-choice test, as this will test their knowledge on who were the prominent Filipino
propagandists during that period.
12. In designing performance assessments, what is the most important consideration in doing so?
a. Come up with the rubric, as this will guide the teacher in rating the students’ performance or output.
b. Create table of specifications, as this will inform the teacher on what topics to include, the number
of items for each topic and the whole test and the weight for each item.
c. Define the desired learning outcomes, as they will serve as guide in identifying the cognitive skills to
be assessed by the performance task.
d. Determine the criteria to be included to rate the performance level of the students.
13. What is the most important characteristic of a performance task?
a. It allows students to be involved in the process of evaluation of their peers’ performance and output.
b. It provides opportunities for students to show what they know and what they can do.
c. It is authentic as the performance task resembles what can be seen in real life.
d. It only measures lower level of cognitive skills.
14. Ms. Sarah teaches fashion design in one senior high school for the Technology and Livelihood
Education (TLE) and Technical-Vocational Livelihood Track. What is the most appropriate performance
assessment to conduct to measure students’ learning outcomes in this subject?
a. Students’ actual demonstration on how to design and create an apparel.
b. Oral questioning by the teacher.
c. Essay writing.
d. Written Exams
15. When a student says. “I feel nervous in Mathematics”, what affective trait is illustrated by this
behaviour?
a. Interest
b. Motivation
c. Value
d. Attitude
16. What refers to a collection of learning and performance artefacts by a student and is typically
accompanied by personal narratives and reflections?
a. Journal
b. Notebooks
c. Portfolio
d. Learning Cards
17. If Peter, a physics student demonstrates skills in helping other students solve a problem in a laboratory,
he is exhibiting a behaviour in what level?
a. Responding
b. Valuing
c. Organizing
d. Characterizing
18. From the following, which one is the most acceptable performance term for use in describing affective
behaviour at the level of valuing?
a. Gives
b. Complies
c. Joins
d. Initiates
19. Which of the following sets of behaviour is at the highest level in the affective domain?
a. Writes, complies, helps
b. Completes, initiates, proposes
c. Influences, proposes, solves
d. Defends, formulates, modifies
20. What refers to the characteristics or traits that a person holds in high importance?
a. Attitudes
b. Values
c. Beliefs
d. Motivation
21. What type of portfolio is good to develop if the intention is to exhibit the best products of one’s learning?
a. Process Portfolio
b. Product Portfolio
c. Show Portfolio
d. Documentary Portfolio
22. Which best explains why portfolio assessment is an appropriate method in assessing learning?
a. It allows students to assess their own learning.
b. It is more effective in assessing learning than a pen-and-paper test.
c. It is good in assessing more of the process rather than the product of learning.
d. It demonstrates not only what the students know but also what they are able to do.
23. You are going to assess the writing skills of the students using portfolio assessment. Which of the
following will you ask your students to do?
a. Let them write reflections while doing the portfolio.
b. Prepare a quality container for their written outputs in class.
c. Collect all their works in the class and compile them.
d. Select the evidence of their learning.
24. Which of the following processes are ideal to be done by the students when they develop their
portfolios?
I. Set the competencies targeted for portfolio assessment.
II. Do the evidence that would show attainment of the target competencies.
III. Give feedback on the rubric to be used in judging evidence of attainment of target
competencies.
IV. Rate the evidence produced based on the agreed-upon rubric.
a. II and II only
b. I, II, and III only
c. II, III and IV only
d. I, II, III and IV
25. What response format is used to describe the object or behaviour by making use of two opposite
adjectives?
a. Likert Scale
b. Verbal Frequency Scale
c. Graphic Semantic Differential Scale
26. What response format is appropriate when a teacher wants to check students’ use of polite words to
adults in the school?
a. Likert Scale
b. Linear Numeric Scale
c. Picto Scale
d. Verbal Frequency Scale
27. What response format is appropriate when the teacher wants to know the attitude of students on the
ban of soft drinks in the canteen?
a. Linear Numeric Scale
b. Verbal Frequency Scale
c. Likert Scale
d. Semantic Differential Scale
28. Why is feedback helping students improve their performance?
a. It points out the part of the performance where there is mistake.
b. It tells specific ways to change the work and make it better.
c. It makes the teacher think whether to make the learners resubmit.
d. It helps the teacher provide high grade in the task required.
29. What appropriate feedback is given when the voice of a student during declamation cannot be heard?
a. Make your voice louder.
b. What is wrong with your voice?
c. I can’t hear you.
d. Your voice is too soft.
30. Why is the comment of simply saying “very nice” a bad form of feedback?
a. No aspect of behaviour is identified and no specific behaviour is commended.
b. Misconstrued that all criteria are very nice.
c. Students commonly like to hear this comment.
d. Feedback should focus only on the specific areas that need improvement.
Part II. Constructed Response

Direction: For 20 points, make an ANALYTIC RUBRIC which can be used in scoring an ESSAY.
~~~Nothing Follows~~~
Symptom of DISEASE NO. 15 is extreme desperation. It is doing anything for one’s own sake—even if it means doing evil.
Sometimes, it applies in LOVE, sometimes while taking a test. Say no to DISEASE NO. 15. Don’t be desperate.
~KENT E. ESCOBIN~

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What are the different types of assessment discussed in the document?

What are the characteristics of alternative assessment according to the passage?

ED 209 – Assessment in Learning 2

Instructor: Kent E. Escobin, MAEd ED 209 – Assessment in Learning 2

Part II. Constructed Response

Instructor: Kent E. Escobin, MAEd ED 209 – Assessment in Learning 2

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