MODULE 1 AOL1
問題一覧
1
Used to determine students learning needs, progress and performance
Assessment
2
It is implemented before, during, and after instruction
Assessment
3
Quantitative description of an object characteristics with the use of appropriate measuring tools
Measurement
4
A formal systematic procedure for gathering information
Testing
5
Comprised of a set of questions and administered during a fixed period of time
Test
6
A form of assessment. It is a formal systematic procedure for measuring a learner's knowledge skills and abilities
Test
7
A test May be oral, written or performance based
According to mode of response
8
Measure oral communication, consumed time and stressful
Oral test
9
Form of true/false, multiple choice, essay
Written test
10
Require students to demonstrate their skills and ability to perform specific action.
Performance test
11
Can be objective or subjective
According to ease of quantification of response
12
Tru/false, multiple choice, completion, matching
Objective
13
Elicit valid response. Score maybe influenced by personal opinion or judgement
Subjective
14
Can ba individual or group test
According to mode of administration
15
Test maybe standardized or non-standardized
According to test constructor
16
Prepared by specialist who are versed in the principle of assessment. Administered to a large group. Manual are used to administration or interpretion of test result. Valid and reliable
Standardized test
17
Prepared by teachers who may not be good in the principle of test construction.
administered to few classes to measure course achievement. Not examine for validity.
Non-standardized
18
Classified according to what are measured
According to nature of answer
19
Measures one's personality and behavior. Career guidance, determine personality disorder, strength and weaknesses
Personality test
20
Measures student potential to learn and perform new tasks. The college scholastic aptitude test measure student ability and predicts success in college
Aptitude test
21
Measures students learning after instruction
Achievement test
22
Measures innate intelligence or mental ability. Predicts academic ability
Intelligence test
23
Measures interpersonal relationship in Social groups. Express preferences in terms of likes and dislikes
Social Metric test
24
Assesses and individual's knowledge, skills and competence in a pa particular occupation
Trade or vocational test
25
Assessment is implemented ___, ___ and ____ instruction
Before,during,after
26
A test is a tool comprised of a ____, administered during a ____, under ____
set of questions, fixed period of time, comparable conditions
27
Test is a form of assessment. It is a formal systematic procedure for measuring learners' ___, ___, ___
Knowledge,skills,abilities
28
Tests ____ time and can be ___ for some students
Consumes,stressful
29
Written test is generally ___ and ___
Fair,efficient
30
Individual test identifies a student ___ :
abilities to process/perform tasks, identify gifted students/disabilities
Cognitive functioning
31
Information obtained from group test is not as ____ as those from individual test
Comprehensive
32
Standardized test
1. Administered to a ____ group of students under similar conditions.
2. Scoring procedure and interpretation are ____
3. ____ are used to the administration and interpretation of result
4. The tests are highly ___ and ____
5. consist of ___ choice
Large,consistent,manual,valid,reliable,multiple
33
Non-standardized Test
1. Administered to ____ classes to measure course achievement
2. Test are not ____ for validity
3. Scores not subjected to ____ procedure to determine ____
Few,examine,statistical,reliability
34
Intelligence test
1. Published by ___ Binet and Theodore ___
2. Predicts academic achievements
3. Contains ____ comprehension, ____ , ____
4. Taps 3 independent aspects of intelligence
Alfred,Simon,verbal,quantitative,abstract reasoning
35
Social Metric test include peer ___, peer ___, ranking of _____
Nomination,rating,social acceptance
36
Trade test assesses ___, ___, ___ in a particular occupation
Knowledge,skills,competence
37
Instructional function
1. Tests facilitate the _____ of learning ____. test results shows if learning objectives/outcomes are met.
Clarification,objectives
38
Instructional function
2. Tests provide means of ____ to the instruction and student. Students can assess their own ___ and experience. Teachers are guided in adjusting pedagogical ___ to match students' learning styles.
Feedback,learning,practice
39
Instructional function
3. Test can ____ learning - ____ testing increases academic preparation. it also produces a more ____ attitude among students
Motivate,frequent,positive
40
Instructional function
4. Tests can ____ learning - prompt feedback informs students how they are doing.
By acting on feedback from teachers , students can ____ on subsequent _____
Successive ____ conducted at appropriate intervals can bring about long-term
____
Facilitate,improve performances,relearning,retention
41
Instructional function
Tests are a useful means of _______-over learning means _____ study, review,
practice of the same material even after concepts and skills had been ___
Overlearning,continued,mastered
42
Administrative functions
1. Tests provide a means of _____- a school can determine the strengths and
weaknesses of a ____.
Quality control,curriculum
43
Administrative functions
2. Tests facilitate better _____ and placement _____. Schools can group students according to their level of activity. Schools can assign or Transfer students to a ____ or
_____ program
Classification,decisions,gifted,remedial
44
Administrative functions
3. Tests can increase the quality of _____ decisions- In using tests for classification purposes; schools can then select students for _____
- when admitting students for senior high school or college. Through testing, a teacher can select students who would ___₱ in tutorial classes or remedial programs.
Selection,specific programs,benefit
45
Administrative functions
4. Tests can be a useful means of ____, ____ or ____. Tests provide a means of certifying knowledge and skills. A senior high school student who completes a technicalvocational livelihood track may obtain a national certificate level II through TESDA. Another
example: LET Passers are issued licenses to practice their profession.
Accreditation,mastery,certification
46
C. RESEARCH AND EVALUATION
(function)
Tests are useful for program evaluation and research. Researchers on teaching and learning innovations are carried out using ____ and other assessment techniques to collect ___
Tests,data
47
D. GUIDANCE FUNCTIONS
Tests can be of value in _____ an individual's ____;aptitudes and abilities.
The Guidance
Department evaluates learners' scholastic aptitude, abilities and interests by giving intelligence
tests, aptitude tests and personality inventions to help students decide which program of study
to take and select a career path
Diagnosing,special
48
_____ refers to all activities undertaken by teachers and by their students in assessing themselves that provide information to be used to modify the teaching and learning activities in
which they are engaged classified into two:
Assessment
49
Assessment
____ Performance- is achieved when learners are ____;to perform well.
Students are encouraged to aim for a ____. Measure of maximum performance are
aptitude tests, achievement tests, NAT (achievement level in different subjects areas)
Maximum,motivated,high score
50
____ Performance
It includes attitude, interests and personality inventions, observation technique, peer
appraisal, observational techniques are scoring rubric, anecdotal record, portfolios, checklists and rating scales.
Typical
51
Assessment for Learning (AFL)- pertains to _____ and _____ assessment tasks
which are used to determine learning needs, monitor academic progress of students
____ a unit or block of instruction
Diagnostic,formative,during
52
Assessment as Learning (AaL)- employs tasks or activities that provide students with an
opportunity to ____ and further their ______, and how they can ____ their
learning _____ to achieve their goals. Students utilize their strengths and work on
their weaknesses. Students are responsible for their own learning.
Monitor,own learning,adjust,strategies
53
Assessment of Learning (AoL)-
It is a ____assessment and done at the end of a
unit, task, process or period. The purpose is to provide_____ of a student's level of
achievement. Unit tests, final projects are examples of summative assessment. Used for grading, evaluation and reporting purposes. Provides a basis for students ____ and
_____.
Summative,evidence,placement,promotion
54
______
This comes in after the data had been collected from an assessment tool. Assessment data
gathered by the Teacher have to be interpreted in order to make a sound decision about
students.
Evaluation
55
Relevance of assessment
____- take responsibility for their own learning
Students
56
Relevance of assessment
_____ - inform instructional practice. Gives teachers ____ about students'
knowledge and performance base.
Teachers,information
57
Relevance of assessment
_____- Education is a ____ partnership; they are a source of assessment information on the educational ____ and learning ___ of their children. Parents should be informed about their children's progress and learning
Parents,shared,history,habits
58
Relevance of assessment
_____ and Program ____ - administrators and school planners use assessment to ____;strengths and weaknesses of school programs in order to make priorities and plans for _____
Administrators,staff,identify,improvement
59
Relevance of assessment
_____- provide information about student achievements which in turn reflects the quality of education provided by the school.
Policy makers
Module 1: Teaching Approach
Module 1: Teaching Approach
Gresibelle Yumang · 28問 · 2年前Module 1: Teaching Approach
Module 1: Teaching Approach
28問 • 2年前WH: CHAPTER 21
WH: CHAPTER 21
Gresibelle Yumang · 88問 · 2年前WH: CHAPTER 21
WH: CHAPTER 21
88問 • 2年前Module 2 Teaching approach
Module 2 Teaching approach
Gresibelle Yumang · 26問 · 2年前Module 2 Teaching approach
Module 2 Teaching approach
26問 • 2年前WH: Chapter 20
WH: Chapter 20
Gresibelle Yumang · 46問 · 2年前WH: Chapter 20
WH: Chapter 20
46問 • 2年前WH: Chapter 17 Renaissance
WH: Chapter 17 Renaissance
Gresibelle Yumang · 47問 · 2年前WH: Chapter 17 Renaissance
WH: Chapter 17 Renaissance
47問 • 2年前WH: CHAPTER 18
WH: CHAPTER 18
Gresibelle Yumang · 19問 · 2年前WH: CHAPTER 18
WH: CHAPTER 18
19問 • 2年前WH: CHAPTER 19
WH: CHAPTER 19
Gresibelle Yumang · 35問 · 2年前WH: CHAPTER 19
WH: CHAPTER 19
35問 • 2年前WH: CHAPTER 21 PEOPLE
WH: CHAPTER 21 PEOPLE
Gresibelle Yumang · 8問 · 2年前WH: CHAPTER 21 PEOPLE
WH: CHAPTER 21 PEOPLE
8問 • 2年前BED: Module 1
BED: Module 1
Gresibelle Yumang · 37問 · 2年前BED: Module 1
BED: Module 1
37問 • 2年前Module 3 Teaching approach
Module 3 Teaching approach
Gresibelle Yumang · 32問 · 2年前Module 3 Teaching approach
Module 3 Teaching approach
32問 • 2年前ttl2
ttl2
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ttl2
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1&2
Gresibelle Yumang · 47問 · 1年前1&2
1&2
47問 • 1年前INSTRUCTIONAL MATERIALS
INSTRUCTIONAL MATERIALS
Gresibelle Yumang · 13問 · 1年前INSTRUCTIONAL MATERIALS
INSTRUCTIONAL MATERIALS
13問 • 1年前module 1
module 1
Gresibelle Yumang · 47問 · 1年前module 1
module 1
47問 • 1年前問題一覧
1
Used to determine students learning needs, progress and performance
Assessment
2
It is implemented before, during, and after instruction
Assessment
3
Quantitative description of an object characteristics with the use of appropriate measuring tools
Measurement
4
A formal systematic procedure for gathering information
Testing
5
Comprised of a set of questions and administered during a fixed period of time
Test
6
A form of assessment. It is a formal systematic procedure for measuring a learner's knowledge skills and abilities
Test
7
A test May be oral, written or performance based
According to mode of response
8
Measure oral communication, consumed time and stressful
Oral test
9
Form of true/false, multiple choice, essay
Written test
10
Require students to demonstrate their skills and ability to perform specific action.
Performance test
11
Can be objective or subjective
According to ease of quantification of response
12
Tru/false, multiple choice, completion, matching
Objective
13
Elicit valid response. Score maybe influenced by personal opinion or judgement
Subjective
14
Can ba individual or group test
According to mode of administration
15
Test maybe standardized or non-standardized
According to test constructor
16
Prepared by specialist who are versed in the principle of assessment. Administered to a large group. Manual are used to administration or interpretion of test result. Valid and reliable
Standardized test
17
Prepared by teachers who may not be good in the principle of test construction.
administered to few classes to measure course achievement. Not examine for validity.
Non-standardized
18
Classified according to what are measured
According to nature of answer
19
Measures one's personality and behavior. Career guidance, determine personality disorder, strength and weaknesses
Personality test
20
Measures student potential to learn and perform new tasks. The college scholastic aptitude test measure student ability and predicts success in college
Aptitude test
21
Measures students learning after instruction
Achievement test
22
Measures innate intelligence or mental ability. Predicts academic ability
Intelligence test
23
Measures interpersonal relationship in Social groups. Express preferences in terms of likes and dislikes
Social Metric test
24
Assesses and individual's knowledge, skills and competence in a pa particular occupation
Trade or vocational test
25
Assessment is implemented ___, ___ and ____ instruction
Before,during,after
26
A test is a tool comprised of a ____, administered during a ____, under ____
set of questions, fixed period of time, comparable conditions
27
Test is a form of assessment. It is a formal systematic procedure for measuring learners' ___, ___, ___
Knowledge,skills,abilities
28
Tests ____ time and can be ___ for some students
Consumes,stressful
29
Written test is generally ___ and ___
Fair,efficient
30
Individual test identifies a student ___ :
abilities to process/perform tasks, identify gifted students/disabilities
Cognitive functioning
31
Information obtained from group test is not as ____ as those from individual test
Comprehensive
32
Standardized test
1. Administered to a ____ group of students under similar conditions.
2. Scoring procedure and interpretation are ____
3. ____ are used to the administration and interpretation of result
4. The tests are highly ___ and ____
5. consist of ___ choice
Large,consistent,manual,valid,reliable,multiple
33
Non-standardized Test
1. Administered to ____ classes to measure course achievement
2. Test are not ____ for validity
3. Scores not subjected to ____ procedure to determine ____
Few,examine,statistical,reliability
34
Intelligence test
1. Published by ___ Binet and Theodore ___
2. Predicts academic achievements
3. Contains ____ comprehension, ____ , ____
4. Taps 3 independent aspects of intelligence
Alfred,Simon,verbal,quantitative,abstract reasoning
35
Social Metric test include peer ___, peer ___, ranking of _____
Nomination,rating,social acceptance
36
Trade test assesses ___, ___, ___ in a particular occupation
Knowledge,skills,competence
37
Instructional function
1. Tests facilitate the _____ of learning ____. test results shows if learning objectives/outcomes are met.
Clarification,objectives
38
Instructional function
2. Tests provide means of ____ to the instruction and student. Students can assess their own ___ and experience. Teachers are guided in adjusting pedagogical ___ to match students' learning styles.
Feedback,learning,practice
39
Instructional function
3. Test can ____ learning - ____ testing increases academic preparation. it also produces a more ____ attitude among students
Motivate,frequent,positive
40
Instructional function
4. Tests can ____ learning - prompt feedback informs students how they are doing.
By acting on feedback from teachers , students can ____ on subsequent _____
Successive ____ conducted at appropriate intervals can bring about long-term
____
Facilitate,improve performances,relearning,retention
41
Instructional function
Tests are a useful means of _______-over learning means _____ study, review,
practice of the same material even after concepts and skills had been ___
Overlearning,continued,mastered
42
Administrative functions
1. Tests provide a means of _____- a school can determine the strengths and
weaknesses of a ____.
Quality control,curriculum
43
Administrative functions
2. Tests facilitate better _____ and placement _____. Schools can group students according to their level of activity. Schools can assign or Transfer students to a ____ or
_____ program
Classification,decisions,gifted,remedial
44
Administrative functions
3. Tests can increase the quality of _____ decisions- In using tests for classification purposes; schools can then select students for _____
- when admitting students for senior high school or college. Through testing, a teacher can select students who would ___₱ in tutorial classes or remedial programs.
Selection,specific programs,benefit
45
Administrative functions
4. Tests can be a useful means of ____, ____ or ____. Tests provide a means of certifying knowledge and skills. A senior high school student who completes a technicalvocational livelihood track may obtain a national certificate level II through TESDA. Another
example: LET Passers are issued licenses to practice their profession.
Accreditation,mastery,certification
46
C. RESEARCH AND EVALUATION
(function)
Tests are useful for program evaluation and research. Researchers on teaching and learning innovations are carried out using ____ and other assessment techniques to collect ___
Tests,data
47
D. GUIDANCE FUNCTIONS
Tests can be of value in _____ an individual's ____;aptitudes and abilities.
The Guidance
Department evaluates learners' scholastic aptitude, abilities and interests by giving intelligence
tests, aptitude tests and personality inventions to help students decide which program of study
to take and select a career path
Diagnosing,special
48
_____ refers to all activities undertaken by teachers and by their students in assessing themselves that provide information to be used to modify the teaching and learning activities in
which they are engaged classified into two:
Assessment
49
Assessment
____ Performance- is achieved when learners are ____;to perform well.
Students are encouraged to aim for a ____. Measure of maximum performance are
aptitude tests, achievement tests, NAT (achievement level in different subjects areas)
Maximum,motivated,high score
50
____ Performance
It includes attitude, interests and personality inventions, observation technique, peer
appraisal, observational techniques are scoring rubric, anecdotal record, portfolios, checklists and rating scales.
Typical
51
Assessment for Learning (AFL)- pertains to _____ and _____ assessment tasks
which are used to determine learning needs, monitor academic progress of students
____ a unit or block of instruction
Diagnostic,formative,during
52
Assessment as Learning (AaL)- employs tasks or activities that provide students with an
opportunity to ____ and further their ______, and how they can ____ their
learning _____ to achieve their goals. Students utilize their strengths and work on
their weaknesses. Students are responsible for their own learning.
Monitor,own learning,adjust,strategies
53
Assessment of Learning (AoL)-
It is a ____assessment and done at the end of a
unit, task, process or period. The purpose is to provide_____ of a student's level of
achievement. Unit tests, final projects are examples of summative assessment. Used for grading, evaluation and reporting purposes. Provides a basis for students ____ and
_____.
Summative,evidence,placement,promotion
54
______
This comes in after the data had been collected from an assessment tool. Assessment data
gathered by the Teacher have to be interpreted in order to make a sound decision about
students.
Evaluation
55
Relevance of assessment
____- take responsibility for their own learning
Students
56
Relevance of assessment
_____ - inform instructional practice. Gives teachers ____ about students'
knowledge and performance base.
Teachers,information
57
Relevance of assessment
_____- Education is a ____ partnership; they are a source of assessment information on the educational ____ and learning ___ of their children. Parents should be informed about their children's progress and learning
Parents,shared,history,habits
58
Relevance of assessment
_____ and Program ____ - administrators and school planners use assessment to ____;strengths and weaknesses of school programs in order to make priorities and plans for _____
Administrators,staff,identify,improvement
59
Relevance of assessment
_____- provide information about student achievements which in turn reflects the quality of education provided by the school.
Policy makers