ORIGINAL ITEM p, D, dis ITEM ANALYSIS REVISED ITEM

1. Which among the choices A B C* D

is part of key concepts of UG 10 7 5 3
fairness? LG 13 4 5 3
a. Accountability of
Learning
b. Assessment’s
Consistency
c. Pre-requisite
Knowledge and
Skills
d. Student
Cooperation in
Learning

2. What is the primary goal A B C D*

of accommodating UG 0 0 1 24
special needs in LG 0 0 0 25
assessment?
a. To increase
competition
among students.
b. To discourage
student
participation in
assessments and
other tasks.
c. To provide
advantages to
certain student
groups over
 others.
d. To ensure that all
students have an
equal opportunity
to succeed.

3. What does opportunity to A B* C D

learn refer in the context U 3 19 3 0
of assessment? G
a. Amount of time LG 5 9 9 2
allocated for
completing
assessments
b. The availability of
resources during
assessment
preparation
c. The difficulty level
of assessment
questions
d. The number of
assessment tasks
assigned to
students
4. Which of the following is A B C D*
an example of assessing UG 6 3 1 15
pre-requisite knowledge LG 9 5 1 9
and skills?
a. Administering a
final exam at the
end of the course
b. Offering
enrichment
activities for high-
achieving students
c. Providing
accommodations
to students with
disabilities
d. Reviewing
student’s previous
academic records

5. What role does A B C D*

UG 0 0 2 23
accountability play in
LG 0 3 5 17
ensuring students
understand learning
targets?
a. Accountability
discourages
students from
 knowing learning
targets
b. Accountability
increases
confusion about
learning targets
c. Accountability is
connected to
student
cooperating of
learning targets
d. Accountability
holds students
responsible for
achieving learning
targets

6. Which of the following is A B C D

*
an example of student
U 2 22 0 1
stereotyping in G
assessment? LG 6 6 0 12
a. Administering
assessments in a
consistent and
standardized
manner
b. Assuming that
students from
certain
demographic
 groups are less
capable
c. Offering
accommodations
to students with
disabilities to level
the playing field
d. Providing
differentiated
instruction based
on students'
individual learning
needs

7. How does Item Response A B C D

Theory (IRT) contribute to *
improving test reliability U 0 2 20 2
and validity? G
a. By decreasing the LG 3 9 8 4
difficulty level of
items
b. By eliminating all
guessing
parameters
c. By eliminating
biased or poorly
performing items
d. By reducing the
discrimination
levels of items
8. How does Item Response A* B C D
Theory (IRT) help in U 17 1 1 6
determining cheaters in G
exam? LG 18 4 0 3
a. By analyzing
inconsistent
patterns in item
response
b. By comparing the
overall test scores
with other
students
c. By evaluating the
time taken to
complete each
item
d. By focusing on the
total number of
correct answers

9. What role does Item A B C D

Response Theory (IRT) *
play in ensuring the U 2 12 0 11
fairness of assessments? G
a. Adjusting test LG 6 7 3 8
scores based on
test-taker’s
demographics
b. Analyzing the
differential item
 functioning across
groups
c. Excluding certain
test-takers from
the assessment
d. Providing
alternative testing
formats for
different groups
10. How does Item Response A* B C D
Theory support the U 17 1 4 3
validity of assessment G
interpretations? LG 13 6 4 2
a. By aligning test
items with specific
learning objectives
b. By considering the
context in which
assessments are
administered
c. By estimating the
accuracy of test-
taker ability levels
d. By providing a
comprehensive
analysis of test
item
characteristics

11. What is the practical A B C* D

application of IRT in UG 1 6 18 0
 improving assessments in LG 3 1 8 0
educational settings? 4
a. Creating
standardized tests
without
adjustments
b. Developing fixed
test forms for all
students
c. Designing
adaptive tests that
adjust in real-time
d. Using fixed cut-off
scores for all
students

12. How does Item Response A B C* D

Theory (IRT) contribute to UG 15 0 10 0
the improvement of LG 14 2 8 1
assessments?
a. By allowing us to
better understand
how the items and
test as a whole
operate as a
measurement
instrument.
b. By increasing the
difficulty level of
assessment.
c. By providing a
 statistical
framework to
understand the
relationship
between latent
traits and their
measurements.
d. By reducing the
number of
questions in an
assessment.

13. How can analyzing item A B C D*

difficulty and UG 0 1 1 23
discrimination LG 2 2 0 21
parameters improve the
quality of a test?
a. By increasing the
length of the test
to cover more
content.
b. By ensuring that
all-test-takers
answer the same
items.
c. By simplifying the
scoring process for
administrators.
d. By showing which
test items
differentiate test-
 takers with high
and low skill
levels.

14. How does standard-based A B C D*

education sets specific UG 1 2 8 4
learning standards while 1
outcome-based LG 9 3 11 2
education focuses on
general competencies?
a. Standard-based
education paces
greater emphasis
on teacher-
centered
instruction while
outcome-based
education
emphasizes
student-centered
approaches.
b. Standard-based
education
prioritizes
individualized
learning while
outcome-based
education focuses
on group
achievement.
c. Standard-based
 education sets
specific learning
standards while
outcome-based
education focuses
on general
competencies.
d. Standard-based
education relies on
standardized
testing while
outcome-based
education
emphasizes
authentic
assessment
methods.
15. How does standard-based A B C D
education impact *
curriculum design U 7 16 1 1
compare to outcome- G
based education? LG 14 10 1 0
a. Standard-based
education
encourages
teachers to
prioritize content
coverage while
outcome-based
education focuses
 on depth
understanding of
the students.
b. Standard-based
education follows
a fixed curriculum
framework while
outcome-based
education allows
foe more
customization
based on student
outcomes.
c. Standard-based
education places
greater emphasis
on project-based
learning while
outcome-based
education relies on
traditional
instructional
methods.
d. Standard-based
education
provides more
flexibility in
curriculum design
to accommodate
diverse student
needs.
16. How do educators ensure A B C D
that assessments align *
effectively with the U 25 0 0 0
learning outcomes in a G
constructive aligned LG 24 0 0 1
framework?
a. Aligning
assessment
criteria with
learning outcomes
to evaluate
student’s
attainment of
specific skills and
knowledge.
b. Creating
assessments that
focus solely on
memorization of
facts rather than
application of
concepts.
c. Employing
assessments that
are unrelated to
the learning
objectives
outlined in the
curriculum.
d. Implementing
 assessments
without
considering
student’s
individual learning
styles and
preferences.

17. Which of the following A B C D

assessment tasks is best *
suited for evaluating U 19 0 4 2
student’s ability to infer G
meaning from a text? LG 16 3 6 0
a. Essay questions
requiring analysis
and interpretation
b. Fill-in-the-blank
questions testing
vocabulary
acquisition
c. Multiple-choice
questions testing
factual recall
d. True or false
questions
assessing surface-
level
understanding

18. During a formative A B C D

assessment session, a *
teacher provides students U 0 6 7 12
with a short story and G
asks them to predict the LG 0 1 9 15
outcome based on
evidence from the text.
What is the primary
purpose of this
assessment?
a. To assign grades
and rank students
b. To identify
student’s
strengths and
weaknesses
c. To determine
mastery of specific
content standards
d. To measure
student’s ability to
recall information
19. Which cognitive process A B* C D
is involved in interpreting UG 9 3 0 13
the effectiveness of LG 1 1 4 8
constructive alignment in 1
standard-based
assessment?
a. Analyzing
b. Creating
c. Remembering
d. Understanding

20. Which of the following A B C D

assessment methods is *
the most effective for U 5 7 13 0
assessing student’s ability G
to infer meaning from LG 4 8 12 0
visual representations,
such as charts or graphs?
a. Multiple-choice
questions
b. Performance tasks
c. Short-answer
questions
d. True or false
questions

21. Which component is NOT A B C D

 typically involved in *
constructive alignment? U 6 0 19 0
a. Assessment G
criteria LG 2 2 14 6
b. Learning
objectives
c. Student
preferences
d. Teaching methods
22. How crucial is it for A B C D
educational goals to be *
apparent within the U 6 0 19 0
framework of standard- G
based assessment? LG 2 2 14 6
a. To align
curriculum goals
with evaluation
criteria
b. To enhance
resource
allocation for
schools
c. To guide
instructional
strategies
effectively
d. To streamline
administrative
processes in
education
23. How do performance A B C* D
 standards be applied UG 8 4 13 0
when the educational LG 12 2 9 1
goal is cognitive?
a. By assessing
memorization
skills a well as
critical thinking
abilities
b. By evaluating
cognitive
development
trough physical
activities
c. By measuring
student
understanding and
application of
concepts
d. By setting
benchmarks for
emotional
intelligence and
social skills
24. Why is it essential to A B* C D
incorporate educational U 0 24 1 0
goals when designing a G
standard-based LG 2 17 4 2
assessment?
a. To comply with
regulatory
requirements and
 accreditation
standards.
b. To ensure
alignment with
curriculum
objectives and
student learning
outcomes.
c. To improve
confidence
reinforcing
effectiveness of
educational
practices.
d. To simplify
administrative
processes and
facilitate grading
purposes.
25. The following are true A B C D*
about content standards, UG 6 7 3 9
EXCEPT: LG 7 8 0 10
a. It is the desired
outcome in a
content area.
b. It is the knowledge
to be learned.
c. It refers to what
students are
expected to learn.
d. It specifies “how”
 it should be
learned.
26. What BEST describes A* B C D
content standards? UG 6 9 2 8
a. Academic LG 3 7 2 13
benchmarks
b. Curriculum
directives
c. Educational
mandates
d. Pedagogical
frameworks
27. Performance standards A B C* D
are best defined as: UG 7 9 7 2
a. The benchmarks LG 10 6 8 1
used to measure
student’s progress
over time.
b. The instructional
content to be
performed by the
students.
c. The levels of
achievement that
indicate how well
students have
learned.
d. The materials and
resources used by
the teacher to
assign a
 performance task.
28. Which of the following is A* B C D
an example of a U 6 15 4 0
performance standard in G
science class? LG 6 15 4 0
a. Attain a score pf at
least 80% on a test
about chemistry.
b. Completing a
laboratory activity
in chemistry.
c. Participating in a
group project
about models of
the digestive
system.
d. Understanding the
systems of the
human body.

29. Content standards in A B C D

standard-based *
assessment primarily U 0 3 22 0
focus on: G
a. Evaluating LG 0 7 15 3
student’s
homework
completion rates.
b. For specifying the
instructional
strategies
 teachers should
use for students.
c. Outlining the
specific
knowledge and
skills students are
expected to learn.
d. Setting the
passing score for
standardized
tests.

30. What do standards in A B C D*

education primarily focus U 0 15 1 9
on? G
a. Defining the rules LG 2 18 0 5
and regulations for
student conduct.
b. Describing the
knowledge and
skills students
should acquire.
c. Outlining the
guidelines for
school facilities
management.
d. Specifying the
curriculum
content taught in
schools.
31. Which of the learning A B C D
 objectives contains the *
ACHIEVABLE and TIME- U 0 14 10 1
BOUND characteristics of G
smarter framework? LG 4 11 10 0
At the end of the session,
the students will be able
to:
a. Build a rocket
launcher following
the laws of
physics.
b. Determine the
molecular weight
of chemical
compounds.
c. Generate statistic
result of the
number of shifters
inside the USM.
d. Produce a sample
of corona virus.
32. Which of the following A B C* D
determines if a learning UG 4 6 7 8
objective follows the LG 1 6 6 12
SMARTER framework?

a. It contains all of
the characteristic
of SMART, then
the rest follows.
b. It could be a
 potential to
improve student’s
knowledge, skills,
and affective
domain.
c. It has been
thoroughly
utilized,
evaluated, and
revised for further
improvement.
d. The learning
objective is
aligned with the
performance
standard and
learning
competency.

33. Shayne wanted to create A* B C D

a learning objective that U 18 1 6 0
would require an activity G
that follows a certain LG 18 0 6 1
criterion for scoring. What
characteristic of
SMARTER framework
should she prioritize?
a. Measurable
b. Revised
c. Specific
d. Time-bound
34. What does SMARTER A B C* D
stands for? UG 18 3 3 0
a. Specific, LG 19 2 3 1
Measurable,
Achievable,
Relevant, Time-
bound, Evaluate,
Revise
b. Specific,
Measurable,
Archivable,
Relevant, Time-
bound, Evaluated,
Revised
c. Specific,
Measurable,
Achievable,
Relevance, Time-
bound, Evaluated,
Revised
d. Specific,
Measurable,
Achievable,
Replay, Time-
bound, Evaluated,
Revised

35. This concept emphasizes A B* C D

the importance of U 0 23 2 0
ongoing reflection and G
 adjustment to stay LG 1 20 2 2
aligned with evolving
circumstances and
insights.
a. SMART
framework
b. SMARTER
framework
c. Framework model
of learning
objectives
d. Framework model
of learning
outcome
36. Choose which of the A* B C D
following is a learning U 20 0 5 0
outcome. G
a. Students will be LG 20 3 2 0
able to identify the
process of
photosynthesis
b. Students will be
able to study the
process of
photosynthesis.
c. Students will
recite the process
of photosynthesis.
d. Students will
watch the process
of photosynthesis.
37. Between the A B C D
competencies and *
outcomes, which one is U 1 3 4 17
considered more G
important in creating LG 2 1 6 16
learning objectives?
a. Learning
objectives can be
created without
learning
competencies.
b. Learning
objectives can be
created without
learning outcome.
c. Learning
outcomes are
broad while
competencies are
specified.
d. Learning outcome
are specified while
competencies are
broad.

38. Miss Chavez is eager to A B C D

know about the set of *
student’s skills, behaviors, U 0 20 0 5
and knowledge in a G
 particular subject. Which LG 4 11 O 10
of the following is she
looking for?
a. Learning activity
b. Learning
competency
c. Learning
objectives
d. Learning
outcomes

39. What is the main A* B C D

difference between U 22 3 0 0
learning competency and G
learning outcome? LG 22 1 0 2
a. Competency
define as applied
skills and
knowledge while
outcome describes
students able to
do.
b. Competency
describes students
able to do whole
outcome define as
applied skills and
knowledge.
c. Outcome is
broader than
competency.
 d. Competency is
more specific than
outcome.

40. Mister Williams wants to A B C D*

know the students should UG 1 1 2 21
be able to demonstrate as LG 0 4 5 16
a result of completing the
subject course, which of if
the following is he looking
for?
a. Learning activity
b. Learning
competency
c. Learning
objectives
d. Learning
outcomes
41. Which is NOT the purpose A* B C D
of learning objectives? U 12 3 7 3
a. Broad statements G
reflecting general LG 9 5 8 3
course goals and
outcomes.
b. Inform students of
the standards and
expectations of
course.
c. It drives
curriculum
 planning.
d. Facilitate overall
course
development
encouraging goal-
directed planning.

42. Which of the following is A B C D

a correct example of a *
learning objective? U 1 17 1 6
a. Appreciate the G
concepts of LG 1 5 5 14
digestive system
according to its
process and
functions.
b. Explain the
concepts of
digestive system
according to its
process and
functions.
c. Know the
concepts of
digestive system
according to its
process and
functions.
d. Understand the
concepts of
digestive system
 according to its
process and
functions.

43. Identify which of the A B C* D

following learning UG 6 0 14 5
objectives is correctly LG 2 4 9 10
composed of
performance, conditions,
and criterion?
a. Given 11 organ
systems, students
will be able to
characterized
80%.
b. Given 11 organ
systems, students
will be able to
characterize
random function
of all living
organism.
c. Given 11 organ
systems, students
will name at least
seven functions to
characterize all
living organism.
d. Given 11 organ
systems, students
will name multiple
 functions to
characterize all
living organism.
44. All of the following is an A B C D*
example of criterion UG 0 2 1 22
EXCEPT? LG 4 1 5 15
a. With a given set of
data
b. With no more than
five misspelling
c. With no more than
two errors per line
d. With the familiar
answers
45. Why is it essential if the A B* C D
learning objectives is U 0 20 4 1
measurable? G
a. Because it helps LG 1 13 7 4
merely to be given
for you only.
b. Because it helps to
chart a clear path
for you and the
students.
c. Because it helps to
maintain good
construction.
d. Because it helps to
set expectations
only with the
students.

46. What are the three Group A B* C D total Discrimination Index: poor
primary domains in UG 1 0 0 2 25 Difficulty Index: Very Difficult
Bloom’s Taxonomy? 4 Distractor: Miskeying
a. Cognitive, LG 6 15 4 0 25
Behavioral, total 15 50
Reflective
b. Cognitive, Difficulty Index
Affective,
Psychomotor p=R/T
p=15/50
c. Cognitive,
p=0.3
Analytical,
Practical Discrimination Index
 d. Cognitive,
Emotional, D=RU.RL/T
=0-15/25
Physical D=-0.6

47. Which domain of Bloom’s Grou A B C D* total Discrimination Index: poor

Taxonomy deals with p Difficulty Index: Very Difficult
physical skills and UG 1 0 0 24 25
coordination? LG 1 1 2 21 25
a. Affective total 45 50
b. Cognitive
c. Developmental Difficulty Index
d. Psychomotor
p=R/T
p=45/50
p=0.9

Discrimination Index

D=RU-RL/T
=24-21/25
D=0.12

48. Which domain of Bloom’s GROU A B C D TOTAL Discrimination Index: poor

Taxonomy focuses on P * Difficulty Index: Very Easy
knowledge and mental UG 0 25 0 0 25
skills? LG 2 23 0 0 25
a. Behavioral TOTAL 48 50
b. Cognitive
c. Conceptual Difficulty Index
d. Developmental
p=R/T
 P=48/50
P=0.96

Discrimination Index

D=RU/RL/T
=25-23/25
D=0.08
49. In the revised Bloom’s Group A B C D* Total Discrimination Index: poor
Taxonomy, which level UG 13 0 1 11 25 Difficulty Index: Difficult
involves justifying a LG 15 2 2 6 25
stance or decision? Total 17 50
a. Analyzing Difficulty Index
b. Applying
c. Creating p=R/T
P=17/50
d. Evaluating
P=0.34

Discrimination Index

D=RU/RL/T
=11-6/25
D=0.2
50. Which of the following Grou A B* C D Total Discrimination Index: poor
activity shows the p Difficulty Index: Easy
characteristic of the UG 3 22 0 0 25
creating level in Bloom’s LG 6 12 2 5 25
cognitive domain? Total 34 50
a. Critiquing a theory Difficulty Index
b. Designing an
experiment p=R/T
P=34/50
c. Listing facts
P=0.68
 d. Summarizing
information Discrimination Index

D=RU/RL/T
=22-12/25
D=0.4
51. In Bloom’s Cognitive A B* C D
Domain, which level U 1 24 0 0
focuses on using G
information in new LG 8 11 2 4
situations?
a. Analysis
b. Application
c. Evaluation
d. Knowledge

52. Which level of Bloom’s A* B C D

Cognitive Domain UG 19 1 0 5
involves breaking down LG 9 4 0 12
information into parts?
a. Analysis
b. Comprehension
c. Knowledge
d. Synthesis

53. A teacher asks students A B C D*

to list and describe the U 1 3 17 4
functions of different G
parts of a cell. This LG 1 4 16 4
activity primarily
addresses which level of
the cognitive domain?
 a. Analyzing
b. Evaluating
c. Remembering
d. Understanding

54. What major addition did A B C D*

the revised Bloom’s U 1 8 1 14
Taxonomy introduce to G
the cognitive domain? LG 6 10 1 8
a. Emphasis on
advanced analysis
b. Emphasis on
creative thinking
c. Emphasis on
technological
proficiency
d. Emphasis on
metacognitive
skills

55. What impact do the A B C D

changes in the revised *
Bloom’s taxonomy have U 0 0 24 1
on educational settings? G
a. They limit the LG 0 0 25 0
scope of learning
objectives to
cognitive
processes only.
b. They prioritize
rote memorization
 over critical
thinking skills.
c. They provide a
more
comprehensive
framework for
assessing learning
outcomes.
d. They simplify
curriculum
development by
reducing the
number of levels.

56. Which of the following A B C D

scenarios best illustrates *
an evaluation of U 2 21 0 2
instructional strategies G
and assessment methods LG 3 18 3 18
aligned with diverse
learning styles and skill
development across
different domains
outlined in taxonomies?
a. A teacher
implements a
lecture-based
approach and
administers
multiple-choice
tests to assess.
 b. An instructor
incorporates
group discussions,
role-playing
activities, and self-
reflection journals
to assess students’
understanding of
ethical dilemmas
in business
management.
c. A physical
education teacher
focuses solely on
written exams to
evaluate students’
mastery of various
sports techniques
and rules.
d. A science teacher
uses traditional lab
experiments as
the sole
assessment
method to gauge
students’
understanding of
scientific
principles.

57. Which assessment A* B C D

 method best helps U 20 3 1 1
students understand their G
progress in the affective LG 14 3 0 7
domain?
a. Observations and
reflective journals
b. Multiple-choice
test and quizzes
c. Diagrams and
written notes
d. Practical exams
and skills
demonstration

58. Which assessment A* B C D

method best illustrates an UG 4 2 0 0
understanding of 1
psychomotor skills in LG 3 1 2 1
Bloom’s taxonomy? 9
a. Describes the step
involved in
creating a written
exam.
b. Explain how
practical exam and
performance task
effectively
measure
psychomotor
skills.
c. Identify the key
 components of a
reflective journal.
d. List various
assessment
methods used for
cognitive skills.

59. How is the highest level of A B C* D

the revised Bloom’s UG 0 3 19 3
taxonomy differing from LG 3 1 10 2
the original Bloom’s 0
taxonomy?
a. The original ends
with “analyzing”
while the revised
ends with
“applying”.
b. The original ends
with “creating”
while the revised
ends with
“evaluating”.
c. The original ends
with “evaluation”
while the revised
ends with
“creating”.
d. The original
includes
“application” as
the highest level
 while the revised
includes
“analyzing”.

60. What is the major A B C D

similarity between the old *
and revised Bloom’s U 18 1 2 4
taxonomy? G
a. Both taxonomies LG 17 1 3 4
emphasize a
hierarchical
structure of
cognitive
processes.
b. Both taxonomies
focus exclusively
on the cognitive
domain.
c. Both taxonomies
have six levels but
in different orders.
d. Both taxonomies
include the
affective and
psychomotor
domains.

61. Which of the following A B C D

activities aligns with the *
“applying” level of U 0 0 23 2
Bloom’s cognitive G
 domain? LG 5 0 17 3
a. Discussing the
themes of a novel
in a group
b. Memorizing a list
of vocabulary
words.
c. Solving a math
problem using a
learned formula.
d. Writing an essay
about the causes
of the American
Revolution.

62. Which activity aligns with A B C D

the “guided response” *
level in the psychomotor U 1 0 22 1
domain? G
a. Designing a new LG 4 5 11 5
exercise regimen.
b. Discussing the
results of a lab
activity.
c. Following a
teacher’s
demonstration of
a scientific
experiment.
d. Independently
performing a
 complex dance
routine.

63. An objective form from A B C D*

Krathwohl’s affective UG 1 5 1 18
domain in a science LG 7 5 4 9
lesson might be:
a. Students will
construct a model
of the solar
system.
b. Students will
develop a research
project on a
chosen scientific
topic.
c. Students will list
the steps of the
scientific method.
d. Students will show
appreciation for
the importance of
environmental
conservation.

64. Which of the following in A* B C D

an example of an U 23 1 0 1
objective from Bloom’s G
cognitive domain for a LG 14 5 4 9
history lesson?
a. Students will
 analyze the causes
and effects of the
Civil War.
b. Students will
cooperate with
peers during
group activities.
c. Students will
demonstrate a
positive attitude
towards learning
about historical
events.
d. Students will
perform a re-
enactment of a
historical event.

65. Which activity aligns with A B C D*

the “Characterized by UG 1 0 4 20
Value” level in LG 2 5 7 11
Krathwohl’s affective
domain?
a. Answering
questions on a
quiz about ethical
principles.
b. Attending a
workshop on
cultural sensitivity.
c. Identifying
 personal biases on
a reflective
journal.
d. Regularly applying
ethical decision-
making in
professional
scenarios.

66. Teacher-made tests can A B C D*

U 2 1 12 10
be advantageous because
G
they: LG 1 3 18 3
a. Are carefully
crafted
b. Are designed for
broad applicability
c. Follow
standardized
procedures
d. Provide
personalized
feedback

67. Teacher-made tests can A* B C D

UG 9 4 5 7
be advantageous because
LG 2 2 5 15
they:
a. Allow for
customization
 b. Enhance
adaptability
c. Provide diverse
question format
d. Promote fairness
68. Which statement best A B C D*
U 2 0 7 16
describes the relationship
G
between teacher-made LG 2 2 11 9
tests and learning
targets?
a. Learning targets
are irrelevant to
teacher-made
tests
b. Specific outcomes
students are
expected to
achieve
c. Teacher-made
tests assess
progress towards
learning targets.
d. Teacher-made
tests should align
with learning
targets.
69. When creating a teacher- A* B C D
U 24 0 0 1
made test, it is important
G
to: LG 21 1 1 1
a. Align questions
with learning
objectives
b. Cover relevant
content
comprehensively
c. Ensure a balanced
level of difficulty
d. Tailor the test to
students need

70. Learning targets in A* B C D

U 24 7 0 0
teacher-made tests help
G
to: LG 17 7 0 0
a. Align assessment
with instructional
goals
b. Ensure all students
pass
c. Guide students
through the test
d. Provide different
assessment
71. What is a practical way to A* B C D
U 24 7 0 0
assess student
G
understanding? LG 17 7 0 0
a. Assigning a group
project without
clear guidelines.
b. Allowing students
to grade and self-
assess their work.
c. Giving a single
exam at the end of
the semester.
d. Using diverse
assessment
methods based on
the course.

72. Which of the following A B C D*

U 2 0 12 11
best describes an
G
authentic assessment LG 0 1 18 5
practice?
a. Grading student-
based
b. Fact
memorization
c. Standardized tests
d. Reflective essays
73. How can teachers address A B C D
*
fairness in assessment
U 0 0 19 6
when dealing with diverse G
student populations? LG 0 3 13 8
a. By giving
preferential
treatment to
certain students.
b. By grading
students based on
their personal
characteristics
c. By providing
accommodations
for students with
disabilities
d. By using the same
assessment
methods for all
students

74. How does fairness in A* B C D

U 16 3 2 4
assessment contribute
G
to student learning? LG 8 1 8 7
a. It cultivates a
feeling of
belonging and
 equality.
b. It guarantees
assessments
mirror student
comprehension.
c. It increases
student
engagement in
classroom
activities.
d. It motivates
students to
interact with the
content.

75. In a diverse classroom, A B C D*

UG 0 0 2 23
how might a teacher
LG 2 2 4 16
address potential biases
in assessment to ensure
fairness?
a. By allowing
students to re-
submit
assignments
multiple times
until they achieve
a high grade.
 b. By conducting
assessments that
primarily focus on
memorization
rather than
understanding.
c. By comparing
students'
performance only
to others in the
same
demographic
group.
d. By using a variety
of assessment
methods to cater
to different
learning styles.

76. Which of the following A B C D

*
assessment tools is most
U 24 1 0 0
likely to demonstrate G
good content validity? LG 6 11 6 1
a. An essay question
on the Civil War
given in a biology
class.
b. A math test that
 covers a
representative
sample of the
curriculum.
c. A physical fitness
test for assessing
reading
comprehension.
d. A spelling test
with words not
covered in class.

77. Which type of validity is A* B C D

UG 13 1 1 0
demonstrated when an
1
assessment tool LG 5 1 7 0
accurately measures the 2
theoretical construct it is
intended to measure?
a. Construct validity
b. Content validity
c. Criterion-related
d. Face validity
78. Which of the following is A B C D*
UG 0 3 3 19
an example of an
LG 1 3 4 16
assessment tool with
good criterion-related
 validity?
a. A classroom quiz
created without a
syllabus.
b. A fitness test that
measures strength
with unrelated
questions.
c. A personality test
that only asks
about favorite
colors.
d. A standardized
test that predicts
college
performance.

79. What characteristic of an A* B C D

U 22 0 3 0
assessment tool ensures
G
that the test items reflect LG 12 3 9 0
the content they are
intended to cover?
a. Content validity
b. Inter-rater
reliability
c. Reliability
d. Usability
80. Which reliability measure A B C* D
UG 4 2 7 12
would be used to evaluate
LG 5 4 1 14
the consistency of scores
across two different
versions of the same test?
a. Internal
consistency
b. Inter-rater
reliability
c. Parallel-forms
reliability
d. Test-retest
reliability