Republic of the Philippines

Tacloban City, Leyte

ASIAN DEVELOPMENT FOUNDATION COLLEGE

ASSESSMENT OF STUDENT LEARNING

FINAL EXAMINATION

I. MULTIPLE CHOICE
Directions: Read the following carefully and choose the best answer.
1. With assessment of affective learning in mind, which does NOT belong to the group?
A. Cloze test C. Reflective writing
B. Moral dilemma D. Diary entry

2. Which of the following in NOT a scope of assessment?

A. cognitive behavior C. psychomotor behaviors
B. affective behaviors D. norm-referenced

3. The grading method which gives weight to the present grade and the previous grade of the
student such as (Third grading grade) + (Fourth grading grade) = Final Grade is
called__________.
A. Averaging
B. Criterion reference
C. Norm reference
D. Cumulative

4. If teacher Erin want to test his students’ synthesizing skills. Which of the following has
the highest diagnostic value?
A. Completion test C. Essay test
B. Performance test D. Multiple-choice test
5. Teacher Leila conducted a short quiz to get feedback on the learning progress of the learners
after discussing the lesson on “multiplication of rational expressions”. This type of assessment
is classified as a:
A. Placement Assessment C. Diagnostic assessment
B. Formative Assessment D. Summative Assessment

6. Teacher Gina is talking about “grading on the curve” in a teacher’s assembly. This means that
she’s referring to what type of grading system?
A. Cumulative method of grading.
B. Norm- reference grading
C. Criterion- reference grading
D. Combination of B and C

7. Which statement/s is/are true in constructing matching types of test?

I. The options and descriptions not necessarily homogeneous.
II. The options must be greater than the descriptions.
III. The directions must state the basis of matching.
IV. Descriptions in Column A and options in Column B.
A. I, II and III C. I, II and IV
B. II, III and IV D. I, II, III and IV

8. Here is a test item

“The improvement of basic education should be the top priority of the Philippine government.
Defend or refute this position”.
Under what type of question does this test item fall?
A. Low-level C. Analysis
B. Evaluative D. Convergent

9. Which of the following assessment techniques best assess the objective” plans and design an
experiment to be performed”.
A. Paper and pencil test C. Checklist
B. Rating scale D. Essay
10. Which of the following should be AVOIDED in constructing true or false test?
I. Verbal clues and specific determiner.
II. Terms denoting definite degree or amount.
III. Taking statements directly from the book.
IV. Keep true and false statement the same in length.
A. I and III only C. I, II and IV
B. I, II and III D. II and IV only

II. TRUE OR FALSE

Direction: Write TRUE if the statement is correct and FALSE if otherwise.
1. Knowledge represent the lowest level of learning outcome in the cognitive learning.
2. Valuing is considered as the highest level of the affective domain.
3. Binary item test requires the examinee to recognize and mark an item as true or false.
4. Essay test is an exercise, test or assessment consisting of a portion of a text with certain
words removed and examinees are asked to replace the missing words.
5. Holistic rubrics describe the quality of the response in each criterion.
6. Item analysis is applicable to test formats that require students to choose the correct or
best answer from the given choices.
7. Interpreting test scores is scored by marking each item separately and finding the sum of
the marks.
8. The quality of test construction depends largely on the number of students.
9. Oral questioning provides delayed feedback to both pupils and teachers.
10. Analytic, holistic approach, sorting method and demerits are four ways in scoring an
essay test.

III. ENUMERATION
1-3. Give the three scopes of assessment
4-7. What are the types of Matching-Type Test?
8-10. Give at least THREE types of Test

IV. FILL IN THE BLANKS

Directions: Write the correct answer in the blank.
1. A variety of such as tests, ratings, observations and interviews can be used to
a defined trait or learning target.
2. The purposes of assessment lead to and improvement, and accountability
and .
3. Assessment is in nature and promotes action.
4. a type of assessment designed to provide a measure of performance in terms of an
individual’s standing in some known group.
5. High quality assessments provide that demonstrate and improve targeted student
learning.
6. is the ability to use knowledge and solve problems.
7. Teachers should the mechanics of taking a test and practice students on how to fill out
and answer sheet.
8. do not just happen.
9. Teachers using deduct points for inconsistencies in the students’ answers.
10. Because essay responses are constructed by students, professional judgement about their
responses is .

V. IDENTIFICATION
Directions: Choose the correct answer from the box for each item.
1. This pertains to the intent that each should be made as clear as possible to the examinees
and the test is absent of any biases.
2. The principal steps on how to conduct logical research.
3. An unreliable index of variation because it is based on only two values.
4. The most frequent score or value in a frequency distribution.
5. The method which is appropriate than the point system for rating longer essays.
6. A matrix which consist of specific topics or skills and the objective cast in terms of
Bloom’s Taxonomy.
7. The ability to break down material into its component parts so that its organizational
structure may be understood.
8. The ability to grasp the meaning of the material.
9. A purposeful collection of student work which exhibits the student’s efforts, progress and
achievement.
10. Defined as the collection, interpretation and use of information to help teachers make
better decisions.

FAIRNESS SORTING METHOD ANALYSIS

CLASSROOM ASSESSMENT MODE COMPREHENSION

RANGE PORTFOLIO TABLE OF SPECIFICATIONS

VALIDITY OUTLINE SYNTHESIS

ANSWER KEY:
MULTIPLE CHOICE

1. A
2. D
3. D
4. C
5. B FILL IN THE BLANKS
6. B
7. B 1. TECHNIQUES / MEASURE
8. C 2. DEVELOPMENT / CONFIDENCE
9. C 3. POSITIVE
10. A 4. NORM-REFERENCED
ASSESSMENT
5. RESULTS
TRUE OR FALSE
6. REASONING LEARNING TARGET
7. EXPLAIN
1. TRUE 8. GOOD TESTS
2. FALSE- CHARACTERIZATION 9. DEMERITS
3. TRUE 10. NECESSARY
4. FALSE-CLOZE TEST
5. FALSE-ANALYTIC RUBRICS
6. TRUE
7. TRUE
8. FALSE-NUMBER OF STUDENTS
9. FALSE-IMMEDIATE ENUMERATION
10. TRUE
1. COGNITIVE BEHAVIOR
2. AFFECTIVE BEHAVIORS
IDENTIFICATION 3. PSYCHOMOTOR BEHAVIORS
4. PERFECT MATCHING
1. FAIRNESS 5. IMPERFECT MATCHING
2. OUTLINE 6. SEQUENCING MATCHIN
3. RANGE
7. MULTIPLE MATCHING
4. MODE
5. SORTING METHOD 8. MULTIPLE CHOICE TEST/TRUE
6. TABLE OF SPECIFICATIONS OR FALSE TEST
7. ANALYSIS 9. MATCHING TYPE TEST/SHORT
8. COMPREHENSION ANSWER TEST
9. PORTFOLIO 10. CLOZE TEST/ESSSAY
10. CLASSROOM ASSESSMENT
JESSA MINE B. BRACAMONTE

BSED-SUPPLEMENTAL

ERICK MONTECINA OCENAR

INSTRUCTOR