ASSESSMENT OF LEARNING 2

1. Assessment emphasizes the use of feedback and helps in development of learners. What characteristics of 21st
century assessment is described?
a. Communicated
b. Informative
c. Responsive
d. Technically sound

2. Assessments are part of the day-to-day activities instead of just simply at the end of instruction. What
characteristics of 21st century assessment is described?
a. Systematic
b. Flexible
c. Responsive
d. Integrated

3. The teaching and assessment of 21st century skills is characterized by:

I.Alignment of outcomes
II. Balanced assessment
III. Inclusion of the 21st century goals
a. III only
b. I & III
c. II & III
d. I, II, & III

4. Student Learning Outcomes (SLO) is best described by:

I.The totality of accumulated knowledge, skills and attitudes that students develop during a course of study.
II.As basis for assessing the extent of learning Outcome- Based Education.
III.Factors to consider in defining a particular student learning outcome (SLO)
a. I only
b. I & III
c. II & III
d. I, II, & III

5. Flexibility as a characteristic of the 21st century assessment is associated with the following EXCEPT:
I. Assessment is strictly followed as planned.
II.Assessment must be adaptable to student’s setting.
III.Assessment must be incorporated in day-to-day teaching activity.
a. I only
b. III only
c. II & III
d. I & III

6. The process of educational assessment (according to Bloom) is characterized by:

I.Measurement and evaluation are integral parts of the educational assessment process.
II.Encompasses the total educational setting.
III.Assessment’s focus is on teacher-student engagement.
a. I only
b. III only
c. I & II
d. II & III

7. Twenty- first century skills are built on core literacy and numeracy required of student to master. To meet the
demands of the 21st century, educators need to focus on:
I.What to teach
II.How to teach
III.How to assess
a. I & II
b. I & III
c. III only
d. I, II & III
8. In what phases(s) 0f teaching -learning process does observation of student’s interaction become a source of
information in decision- making?
I.Before starting teaching
II.During teaching
III.After a teaching segment
a. I only
b. II only
c. III only
d. I, II & III

9. Assessment can be used by teachers as a basis for decision- making in the following phases of instruction:
I.Before starting teaching
II. During teaching
III. After teaching segment
a. I only
b. II only
c. I & III
d. I, II & III

10. Which of the following statements best describes the differences between summative and formative assessment?
a. Summative assessment is conducted at the end of a learning period to evaluate student learning outcomes,
while formative assessments occur throughout the learning process to provide feedback for improvement.
b. Summative assessment focuses on assessing student progress and understanding during the learning process,
while formative assessment is primarily concerned with grading and assigning final scores.
c. Summative assessment involves informal methods of evaluation such as quizzes and class discussions, while
formative assessment involves formal evaluations such as midterm and final exams.
d. Summative assessment is characterized by ongoing feedback and adjustments made by the teacher to improve
student performance, while formative assessment involves a final evaluation of student learning at the end of a
course unit.

11. During a science class, students are conducting a hand-on experiment to test a hypothesis. The teacher observes
students’ collaboration, problem-solving skills, and their ability to apply scientific concepts. How does this
assessment approach align with 21st century assessment characteristics?
a. It emphasizes memorization of scientific theories.
b. It discourages hand-on learning experiences.
c. It assesses students’ ability to apply knowledge in real-world contexts.
d. It focuses solely on teacher- directed instruction.

12. In language art class, students are divided into groups to analyze a contemporary novel. Each group is responsible
for presenting their analysis using multimedia tools and leading a discussion. How does this assessment method
reflect characteristics of 21st century assessment?
a. It emphasizes passive learning and individual assessment.
b. It restricts students to traditional written book reports.
c. It promotes collaboration, communication, and critical thinking skills.
d. It discourages the use of technology in learning.

13. Teacher Adam, a Physical Education teacher, asked his students to show how to perform the basic dance steps.
What domain of learning targets are being assessed?
a. Understanding
b. Reasoning
c. Products
d. Skills

14. What is the first step in planning for a performance- based assessment?
a. Prepare scoring rubric
b. Evaluate the performance
c. Identify performance tasks
d. Determine the purpose of assessment.
15. Which of the following types of performance tasks utilizes the students’ (use) knowledge and skills in completing
well- defined, tasks?
A. Paper and Pencil Task C. Demonstration
B. Unstructured Task D. Role playing
16. What is the primary purpose of conducting a follow-up conference with students regarding their performance?
a. Clarifying areas of improvement for students.
b. Building positive relationships and rapport with students.
c. Discussing disciplinary issues and misbehavior.
d. Providing students with an opportunity to challenge their grades.

17. Which could be seen in a rubric?

I.Objective in a high level of cognitive domain.
II. Scale for assessment.
III. Dimensions of the quality.
IV. Description of dimensions.
a. I & II only
b. II, III & IV
c. I, II & III
d. I, II, III, IV

18. Which is a performance task for process – oriented activity?

a. Recite a self- authored poem.
b. Design a project plan.
c. Develop a website for an institution.
d. Construct a nipa hut using cogon grass.

19. Ms. Kara is giving a performance-based assessment of software development with the use of a particular
programming language. Which of the following will most likely happen?
a. Students are evaluated using portfolio.
b. Students are evaluated by traditional testing
c. Students are evaluated on actual demonstration
d. Students are evaluated based on past experiences.

20. Teacher Apple assessed her students in terms of appropriate and effective use of some equipment and tools in
Technology and Livelihood Education. What mode of assessment should Ms. Macalalad use?
a. Journal Assessment
b. Affective assessment
c. Portfolio assessment
d. Performance – based assessment

21. Which statement about performance-based assessment is FALSE?

a. It stresses what students can know and do.
b. It assesses both process and product tasks.
C. It emphasizes the application of knowledge.
d. It accentuates process only.

22. Teacher Bong wants to maximize the amount of time spent on performance-based assessment, which of the
following must he consider?
a. Task given should be limited.
b. Formulate objectives for affective domains
c. Plan tasks for both instruction and assessment.
d. Evaluate one competency for multiple performance tasks.

23. Which of the following statements best describes performance- based assessment?
a. It relies solely on written exams and quizzes to evaluate student understanding.
b. It assesses students’ knowledge through traditional multiple-choice questions.
c. It requires students to demonstrate skills and competencies in real- world tasks or simulations.
d. It focuses primarily on memorization of facts and figures.

24. Which of the following best describes performance assessment classroom practice?
a. Teacher John based his final rating on the results of the students’ examination.
b. Teacher Peter collects examination results and journals of students.
c. Teacher Alex includes related portfolio and activities requiring process and product.
d. Teacher Matthew based his assessment on oral recitation and attendance.
25. Which of the following is NOT considered a key criterion for effective rating of performance?
a. Rigorous establishment of performance criteria and scale parameters.
b. Utilization of rating procedures tailored to specific assessment objectives.
c. Direct observation of performance characteristics during assessment.
d. Ensuring educational relevance and significance of assessed performances.

26. What should Teacher Patrick John prioritize when constructing performance tasks?
a. Design tasks that align with higher-order thinking skills to challenge students’ cognitive abilities.
b. Clearly outline task directions and expectations to minimize confusion and ambiguity for students.
c. Delegate communication of performance expectations to a student leader to ensure clarity.
d. Provide step-by-step guidance and support to help students understand and succeed in the task.

27. Mr. Topacio, a business management professor, makes sure that he includes performance tasks at the end of the
course study that will enable the students to practice and apply what they have learned in the real world of
business. Which task is being practiced by Mr. Topacio?
a. Capstone Performance
b. Completing an Inquiry
c. Solving a Problem
d. Presentation Tasks

28. In a language arts class, students are assigned to write and perform a short play based on a novel they have read.
They must demonstrate their understanding of the characters, plot, and themes through dialogue and actions.
What aspect of performance-based assessment does this activity emphasize?
a. Memorization of vocabulary words
b. Application of critical thinking and creativity
c. Multiple-choice test-taking skills
d. Passive listening to lectures

29. In a physical education class, students are evaluated based on their performance in various fitness activities such
as running, jumping, and throwing. Their scores are recorded and used to assess their overall physical fitness
levels. What aspect of performance-based assessment is highlighted in this situation?
a. Memorization of sport rules
b. Application of teamwork skills
c. Demonstration of physical abilities in real-world contexts
d. Completion of a traditional written exam

30. In a mathematics class, students are given a real-world problem involving budgeting and financial planning. They
are required to analyze the problem, apply mathematical concepts to solve it, and present their solutions along
with explanations of their reasoning. Which aspect of performance-based assessment is evident in this scenario?
a. Rote memorization of mathematical formulas
b. Application of problem-solving skills in authentic contexts
c. Completion of a multiple-choice test
d. Passive learning through textbook reading

31. Ms. Del Rosario is assessing her students based on their ability to use laboratory equipment and measurement
tools effectively and follow specified procedures. What mode of assessment should she use?
a. Portfolio Assessment, which involves compiling students’ work samples over time to demonstrate their growth
and achievements
b. Journal Assessment, which evaluates students’ reflections and experiences recorded in journals related to
laboratory activities.
c. Traditional Assessment, which includes conventional methods like quizzes and tests to assess theoretical
knowledge but may not capture practical skills adequately.
d. Performance-based Assessment, which focuses on evaluating students’ practical skills and ability to perform
tasks in real-world contexts, aligning with the objectives of the assessment.

32. Which of the following scenarios presents a complex evaluation challenge in performance-based assessment?
a. In a physics class, students are tasked with designing and building a Rube Goldberg machine to demonstrate
principles of motion and energy transfer. They are evaluated based on creativity, efficiency, and the complexity
of their machine’s design.
b. In a literature class, students are assigned to write and perform original monologues inspired by characters
from classic novels. They are evaluated on character development, emotional depth, and their ability to capture
the essence of literary work.
 c. In a business management course, students participate in a simulated business competition where they must
develop and execute a comprehensive marketing strategy for a new product. They are assessed on market
analysis, strategic planning, and financial projections.
d. In an environmental science class, students collaborate on a research project investigating the impact of human
activity on local ecosystems. They are evaluated on the scientific rigor of their methodology, data analysis, and
recommendations for environmental conservation.

33. Which of the following scenarios poses a significant assessment dilemma in performance-based evaluation?
a. In a psychology class, students conduct experiments to investigate cognitive processes such as memory and
perception. They are evaluated based on experimental design, data collection methods, and statistical analysis of
results.
b. In a dance program, students choreograph and perform original dance compositions inspired by a theme of
social justice. They are assessed on technical skill, artistic expression, and the ability to communicate a message
through movement.
c. In a robotics competition, students design, build, and program autonomous robots to complete specific tasks.
They are evaluated on engineering design, programming proficiency, and the robot’s performance in the
competition arena.
d. In a foreign language class, students engage in immersive language experiences such as role-plays, debates, and
cultural simulations. They are assessed on language proficiency, cultural competence, and the ability to
communicate effectively in real-world contexts.

34. Teacher John wants to assess his students’ understanding of Shakespearean literature. Teacher John plans to use
both traditional and authentic assessment. Which pair of traditional and authentic assessments should he use to
achieve his objective?
Traditional:
Administering a multiple-choice test with questions about plot summaries and character descriptions.
Assigning students, a short essay where they analyze the themes and motifs present in a Shakespearean play.
Authentic:
Organizing a class debate where students take on the roles of characters from a Shakespearean play and discuss
key themes and conflicts.
Creating a performance-based assessment where students adapt a scene from a Shakespearean play into a
modern-day setting and perform it for the class.
a. Traditional: I, Authentic:III
b. Traditional:II, Authentic: IV
c. Traditional:I, Authentic:IV
d. Traditional:II, Authentic:III

35. Which of the following scenarios presents a nuanced assessment challenge in performing-based evaluation?
a. In a history class, students create multimedia presentations exploring the impact of colonialism on
indigenous cultures. They are evaluated based on historical accuracy, depth of analysis, and the effectiveness of
their presentation style.
b. In a culinary arts program, students prepare a multi-course meal using locally sourced ingredients. They are
assessed on culinary techniques, menu planning, and the ability to adapt recipes to dietary restrictions.
c. In a theater production, students collaborate to produce a contemporary adaptation of a classic play. They are
evaluated on their contributions to the production process, including acting, directing, set design, and stage
management.
d. In a mathematics competition, students work in teams to solve complex mathematical problems under time
constraints. They are assessed on problem-solving ability, mathematical reasoning, and the clarity of their
solutions.

36. Which describes the desire and intense willingness to get involved in behavior?
a. Altruism
b. Motivation
c. Classroom Development
d. Preferences

37. Which is the correct arrangement from highest to lowest level of the five different levels of affective objectives in
the affective taxonomy developed by Krathwohl?
a. Receiving, valuing, responding, organizing, internalizing
b. Receiving, responding, organizing, valuing, internalizing
c. Internalizing, valuing, organizing, responding, receiving
d. Internalizing, organizing, valuing, responding, receiving
38. What are the components of an attitude?
I. Affective III. Cognitive
II. Behavioral IV. Psychomotor
a. I&II c. I, II & III
b. I, III & IV d. I, II, III, IV

39. What refers to the nature of interpersonal interactions and functioning in group settings?
a. Altruism
b. Motivation
c. Preferences
d. Social Relationships

40. What term describes the predisposition to respond favorably or unfavorably to a particular situation, concept,
object, institution, or person?
a. attitudes
b. motivation
c. preferences
d. values

41. Positive affective traits and skills are essential for:

I. Preventing students from dropping out of school
II. Maximizing the motivation to learn
III. Being an involved and productive member of our society
a. I & II c. I & III
b. III only d. I, II, & III

42. During a science class, Ms. Garcia wants to monitor her students’ progress in conducting experiments and
recording their observations accurately. Which formative assessment strategy would be most effective for Ms.
Garcia to use in this situation?
a. Rating Scale
b. Likert Scale
c. Checklist
d. Semantic Differential Scale

43. During a performance task, Teacher Smith consistently gives high ratings to all students, regardless of their actual
performance. What type of rating error is Teacher Smith committing?
a. Severity Error c. Logical Error
b. Rater Drift d. Leniency Error

44. During a teacher’s evaluation of student presentations, the teacher consistently gives high ratings for both
content accuracy and delivery style, assuming that these dimensions are closely related. However, upon closer
examination, it is determined that there is no significant correlation between content accuracy and delivery style
in the presentations. What type of rating error is the teacher committing?
a. Halo Effect c. Logical
b. Rater Drift d. Leniency

45. Premise: Affect and learning are linked to each other. Which of the following statements support the premise that
affect, and learning are linked to each other?
a. Students’ enjoyment of learning activities enhances their problem-solving proficiency.
b. Positive learning environments promote student engagement and effective learning outcomes.
c. Emotionally engaged students are more likely to pay attention to information and remember it meaningfully.
d. All of the above

46. Before the start of an inter- school competition, the judges were oriented to the rubrics that they will use. But
during the competition, one of the judges did not observe what was written in the rubrics since most of the
contestants are known to him. What kind of rating error did the judge commit?
a. Personal Bias C. Rater Drift
b. Halo Effect D. Logical Error

47. Which of the following activities would be most effective for assessing student’s affective learning competencies
related to respect for diverse perspectives and cultures?
a. Assigning a worksheet with multiple-choice questions about different cultures, customs and traditions.
b. Organizing a classroom debate where students argue for and against cultural stereotypes.
 c. Conducting a group discussion about historical events from multiple cultural perspectives, followed by a
reflection on the insights gained.
d. Having students individually research and write a report on a specific cultural group’s history and traditions.

48. Teacher Sarah wants to assess her students’ levels of empathy and compassion as part of a character education
program. Which of the following assessment methods would be most appropriate for this purpose?
a. Administering a standardized test with multiple -choice questions about empathy and compassion.
b. Observing students’ interactions with their peers and keeping anecdotal records of emphatic and
compassionate behaviors.
c. Using a Likert scale questionnaire to measure students’ self-reported levels of empathy and compassion
towards others.
d. Assigning students are reflective writing tasks to describe a situation where they can show empathy and
compassion towards others.

49. Teacher Maria wants to assess her students’ understanding and demonstration of honesty, integrity, justice, and
freedom as part of a civics and ethics unit. Which of the following assessment methods would be most
appropriate for this purpose?
a. Administering a multiple-choice test with questions about the definitions of honesty, integrity, justice, and
Freedom.
b. Observing students’ participation in classroom discussions and assessing their adherence to ethical
principles.
c. Using a Likert-scale questionnaire to measure students’ self-reported levels of honesty. Integrity, justice, and
freedom.
d. Assigning students a research project to explore real-world examples of individuals or events that exemplify
these ethical values.

50. Teacher Steff is implementing a character education program aime4d at fostering empathy and compassion
among her students. Which of the following scenarios best demonstrates the levels of valuing in the affective
domain?
a. Tom volunteers at a local homeless shelter because he wants to earn extra credit for his social studies class.
b. Sarah donates a portion of her allowance to a charity organization because she believes it’s important to
help those in need.
c. Jack refrains from cheating on a test because he fears getting caught and facing disciplinary action.
d. Emily participants in a community clean – up drive because she enjoys spending time outdoors.