Unit 1 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. Who is a teacher and who is a learner?

2. How do you understand the term “assessment”?

3. When can you say that the student has the learning?

4. Summarize the educational purposes of NCBTS?

5. What do you understand about the social regard for learning?

6. What is meant by the “diversity” domain?

7. Describe what a curriculum is.

8. What is a learning environment domain?

9. Why are community linkages necessary in teaching-learning process?

10. Describe the educational paradigm shift.

 Unit 2 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. Differentiate assessment from measurement and evaluation.

2. Why is the assessment of learning?

3. Differentiate learning objective from instructional objective.

4. State the reasons why the learning objectives are important in assessment.

5. How do you determine what the assessment should contain?

6. What kind of data is needed and how long the assessment be?

7. When and where will the assessment be conducted?

8. What type of problems shall be included in assessment and why?

9. What are the resources needed in assessment and why are they necessary?

10. How are the answers or responses of the students measured or scores?
 Unit 3 Review Problems

Name: Date:

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Direction: Briefly but substantially answer the following problems in your own words.

1. Who are the stakeholders of assessment and why are they considered as such?

2. Give at least 5 principles of assessment.

3. Give at least 8 purposes or functions of assessment.

4. What makes an assessment for learning?

5. Differentiate an assessment “as learning” from an assessment “of learning”.

6. Why is assessment for diagnosis necessary for learning?

7. What is assessment for prognosis and for placement?

8. What is assessment of intelligence and of aptitude?

9. What is assessment for admission and why is it necessary in schools?

10. State the meaning and importance of assessment for classification.

 Unit 4 Review Problems

Name: Date:

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Direction: Briefly but substantially answer the following problems in your own words.

1. What composes an assessment community?

2. Do school administrators need still to learn? Why?

3. Why are teachers considered learners?

4. What benefits the community gets from assessment?

5. Why are there schools?

6. What is “true education”?

7. What makes a “high quality education”?

8. How will a teacher makes a transformational approach in teaching-learning and assessment?

9. What benefit5s the school administrators get from assessment?

10. What important does assessment provide to students?

 Unit 5 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is meant by educational purposes?

2. What is a vision? Give your own example.

3. What is a mission? Give your own example.

4. What is a goal? Give your own example.

5. What are the essentials of a learning objective?

6. Give an example of learning objective in our own field or specialization.

7. Explain the metamorphosis of educational purposes.

8. As to focus, differentiate the instructional objective from the learning objective.

9. What are the preferences in learning objective?

10. What are the preferences in instructional objective?

 Unit 6 Review Problems

Name: Date:

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Direction: Briefly but substantially answer the following problems in your own words.

1. What is the concept of Life-driven Taxonomy of Learning?

2. What is a cognitive domain of learning?

3. What is meant by affective domain of learning?

4. Explain the psychomotor domain of learning.

5. What is an inferior level of learning?

6. What makes a moderate level of learning?

7. Describe what a superior level of learning is.

8. What makes the higher and lower order thinking skills.

9. What do you understand about the interdependence of the learning domains and categories of
learning?

10. Give an example of a domain-based learning objective in your field of specialization.

 Unit 7 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. By using the keywords, give an example of a Specific learning objective on cognitive on cognitive
domain for each of the following learning levels and thinking orders.

1.1 Inferior learning level and lower thinking order.

1.2 Moderate learning level and higher thinking order.

1.3 Moderate learning level and higher thinking order.

1.4 Superior learning level and higher thinking order.

2. On affective domain, use the keywords and formulate a specific learning objective for each of the
following learning levels and thinking orders.

2.1 Inferior learning level and lower thinking order.

2.2 Moderate learning level and higher thinking order.

 2.3 Moderate learning level and higher thinking order.

2.4 Superior learning level and higher thinking order.

3. Use the keywords and formulate a specific learning objective on psychomotor domain and for each of
the following learning levels and thinking orders.

3.1 Moderate learning level and higher thinking order.

3.2 Superior learning level and higher thinking order.

4. Give the distinctions between the competent and the expert student.
 Unit 8 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What covers the content elements of a comprehensive TOS?

2. Compare the instructional time and the assessment time.

3. How are scores or items distributed in TOS?

4. What is meant by conventional assessment and authentic assessment?

5. What is meant by the “diversity of learning” domain?

6. Compare the standardized with non-standardized assessment.

7. What is a formative assessment and when will it be given?

8. What is a summative assessment and when is it conducted?

9. What makes the assessment norm-reference, criterion-reference and active?

10. Mention at least 5 assessment instruments and give the significance of each.
 Unit 9 Review Problems

Name: Date:

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Direction: Briefly but substantially answer the following problems in your own words.

1. When is the assessment instrument of superior quality?

2. What makes the assessment instrument valid and reliable?

3. When can you say that the assessment method is performance, observation, immersion and critique?

4. Explain the run-rerun and parallel form methods of establishing the reliability of an assessment
instruments.

5. What do you understand about split-half and internal-consistency methods of establishing the
reliability of an assessment instrument?

6. What is meant by “correlation coefficient”?

7. What formulas are required to determine the reliability of the instrument using the split-half method?

8. In using the internal-consistency method of reliability, what are the formulas may be used?

9. Explain the inter-rater method of establishing reliability and the formula that may be used?

10. Distinguish the objectivity and ethical dependence of the qualities of a superior assessment
instrument.
 Unit 10 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. Why is item analysis important in assessment?

2. What do you understand about difficulty index?

3. How is difficulty index determined?

4. What is separation index?

5. How is separation index determined?

6. What is plausibility index and when is it applicable?

7. Does plausibility index affect the difficulty and separation indices? Why?
8. How do you determine the plausibility index?

9. How do you determine the plausibility index?

10. What alternative method will you use in case there is conflict in the interpretation between the
difficulty and separation indices?
 Unit 11 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. Explain the two major types of a conventional assessment instruments.

2. Mention the rules in scoring essay assessment instrument.

3. Along with your field of specialization, construct an item or problem for each of the following essay
assessment.

3.1 Enumeration

3.2 Comparison

3.3 Illustration

3.4 Definition

3.5 Differentiation

3.6 Summarization
3.7 Decision

3.8 Explanation
 Unit 12 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is a recall type of the assessment instrument?

2. Differentiate the simple recall type from a completion type of instrument.

3. What makes a recognition type of instrument and what categorizes it?

4. What is an alternative response instrument and how is its scoring done?

5. When can an instrument become a multiple-choice category?

6. Mention at least 5 guidelines in the construction of a multiple-choice instrument.

7. Along with your major specialization, give an example of a multiple-choice type of item or problem.
8. What is matching type instrument?

9. Explain the equal and unequal forms of matching type of assessment instrument.

10. Can a matching type item be designed to fit to the multiple choice type of instrument? Why?
 Unit 13 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. When can an assessment instrument be of analogy type?

2. State the guidelines in constructing analogy type of items.

3. With your field of specialization, gives an example for each of the following forms of analogy items.

3.1 Synonym

3.2 Functional

3.3 Person-place

4. Explain the rearrangement type of objective assessment item.

5. State the guideline in formulating a rearrangement type of objective items.

6. With you field of specialization, construct an example of procedural form of rearrangement item.

7. What makes an identification type an assessment instrument?

8. Mention the guidelines in constructing an identification item of assessment instrument.

 Unit 14 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is meant by the term “data” in the assessment program?

2. How are data classified?

3. Explain the kinds of variable data.

4. Differentiate the discrete from continuous data.

5. Compare the quantitative data with qualitative data.

6. What is meant by “frequency distribution”?

7. Define ungrouped data distribution.

8. What is a grouped data distribution?

9. What is meant by real or exact limits in grouped data?

10. What is meant by “class” in grouped data distribution?

 Unit 15 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words

1. What is a detailed frequency distribution?

2. What is meant by the terms “frequency” and “frequency percent”?

3. Define cumulative frequency lesser and discuss how it is computed.

4. Is cumulative frequency applicable only to grouped data? Why?

5. What is a midpoint of the class in a grouped data and how will you get it?

6. What is a range and how will you compute it?

7. How will you set the class interval of the grouped frequency distribution?
8. What is the reason why it is in encouraged to use the odd class interval instead of even?

9. If upon computation of the class interval results to 7.67, what will be the final “odd” class interval?
Why?

10. If the class interval is 9 and the lowest score is 52. What is the lowest score to start in the lowest
class? Why?
 Unit 16 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words

1. In what ways the frequency distribution may be introduced by graphs?

2. What is a histogram and how will you do it?

3. Define a bar graph and explain its difference from a histogram.

4. Should the bars in a bar graph or histogram be vertical? Why?

5. What is a polygon of a frequency distribution?

6. What is a range and how will you compute it?

7. Differentiate the simple frequency polygon from cumulative frequency polygon.

8. Describe a pie graph and a pictograph.

9. What is a cumulative frequency per cent polygon?

10. Is the cumulative frequency polygon lesser the same as cumulative frequency polygon greater?
Why?
 Unit 17 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What do you understand about the term “average”?

2. Differentiate a variable from a measure.

3. In terms of averages, make the distinctions among nominal, interval and ordinal variables.

4. What is a mean and how is it arithmetically computed?

5. How is the weighted mean computed?

6. What is a midpoint mean and how is it computed?

7. When do you apply the class-deviation mean and how will you compute for it?
8. In computing for a class deviation mean, how is the assumed mean chosen?

9. What the possible methods used in computing for a mean in ungrouped and grouped data
distributions?

10. Does the mid-point mean follows the same principles used in computing for the weighted mean?
Why?
 Unit 18 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What do you understand about the terms “median” and “mode”?

2. If there are 10 measures given, how will you determine the central point?

3. Cite the first 3 rules in computing for the median in ungrouped data.

4. State the last 3 rules in computing for the median in ungrouped data.

5. Should the measures be arranged according to their magnitudes before computing for the median?
Why?

6. What is meant by “weighted median” and is it computed?

7. In computing for the grouped data median, if the class consists of measures 49 to 55, what is the
midpoint, the upper real limit and the lower real limit?

8. Distinguish the crude mode from true mode.

9. What is meant by a modal class in the distribution?

10. State the alternative formula in computing for a true mode, and explain when will it be applicable.
 Unit 19 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is a point measure?

2. What is percentile?

3. What does a percentile 78 mean?

4. What does a percentile 35 mean?

5. What is a decile measure?

6. What does a decile 6 mean?

7. What does a decile 9.45 mean?

8. How many deciles are there in percentile 75? Why?

9. How many percentiles are there in a decile 9.25? Why?

10. How many deciles and percentiles are there in a median? Why?
 Unit 20 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is a quintile measure?

2. What is quartile measure?

3. Given the array of ungrouped scores, what is the first step to do in getting any point measure? Why?

4. Is ordinal rank necessary in the computation of any point measure? Why?

5. If a score of a student fails at quintile 4.5, what does it mean to the entire students?

6. How many percentiles are there in quintile 2.83? Why?

7. In percentile 87 how many quintiles? Why?

8. If a student has the scores that falls at quartile 2.37, what does it mean to the entire students?

9. How many quartiles are there in a percentile 20? Why?

10. A percentile 84.36 has how many quartiles and quantiles? Why?
 Unit 21 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What do you understand about the term “variation”?

2. What is a range and how is it computed?

3. Is there a range between nominal data? Why?

4. What is meant by a mean deviation?

5. How do you compute for a mean deviation in an ungrouped data?

6. How do you compute for a mean deviation in a grouped data?

7. What is a quartile deviation and how is it computed?

8. What do you understand about a standard deviation and a variance?

9. How do you compute for a standard deviation in an ungrouped data distribution?

10. Discuss each of the methods in computing for the standard deviation in a grouped data distribution.
 Unit 22 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. Why is normal curve known as a bell-shape distribution?

2. What measures are required in the analysis of the areas under the normal curve? Why?

3. How do you determine the Z-scores in the normal curve?

4. How will you determine the position of a certain student in the normal curve?

5. How will you find the areas under the normal curve?

6. What are the positions of the mean, standard deviation and Z-scores in the normal curve?

7. Is the position of the mean in the normal curve points to the median of the Z-scores of normal curve?
Why?
8. If the score of the student is equal to the Z-score of 2.35, how many standard deviations the student
is above the means?

9. If the score of the student becomes the mean, how many percent of the students are below and
above him/her in the normal distribution? Why?

10. If the mean is 25 and standard deviation is 7, what is the area under the normal curve when the
student has the score of 15? Explain the solution to your answer.
 Unit 23 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is meant by skewness of the distribution?

2. In terms of the difficulty of the test, what do you understand if the score distribution is positively
skewed or negatively skewed?

3. What is the view of Karl Pearson on the skewness of the distribution?

4. What is the view of Ferguson and Takane on a symmetrical distribution?

5. When can you say that a distribution is negatively skewed?

6. What indicates that the distribution is positively skewed?

7. What is a symmetrical distribution?

8. What do you understand about moments in the distribution of scores?

9. State the similarities or differences of moments and deviations in the distribution.

10. With respect to the scores and the mean of the distribution, why is moment 1 equal to zero?
 Unit 24 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What do you understand about kurtosis?

2. Explain the different types of kurtosis.

3. What is the meaning of the performances of students when the distribution is lepto-kurtic?

4. How will you interpret the learning outcomes of students when the distribution is play-kurtic?

5. How is the fourth moment of the distribution computed?

6. Does the fourth moment require the value of the mean? Why?

7. State the formula required in determining the kurtosis of the distribution.

8. What is the principle behind using the midpoint of the class in solving for the kurtosis of the grouped
data distribution?

9. Is kurtosis applicable to nominal data? Why?

10. Is there such a negatively skewed lepto-kurtic distribution?

 Unit 25 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is a Chebyshev theorem?

2. When is Chebyshev theorem applicable? Why?

3. What is meant by the term “portion” in the theorem and how is it determined?

4. What does the letter “m” represent in the theorem application and how is it determined?

5. What measures are required to determine the upper and lower limits in using the theorem? Why?

6. How will you determine the lower and upper limits in theorem?

7. Is Chebyshev theorem a method of determining the minimum or maximum frequencies in the

distribution? Why?
8. Is the theorem also applicable in determining the frequencies not within its formula? Why?

9. What is meant by the upper and lower limits in the theorem?

10. Differentiate the Chebyshev Theorem from the Gaussian Theorem of curve.
 Unit 26 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is a standard score and what makes it important in assessment of learning?

2. Explain the general methods of standardizations score.

3. What is a simple ordinal score and how is it done in a single frequency scores?

4. How is simple ordinal score or ordinal rank done in scores with two or more frequencies?

5. What is Z-score standardization and how is it computed?

6. Will it be correct to compare the performances of students by raw scores in different subjects, so that
the highest score in one test indicates highest performance than to the lowest score in another test?
Why?
8. What is a percentile score, and does it mean similar to a percentile?

9. Discuss the two kinds of percentile scores.

10. How will you compute for a percentile normal score?

 Unit 27 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What are t-scores and AB-scores?

2. How are t-scores and AB-scores computed?

3. What do you understand about the terms stanine and sten?

4. What are the locations of the mean and Z-scores in the stanine distribution?

5. What are the locations of the mean and Z-scores in the sten distribution?

6. What are the respective means in the stanine and sten scores and how are they obtained?

7. Will there be a possibility that a stanine score fits to the sten score when used to the same data set?
Why?
8. What advantage the t-score and AB-score have over the Z-score? Why?

9. Mention at least 5 reasons for the importance in the use of standard scores in assessment.

10. Does the superior performance of student in stanine mean also superior in the sten? Why?
 Unit 28 Review Problems

Name: Date:

Cur/Yr/Sec:

Direction: Briefly but substantially answer the following problems in your own words.

1. What is meant by grades and what worth does it have to the learners?

2. What is norm-based grading system?

3. What are the required measures for norm-based learning system?

4. Define the Z-score grading system.

5. What is a linear point grading system?

6. What data are required to apply the linear point grading system?

7. What is academic freedom grading system?

8. What measures are necessary in the application of academic freedom grading system?

9. Why are grades important?

10. Synthesize the DepEd school rating system.