Sample Items

Cognitive Skills Basic Principles Sample Items

Knowledge the student recalls the concept what was previously taught Validity is the same as:
a. accuracy
b. relevancy
c. representativeness
d. usefulness
Comments: For the students to answer this
correctly, they have to recall the previous lesson
which says that validity refer to the relevance of the
test item to the competency
Comprehension the student processes the concept for understanding Which of the following best describes the
Law of Use and Disuse?
a. a part of the body like the muscle
develops best when it is used and tends to
deteriorate when not used often
b. when using a particular part of the body
one has to consider the frequency of use
and the time that it is not being used
c. the law of use and disuse is likened to a
feedback mechanism that works on how
hormones and used and disused.
d. the law of use and disuse has been
applied in the field of Cognitive
Psychology
Comments: For the students to answer this
correctly, they have to recall the previous lesson on
the Law of Use and Disuse and process the
information in the options for the purpose of
understanding
Application the student recalls the previously learned concept and applies it in Teacher Stuart conducted a 30-item unit
a new situation test in his two-hour Science class. Majority
of test items are subjective test and requires
comprehensive response from the students.
Halfway before the quiz will end, the
students were already anxious because they
have not even reached half of the quiz.
What principle of high-quality assessment
was violated?
a. Appropriateness of Assessment Tools
b. Fairness.
c. Reliability
d. Validity
Comments: For the students to answer this
correctly, they have to recall the different principles
and apply then in the new situation provided
Analysis the student is given the material (statement, case, paragraph, Refer to the diagram below representing two rock
illustration), then he breaks the component parts to understand its outcrops found several kilometers apart. Individual
rock layers are lettered, and fossils and rock types
entirety are indicated.

In which sequence are the rock layers listed

in order from oldest to youngest?
a. F, E, C, A b. C, A, F, D
c. C, E, D, A d. F, B, E, D

Comments: For the students to answer this

correctly, they should break and relate. For the
 breaking part: Evidence in column I shows that
organism in layer C existed and died first followed
by B, then A. That deduction is related to the
Principle of Superposition. On the other hand in
column II, organism in layer F existed and died first
followed by E and D. This is again related to the
Principle of Superposition. That part alone is
already analysis. But a more challenging analysis is
in establishing the sequence where fossils in
Column I and II are related to each other. Since
organisms in layer C and F have the same
morphology, one can deduce that they existed in the
same era and are the oldest. Since organisms in
layers B and D have also the same morphology, one
can also deduce that they existed in the same era but
after layers C and F. On the other hand since there
is a different organism in layer E and it is found
between layers F and D, one can deduce that it
existed before the existence of organism in layer B.
So the sequence is C (or F), E, D (or B) and A
Evaluation the student is given the issue and the options, he weighs the pros Is it justifiable for the Philippines to have a
and cons and decides Space Program?
a. Yes, it will catapult the Philippine
economy because of the opportunities that
the space program can offer
b. Yes, it will make the Philippines a great
country since it will show to the world that
we have a technological capability
c. No, at the moment where we have so
many economic problems, it would be
better if we can deal first with issues that
needs priority like food supply
d. No, Space Program is only for the rich
countries and the Philippines has a long
way to go
Comments: For the students to answer this
correctly, they have to weigh first the advantages
 and disadvantages and decide for the best option
with the best justification, but usually we place the
evaluation questions in the essay so that we can be
sure that it is really the student generating the
reasons for their choice.
Synthesis the student creates a new idea or concept Things escalated as the student’s parents
reported to the principal. Teacher Stuart
was summoned and was ordered to improve
his practice. The problem is, the next
meeting was intended for review since the
examination will be done next week. As his
friend and colleague, he asked you to help
him improve his practice. What will you
propose?

I. Lessen test Items

II. Do not record the previous test scores
III. Communicate your intention to the
students
IV. Reconduct the test with longer period of
time

A. 1 only
B. 1 and 2 only
C. 1, 2 and 3 only
D. 1, 2, 3 and 4
Comments: For the students to answer this
correctly, they have to generate a new idea, but
usually we place synthesis questions in the essay so
that we can be sure that it is really the student who
generates the idea because in this case, it is the test
constructor who suggests what to propose.
 Table of Specifications for the Achievement Test in
FSM 223 (Bartending and Bar Set Up)
Course/ Competencies Cognitive Test Items for Pretest Test Items for Posttest
Content Skills
Areas
1. Beverage 1. define what beverage knowledge 1. It is an industry comprising of
Service service industry is establishments or business that
Industry offer primarily beverages, foods
and sometimes entertainment
and other services.
a. Beverage Services Industry
b. Beverages Corporation
c. Beverage Economy
d. All of the above

2.
2. trace the knowledge 3. The most progressive group
development of of people during ancient times
beverage service in terms of the beverage
industry from the industry?
taverns to today’s a. Assyrian
beverage service b. Chaldean
establishments c. Sumerian
d. Hittites

4.
3. compare and analysis 5.
contrast the types of 6.
today’s beverages
 service establishments
2. Bar 4. identify the bar knowledge
Organization personnel
5. point out the basic comprehension
functions of the bar
personnel
6. relate the qualities analysis
needed for a bartender
to the bar organization
7. enumerate duties knowledge
and responsibilities of a
bartender
3. Bar Parts 8. identify the element knowledge
and in placement, size and
Equipment shape of a bar
Lay out
9. identify the different knowledge
parts of the bar
10. classify equipment comprehension
and its placement or lay
out in the bar
11. enumerate the knowledge
different tools used in
preparing and serving
the drinks in a bar
12. categorize the comprehension
different types of
glassware, proper
handling and care.
4. Beverage 13. define beverage knowledge

14. classify the comprehension

 categories of beverage
15. differentiate the comprehension
types of non-alcoholic
and alcoholic beverage
16. differentiate the comprehension
early uses of alcoholic
beverage
17. determine the analysis
physiology of alcohol
and its effect to the
body
5. Coffee 18. define what coffee knowledge
is

19. identify different knowledge

varieties of coffee.
20. point out the comprehension
different methods of
coffee production
21. point out how a comprehension
coffee machine works
22. determine the evaluation
outcome of a specific
coffee recipe