TQ

1. What is an alternative assessment?

A. A method of evaluation that involves using non-traditional measures to assess
student learning
B. A type of assessment that is only used in specific subjects
C. A technique that is not commonly used in educational settings
D. A type of assessment that is viewed as less authentic type of assessment
2. Who was the proponent of the goal-free evaluation model in 1967?
A. David krathwohl
B. Lorin Anderson
C. Elizabeth Simpson
D. Michael Scriven
3. What are the three domains of Bloom’s Taxonomy?
A. Affective, Psychomotor, Skills
B. Psychomotor, Cognitive, Affective
C. Skills, Holistic, Cognitive
D. Cognitive, Affective, Holistic
4. What are the three types of learning targets that can be best assessed using
alternative assessments?
A. Cognitive, Affective, Psychomotor
B. Skills, Products, Affect
C. Knowledge, Skills, Output
D. Products, Process, Output
5. What is the difference between alternative and traditional assessment?
A. Alternative assessment is based on standardized tests, while traditional
assessment focuses on authentic tasks
B. Alternative assessment is more time-consuming than traditional assessment
C. Alternative assessment focuses on creativity and real-world applications, while
traditional assessment relies on tests and quizzes
D. Alternative assessment is used in higher education, while traditional assessment
is used in K-12 education
6. Which of the following is an example of authentic assessment?
A. Multiple-choice test
B. Fill-in-the-blank worksheet
C. Real-world project or task
D. True or false quiz
7. What do you mean by learning target?
A. It is a statement on what students are supposed to learn and why they can do
because of instruction
B. It is stated in teacher’s point of view
C. It is a specific statement of student performance at the end of an instructional unit
D. It is a structured guide in formulating learning objectives
8. Which of the following is an example of affective learning target?
A. Participate in conversation with others
B. Dribbles the ball to cross the halfcourt
C. Prepare a report about the field demonstration
D. Argue with others in a constructive manner
9. Which of the following is an example of educational objective under ‘Analyzing’?
A. Rewrite the principles of test writing.
B. Use a manual to calculate an employee’s vacation time.
C. Troubleshoot a piece of equipment by using logical deduction.
D. Write a company operations or process manual.
10. How can we use alternative assessment in assessing learning?
A. By relying on standard tests and quizzes.
B. By assigning traditional homework and assignments.
C. By incorporating projects, portfolios, and real-world task.
D. By conducting multiple-choice tests and exams.
11. How would you ensure that your assessment is valid and authentic?
A. By aligning the assessment on higher-order cognitive outcomes
B. By grading assessments based on length and complexity
C. By using a standardized test format
D. By assigning multiple-choice questions only
12. What level of educational objective in the psychomotor domain is necessary to
demonstrate a complex skill through guided practice?
A. Perception
B. Complex overt response
C. Guided response
D. Mechanism
13. What typology of learning target should you use if you want to assess students
through actual performance task?
A. Skills
B. Products
C. Affective
D. Cognitive
14. How can educational objectives be used in conventional classrooms?
A. By focusing on content delivery and lecture-based learning
B. By designing lessons and activities that align with specific learning goals
C. By using standardized tests as the primary means of assessment
D. By disregarding the importance of clear learning outcomes
15. How does the use of alternative assessment affect the 21st century classroom?
A. It limits students’ creativity and critical thinking
B. It encourages rote memorization
 C. It promotes student engagement, critical thinking, amd real-world application
D. It has no impact on the learning environment
16. How is authentic assessment connected to alternative assessment?
A. Authentic assessment refers to traditional, standardized tests.
B. Authentic assessment is a type of alternative assessment.
C. Authentic assessment is not related to alternative assessment.
D. Authentic assessment focuses on rote learning.
17. How would you categorize Bloom’s Taxonomy of Educational Objectives?
A. It is a classification system for different types of educational institutions.
B. It is a method for evaluating student behavior in the classroom.
C. It is a model for organizing educational resources and materials.
D. It is a framework for categorizing different levels of cognitive, affective, and
psychomotor learning.
18. How do educational objectives and learning targets differ?
A. Educational objectives are for students, while learning targets are for teachers.
B. Learning targets are more specific compared to educational objectives.
C. Educational objectives are stated in teacher’s point of view.
D. Learning targets are specific statements pf student performance.
19. Which model of alternative assessment is most appropriate in determining the
extent that students have developed their competencies from instruction?
A. Emergent assessment
B. Developmental assessment
C. Authentic assessment
D. Traditional assessment
20. Do you agree that assessment must be comprehensive and holistic?
A. Yes, because it allows for a more accurate evaluation of students’ overall
performance.
B. Yes, because it convenient to administer.
C. No, because it is time-consuming.
D. No, because it dis not needed in the educational institution.
21. What is an assessment activity or set of activities that requires students to generate
product or performances that provide direct or indirect evidence of their knowledge,
skills, and abilities in an academic content domain?
A. Alternative Assessment
B. Performance Assessment
C. Emergent Assessment
D. Portfolio Assessment

22. It is an example of Performance- Based Assessment wherein students do debates,

mock trial, simulations, interviews, panel discussion, storytelling and poem reading.
A. Public Speaking
B. Oral demonstrations
C. Dramatic/creative performance
D. Verbal Products
23. What is the bases in designing the performance assessment tasks?
A. Lesson title
B. Learning outcomes
C. Assessments
D. Rubrics
24. What characteristic of Performance assessment that says Performance assessment
should present or require tasks that are realistic and related to everyday life
A. It assesses more complex skills
B. It provides opportunities for students to show both what they know and how well
they can do what they know.
C. It allows students to be involved in the process of evaluating their own and their
peers’ performance and output.
D. It is authentic, that is, it includes performance tasks that are meaningful and
realistic.
25. Which of the following is a characteristic of performance assessment?
A. Reliance on standardized tests
B. Focus solely on theoretical knowledge
C. It assesses more complex skills
D. Limited to multiple-choice questions

26. Teacher Jen is having activity called "Poster Presentation" wherein students
illustrate their future careers through posters. This type of assessment focuses on
students' ability to creatively present information and demonstrate their understanding of
future career aspirations.
A. Visual Products
B. Kinesthetic Products
C. Verbal Products
D. Public Speaking

27.How does performance assessment promote student engagement?

A. By relying on passive learning methods
B. By emphasizing rote memorization
C. By involving students in authentic tasks
D. By discouraging creativity
28. What role do clear instructions play in the design of performance assessments?
A. They increase confusion among students
B. They facilitate understanding of task expectations
C. They discourage student engagement
 D. They rely solely on implicit guidelines

29. Why are rubrics important in constructing performance assessment?

A. They increase student anxiety
B. They provide clear evaluation criteria
C. They limit assessment options
D. They rely solely on subjective judgment

30. How does designing performance assessment tasks aligned with learning outcomes
contribute to student success?
A. It decreases student engagement
B. It increases ambiguity in assessment
C. It ensures assessment relevance and authenticity
D. It limits opportunities for improvement
31. It is evaluated by using each criteriom separately
A. Holistic Rubric
B. Analytic rubric
C. Task Specific Rubric
D. None of the above

32. It contains criteria that are general and can be applied across tasks
A. Task Specific Rubric
B. General Rubric
C. Holistic Rubric
D. Analytic Rubric

33. It is a good rubric should contain criteria and performance indicator that are clear
concrete and observable as well as relevant and applicable to the performance task to
be assessed.
A. Diagnostic
B. Aligned
C. Explicit
D. Valid

34. It should include criteria and performance indicators or descriptors that are
meaningful and require application of real-life skills.
A. Explicit
B. Authentic
C. Aligned
D. Valid

35. Should be able to measure what it intends to measure

A. Valid
B. Diagnostic
C. Aligned
D. Authentic

36. It is a basic step in developing rubrics that cluster list of attributes and or indicators
into possible group or categories
 A. Step 4. Detemine the bench marks and point values
B. Step 3. Determine the criteria or dimension
C. Step 2. Identify the quality of attributes or indicators of the performance task.
D. All of the above

37. What is the first step in basic steps in developing rubrics?

A. Identify the quality attributes or indicators of the performance task
B. Determine the learning outcome and the performance task to be evaluated
C. Determine the criteria or dimension
D. None of the above

38. What is the purpose of qualifying results from rubrics and checklist?
A. The purpose is to provide a structured way to assess performance or
achievement base on predetermine criteria.
B. To develop rubric with performance descriptors that are clear and easily
understand .
C. To help teachers in addressing student work through application of consistent
standard
D. To help teachers in assessing students work through application of consistent
standard

29. How do you qualify results from rubrics

A. Allow them to give their feedback and suggestions
B. Orient the student on how to effectively use the rubric
C. Creation of rubrics, there are scales and represent the degree of performance.
D. All of the above

40. What skill is use when a large array of ratings is provided among the participants
A. Linear numeric skill
B. Scemantic differential skill
C. Verbal frequency skill
D. None of the above
41. What does affective assessment primarily focus on?
A. Testing content knowledge
B. Assessing physical abilities
C. Measuring emotional and attitudinal aspects of learning
D. Evaluating problem-solving skills

42. According to Krathwohl et al. (1964), what is the highest level in the taxonomy of
affective domain?
A. To receive
B. To respond
C. To characterize
D. To value

43. Which of the following is NOT a common affective variable in learning?

A. Attitudes
B. Values and beliefs
C. Psychomotor skills
D. Interest
44. What is motivation defined as, according to Brown (1987)?
A. External rewards for completing a task
B. Inner drive or desire that moves one to action
C. Physical abilities to perform a task
D. Cognitive understanding of a subject

45. How does self-confidence relate to academic success, according to Stankov et al.
(2012)?
A. It has no impact on academic success
B. It is negatively correlated with academic success
C. It is positively correlated with academic success
D. It only impacts performance in English tests

46. What is the purpose of a Likert scale in self-report questionnaires?

A. To measure physical abilities
B. To assess cognitive skills
C. To gauge attitudes and opinions
D. To determine interests and hobbies

47. Why is affective assessment considered more challenging compared to cognitive

assessment?
A. Because it focuses on physical abilities
B. Because it deals with internal states that are not easily observable
C. Because it doesn't impact learning outcomes
D. Because it primarily measures content knowledge

48. What is the purpose of conducting interviews for affective assessment?

A. To collect quantitative data
B. To measure cognitive abilities
C. To explore in-depth information about learners' emotions and attitudes
D. To administer standardized tests

49. How can student journals contribute to affective assessment?

A. By measuring physical skills
B. By assessing cognitive understanding
C. By providing a platform for students to express their thoughts and feelings
D. By conducting standardized assessments

50. How can affective assessment benefit both teachers and students?
A. By determining grades for students
B. By measuring cognitive abilities
C. By identifying students' emotional responses to learning
D. By assessing physical skills

51. Why is it important for teachers to understand students' attitudes and motivations?
A) To assign homework more effectively
B) To individualize teaching approaches and reshape lesson plans
C) To focus solely on cognitive learning outcomes
 D) To ignore students' emotional well-being
52. What role do values and beliefs play in affective assessment?
A) They have no impact on learning outcomes
B) They guide students' future actions and decisions
C) They are irrelevant to the educational process
D) They are only important in psychomotor assessment

53. How can teachers use motivation as a tool for enhancing learning?
A) By ignoring students' interests and hobbies
B) By providing external rewards for completing tasks
C) By fostering excitement and enjoyment in academic tasks
D) By focusing solely on cognitive skills

54. In what way can self-confidence impact students' academic performance?

A. It has no influence on academic success
B. It leads to a decrease in motivation
C. It is negatively correlated with learning outcomes
D. It increases students' willingness to tackle challenging tasks

55. Why is assessing affective traits considered more challenging compared to cognitive
and psychomotor assessments?
A. Because it focuses solely on physical abilities
B. Because it deals with internal states that are not easily observable
C. Because it has no impact on learning outcomes
D. Because it primarily measures content knowledge

56. How do attitudes and values differ in affective assessment?

A. Attitudes are related to physical skills, while values are related to cognitive
abilities
B. Attitudes are beliefs that guide behavior, while values are principles considered
important
C. Attitudes focus on cognitive outcomes, while values focus on emotional
responses
D. Attitudes are objective, while values are subjective

57. What is the purpose of using Likert scales in self-report questionnaires?

A. To measure cognitive understanding
B. To assess physical abilities
C. To gauge attitudes and opinions
D. To determine interests and hobbies

58. Why are interviews considered effective tools for affective assessment?
A. Because they provide quantitative data
B. Because they measure physical skills
C. Because they allow exploration of in-depth information about learners' emotions
and attitudes
D. Because they administer standardized tests

59. Why is it important to assess students' attitudes and beliefs?

 A. To assign grades
B. To improve teaching strategies
C. To ignore students' emotional well-being
D. To solely focus on cognitive outcomes

60. Which assessment tool allows for a more conversational environment for sharing?
A. Likert scale
B. Semantic differential
C. Interview
D. Self-report questionnaire
61. Ms. Saplan is planning to do an assessment of learning. Which of these should she
include in her plan considering her purpose for assessment?
A. How to give immediate feedback to students strength and weaknesses
B. How to determine the area of interest of learners
C. How to design one's instructions
D. How to certify students achievement

62. Which terms refers to the collection of students products and accomplishment in a
given period for evaluation purposes?
A. Diary
B. Portfolio
C. Anecdotal record
D. Observation report

63. How should the following steps in portfolio assessment be arranged logically?
I. Set targets
II. Select evidences
III. Rate collection
IV. Reflect on evidences

A. I,II, III, IV,V

B. I, III, II, V, IV
C. I, II, III, V, IV
D. I, III, V,II, IV

64. Ms, Catalan allowed the student to develop their own portfolio in their own style as
long as they show all the non-negotiable evidences of learning. What principle in
portfolio assessment explains this practice?
A. Content principle
B. Learning principle
C. Equity principle
D. Product principle

65. Which planning for portfolio assessment, which you do first?

A. Set targets for portfolio assessment
 B. Exhibit one's work and be proud of one's collection
C. Select evidences that could be captured in one's portfolio
D. Reflect on one's collection and identity strength and weaknesses

66. What type of portfolio is also known as" Working portfolio"?

A. Process
B. Documentation
C. Standard based
D. Product

67. What type of portfolio is also known as "Show portfolio"?

A. Process
B. Documentation
C. Show
D. Working

68. When it is the time to celebrate success in the form of an exhibit of students
portfolio?
A. Confer
B. Evaluate
C. Exhibit
D. Reflect

69. When is the teacher confer with the students or parents discuss the students
performance and progress of learning?
A. Confer
B. Exhibit
C. Reflect
D. Evaluate
70. Annabelle collects all of her work until the end of school year, at which time she
must choose artifacts that represents work of the highest quality. What type of portfolio
is going to make?
A. Process
B. Documentation
C. Standard-based
D. Product
71. What are the ways in which portfolios can help students to demonstrate their
progress?
A. By not taking into account the portfolio's entries
B. By remembering all the objectives of education
C. By not paying attention to the pupils' work
D. By collecting and compiling the students' works in a graphical form
72. Why is it important for teachers to schedule time with each learner so that progress
can be observed?
A. To demonstrate that each of the learning objectives has been achieved.
B. To discourage students from making mistakes by pointing it out.
C. To concentrate on a single set of learning objectives at one time
 D. To discourage learners by pointing out their mistakes
73. Why is it important for students to take stock of all the entries in a portfolio?
A. To map out the areas for improvement and development
B. To be compared to other students in their work.
C. To avoid any reflection process at all.
D. To criticize of their own work.
74. When reporting the results of the assessment to the parents, what should be the
focus?
A. Judging the ability of the child
B. Using technical terms without explanation
C. Describing the performance based on the rubric
D. Guaranteeing specific results
75. What is the first step in organizing a meeting with parents to communicate
assessment results?
A. Greet the parents in a positive tone
B. Send a letter inviting parents for a meeting
C. Let the parents talk without interruption
D. Describe the child's performance using technical term
76. What action would best demonstrate competency in Assessment and Reporting for
a beginning teacher?
A. Delivering engaging lectures
B. Conducting parent-teacher conferences to discuss student progress
C. Arranging classroom furniture for optimal learning
D. Participating in a school fundraising event
77. Which of the following is an example of demonstrating competencies in Assessment
and Reporting expected of a beginning teacher?
A. Decorating the classroom with colorful posters
B. Creating detailed lesson plans
C. Designing varied assessment tools and analyzing student performance data
D. Attending professional development workshops on classroom management
78. What action best demonstrates the competence of a first teacher in assessing and
reporting, which provides evidence of his or her skills?
A. Preparation of field trips for students.
B. Developing a portfolio of the assessment designs and reports on progress made
by students
C. Taking part in a community outreach event
D. Going to the book club with my colleagues.
79. As a beginning teacher, you have just completed a unit of study and need to
demonstrate your competencies in Assessment and Reporting to your supervisor. How
would you provide evidence of your skills in this area?
A. Invite the supervisor to observe a class lesson and witness your assessment
methods firsthand.
B. Compile a comprehensive portfolio including examples of assessment designs,
student progress reports, and any relevant data analysis.
C. Attend additional training sessions on assessment and reporting to enhance your
skills before presenting evidence to the supervisor.
D. Volunteer to assist with school-wide assessment initiatives to gain practical
experience and showcase your abilities.
80. What is the first step to use portfolios to help learners improve?
A. Schedule a time slot to sit beside each child to show progress in learning
B. Let the learners reflect on each entry in the portfolio
C. Let the learners report their observation on the transition of one work to another
 D. Ask the learners to reflect on the other areas that need to be continued and
improve for the succeeding work.
81. How helpful was the feedback you received after your performance in identifying
areas for improvement and enhancing your overall skill level?

A. Extremely helpful
B. Very helpful
C. Moderately helpful
D. Slightly helpful

82. Did the feedback you received during your performance effectively guide you in real-
time adjustments and enhance the quality of your execution?

A. Yes, the feedback addressed all aspects effectively.

B. Yes, but some areas were overlooked.
C. No, the feedback did not sufficiently address form and technique.
D. No, the feedback was entirely inadequate

83. To what extent did the general feedback you received contribute to your
understanding of strengths and weaknesses in your performance, and how actionable
was it in guiding future improvements?

A. Extremely helpful
B. Very helpful
C. Moderately helpful
D. Slightly helpful

4. How did the specific feedback you received on certain aspects of your performance
impact your ability to refine those particular skills or techniques?

A. Yes, the feedback significantly improved my performance.

B. Yes, the feedback helped somewhat in making adjustments.
C. No, the feedback did not contribute to real-time adjustments.
D. I did not receive any feedback during my performance.

85. Was the feedback you received specific and concrete enough to clearly identify
areas for improvement and provide actionable steps for enhancement?

A. Yes, the feedback was highly specific and actionable.

B. Yes, but it could have been more specific in some areas.
C. No, the feedback was vague and not actionable.
D. I did not receive any feedback.
86. Was the feedback you received during or after your performance lacking in clarity or
constructive guidance, hindering your ability to understand areas for improvement and
make meaningful adjustments?
 A. Yes, the feedback was unclear and not constructive.
B. Yes, but only some aspects of the feedback were unclear.
C. No, the feedback provided clear and constructive guidance.
D. I did not receive any feedback.
87. How did the feedback you received during or after your performance positively
contribute to your understanding of strengths and areas for improvement, and how
effectively did it guide you towards refining your skills or techniques?

A. It significantly improved my skills/techniques.

B. It somewhat helped in refining my skills/techniques.
C. It had little to no impact on refining my skills/techniques.
D. I did not receive specific feedback on my performance.
88. Did the feedback you received place sufficient emphasis on the procedural aspects
of your performance, providing clear guidance on technique and execution methods?

A. Yes, the feedback provided clear guidance on procedural aspects.

B. Yes, but more emphasis could have been placed on procedural aspects.
C. No, the feedback did not adequately address procedural aspects.
D. I did not receive any feedback on procedural aspects.
89. Did the feedback you received during or after your performance align with specific
criteria or standards, effectively highlighting areas where you met expectations and
areas for further development?

A. Yes, the feedback provided clear guidance on procedural aspects.

B. Yes, but more emphasis could have been placed on procedural aspects.
C. No, the feedback did not adequately address procedural aspects.
D. I did not receive any feedback on procedural aspects.
90. How did the feedback you received during or after your performance address
aspects beyond predefined criteria, such as personal style, creativity, or emotional
expression, enhancing your overall understanding and growth as a performer?

A. The feedback provided valuable insights into personal style, creativity, and
emotional expression, enhancing my growth.
B. The feedback touched on some aspects beyond predefined criteria, but
more could have been addressed.
C. The feedback mainly focused on predefined criteria, with minimal
consideration for personal style, creativity, or emotional expression.
D. I did not receive any feedback addressing aspects beyond predefined
criteria
91. Did the feedback you received adequately cover the breadth and depth of topics
tested in the exam, providing insight into both strengths and areas needing
improvement across all relevant subject areas?

A. Yes, the feedback comprehensively covered all topics and provided

valuable insights.
B. Yes, but some topics were overlooked or received less attention.
C. No, the feedback did not adequately cover all relevant subject areas.
D. I did not receive any feedback on the exam topics.
92. To what extent did the feedback you received help clarify and achieve your testing
objectives for each specific area, ensuring that your study efforts were effectively
directed towards mastering key concepts and skills?

A. The feedback greatly clarified and helped achieve my testing objectives.

B. The feedback somewhat clarified and contributed to achieving my testing
objectives.
C. The feedback had little impact on clarifying and achieving my testing
objectives.
D. I did not receive any feedback related to my testing objectives
93. Did the feedback you received help in assessing whether the duration allocated for
each content area during your study sessions was appropriate, allowing for thorough
coverage and comprehension of the material?

A. Yes, the feedback provided valuable insights into the adequacy of study
session durations.
B. Yes, but only to some extent; additional feedback could have been helpful.
C. No, the feedback did not assist in assessing study session durations.
D. I did not receive any feedback related to study session durations.
94. Was the feedback you received instrumental in determining the most effective test
types for assessing your understanding and proficiency in achieving each learning
objective, ensuring alignment between assessment methods and educational goals?

A. Yes, the feedback significantly contributed to selecting appropriate test

types.
B. Yes, but additional input could have further refined the selection process.
C. No, the feedback had little impact on determining suitable test types.
D. I did not receive any feedback related to test type selection.
95. Did the feedback you received aid in refining the specificity and clarity of your terms
of specification, ensuring that all criteria and requirements were clearly defined and met
during your assessment or project?

A. Yes, the feedback significantly improved the specificity and clarity of my

terms of specification.
B. Yes, but it could have provided more detailed guidance on refining terms
of specification.
C. No, the feedback had little impact on refining the specificity and clarity of
terms of specification.
D. I did not receive any feedback related to terms of specification.
96. How did the feedback you received assist in evaluating the effectiveness of multiple-
choice questions in accurately assessing your understanding of the material, and in
what ways did it aid in improving the quality and relevance of these questions for future
assessments?

A. The feedback provided valuable insights into the effectiveness of multiple-

choice questions and offered specific suggestions for improvement.
B. The feedback somewhat contributed to evaluating the effectiveness of
multiple-choice questions, but more detailed feedback would have been
beneficial.
C. The feedback had little impact on evaluating the effectiveness of multiple-
choice questions or improving their quality for future assessments.
D. I did not receive any feedback related to the effectiveness of multiple-
choice questions.
97. How did the feedback you received contribute to the organization and structure of
meetings with parents, ensuring clear communication, active engagement, and
productive discussions regarding student progress and development?

A. The feedback provided valuable insights into organizing and structuring

meetings, leading to clear communication and productive discussions.
B. The feedback somewhat contributed to organizing and structuring
meetings, but additional guidance would have been helpful.
C. The feedback had little impact on organizing and structuring meetings with
parents.
D. I did not receive any feedback related to organizing and structuring
meetings with parents.
98. In what ways did the feedback you received inform and enhance the utilization of
portfolios as a tool for facilitating learner improvement, fostering reflection, tracking
progress, and promoting targeted skill development?

A. The feedback provided valuable insights into optimizing portfolio use,

leading to improved learner improvement, reflection, progress tracking,
and skill development.
B. The feedback somewhat contributed to optimizing portfolio use, but
additional guidance would have been beneficial.
C. The feedback had little impact on optimizing portfolio use for learner
improvement, reflection, progress tracking, and skill development.
D. I did not receive any feedback related to portfolio utilization for learner
improvement

99. How did the feedback you received influence the development and implementation
of strategies aimed at improving the quality and effectiveness of your work, and to what
extent did it contribute to your overall success in achieving your goals?

A. The feedback played a significant role in shaping and implementing

strategies, leading to substantial improvements in work quality and
effectiveness, and contributing greatly to achieving goals.
B. The feedback somewhat influenced strategy development and
implementation, resulting in some improvements in work quality and
effectiveness, and contributing to goal achievement to some extent.
C. The feedback had limited impact on strategy development and
implementation, resulting in minor improvements in work quality and
effectiveness, and offering minimal contribution to goal achievement.
D. I did not receive any feedback related to strategy development and
implementation for improving work quality and effectiveness.

100. Was the feedback you received consistently aligned with the agreed-upon criteria
and standards, effectively guiding your progress and ensuring that your work remained
focused on meeting the established objectives?

A. Yes, the feedback consistently aligned with the criteria and standards,
guiding my progress effectively.
B. Yes, but there were occasional deviations from the criteria and standards
in the feedback.
C. No, the feedback often diverged from the agreed-upon criteria and
standards, impacting my progress.
D. I did not receive any feedback aligned with the agreed-upon criteria and
standards.