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DPE 104 Assessment Creation Thinking Done

The document provides a table of specifications and sample test questions for assessing knowledge of measurement, assessment, and evaluation. [1] The table outlines 5 levels of learning objectives and assigns 7 multiple choice items to assess knowledge, comprehension, application, analysis, and synthesis. [2] The document then provides 7 multiple choice test questions addressing concepts like measurement, data-driven instruction, and the differences between assessment and evaluation. [3]

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Wilmer Unabia
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32 views2 pages

DPE 104 Assessment Creation Thinking Done

The document provides a table of specifications and sample test questions for assessing knowledge of measurement, assessment, and evaluation. [1] The table outlines 5 levels of learning objectives and assigns 7 multiple choice items to assess knowledge, comprehension, application, analysis, and synthesis. [2] The document then provides 7 multiple choice test questions addressing concepts like measurement, data-driven instruction, and the differences between assessment and evaluation. [3]

Uploaded by

Wilmer Unabia
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CREATING THINKING

Assessment Task 3: Test questionnaire Construction

Construct 5-7 items using any the difference types of test we have included in this course material.

Table of Specifications
Level Objective Item Numbers Number of
Questions
Knowledge To identify Measurement, Assessment 1, 4, 6 3
and Evaluation.
Comprehension To know the importance of Data- 3 1
driven instruction.
Application To apply the principle of Data-driven 2 1
instruction according to Graham
Nuthall.
Analysis To differentiate Assessment and 7 1
Evaluation.
Synthesis To develop a coherent connection 5 4
between Assessment, Evaluation and
Measurement.

Questions:

1. What do you call the process which determines the attributes or dimensions of an object, skill or
knowledge?
a. Assessment
b. Measurement
c. Evaluation
d. Summative

2. Teacher Jane did pre-test on her next discussion about animals who live in cold places. She
found out that 80% of her students know already the subject. What should teacher Jane do
when she already prepares her lesson plan.
a. Stick to her lesson plan and teach the subject to affirm the learning of the students.
b. Teach what her students do not know in a way the students will best respond to.
c. Move to the next lesson and skip the subject about animals who live in cold places.
d. None of the above
3. According to Graham Nuthall, why is data-driven instruction important?
a. To avoid teaching students what they already know.
b. To teach students the importance of their subject matter.
c. To help students gather the data.
d. All of the above

4. (Modified True or False) To ensure formative and validity, a teacher need to carefully prepare an
assessment.
Answer: False – reliability

5. Why does data-driven instruction effective based on assessment, measurement and evaluation?
Answer: Accurately measuring students’ progress with reliable assessments and then evaluating
the information to make instruction more efficient, effective and interesting is what data driven
instruction is all about.

6. What do you call the process of using the measurement gathered in the assessment?
a. Evaluation
b. Assessment
c. Measurement
d. Formative

7. What are the differences between Assessment and Evaluation?


Answer: Assessment focuses in gathering information by giving tests, conducting interviews and
monitoring behavior. Whereas, evaluation focuses on measuring the gathered information in
the assessment.

-END-

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