KC-Knowledge Conveyors- ED 103: Functional Structure of the Knowledge Conveyor Group

Huwebes, Disyembre 15, 2011

Functional Structure of the Knowledge Conveyor Group

Leader: Roy Allen L. Icat
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Quiz on Assessment of Student Learning (ED 103)

Administered: Roy Allen L. Icat

Module 2: Establishing Learning Targets

Lesson 1: Definition and Types of Learning Target

In formulating cognitive learning targets, which of the following is hierarchically correct?

Knowledge, Comprehension, Analysis, Application, Synthesis, Evaluation.
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation,
Knowledge, Comprehension, Application, Analysis, Evaluation, Synthesis
Knowledge, Comprehension, Application, Analysis, Synthesis

In formulating Affective Learning Targets, which of the following is hierarchically arranged?

Receiving, Responding, Valuing, Organization, Internalizing
Receiving, Valuing, Responding, Internalizing, Organization
Receiving, Responding, Internalizing, Valuing, Organization
Receiving, Internalizing, Responding, Valuing, Organization

In formulating Psychomotor learning targets, which of the following is hierarchically in order?

Imitation, Manipulation, Precision, Articulation, Naturalization
Imitation, Precision, Manipulation, Articulation, Naturalization
Imitation, Precision, Articulation, Manipulation, Naturalization
Imitation, Articulation, Precision, Manipulation, Naturalization

KNOWLEDGE is the recall of previously learned material; COMPREHENSION is ______

a. grasp of the meaning of the material; b. knowledge of the material;

c. remembering the material;

d. uses of the material

ANALYSIS is the ability to breakdown material into its parts so that its structure may be understood, then SYNTHESIS is the ________________________________

ability to put parts together to form a new whole
ability to put parts together to reform the structure
ability to put parts together to understand the structure
ability to name the parts of the material.

Tangibles are under what type of learning targets _________________?

a. Product learning targets

b. Affective learning targets

b. Skill Learning targets

d. Skill learning targets

According to Reganit, Arnulfo, et. al. 2010, the terms associated with Learning Targets are, except?

a. Standard b. Outcome c. Competency

d. Expectation e. Statement

KNOWELDGE, REASONING, SKILL, PRODUCT and AFFECTIVE are types of learning targets, then Bloom’s Taxonomy, Professional preparation, and National standards are ______?

a. Criteria for selecting learning targets

b. sources for selecting learning targets

c. establishing learning targets

c. expectation of the learning targets

In formulating affective learning targets, internalizing values is also known as ____________?

a. Valuation b. Characterization

c. Actuation d. Realization e. Emancipation

Synonymously, taxonomy is ____________ except one from the choices?

a. Categorization b. Nomenclature

c. Classification d. Rearrangement

Test II. For 5 points. Identify from the choices at least 2 behavioral terms from each level of learning targets.

Application= _______ and ______

Comprehension=________ and _______

Knowledge= ______ and ______

Analysis= _________ and __________

Synthesis= _________ and ________

Devise, Composes, Revises, Appraises

Names, Matches, Labels, Lists, Reads

Infers, Explains, Converts, Categorizes

Uses, Operates, Computes, Judges, Solves

Discriminates, Breakdown, Separates

****************************************************************

Taken from the LET Reviewers:

1. The teacher wants to assess the readiness of the new batch of students that she

will teach. To make her assessment sound, which of the following principles shouldshe consider first?

A. Assessment should be based on clear and appropriate learning targets.

B. Assessment should be based on appropriate methods of assessment

C. Assessment should be based on varied sources of data.

D. Assessment should be a collaborative effort.

2. Ms. Reyes advocates assessment FOR learning. Which will she NOT likely do?

A. Formative Assessment

B. Placement Assessment

C. Diagnostic Assessment

D. Summative Assessment

3. Which should Ms. Barrera consider when writing a multiple-choice item?

A. The stem has irrelevant material.

B. The stem presents an unknown problem.

C. The alternatives are arranged in any order.

D. The stem and alternatives are on the same page.

4. Mr. Gonzales developed an Achievement Test in Math for her grade three pupils.

Before she finalized the test, she examined carefully if the test items were

constructed based on the competencies that have to be tested. What test of

validity was she trying to establish?

A. content-validity

B. predictive validity

C. concurrent validity

D. construct validity

5. If a test item has a difficulty index of 0.05, how would you describe the test item?

A. It very easy.

B. It is difficult.

C. It has average difficulty.

D. It is very difficult

6. Which statement is most acceptable as regards the validity and reliability of a test?

A. If the test is reliable but invalid, it is useless.

B. If a test is valid, it follows that it is also reliable.

C. Reliability of the test is more important than its validity.

D. If the test has high validity but low reliability, than it should be ignored.

7. What should you consider when writing a matching-type test?

A. The columns should be equal in length.

B. The column of responses should contain heterogeneous ideas.

C. The shorter part of the test should be the column of responses.

D. The directions should state that column A should be matched to column B.

KC-Knowledge Conveyors- ED 103

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Functional Structure of the Knowledge Conveyor Group

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