Get a sense of what’s coming on your licensure exam with this Professional Education (Prof Ed) reviewer that covers the Assessment of Learning subject. We have included 50 multiple-choice questions with answers.
Some of the topics covered in this subject may include assessment design and development, assessment methods and techniques, administration and scoring, use of data for decision-making, ethical and legal considerations, formative and summative assessment, performance assessment, standardized testing, and assessment for special populations.
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Assessment of Learning Prof Ed reviewer
Note: Answers can be found at the bottom of this page.
Question 1. It is the engagement to make sure the learner’s success in working from the guide to the independent display of knowledge, comprehension, and skills. Among the following, which is the theoretical basis of the aid system?
A. Multiple Intelligence Theory
B. Information Processing Theory
C. Zone of Proximal Development
D. Dale’s Cone of Experiences
Question 2. James was given a module by his teacher to catch up with the lessons he missed. The module includes a series of objective-type test items after each lesson for James to check and monitor his progress as he moves to the next lesson. What form of assessment is being applied by the teacher?
A. Assessment of learning
B. Assessment for learning
C. Assessment of and for learning
D. Assessment as learning
Question 3. A learning outcome in the Grade 12 research subject reads ‘At the end of the lesson, the students will be exposed to various research designs’. Is this a good target for the assessment?
A. Yes, the action is observable.
B. Yes, the action can be measured.
C. No, the action is not done by the students.
D. No, the action is not attainable.
Question 4. Teacher Anne asks her students to submit a portfolio that showcases their best literary works from all their finished compositions. What type of portfolio is teacher Anne asking?
A. Display Portfolio
B. Working Portfolio
C. Documentation Portfolio
D. Growth Portfolio
Question 5. In the present marking system of K-12, how are learners’ behavior reported?
A. Numerical rating
B. Non-numerical rating
C. Pass-fail system
D. Anecdotal record
Question 6. Mr. Adamson administered an achievement test in Mathematics. He is in the process of counting the scores obtained by his students. This process is called _____.
Question 7. Which of the following is the advantage of portfolio assessment?
A. Learners are assessed based on a wide range of evidence of learning.
B. Learners are assessed objectively.
C. Learners are assessed in a manner that is from the teachers’ biases.
D. Learners can demonstrate what they can do without any evidence of learning.
Question 8. What is the lowest mark that can be reflected in the report card?
Question 9. Which of the following test is considered to be relatively less reliable for scoring and grading?
B. Alternative Response
D. Matching Type
Question 10. Teacher Vivian is asking her students to identify the equipment in the Chemistry Laboratory. Under the cognitive domain, in which assessment level is this?
Question 11. Who among the teachers described below is doing the assessment?
A. Mrs. Bautista is administering a test to her students.
B. Mr. Ferrer is counting the scores obtained by the students in his test.
C. Ms. Leyva is computing the final grade of the students after completing all their requirements.
D. Prof. Cuevas is planning for remedial instruction after knowing that students perform poorly on her test.
Question 12. Mr. Fernandez is judging the accuracy of these statements. Which statements will he consider as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of quantitative and qualitative data.
IV. Evaluation is the analysis of quantitative and qualitative data for decisions.
A. I and II only
B. III and IV only
C. I, II, and III
D. I, III, and IV
Question 13. If I have to use the most authentic method of assessment, which of these procedures should I consider?
A. Traditional Test
B. Performance-based Assessment
C. Written Test
D. Objective Assessment
Question 14. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well students understood the lesson. What type of assessment was done?
A. Summative Assessment
B. Formative Assessment
C. Diagnostic Assessment
D. Placement Assessment
Question 15. Who among the teachers below performed a diagnostic assessment?
A. Ms. Santos who asked questions when the discussion was going on among her students understood what she was trying to emphasize.
B. Mr. Colubong gave a short quiz after discussing thoroughly the lesson to determine the programs of learning.
C. Ms. Ventura gave a 10-item test to find out the specific lessons which the students failed to understand.
D. Mrs. Lopez administered a readiness test to the incoming grade one pupil.
Question 16. You are assessing for learning. Which of these will you likely do?
A. Giving grades to students
B. Reporting to parents the performance of their child.
C. Recommending new policies in grading students.
D. Assessing the strengths and weaknesses of students.
Question 17. Ms. Saplan is planning to do an assessment of learning. Which of these should she include in her plan considering her purpose for an assessment?
A. How to give immediate feedback on students’ strengths
B. How to determine the area of interest of learners
C. How to certify student’s achievement
D. How to design one’s instruction
Question 18. You targeted that after instruction, your students should be able to show their ability to solve problems with speed and accuracy. You then designed a tool to measure this ability. What principle of assessment did you consider in this situation?
A. Assessment should be based on clear and appropriate learning targets or objectives.
B. Assessment should have a positive consequence on student’s learning
C. Assessment should be reliable.
D. Assessment should be fair.
Question 19. Ms. Ortega tasked her students to show them how to play basketball. What learning target is she assessing?
Question 20. Mr. Ravelas made an essay test for the objective “Identify the planets in the solar system”. Was the assessment method used the most appropriate for the given objective? Why?
A. Yes, because an essay test is easier to construct than an objective test.
B. Yes, because essay tests can measure any type of objective.
C. No, he should have conducted oral questioning.
D. No, he should have prepared an objective test.
Question 21. Mr. Cidro wants to test students’ knowledge of the different places in the Philippines, their capital, and their products and so he gave his students an essay test. If you were the teacher, will you do the same?
A. No, the giving of an objective test is more appropriate than the use of an essay.
B. No, such a method of assessment is inappropriate because the essay is difficult.
C. Yes, essay tests could measure more than other tests could measure.
D. Yes, an essay test is the best for measuring any type of knowledge.
Question 22. What type of validity does the Pre-board examination possess if its results can explain how the students will likely perform in their licensure examination?
Question 23. Ms. Aviz wants to determine if the student’s scores on their Final Test are reliable. However, she has only one set of tests and her students are already on vacation. What test of reliability can she employ?
B. Kuder Richardson Method
C. Equivalent Forms
D. Test-Retest with Equivalent Forms
Question 24. Two teachers of the same grade level have set the following objectives for the day’s lesson. At the end of the period, the students should be able to construct and interpret a bar graph. To assess the attainment of the objectives, Teacher A required the students to construct a bar graph for the given set of data then she asked them to interpret this using a set of questions as a guide. Teacher B presented a bar graph and then asked them to interpret this using also a set of guide questions. Whose practice is acceptable based on the principles of assessment?
A. Teacher A
B. Teacher B
C. Both Teachers A and B
D. Neither Teacher A nor Teacher B
Question 25. Which is true about the given case?
A. Objective A matched with a performance-based assessment while B can be assessed using the traditional pen-and-paper objective test.
B. Objective A matched with traditional assessment while B can be assessed using a performance-based method.
C. Both objectives A and B matched with performance-based assessment.
D. Both objectives A and B matched with traditional assessment.
Question 26. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-pencil test?
A. It puts non-linguistically intelligent at a disadvantage.
B. It is not easy to administer
C. It utilizes so much time.
D. It lacks reliability.
Question 27. Mr. Umayam is doing a performance-based assessment for the day’s lesson. Which of the following will most likely happen?
A. Students are evaluated in one setting.
B. Students do an actual demonstration of their skill.
C. Students are evaluated in the most objective manner.
D. Students are evaluated based on varied evidence of learning.
Question 28. Ms. del Rosario rated her students in terms of appropriate and effective use of some laboratory equipment and measurement tools and the student’s ability to follow the specified procedures. What mode of assessment should Miss del Rosario use?
A. Portfolio Assessment
B. Journal Assessment
C. Traditional Assessment
D. Performance-based Assessment
Question 29. Mrs. Hilario presented the lesson on baking through a group activity so that the students will not just learn how to bake but also develop their interpersonal skills. How should this lesson be assessed?
I. She should give the students an essay test explaining how they baked the cake.
II. The students should be graded on the quality of their baked cake using a rubric.
Ill. The students in a group should rate the members based on their ability to cooperate in their group activity.
IV. She should observe how the pupils perform their tasks.
A. I, II, and III only
B. I, III, and IV only
C. I, II, and IV only
D. I, II, III, and IV
Question 30. If a teacher has set objectives in all domains or learning targets that could be assessed using a single performance task, what criterion in selecting a task should she consider?
C. Multiple Foci
Question 31. Which term refers to the collection of students’ products and accomplishments in a given period for evaluation purposes?
C. Anecdotal record
D. Observation report
Question 32. Mrs. Catalan allowed the students to develop their own portfolios in their own style as long as they show all the non-negotiable evidence of learning. What principle in portfolio assessment explains this practice?
A. Content Principle
B. Learning Principle
C. Equity Principle
D. Product Principle
Question 33. How should the following steps in portfolio assessment be arranged logically?
I. Set targets
II. Select evidence
III. Collect evidence
IV. Rate Collection
V. Reflect on Evidence
A. I, II, III, IV, V
B. I, III, II, V, IV
C. I, II, III, V, IV
D. I, III, V, II, IV
Question 34. Which could be seen in a rubric?
I. Objective in a high level of cognitive behavior
II. Multiple criteria in assessing learning
III. Quantitative descriptions of the quality of work
IV. Qualitative descriptions of the quality of work
A. I and II only
B. II, III, and IV only
C. I, II, and III
D. I, II, III, and IV
Question 35. The pupils are to be judged individually on their mastery of the singing of the national anthem so their teacher lets them sing individually. What should the teacher use in rating the performance of the pupils considering the fact that the teacher has only one period to spend evaluating her 20 pupils?
C. Either holistic or analytic
D. Both holistic and analytic
Question 36. Mrs. Pua is judging the worth of the project of the students in her Science class based on a set of criteria. What process describes what she is doing?
Question 37. Mrs. Acebuche is comparing measurements from the evaluation. Which statement explains the difference?
A. Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait.
B. Measurement is the process of gathering while evaluation is the process of quantifying the data gathered.
C. Measurement is the process of quantifying data while evaluation is the process of organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of testing.
Question 38. Ms. Ricafort uses alternative methods of assessment. Which of the following will she not likely use?
A. Multiple Choice Test
B. Reflective Journal Writing
C. Oral Presentation
D. Developing Portfolios
Question 39. Ms. Camba aims to measure the product of learning. Which of these objectives will she most likely set for her instruction?
A. Show a positive attitude towards learning common nouns
B. Identify common nouns in a reading selection
C. Construct a paragraph using common nouns
D. User a common noun in a sentence
Question 40. The students of Mrs. Valino are very noisy. To keep them busy, they were given any test available in the classroom, and then the results were graded as a way to punish them. Which statement best explains if the practice is acceptable or not?
A. The practice is acceptable because the students behaved well when they were given a test.
B. The practice is not acceptable because it violates the principle of reliability.
C. The practice is not acceptable because it violates the principle of validity.
D. The practice is acceptable since the test results are graded.
Question 41. Ms. Delos Angeles advocates assessment for learning. Which will she NOT likely do?
A. Formative Assessment
B. Diagnostic Assessment
C. Placement Assessment
D. Summative Assessment
Question 42. At the beginning of the school year, the 6-year-old pupils were tested to find out who among them can already read. The result was used to determine their sections. What kind of test was given to them?
Question 43. The grade six pupils were given a diagnostic test in addition and subtraction of whole numbers to find out if they can proceed to the next unit. However, the results of the test were very low. What should the teacher do?
A. Proceed to the next lesson to be able to finish all the topics in the course.
B. Construct another test parallel to the given test to determine the consistency of the scores.
C. Count the frequency of errors to find out the lessons that the majority of students need to relearn.
D. Record the scores then inform the parents about the very poor performance of their child in mathematics.
Question 44. Mrs. Nogueras is doing an assessment of learning. At what stage of instruction should she do it?
A. Before instruction
B. After instruction
C. Prior to instruction
D. During the instructional process
Question 45. Mr. Cartilla 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?
B. Concurrent validity
C. Predictive validity
D. Construct validity
Question 46. Mrs. Robles wants to establish the reliability of her achievement test in English. Which of the following activities will help her achieve her purpose?
A. Administer two parallel tests to different groups of students.
B. Administer two equivalent tests to the same group of students
C. Administer a single test but two different groups of students.
D. Administer two different tests but to the same group of students.
Question 47. A teacher set the following objectives for the day’s lesson: At the end of the period, the students should be able to:
I. Identify the parts of a friendly letter.
II. Construct a friendly letter using MS Word.
III. Show interest in the day’s lesson.
To assess the attainment of the objectives, Ms. Cidro required the students to construct friendly letters and have them encoded at their Computer Laboratory using MS Word. The letter should inform one’s friend about what one has learned in the day’s lesson and how one felt about it. Which is NOT true about the given case?
A. Ms. Cidro practices a balanced assessment.
B. Ms. Cidro’s assessment method is performance-based.
C. Ms. Cidro needs a rubric for scoring the work of the students.
D. Ms. Cidro’s assessment targets are all in the cognitive domain.
Question 48. If Mr. Paraiso will have to make a scoring rubric for the student’s output, what format is better to construct considering that the teacher has limited time to evaluate their work?
A. Analytic Rubric
B. Holistic Rubric
C. Either A or B
D. Neither A nor B
Question 49. The school principal has 3 teacher applicants all of whom graduated from the same institution and are licensed teachers. She only needs to hire one. What should she do to choose the best teacher of the three?
I. Give them a placement test.
II. Interview them about why they want to apply to the school.
III. Let them demonstrate how to teach a particular lesson.
IV. Study their portfolio to examine the qualities of the students’ outputs when they were in college.
A. I and II
B. II and III
C. I, III, and IV
D. II, III, and IV
Question 50. What should be done first when planning for a performance-based assessment?
A. Determine the “table of specifications” of the tasks.
B. Set the competency to be assessed.
C. Set the criteria for scoring the task.
D. Prepare a scoring rubric.
|1. C||11. C||21. A||31. B||41. D|
|2. D||12. D||22. B||32. C||42. C|
|3. C||13. B||23. B||33. B||43. C|
|4. A||14. B||24. A||34. B||44. B|
|5. B||15. C||25. A||35. B||45. A|
|6. B||16. D||26. A||36. C||46. B|
|7. A||17. C||27. B||37. A||47. D|
|8. A||18. A||28. D||38. A||48. B|
|9. C||19. C||29. C||39. C||49. D|
|10. A||20. D||30. C||40. C||50. B|
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