- Instrument used for measuring sample of behaviour is:
- Limited to quantitative description of pupils perfomancee is
- The purpose of the evaluation is to make:
- the purpose of evaluation is to make judgment about educational:
- Evaluation that monitors learning progress is:
- A formal and systematic procedure of getting information
- The process of obtaining numerical value is:
- A sum of questions is:
- The first step in measurement is:
- The purpose of formative evaluation is:
- To assess achievement at the end of instructions is:
- Vast of all in scope?
- The right sequence is:
- .the least in scope is:
- .permanent dificulties in learning are investigated in:
- Broader in meaning is:
- procedures used to determine person’s abilities is:
- The purpose of evaluation is to:
- in norm referenced test the comparison is between:
- in which question marking will be more reliable?
- facility value of less than 0.20 means:
- .objective type question have advantage over essay type because such questions’
- discrimination value of more than 0.4 means
- Tests involving the construction of certain patterns or solving problems in terms of concrete materials are called:
- In multiple -choice item, the stem of the items should be:
- Which appropriate verb will you use to make an objective behavioral?
- Objectives representing the purposes of instruction of a teacher are called:
- the main advantage of essay type is
- Running description of active behavior of a student as observed by the teacher is;
- .A test very popular with class-room teacher is:
- Frequently used tools of summative evaluation are:
- which of the following statement 1s a criterion reterenced interpretation:
- the most commonly used guessing correction tormula to predict and control is
- the summative evaluation is:
- the difference between maximum and minimum
- the number of score lying in a class interval is:
- multiple choice question is composed of question or statement referred as
- In a norm referenced test which item is best? Whose:
- which question have increasing objectivity of marking:
- the most widely used format on standardized test in usa is:
- which questions are dificult to mark with reliability
- projective techniques are used to measure:
- test meant for prediction on a certain criterion are called
- kuder-richardson method is used to estimate:
- value that divides the data into two equal parts
- the test measures what we intend to measure. This quality or the test is called
- the length of a test is an important factor in obtaining a representative:
- Median of 1, 6, 4,5, 2, 3, is:
- the formula for mean is used:
- the test made to compare the performance of student with the other students is called:
- Summátive evaluation is used
- The appearance of normal curve resembles with:
- The alternative name of the”table of specification is:
- “table of specification’” helps in:
- The purpose of table of specification is:
- Table of specification is prepared by
- The supply type test item is:
- Alternative response item is:
- How many columns matching items have:
- the item in the column for which a match is sought is
- Identifying relationship between two things is demonstrated
- The statement of problem in M.C.Qs is:
- The list of suggested answers in M.C.Qs is:
- The correct option in M.C.Qs:
- the incorect options in M.C.Qs are:
- The most widely applicable test item is:
- The type of essay item in which contents are limited is:
- The ability to select, organize, integrate ‘and evaluate ideas is demonstrated by
- The score of a student getting 70 correct and 30 incorrect answers in true / false items by applying guessing correction formula will be:
- The score of a student getting 70 correct and 30 incorrect answers in m.c.q items having four options by applying guessing correction formula will be:
- The analysis of items is necessary in:
- Which one is not the type ‘of test by purpose:
- The type of the test by method is:
- Students performance is compared with others students in:
- Student’s performance is compared with clearly defined learning task in:
- Test that measure learning out come of students is:
- The tests designed to predict future performance is:
- The founder of modern intelligent tests was
- The formula to determine i.q was presented by
- IQ of a student having same physical and mental age Will be:
- The i.q of a student having twelve years mental age and ten years physical age will be:
- The quality of test that measures what it claims to measure is
- The characteristic of a test to discriminate between high achievers and low achievers is:
- The scoring of the test is not effected by any factor, Quality of test is called:
- The quality of test to give same scores when administered at different occasions is:
- If the sample of the question in the test is sufficiently large enough, the quality of test is;
- The quality of test showing ease of time, cost, administration and interpretation. Is called:
- Item analysis focuses to find out:
- Facility index (difficulty level) of an item determines?
- High and low achievers are sorted out by:
- Test item is acceptable when its facility index difficulty level ranges from:
- Test item is very easy when value of facility index difficulty level is higher than:
- Test item is very difficult when value of facility index/ difficulty level is less than:
- Discrimination power of an îtem is acceptable when it value ranges from:
- Test item discriminates 100% when its value for Discrimination is
- Test item can not discriminate low achievers and high achievers when its value is lower than:
- Good distracter is that which:
- Bad distracter is that which:
- The type of interview when interviewee is one:
- What is interview called when interviewee are more than one?
- .The planned interview is:
- discussion is concentrated on one problem in:
- the collection of productive work called to evaluate the performance of students is
- The type of marking and reporting system is:
- what is the average of 20,21, 22, 23:
- what is the mode of 5, 6, 3, 5, 7, 2, 5, 7:
- At is the median of 3, 4, 5, 7, 1,9, 2, 6, 8:
- What is the median of 1, 6, 4, 5, 2, 3:
- Item with difficulty index of 5% is:
- Quality of a test to give same scores at two times is called:
a) Test
b) Measurement
c) Assessment
d) Evaluation
a) Test
a) Evaluation
b) Measurement
c) Test
d) Examination
b) Measurement
a) Decision
b) Prediction
c) Judgment
d) Opinion
c) Judgment
a) Quantity
b) Quality
c) Time period
d) Age
b) Quality
a) Placement evaluation
b) Formative evaluation
c) Diagnostic evaluation
d) Summative evaluation
b) Formative evaluation
a) Assessment
b) Test
c) Measurement
d) Evaluation
a) Test
a) Measurement
b) Test
c) Assessment
d) Evaluation
a) Measurement
a) Test
b) Testing
c) Assessment
d) Examination
a) Test
a) Decision of what to measure
b) Development of the test
c) Administering the test
d) Marking of the test
a) Decision of what to measure
a) Monitoring progress of students
b) Selecting students
c) Promotion to next grade
d) Check final status
a) Monitoring progress of students
(a) placement assessment
(b) formative assessment
(c)summative assessment
(d) diagnostic assessment
(c)summative assessment
a) Test
b) Measurement
c) Assessment
d) Evaluation
a) Test
a) Test, assessment, evaluation, measurement
b) Assessment, measurement, evaluation, 1test
c) Test, measurement, assessment, evaluation
d) Evaluation, test, measurement, assessment
c) Test, measurement, assessment, evaluation
a) Test
b) Measurement
c) Assessment
d) Evaluation
a) Test
(a)summative evaluation
(b) diagnostic evaluation
(c)formative evaluation
(d) none of above
(b) diagnostic evaluation
a) Aim
b) Objectives
c) Instructional objectives
d) Specific objective
a) Aim
a) Maximum performance test
b) Typical performance test
c) Norm-referenced test
d) Criterion referenced test
a) Maximum performance test
a) Make judgment about the quality of something
b) Assign a mark or score to a student
c) Measure the achievement of students
d) Test the student in a subject
a) Make judgment about the quality of something
a) Groups
b) Individuals
c) Areas
d) Interests
b) Individuals
a) Completion
b) Short answer
c) Multiple choice question
d) Essay
c) Multiple choice question
a) Item is too easy
b) item is easy
a) Item is difficult
d) item is acceptable
d) item is acceptable
a) are easy to prepare
b) are easy to solve
c) are easy to mark
d) test critical thinking
c) are easy to mark
a) ltem is good
b) item is acceptable
c) item discriminating negatively
d) item is weak
b) item is acceptable
a) intelligence tests
b) performance tests
c) scholastic aptitude tests
d) interest tests
b) performance testsp>
a) large
b) small
c) meaningful
d) relevant
c) meaningful
a) To know
b) to understand
c) To appreciate
d) to construct
d) to construct
A) instructional
b) terminal objectives
C) performance
d) attainment
A) instructional
a) They can measure complex learning outcomes which cannot be measured with other types of questions
b) The student can guess the answer
c) Are essay to mark
d) Can diagnose the learning dificulties of students
a) They can measure complex learning outcomes which cannot be measured with other types of questions
a) Anecdotal record
b) Autobiography
c) Interview
d) Questionnaire
Anecdotal record
a)true false test
b) completion test
c) matching items
d) multiple choice
d) multiple choice
a) Test
b) Teacher observation
c) Daily assignment
d) Oral questioning
d) Oral questioning
a) Asjad can state newton’s 2 law of motion
b) Ahmad got the highest score
c) Dawood gre score is 350
d) Rimsha percentile in math test is 35
a) Asjad can state newton’s 2 law of motion
a) S-rw
b) S-r-w/n-1
c) S-r-w/2-1
d) S=r-w/1
b) S-r-w/n-1
a) Diagnostic
b) Certifying judgment
c) Continuous
d) On going
b) Certifying judgment
a) Mean
b) Mode
c) Range
d) Quartiles
c) Range
a) Quartiles
b) Mid point
c) Class boundaries
d) Frequencies
d) Frequencies
a) Stem
b) Distracter
c) Foil
d) Response
a) Stem
a) Item difficulty is near zero
b) Item difficulty is near 100
c) Item difīculty is near 70
d) Item difficulty is near 50
d) Item difficulty is near 50
a) Unstructured essays
b) Structured essays
c) Short answer
d) Multiple type questions
d) Multiple type questions
a) Multiple choice
b) Essay type
c) Matching list
d) Short answers
a) Multiple choice
a) Multiple type question
b) Short answer
c) Structured essays
d) Unstructured essays
d) Unstructured essays
a) Aptitude
b) Knowledge
c) Intelligence
d) Personality
d) Personality
a) Achievement test
b) Aptitude test
c) Personality test
d) Non-standardized test
b) Aptitude test
a) Reliability
b) Validity
c) Usability
d) Objectivity
a) Reliability
a) Median
b) Mean deviation
c) Mode
d) Mean deviation
a) Median
a) Validity
b) Usability
c) Reliability
d) Objectively
a) Validity
a) Sample
b) Factor
c) Mode
d) Group
a) Sample
A. 2.5
B. 2
C. 3
D. 3.5
D. 3.5
a) X=ll+ul/2
b) X=ex/n
c) (c) m=n+1/2
d) (d) n=ef
b) X=ex/n
a) Criterion reference
b) Norm reference
c) Diagnostic
d) Achievement
b) Norm reference
a) At the Start of the programme
b) At the end of the programme
c) During the programe
d) At all times
b) At the end of the programme
a) U
b) Bell
c) Skew ness
d) V
b) Bell
a) Test blue print
b) Test construction
c) Test administration
d) Test scoring
a) Test blue print
a) Test development
b) Test administration
c) Test reporting
d) Test scoring
a) Test development
a) To develop integration between objectives and contents
b) To develop a balance test
c) To help the teacher for sampling questions from all contents
d) All above
d) All above
a) Developing list of instructional objectives
b) Preparing the draft of course contents
c) Preparing two way chart
d) All above
d) All above
a) True/ false items
b) Matching items
c) M.c.q items
d) Completion items
d) Completion items
a) True/ false
b) Right/ wrong
c) Correct / incorrect
d) All above
d) All above
a) One column
b) Two column
c) Four column
d) Five column
b) Two column
a) Premis
b) Response
c) distractar
d) none of above
a) Premis
a) True / false
b) Completion item
c) Matching item
d) Short answe
c) Matching item
a) Stem
b) option
c) distracter
d) premise
a) Stem
a) Alternatives
b) Choices
c) options
d) All above
d) All above
a) Answer
b) Distracters
c) Response
d) None of above
a) Answer
a) Distracters
b) Answers
c) Responses
d) None of above
a) Distracters
a) Short answers
b) Completion
c) Matching
d) M.C.QS
d) M.C.QS
a) Restricted response questions
b) Extended response questions
c) M.c.qs
d) True/ false
a) Restricted response questions
a) Restricted response
b) Extended response question
c) M.C.Qs
d) True/ false
b) Extended response question
a) 30
b) 40
c) 50
d) 60
b) 40
a) 30
b) 40
c) 50
d) 60
d) 60
a) Teacher made test
b) Standardized test
c) Both a & b
d) None a & b
b) Standardized test
a) Essay type test
b) Standardized test
c) Criterion reference test
d) Nom referenced test
a) Essay type test
a) Standardized test
b) Norm referenced test
c) Objective type test
d) Criterion Reference Test
c) Objective type test
a) Norm referenced test
b) Criterion referenced test
c) Objective type test
d) none of above
a) Norm referenced test
a) Norm referenced test
b) Criterion referenced test
c) Objective referenced test
d) None of above
b) Criterion referenced test
a) Aptitude test
b) Intelligence test
c) Achievement test
d) Diagnostic test
c) Achievement test
a) Aptitude test
b) Achievement test
c) Intelligence test
d) Diagnostic test
a) Aptitude test
a) Alfred binet
b) Terman
c) Stern
d) Gulfordd
a) Alfred binet
a) Alffed binet
b) Terman
c) Stern
d) Gulford
c) Stern
a) 90
b) 100
c) 110
d) 120
b) 100
a) 90
b) 100
c) 110
d) 120
d) 120
a) Reliability
b) Validity
c) Objectivity
d) Differentiability
d) Differentiability
a) Validity
b) Reliability
c) Differentiability
d) Differentiability
a) Reliability
b) Objectivity
c) Validity
d) Differentiability/discrimination
b) Objectivity
a) Validity
b) Reliability
c) Objectivity
d) Differentiability
a) Validity
a) Validity
b) Adequacy
c) Usability
d) Objectivity
b) Adequacy
a) Validity
b) Adequacy
c) Usability
d) Objectivity
c) Usability
a) Facility index
b) Discrimination power
c) Effectiveness of distracters
d) All above
d) All above
a) Ease or difficulty
b) Discrimination power
c) Effectiveness of distracters
d) All above
a) Ease or difficulty
a) Facility index
b) Discrimination power
c) Effectiveness of distracters
d) All above
b) Discrimination power
a) 20-60%
b) 30-70%
c) 40-80%
d) 10-50%
b) 30-70%
a) 60%
b) 70%
c) 80%
d) 50%
b) 70%
a) 20%
b) 30%
c) 40%
d) 50%
b) 30%
a) 0.30-1
b) 0.2-1
c) 0.1-1
d) 10-1
a) 0.30-1
a) 1
b) 0.1
c) 0.01
d) 10
a) 1
a) 0.10
b) 0.20
c) 0.30
d) 0.40
c) 0.30
a) Attracts high achievers more than low achievers
b) Attracts low achievers more than high achievers
c) Attracts equally high and low achievers
d) Does not attract
b) Attracts low achievers more than high achievers
a) Attracts high achievers, more than low achievers
b) Does not attract at all to any student
c) Attracts high achievers and low achievers equally
d) All above
d) All above
a) Individual interview
b) Single interview
c) Structural interview
d) Focused interview
a) Individual interviewt
a) Group interview
b) Panel interview
c) Structural interview
d) Focused interview
a) Group interview
a) Group interview
b) Panel interview
c) Structural interview
d) Focused interview
c) Structural interview
a) Group interview
b) Panel interview
c) Structural interview
d) Focused interview
d) Focused interview
a) Port folio
b) Assignment
c) Project
d) All above
a) Port folio
a) traditional marking system
b) Pass-fail system
c) letters to the parent
d) All above
d) All above
a) 21
b) 20
c) 21.5
d) 22
c) 21.5
a) 2
b) 5
c) 6
d) 7
b) 5
a) 1
b) 3
c) 5
d) 7
b) 5
a) 2.5
b) 3
c) 3.5
d) 2
c) 3.5
a) Very easy
b) Easy
c) Acceptable
d) Difficult
d) Difficult
a) Validity
b) Reliability
c) Objectivity
d) Usabilit
b) Reliability