1) 1. Which of the following best describes the purpose of a Table of Specifications (TOS)? a) To check students’ answers after the test b) To align test items with learning objectives c) To record students’ scores d) To list all possible test formats 2) The principle that ensures test items match what was taught is called: a) Normal distribution b) Constructive alignment c) Item validation d) Criterion referencing 3) Writing test questions that require students to identify or recall information falls under which level of Bloom’s taxonomy? a) Understanding b) Analyzing c) Remembering d) Evaluating 4) Which type of test item is considered a selected-response type? a) Essay b) Enumeration c) Multiple choice d) Completion 5) True-false tests typically have how many possible responses? a) one b) two c) three d) four 6) In preparing a TOS, the number of items per objective is based mainly on: a) The teacher’s preference b) The total amount of teaching time c) The importance and weight of objectives d) The number of students in class 7) Which level of Bloom’s taxonomy involves breaking down information into parts? a) Applying b) Analyzing c) Creating d) Evaluating 8) A modified true-false test helps reduce guessing by requiring students to: a) Rewrite the correct answer b) Explain their answer c) Skip difficult items d) Choose from a list of options 9) Writing an essay where students formulate rules for subject-verb agreement belongs to which cognitive level? a) Applying b) Evaluating c) Creating d) Understanding 10) When constructing test items, teachers are advised to: a) Ignore the TOS once the test starts b) Focus mainly on recall-level items c) Ensure higher-order thinking skills are included d) Use only one type of question format

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