BICOL MERCHANT MARINE COLLEGE, INC.

Rizal Avenue, Piot, Sorsogon City

Email: bmmci02@yahoo.com
ICC1/2 - MEASUREMENT & EVALUATION
MIDTERM EXAMINATION
First Semester, AY 2024-2025

DIRECTION: WRITE the LETTER of the option provided for each number on the
ANSWER SHEET to complete the thought of the sentences and make each item
CORRECT.
1. Intelligence Test was developed in Germany, with Experimental Psychology by Wilhelm
Wundth; in England, with Statistical Methods by Francis Galton; in France, with
Abnormal Psychology by Esquirol, a French physician; and in America, with Applied
Psychology by J, McKeen Cattell, the “Father of Mental Testing.” Now-a-days, using
the TIMELINE, we observe that this test is conducted _____ the teaching-learning
process.
A. before B. in-between C. after D. none of these

2. On the other hand, the development of Achievement Test started in 1845, with Horace
Mann, who influenced the introduction of written examination to the schools in Boston.
And later, Rev George Fisher, an English schoolmaster, devised and utilized the first
objective measures of achievement in 1864. Then, using the TIMELINE now, it was
observed that this test is conducted _____ the teaching-learning process.
A. before B. in-between C. after D. none of these
3. Fernald was the first to measure character by tests in 1912, while Voelker invented some
actual situations for testing character in 1921. Accordingly, _____ measurement includes
heredity aspect of an individual, and focuses on moral and ethical qualities like honesty,
integrity, compassion and responsibility.
A. character B. personality C. attitude D. None of these
4. Hermann Rorschach introduced a multi-dimensional test of personality known as
Rorschach Test in 1921. Consequently, _____ measurement includes upbringing or
honing as training of an individual for growth and development that focuses on traits,
motives, values and cognitive style.
A. character B. personality C. attitude D. None of these
5. PBET stands for _____, an examination given to teachers prior to Licensure
Examination for Teachers (LET) on the later part of the Modern Period.
A. Professional Bureau Examination for Teachers
B. Professional Board Examination for Teachers
C. Professional Bar Examination for Teachers
D. None of these
6. Learners on the other hand had examinations like: NCEE, NEAT and NSAT, NAT, and
NCAE in 2024. NSAT stands for _____.
A. National Secondary Assessment Test
B. National School Administration Test
C. National Science Achievement Test
D. None of these

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 7. Measurement and Evaluation are closely related concepts often used in various fields
such as: 1. Education, 2. _____, and 3. Business.
A. Recreation B. Resources C. Research D. None of these

8. Measurement is the process of _____ or determining the size, length, or amount of

something using specific units or instruments.
A. qualifying B. quantifying C. both A&B D. none of these
9. It also involves assigning _____ to objects or events to describe their characteristics.
A. qualifying features C. both A&B
B. numerical values D. none of these
10. Whereas, _____ is the process of making a judgment about the value, quality, or
significance of something based on certain criteria or standards.
A. evaluation B. valuation C. both A&B D. none of these
11. Evaluation also involves analyzing and interpreting data to form an opinion or _____.
A. theory B. hypothesis C. conclusion D. none of these
12. Both measurement and evaluation are synonymous to _____.
A. assessment B. appraisal C. both A&B D. none of these
13. Measurement and Evaluation is a subject course, which has a subject nomenclature as
_____.
A. Statistics C. Learning Assessment 1
B. a subject course D. None of these
14. Measurement and Evaluation as a subject:
(1) measures pupils’ achievement (3) informs pupils’ progress, and
(2) motivates pupils’ learning (4) encourages pupils _____.
A. to study more C. to calculate more
B. to use instruments D. to work after
15. The scope of evaluation is a plan to conduct an evaluation with outlines for:
(1) work (3) reports, and
(2) milestones (4) deliverables, and _____.
A. timelines B. purpose C. questions D. criteria
16. The scope of evaluation also includes the:
(1) purpose (3) criteria, and
(2) questions (4) _____ for interpretation of results.
A. reports B. milestones C. standards D. timelines
17. The following are characteristics of evaluation except: _____.
A. Practical and feasible, conducted within the confines of resources, time, and political
context.
B. Serving a useful purpose, being conducted in an ethical manner, and producing
accurate findings.
C. Being a comprehensive process that critically examines a program's activities,
characteristics, and outcomes.
D. Being a teacher-centered process that gives importance to the learning process.
18. If evaluation is a child-centered process, it gives importance to the: _____ process.
A. learning B. teaching C. both D. none of these
19. In the Grading System of BMMCI, 70% makes up the _____ results.
A. diagnostic B. interim C. formative D. summative
20. While _____ results are taken from Midterm and Final Examinations.
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 A. diagnostic B. interim C. formative D. summative
21. _____ is the consistency of an instrument’s measurements.
A. Validity B. Reliability C. Usability D. All of these
22. _____ includes factors such as resolution, accuracy, and precision.
A. Validity B. Reliability C. Usability D. All of these
23. _____ refers to how well a test measures what it is intended to measure.
A. Validity B. Reliability C. Usability D. All of these
24. “Does the content of the test appear to be suitable to its aims?” is a question on _____
Validity.
A. Construct B. Content C. Face D. Criterion
25. “Does the test measure the concept that it’s intended to measure?” is a question on _____
Validity.
A. Construct B. Content C. Face D. Criterion
26. “Is the test fully representative of what it aims to measure?” is a question on _____
Validity.
A. Construct B. Content C. Face D. Criterion
27. This Measuring Instrument indicates the magnitude of the quantity in the form of the
pointer movement, where the readings taken in decimal places may not always be
entirely correct, since some human error is always involved in reading the measure.
A. Digital B. Analogue C. Both D. None of these
28. Whereas, this Measuring Instrument indicates the values of the quantity in digital format
using numbers, which can easily be read with no human error involved in reading that
what makes this device more accurate.
A. Digital B. Analogue C. Both D. None of these
29-30. In order to attain the teaching-learning objectives, the instructor of a certain subject
course follows the standards in test construction that may guide the students in
developing their KSA and will make them more responsive to the changing _____ 29 that
will further make them able to _____ with other students of the world.
A. compete globally C. needs of the society
B. graduate completely D. needs of the family
31-32. In tracing the flow in the preparation of test construction, what goes after planning the
31 and what is prior to interpreting the test results is _____.
test is _____; 32
A. Preparing the Test C. Evaluating the Test
B. Administering the Test D. Scoring the Test
33-34. In the manner of test construction, to compare is to _____; 33 while to contrast is to
_____.
34
A. focus on the differences C. A & B
B. pinpoint similarities D. Both
35-36. If we are about to describe other evaluation tools or instruments, we might simply say
that a _____is
35 a “scoring guide,” whereas in detecting _____,36 we basically analyze an
article’s authenticity as the word came from a Latin word, meaning, “to kidnap,” a sort of
stealing intellectual property or intellectual fraud.
A. survey C. rubric
B. plagiarism D. self-assessment
37-38. On the other hand, if we talk about conversations, a _____ 37 is a group of three people
taking an active part in such process, since in its acronym TRIAD, A _____.38
A. a stand for actively listen C. a taking time
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 B. a triad discussion D. a move to inquire
39. ______ refers to a problem-solving technique used by teams or individuals.
A. Canva B. Brainstorming C. Rubric D. Survey
40. For an effective brainstorming process, the last thing to do is to _____.
A. Create the environment C. Identify the Problem
B. Narrow the list of ideas D. Make an Action Plan
41-42. In illustrating the flow of the Complete Testing Program, we need to start with _____
41
and there is a need for Re-testing after a failure is seen on _____.
42
A. Determining the Purpose of the Program
B. Applying the Test Results
C. Planning the Program
D. Scoring the Tests
43-46. Generally, examinations are based on behavioral objectives because these objectives
are SMART: Specific, Measurable, Achievable, Realistic, and Time-Bound (Calmorin 2004).
43. The objective is under the _____ domain of learning if it goes like:
Identify the measures of central tendency
A. psychomotor B. affective C. cognitive D. A & C
44. The objective: “Find pleasure in measuring the temperature of your classmates,” is in
_____domain of learning.
A. psychomotor B. affective C. cognitive D. A & B
45. While the objective: “Solve for the mean, median, mode of the given ungrouped data,”
goes with the _____domain of learning.
46. If domain of learning is defined as an area, it drives to the _____, too.
A. psychomotor B. affective C. cognitive D. A & B
47-48. The domains of behavioral objectives are primary facts on information, skills, and
values; where _____, talks about knowledge; _____, skills; and affective, values.
A. psychomotor B. affective C. cognitive D. A & B
49. The importance of considering the cognition, psycho-motor and emotional aspects of a
learner is to make appropriate measurement possible, where _____ and evaluation
omplement with each other to determine the extent to which the purpose of the whole
educational program is being achieved.
A. evaluation B. objective C. A & B D. None of these
50. Objectives define, simplify, or specify what to teach; while _____ states the degree on
how the objectives are being realized.
A. evaluation B. objective C. A & B D. None of these

Verified by: Validated by: Approved by:

LEAFE C. PURAY, MSTHM ROSALINDA L. LATO CE/TIRSO R. PURAY

Dept. Head/Dean Assistant Assessor Head, Assessment Section
(Signature over Printed Name) (Signature over Printed Name) (Signature over Printed Name)

R = (RS/N) X 100 R = Rating RS = Raw Score NI = Number of Items

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