Test on shops and shopping, form 8

Generate all of these 25 questions Part A: Each correct answer is worth 5. 1. The regular pentagon shown has a side length of 2 cm. The perimeter of the pentagon is (A) 2 cm (B) 4 cm (C) 6 cm (D) 8 cm (E) 10 cm 2 cm 2. The faces of a cube are labelled with 1, 2, 3, 4, 5, and 6 dots. Three of the faces are shown. What is the total number of dots on the other three faces? (A) 6 (B) 8 (C) 10 (D) 12 (E) 15 3. The equation that best represents \a number increased by _ve equals 15" is (A) n 􀀀 5 = 15 (B) n _ 5 = 15 (C) n + 5 = 15 (D) n + 15 = 5 (E) n _ 5 = 15 4. The line graph shows the number of bobbleheads sold at a store each year. The sale of bobbleheads increased the most between (A) 2016 and 2017 (B) 2017 and 2018 (C) 2018 and 2019 (D) 2019 and 2020 (E) 2020 and 2021 Number of 2016 2017 2018 2019 2020 Year Sale of Bobbleheads 2021 Bobbleheads 20 40 60 80 5. Starting at 72, Aryana counts down by 11s: 72; 61; 50; : : : . What is the last number greater than 0 that Aryana will count? (A) 4 (B) 5 (C) 6 (D) 7 (E) 8 6. In the diagram, \ABC = 90_. The value of x is (A) 68 (B) 23 (C) 56 (D) 28 (E) 26 Day of the Week 44° x° A B C x° 7. Which of the following values is closest to zero? (A) 􀀀1 (B) 5 4 (C) 12 (D) 􀀀4 5 (E) 0:9 Grade 8 8. A jar contains 267 quarters. One quarter is worth $0.25. How many quarters must be added to the jar so that the total value of the quarters is $100.00? (A) 33 (B) 53 (C) 103 (D) 133 (E) 153 9. A package of 8 greeting cards comes with 10 envelopes. Kirra has 7 cards but no envelopes. What is the smallest number of packages that Kirra needs to buy to have more envelopes than cards? (A) 3 (B) 4 (C) 5 (D) 6 (E) 7 10. For the points in the diagram, which statement is true? (A) e > c (B) b < d (C) f > b (D) a < e (E) a > c y x (e, f ) (a, b) (c, d ) Part B: Each correct answer is worth 6. 11. The 26 letters of the English alphabet are listed in an in_nite, repeating loop: ABCDEFGHIJKLMNOPQRSTUVWXY ZABC : : : What is the 258th letter in this sequence? (A) V (B) W (C) X (D) Y (E) Z 12. A public holiday is always celebrated on the third Wednesday of a certain month. In that month, the holiday cannot occur on which of the following days? (A) 16th (B) 22nd (C) 18th (D) 19th (E) 21st 13. A circular spinner is divided into three sections. An arrow is attached to the centre of the spinner. The arrow is spun once. The probability that the arrow stops on the largest section is 50%. The probability it stops on the next largest section is 1 in 3. The probability it stops on the smallest section is (A) 1 4 (B) 2 5 (C) 1 6 (D) 2 7 (E) 3 10 14. A positive number is divisible by both 3 and 4. The tens digit is greater than the ones digit. How many positive two-digit numbers have this property? (A) 4 (B) 5 (C) 6 (D) 7 (E) 8 15. A rectangular pool measures 20 m by 8 m. There is a 1 m wide walkway around the outside of the pool, as shown by the shaded region. The area of the walkway is (A) 56 m2 (B) 60 m2 (C) 29 m2 (D) 52 m2 (E) 50 m2 20 m 8 m 1 m Grade 8 16. The results of asking 50 students if they participate in music or sports are shown in the Venn diagram. What percentage of the 50 students do not participate in music and do not participate in sports? (A) 0% (B) 80% (C) 20% (D) 70% (E) 40% Music Sports 15 5 20 17. There are 2 3 as many golf balls in Bin F as in Bin G. If there are a total of 150 golf balls, how many fewer golf balls are in Bin F than in Bin G? (A) 15 (B) 30 (C) 50 (D) 60 (E) 90 18. In the sequence shown, Figure 1 is formed using 7 squares. Each _gure after Figure 1 has 5 more squares than the previous _gure. What _gure has 2022 squares? (A) Figure 400 (B) Figure 402 (C) Figure 404 (D) Figure 406 (E) Figure 408 Figure 1 Figure 2 Figure 3 19. Mateo's 300 km trip from Edmonton to Calgary passed through Red Deer. Mateo started in Edmonton at 7 a.m. and drove until stopping for a 40 minute break in Red Deer. Mateo arrived in Calgary at 11 a.m. Not including the break, what was his average speed for the trip? (A) 83 km/h (B) 94 km/h (C) 90 km/h (D) 95 km/h (E) 64 km/h 20. Equilateral triangle ABC has sides of length 4. The midpoint of BC is D, and the midpoint of AD is E. The value of EC2 is (A) 7 (B) 6 (C) 6:25 (D) 8 (E) 10 Part C: Each correct answer is worth 8. 21. The positive factors of 6 are 1, 2, 3, and 6. There are two perfect squares less than 100 that have exactly _ve positive factors. What is the sum of these two perfect squares? (A) 177 (B) 80 (C) 145 (D) 52 (E) 97 22. In the list p; q; r; s; t; u; v, each letter represents a positive integer. The sum of the values of each group of three consecutive letters in the list is 35. If q + u = 15, then p + q + r + s + t + u + v is (A) 85 (B) 70 (C) 80 (D) 90 (E) 75 Grade 8 23. The net shown is folded to form a cube. An ant walks from face to face on the cube, visiting each face exactly once. For example, ABCFED and ABCEFD are two possible orders of faces the ant visits. If the ant starts at A, how many possible orders are there? (A) 24 (B) 48 (C) 32 (D) 30 (E) 40 A D B C E F 24. The number 385 is an example of a three-digit number for which one of the digits is the sum of the other two digits. How many numbers between 100 and 999 have this property? (A) 144 (B) 126 (C) 108 (D) 234 (E) 64 25. Student A, Student B, and Student C have been hired to help scientists develop a new avour of juice. There are 4200 samples to test. Each sample either contains blueberry or does not. Each student is asked to taste each sample and report whether or not they think it contains blueberry. Student A reports correctly on exactly 90% of the samples containing blueberry and reports correctly on exactly 88% of the samples that do not contain blueberry. The results for all three students are shown below. Student A Student B Student C Percentage correct on samples 90% 98% (2m)% containing blueberry Percentage correct on samples 88% 86% (4m)% not containing blueberry Student B reports 315 more samples as containing blueberry than Student A. For some positive integers m, the total number of samples that the three students report as containing blueberry is equal to a multiple of 5 between 8000 and 9000. The sum of all such values of m is (A) 45 (B) 36 (C) 24 (D) 27 (E) 29

Administrative jobs involve performing administrative roles that support workers in the agriculture industry. b. Engineering jobs involve using high-level science and math to solve complex problems. Professionals, evaluate, design, test and install agricultural equipment and systems. c. Labor jobs require workers to perform manual tasks such as planting, harvesting, caring for animals and maintaining equipment Sales jobs are performed by professionals who are responsible for selling materials and products to customers. e. Science jobs are those of scientists who work in agriculture and specialize in crops, livestock or food production. Agricultural Jobs: a. Farm workers perform essential manual labor tasks under the supervision of farmers and ranchers. They harvest or inspect crops, assist in watering the plants, applying fertilizer and pesticides to control weeds and insects. b. Growers are responsible for taking care and raising crops that involves proper management of the growing plants and its environment to keep the crops/plants healthy. c. Grain Elevator operators assist in maintaining essential quality standards of grains by properly storing, shipping and purchasing grains. They receive incoming grain deliveries, store the grain safely and they may assist in preparing outgoing shipments, drying grain and blending different grain types. d. Agricultural equipment technicians maintain, install and repair machines and implements. They perform preventive maintenance, which may involve refueling machines, replacing batteries, changing the oil and lubricating moving parts. When they detect a malfunctioning equipment, they perform diagnostic tests and conduct necessary repairs. e. Purchasing agents are responsible for buying agricultural products and raw materials at wholesale for processing and reuse. These professionals often have to meet specific purchasing quotas for processors. They work with several farming clients, who serve as suppliers of grain, milk and other agricultural products. f. Farm warehouse managers are responsible for overseeing all activities related to storing, shipping and receiving agricultural materials. They send and receive shipments, including loading and unloading products and materials Agriculture specialists perform administrative support and clerical tasks that focus on a certain aspect of farming. Some agriculture specialists focus on storage, which requires them to work with farmers to develop high-performing crop and grain storage and inventory systems. h. Sales representatives sell materials and products to businesses and government agencies. They seek out prospective customers by attending trade shows, reviewing customer lists and following leads from existing clients. They determine customers' needs, explain how their products meet clients' needs and create packages that meet customers' budgetary and timeline needs. i. Crop managers oversee the many steps in the crop production process. They supervise seed sourcing, planting processes and scheduling as well as fertilizing, irrigation and harvesting. j. Environmental engineers use science and engineering principles to design and apply solutions to problems that occur on agricultural sites. They assess environmental conditions—including testing soil and analyzing drainage capabilities—and develop improvements. k. Feed mill managers supervise the production and storage of animal feed. They are responsible for monitoring inventory levels, scheduling feed production and inspecting the quality of the grain. These professionals set and maintain quality standards, assess and improve operating procedures and track customer complaints. l. Research scientists who specialize in agriculture often work as food scientists, who research and develop processes for manufacturing, storing and packaging food. They are responsible for developing or improving products, but some specialize in detecting contaminants or administering government regulations

Question,Correct Answer,Option 2,Option 3,Option 4 You just saw your crush trip, but you imagine it in slow‑motion as if in a movie. What are you doing?,Visualizing,Ignoring,Running away,Screaming Your best friend says your outfit is “trash” but you think it’s ICONIC! This shows —,Perception,Precision,Symmetry,Association A butterfly’s wings are perfectly matching on both sides. They are —,Symmetrical,Random,Loud,Vague You always think of pizza when you hear “Friday night.” This is a(n) —,Association,Obsession,Illustration,Symmetry You carefully measure 10 candies for lunch. This shows —,Precision,Obsession,Symmetry,Association A teacher draws a big volcano on the board to explain it. She is —,Illustrating,Guessing,Visualizing,Ignoring Two students react differently to the same horror movie. This shows —,Perception,Symmetry,Precision,Obsession You measure your eyeliner perfectly on both eyes. This is —,Symmetry,Visualizing,Association,Individualized A student redoes ONE sentence 17 times all night. She is —,Obsessive,Relaxed,Careless,Confused A loud, clear knock on the door is —,Distinct,Vague,Random,Individualized You picture your future life as a superhero saving the world. You are —,Visualizing,Associating,Obsessing,Measuring A quiz made just for ONE student is —,Individualized,General,Random,Symmetrical Two students get the same task but react differently. This shows differences in —,Perception,Symmetry,Association,Obsession Your friend always folds napkins perfectly before dinner. That is —,Obsessive,Relaxed,Visualizing,Association A student triple‑checks a ruler, erases tiny mistakes, and won’t submit. Which TWO describe her? (Choose best single answer),Obsessive and Precise,Relaxed and Calm,Confused and Random,Symmetrical and Vague Which shows BOTH perception AND association?,Thinking rain is sad because you cried in it,Measuring carefully,Folding paper,Drawing a volcano The **funniest way to show symmetry** in class would be —,Balancing a pencil on your nose randomly,Throwing paper randomly,Screaming at the board,Balancing a pencil perfectly on your nose You hear a scary clear knock and spill your water. That knock is —,Distinct,Vague,Individualized,Symmetry Which is NOT individualized?,Standard school uniform,Custom shoes,Test for one student,Personalized notebook Two students measure carefully. One is calm and exact, the other keeps freaking out. The calm student shows —,Precision,Obsession,Association,Illustration The same scenario: The freaking‑out student shows —,Obsession,Symmetry,Visualizing,Precision

Comprehension Test: Superbook – Revelation Theme: Forgiveness, Salvation, and God’s Victory 🔹 Remembering (Items 1–4) What mistake did Chris make at the beginning of the episode? A. He lied to his parents B. He started a fire accidentally C. He broke a valuable item D. He skipped school Answer: B Who are the three main characters in the episode? A. Peter, Mary, and John B. Chris, Joy, and Gizmo C. David, Sarah, and Eli D. Paul, Ruth, and Micah Answer: B Where does Superbook transport the children? A. To the Garden of Eden B. To the time of Jesus’ birth C. To the end times D. To the Exodus Answer: C Who receives visions in heaven during the episode? A. Moses B. Apostle Paul C. Apostle John D. King Solomon Answer: C 🔹 Understanding (Items 5–8) Why does Chris believe his mistake is unforgivable? A. He was punished severely B. He hurt someone intentionally C. He fears the consequences are too great D. He doesn’t understand forgiveness Answer: C What does the descent of the New Jerusalem symbolize? A. The end of all prophecy B. The beginning of war C. Eternal life and God’s promise D. The destruction of the earth Answer: C What lesson does Chris learn from his father? A. That mistakes are permanent B. That forgiveness is earned C. That God’s mercy is unconditional D. That punishment is necessary Answer: C What theme is emphasized throughout the episode? A. Justice and revenge B. Power and control C. Forgiveness and salvation D. Wealth and prosperity Answer: C 🔹 Applying (Items 9–12) If a student feels guilty for a mistake, what lesson from the episode could help them? A. Avoid responsibility B. Seek revenge C. Trust in God’s forgiveness D. Hide the truth Answer: C How might Joy’s experience in heaven help her understand God’s plan? A. She sees the consequences of sin B. She learns about ancient history C. She witnesses God’s ultimate victory D. She meets famous prophets Answer: C What action could reflect the message of salvation in daily life? A. Ignoring others’ mistakes B. Offering forgiveness to someone who hurt you C. Avoiding difficult conversations D. Seeking personal gain Answer: B How could Gizmo’s role support the group’s understanding of Revelation? A. By distracting them with jokes B. By translating the visions C. By guiding them through spiritual truths D. By fixing technical problems Answer: C 🔹 Analyzing (Items 13–16) What contrast is shown between Chris’s fear and the final message of the episode? A. Fear leads to punishment; forgiveness leads to peace B. Fear is stronger than faith C. Mistakes are never forgiven D. God ignores human emotions Answer: A Why is the battle between angels and Satan significant? A. It shows the power of war B. It represents the struggle for heaven C. It symbolizes the victory of good over evil D. It predicts future disasters Answer: C What does the episode suggest about the nature of sin? A. It is always punished B. It can be forgiven through God’s mercy C. It is inherited D. It defines a person’s worth Answer: B How do Chris’s emotions evolve throughout the episode? A. From joy to anger B. From guilt to hope C. From confusion to pride D. From fear to rebellion Answer: B 🔹 Evaluating (Items 17–18) Do you agree that no sin is too great for God’s forgiveness? Why might this be important for viewers? A. Yes, it teaches hope and redemption B. No, some sins are unforgivable C. Yes, but only for believers D. No, forgiveness must be earned Answer: A How effective is the use of apocalyptic imagery in teaching moral lessons? A. It confuses young viewers B. It dramatizes the message of salvation C. It distracts from the core message D. It promotes fear Answer: B 🔹 Creating (Items 19–20) If you were to write a reflection based on this episode, what theme would you focus on? A. The importance of punishment B. The beauty of heaven C. The power of forgiveness D. The fear of judgment Answer: C What title would best capture the message of the episode? A. “The Fire Within” B. “Mercy Wins” C. “The End of Days” D. “Judgment and Justice” Answer: B

refreshment (n): (small amounts of food and drink ( Refreshments will be available during the interval.) stimulant (n): a substance which temporarily arouses physiological or organic activity ( Caffeine is a natural stimulant .) reinforcement (n): the act of making sth stronger / (plural) soldiers sent to join an army to make it stronger ( Constructors have been hired to add reinforcement to the foundations of the old bridge.) initiative (n): the ability to make decisions without waiting to be told what to do (Being a successful entrepreneur requires one to have great initiative.) inhibition (n): a shy or nervous feeling that stops you from expressing your real feelings (She drinks alcohol at parties to get over her inhibitions.) initiation (n): a ceremony, ritual, test, or period of instruction with which a new member is admitted to an organization or office (The initiation period for new employees lasts approximately six weeks.) initial (n): the first letter of a name, esp. when used to represent a name (Do you know what Ms Rowling's initials, J and K, stand for?) concise (adj): short and clear, expressing what needs to be said without unnecessary words (She gave a concise overview of the points she was about to make in her speech. ) direct (adj): happening or done without involving other people, actions, etc. in between ( You will only be hired if you have direct experience in this field.) devious (adj): not straightforward, sincere and honest about your intentions or motives; shifty (They came up with a devious plan to overthrow the chairman of the company.) circuitous (adj): not straight or direct (The professor gave a circuitous explanation confusing his students.) diluted (adj): (of a liquid) made weaker or less pure by being mixed with sth else( Orange squash should be diluted with water before it is served.) delicate (adj): easily hurt or destroyed.( This silk shirt is too delicate to put in the washing machine.) desolate (adj): extremely sad and feeling lonely. (After the death of his wife he led a desolate life.) diffused (adj): widely spread or scattered; not concentrated/ wordy ( He spoke in such a diffused manner that it was impossible to take notes on his lecture.) might (n): the power, force, or influence held by a person or group (The captive struggled with all of his might and managed to free himself of the chains.) plot (n): a secret plan made by several people to do sth that is wrong, harmful or not legal, esp. to do damage to a person or a government / a storyline ( The plot of the forthcoming Harry Potter book has yet to be revealed.) glaze (n): a thin clear liquid put on objects before they are finished, to give them a shiny surface ( She mixed sugar and lemon to make the glaze of the cake.) plight (n): an unpleasant condition, esp. serious, sad or difficult one ( Last night's documentary dealt with the plight of political asylum seekers.) comprise (v): to consist of be composed of( The final exam is comprised of three parts.)

1. [Force] Part A: A student wants to test how friction affects a toy car. She rolls the car across a sheet of sandpaper and then across a sheet of wax paper. Which is the independent (changing) variable? A. The speed of the car B. The type of surface C. The distance traveled D. The size of the car Part B: On which surface will the car likely stop the SOONEST? A. The wax paper B. The sandpaper C. Both will be the same D. Neither surface has friction 2. [Magnets] Which of these is a measurable question for a magnet experiment? A. Are magnets more fun than springs? B. What is the prettiest color for a magnet? C. How many steel paperclips can a bar magnet lift? D. Why were magnets invented? 3. [Earth's Changes] A student observes a statue in a park that has lost its nose and has smooth edges after many years of rain and wind. What process caused this? A. Erosion B. Deposition C. Weathering D. Evaporation 4. [Earth's Changes] When a river reaches the ocean, it slows down and creates a landform called a delta by dropping sand and silt. This "dropping off" is called: A. Weathering B. Deposition C. Condensation D. Friction 5. [Resources] Why is coal considered a nonrenewable resource? A. It can be burned to make electricity. B. It is found deep underground. C. It takes millions of years to form and cannot be replaced quickly. D. It is made from ancient plants. 6. [Conservation] A school replaces all its old lightbulbs with energy-efficient LED bulbs. This is an example of: A. Weathering a resource B. Conserving a resource C. Deposition of energy D. Creating a renewable resource 7. [Aquifers] An aquifer is like a giant underground sponge. What characteristic of the rocks allows them to hold water? A. The rocks are solid and water-proof. B. The rocks are porous, with tiny spaces for water to sit. C. The rocks are magnetic and pull water toward them. D. The rocks are melted into a liquid state. 8. [Water Cycle] On a humid morning, you see dew on the grass even though it didn't rain overnight. Which part of the water cycle formed the dew? A. Evaporation B. Precipitation C. Condensation D. Transpiration 9. [Climate] Which of the following is a description of CLIMATE? A. "It is currently 85 degrees in McAllen." B. "There is a 40% chance of rain this afternoon." C. "South Texas typically has mild winters and very hot summers." D. "The wind is blowing from the North at 10 mph today." 10. [Weather/Climate] A scientist is looking at a chart that shows the total annual rainfall in a city from 1990 to 2020. What is the scientist most likely studying? A. The daily weather forecast B. The climate of the region C. The water cycle of a single pond D. The rate of erosion on a local hill

We found you were making a quiz on the subject of "What is a rubric? A tool comprising a set of criteria (with possible levels of performance quality on the criteria) developed to assess learners’ work, from written to oral to visual. It is used tomeasureperformance,suchastheprocess of doing something (e.g.,playing a musical instrument, making a speech) or products of the learners’ work (e.g., concept map, laboratory report, bookshelf) (Brookhart, 2013). BENEFITS OF USING RUBRICS Support authentic assessment Reflects how well learners are able to apply knowledge inthe real-world context. Communicate expectations Gives learners an idea of what is expected of them. It is especially useful when the rubrics are communicated to the learners before they are assessed. Improve performance Explicit criteria and performance level descriptions allow learners to understand the desired performance. Learners are able to assess themselves by referring to the specific criteria and performance-level descriptions. Provide informative feedback Instructors are able to provide constructive feedback to learners on their weaknesses and strengths. Promote thinking andlearning 4 Provide informative feedback Instructors are able to provide constructive feedback to learners on their weaknesses and strengths. Learners are able to review and revise their work,thus reflecting on their learning experiences. Ensure fairness Learner performance assessed fairly given its objectivity. It helps avoid disputes between learners and instructors about the scores/grades achieved. TYPES OF RUBRIC ANALYTIC It consists of individual criterion with corresponding descriptor of performance. HOLISTIC It consists of performance descriptors that are placed together to refeclet to overalll performance. ANATOMY OF ANANALYTIC RUBRIC Rating scales with corresponding scores or weights The row represents the criteria for the desired performance, while the column represents the evaluation score. Under the rating scale (corresponding weights orscorescanbeassigned),theperformance descriptors are explicitly stated ANATOMYOF AHOLISTICRUBRIC Descriptions: It comprises the rating scale (corresponding weights or scores can be assigned) in the row while the combined desired performance descriptors are placed in the column. Description of the task The purpose of the assignment is to assess learner’s cognitive and analytic skills in applying knowledge gained and constructed throughout the course Diffusion of Innovation,bywatching the Surrogates movieand writing ananalytical review of the movie in the context of innovation diffusion.Iwant to provide learners with informative feedback on their cognitive and analytic skills such as the following: applying the concepts of innovation diffusion,making judgmentson the scenes related to innovation diffusion identified from the movie,selecting and critiquing theories of innovation diffusion and making connections between the theories,aswell asarguingand proposing necessary solutions to the problemss hown in the movie. ESTABLISHING ALTERNATIVEASSESSMENTINHIGHEREDUCATION VALIDITYAND RELIABILITYOF RUBRICS. Validity Measuring what is supossedto be measured. Reability Yielding consists results. Instruments that are used in the alternative assessment must be aligned to the learning outcomes and measure well what it intends to measure (valid) and produce consistent scores (reliable). The valid instrument will manifest the true ability (latent trait) of learners and permit appropriate inferences to be made about a specific group of people for specific purposes. TYPES OF VALIDITY FACE VALIDITY Simple form of validity thatapplies a superficial and subjective assessment whether the instrument measures what it is supposed to measure. CONTENT VALIDITY Refers to the extent to which the items on a measure assess the same content or how wellthe content material was sampled inthe measure. CONSTRUCT VALIDITY Refers to the extent to which the test may be said to measure a theoretical construct or trait. CONCURRENT VALIDITY Refers to the extent to which scores onanewmeasure are related to scores from a criterion measure administered at the same time. PREDICTIVE VALIDITY Refers to the uses of the scores from the new measure to predict performance on a criterion measure administered ata later time. STEPS TO CONSIDER WHEN ESTABLISHING CONTENT VALIDITY Calculate the level of expert agreeement for the content validity, get expert to verfy. Interview the expert ,make meta contentdata análisis from literatura. STEPS TO CONSIDER WHEN ESTABLISHING CONSTRUCCT VALIDITY Administer the instrument for alll learners, revise any item necccesay, run an apropriates statistical analiysis, administerthe instrument to learners as a pilot test . CONSTRUCTMAP Morepreciseconceptthan construct. Ranges from one extreme to another(fromhightolow,small tolarge,positivetonegative,or strongtoweak). Identifiesthepositionofthe respondentsinthisrange. Representativenessofsampling (questions and ability of respondents). EXAMPLEO FACONSTRUCTMAP:AFFECTIVE LEVELOF AFFECTIVE VARIABLES EXAMPLESOFITEMSIN MEASURINGTEAM WORKING SKILLS 5. Characterisation Learnersvolunteerstodothe groupworks. 4. Organisation Learners are willing to help others,althoughitisnottheir scopeoftask. 3. Valuing Learners respect other team members’opinionwhendoing thediscussion. 2. Responding Learnergivescooperationwhen neededingroupworks. 1. Receiving Learneracceptsthediversityof races and nationalities among groupmembers. EXAMPLEOFACONSTRUCTMAP:PSYCHOMOTOR LEVELOF PSYCHOMOTOR VARIABLES EXAMPLESOFITEMSIN MEASURING DIGITAL SKILLS 7.Origination Learnerscanmodifytheirowndevicesto performbetter. 6.Adaptation Learnerscansolveandtroubleshootthe problemwhileusingthecomputer. 5.ComplexOvertResponse Learnerscanusethecomputercompetently. 4.Mechanism Learners can use the computer independently,butstillmakeminorerrors. 3.GuidedResponses Learnerscanusethecomputer,butstill needguidance. 2.Set Learnersarereadytousethecomputer. 1.Perception Learnerscanobservehowtousecomputer. EXAMPLEOFACONSTRUCTMAP:COGNITIVE LEVELOF COGNITIV E VARIABLES EXAMPLESOFITEMS IN MEASURING THINKINGSKILLS 6. Creating Learners are able to suggest anewmodelorframeworkof learningdigitalcommunity. 5. Evaluating Learners are able to judge the impactofthescenariotowards educationperspective. 4. Analysing Learnerscandifferentiate the factsusingafew theories. 3. Applying Learnerscansolveproblems usingthefactsgiven. 2. Understanding Learnersareabletoexplainthe factsusingtheirownwords. 1. Remembering Learnersonlymemorisethe. Direction of Increasing “X” Learners Learners with high “X” Learners with mid range “X” Learners with low “X” Responses to Item Item response indicate highest level of X Item response indicate higher level of X Item response indicate lower level of X The construct map shows the lower ability students are in line with the lower level of items. This shows that when educators plan to develop an instrument, it Item response indicate lowest level of X Direction of Decreasing “X” is crucial to create an item difficulty thatrepresents learners’ ability. Learners’ ability Learners who engage in level characterisation Learners who engage in level organisation Learners who engage in level valuing Learners who engage in level responding Learners who engage in level receiving Direction of Decreasing“X” MEASURINGCONSTRUCTVALIDITY Unlike content validity, this construct validity can be analysed using statistical analysis. Use Exploratory FactorAnalysis [EFA], Confirmatory FactorAnalysis [CFA] or Unidimensionality to confirm all items are measuring the right construct and the raw variance explained for the latent variables is sufficient. Gap initem map also can show accuracy in construct validity. RELIABILITY The degree to which test scores are consistent over repeated administrations of the same/ equivalent test and therefore considered dependable and repeatable for an individual learner.A test thatproduces highly consistent and stable results (i.e. relative free from random error) is said to be highly reliable. TYPESOFRELIABILITY Test-retest demonstrates the stability of a measure over time 01 Internal consistency most of the items within a rating scale of a concept show consistency of scoring. Inter-rater the extent to which two or more independent raters are consistent in observing, recording and scoring data (should be 70% or higher agreement) 04 Intra-rater relies on one rater to rate an object or event twice (70% or higher of agreement) FACTORSAFFECTING VALIDITYANDHOWTO INCREASEVALIDITY? FACTORS AFFECTING VALIDITY HOWTO INCREASE VALIDITY? 1. Inaccuracy of items in measuringtheoutcomes 1. Vetting session to get reviewsfromtheexpert. 2. Pooritemsdevelopment 2. Followtheformatandtips indevelopinggooditems. 3. Unclearinstructions 3. Do pilot testing to measuretheusabilityof thetest. 4. Interveningevents 4. Controltheinternalthreats validityfactors. 5. Itemsdifficultyisnot suitableforthelearners 5. Create a construct map toensurethereisanitem thatrepresentslearners ability. FACTORS AFFECTING RELIABILIT Y HOWTOINCREASERELIABILITY? 1. TestLength 1. Thetestlengthshouldbeappropriate withtestdifficulty. 2. Test retest interval 2. Suggesteddurationisbetween3 weeksto2months. 3. Variability of scores 3. Doconstructmaptoensuretheitems aresuitablewithlearners’ability. 4. Guessing 4. Penalisetheguessinganswers.You alsocandetecteitherthelearnersare guessing or not using the statistical analysis named guessing analysis andpersonfitanalysis. 5. Inconsistency score from different raters 5. Appointtheratertomarkcertain questionsforalllearners(Thisalways happen when you have more than onesectionandhavemorethanone lecturer). CONCLUSION Coming back to the issue of validity and reliability in assessment, there is a need for educators to put an effort to ensurethattheitemsintheformofquestionsorinstructions arenotonlyclearbutalsoabletomeasurewhatitisintended tomeasurebasedontherelatedlearningoutcomes. Establishingvalidityandreliabilityofinstrumentscan provide educators with some indications of the quality of the measuring tools being used. Valid and reliable instruments enabletheeducatorstocontinuouslyusethemeasuringtools withoutreservation. Reliablenot valid Precisenot Accurate Reliableand valid Preciseand Accurate NotReliable butvalid NotPrecisebut Accurate NotReliable butNotvalid NotPrecisebut NotAccurate 94 ". Would you like to continue making it or start afresh?

Select all the numbers that can be used as a common denominator to rewrite the fractions __ 2 6 and __ 1 2 . A 3 D 12 B 6 E 16 C 8 2 Aaron ran __ 5 8 mile to his friend’s house. Then he ran another __ 1 4 mile to the park. 1 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 4 Which equation shows how many miles Aaron ran? A __ 5 8 – __ 1 4 = __ 2 8 C __ 5 8 + __ 1 4 = __ 7 8 B __ 5 8 – __ 1 4 = __ 3 8 D __ 5 8 + __ 1 4 = __ 8 8 3 Select all the expressions that can be used to find the sum of __ 6 8 and ___9 12. A ___ 36 48 + ___ 36 48 D ___ 18 20 + ___ 17 20 B ___ 24 36 + ___ 27 36 E ___ 18 24 + ___ 18 24 C ___ 14 16 + ___ 13 16 4 Write a pair of equivalent fractions for __ 3 4 and __ 2 5 using a common denominator of 20. __ 3 4 = __ 2 5 = 5 Katie spent __ 4 5 hour painting and __ 1 2 hour drawing. ? 1 1 2 1 5 1 5 1 5 1 5 How much more time in hours did she spend painting than drawing? 6 Dave is planting a garden. He plants cucumbers in ___2 12 of his garden and tomatoes in __ 2 3 of his garden. What fraction of his garden does Dave plant with cucumbers and tomatoes? 7 Of the students in Maria’s class, __ 2 5 have dogs and __ 1 3 have cats. No students have both a dog and a cat. What fraction represents how many more students in Maria’s class have dogs? 52 © Houghton Mifflin Harcourt Publishing Company Module 6 • Form A Name Module Test DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-C 9 Mr. Gonzales used __ 3 4 quart of broth and __ 1 2 quart of milk to make soup. How many quarts of liquid did he use? Part A Complete the fraction model to represent the problem. 1 1 2 1 4 1 4 1 4 Part B Write an equation to show how many quarts of liquid Mr. Gonzales used to make soup. 10 A bowl of cereal contains __ 2 3 cup of oats and __ 2 8 cup of raisins. Write a numerical expression using equivalent fractions with a common denominator of 24 to model how many more cups of oats than raisins there are in the bowl. 11 Jessica read __ 1 6 of her book on Thursday, __ 2 9 of her book on Friday, and __ 1 2 of her book on Saturday. Part A Write a numerical expression using equivalent fractions to model how much of her book she has read so far. Part B What fraction of her book has Jessica read?

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