Author name: Umar Draz

A. Test
B. Measurement
C. Assessment
D. Evaluation

A test is the most specific tool used for measuring certain aspects of knowledge or skills. It is narrower in scope compared to measurement, assessment, and evaluation, which cover broader concepts.

A. Aims
B. Objectives
C. Specific objectives
D. None of the above

Aims are broader, overarching goals that provide general direction and purpose in education. They are more comprehensive compared to specific objectives, which are more detailed and focused.

A. Assessment
B. Test
C. Measurement
D. Evaluation

Test

A. Maximum performance test
B. Typical performance test
C. Norm-referenced test
D. Criterion-referenced test

Maximum performance tests are designed to assess a person's highest level of ability in specific areas. They evaluate how well individuals perform when their full potential is utilized.

A. Item is good
B. Item is acceptable
C. Item is weak
D. Item discriminating negatively

A discrimination value greater than 0.4 indicates that the item effectively distinguishes between high and low performers, making it a good measure of ability.

A. Intelligence tests
B. Performance tests
C. Scholastic aptitude tests
D. Interest tests

Performance tests require individuals to solve problems or construct patterns using concrete materials. These tests evaluate practical skills and abilities through hands-on tasks.

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

The main purpose of evaluation is to assess and form judgments about the quality or effectiveness of educational processes or outcomes, rather than just assigning scores or measuring achievement.

A. Test, Assessment, Evaluation, Measurement
B. Assessment, Measurement, Evaluation, Test
C. Test, Measurement, Assessment, Evaluation
D. Evaluation, Test, Measurement, Assessment

The sequence reflects the process from specific tools to broader concepts: starting with tests (specific tools), moving to measurement (quantifying attributes), then evaluation (making judgments), and ending with assessment (comprehensive process).