21. Scenario. Ateacher uses amultiple-choicequiz with ananswer key for a30-minute lessonreview.3. A type of anassessmentthat is timeconsuming butrich in insights6. A type ofassessmentthat is simplyto constructand administer12. T/F.Materialsshould beexpensive tocatch students’attention.4. A type of anassessmentwith real worldapplication16. T/F.Teachers has alimited time tocreate high-qualityassessments. 11. T/F.False.Instructionsshould besimple9. Goodassessmentsare short butmeaningful25. Scenario. Ateacher reuses atest from last yearwithout checking ifit matches thecurrent lesson19. T/F. Use ofTOS balanceitem types andensure propercoverage1. Meanstheassessmentis doable14. T/F.Assessmentsshould beaffordable24. Scenario. Ateacher uses adigital quiz appbut the schoolhas no internetor devices.5. A type of anassessmentthat is easy toscore withanswer keys.2. Givesuseful resultswithoutwasting effort17. T/F. Completeinstructionalmaterials fromschool is not achallenge forteachers8. Usemethods youunderstandwell.23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson15. T/F.Complicatedsetups aretimeconsuming13. T/F.Scoringshouldmatch thetype of test.18. T/F. Teachersare expected tocover all learningcompetencieswithin a limitedtime10. T/F. When ateacher handles 30 to60 students perclass, preparing andscoringassessmentsbecomeoverwhelming23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson20. Scenario. Ateacher gives a10-page essaytest to 60 studentsand plans to scorethem all in onenight21. Scenario. Ateacher uses amultiple-choicequiz with ananswer key for a30-minute lessonreview.3. A type of anassessmentthat is timeconsuming butrich in insights6. A type ofassessmentthat is simplyto constructand administer12. T/F.Materialsshould beexpensive tocatch students’attention.4. A type of anassessmentwith real worldapplication16. T/F.Teachers has alimited time tocreate high-qualityassessments. 11. T/F.False.Instructionsshould besimple9. Goodassessmentsare short butmeaningful25. Scenario. Ateacher reuses atest from last yearwithout checking ifit matches thecurrent lesson19. T/F. Use ofTOS balanceitem types andensure propercoverage1. Meanstheassessmentis doable14. T/F.Assessmentsshould beaffordable24. Scenario. Ateacher uses adigital quiz appbut the schoolhas no internetor devices.5. A type of anassessmentthat is easy toscore withanswer keys.2. Givesuseful resultswithoutwasting effort17. T/F. Completeinstructionalmaterials fromschool is not achallenge forteachers8. Usemethods youunderstandwell.23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson15. T/F.Complicatedsetups aretimeconsuming13. T/F.Scoringshouldmatch thetype of test.18. T/F. Teachersare expected tocover all learningcompetencieswithin a limitedtime10. T/F. When ateacher handles 30 to60 students perclass, preparing andscoringassessmentsbecomeoverwhelming23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson20. Scenario. Ateacher gives a10-page essaytest to 60 studentsand plans to scorethem all in onenight

Practicality and Efficiency - Call List

(Print) Use this randomly generated list as your call list when playing the game. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


1
G
2
B
3
B
4
B
5
G
6
I
7
O
8
I
9
B
10
G
11
B
12
G
13
O
14
O
15
I
16
N
17
I
18
O
19
G
20
I
21
N
22
N
23
N
24
O
  1. G-21. Scenario. A teacher uses a multiple-choice quiz with an answer key for a 30-minute lesson review.
  2. B-3. A type of an assessment that is time consuming but rich in insights
  3. B-6. A type of assessment that is simply to construct and administer
  4. B-12. T/F. Materials should be expensive to catch students’ attention.
  5. G-4. A type of an assessment with real world application
  6. I-16. T/F. Teachers has a limited time to create high-quality assessments.
  7. O-11. T/F. False. Instructions should be simple
  8. I-9. Good assessments are short but meaningful
  9. B-25. Scenario. A teacher reuses a test from last year without checking if it matches the current lesson
  10. G-19. T/F. Use of TOS balance item types and ensure proper coverage
  11. B-1. Means the assessment is doable
  12. G-14. T/F. Assessments should be affordable
  13. O-24. Scenario. A teacher uses a digital quiz app but the school has no internet or devices.
  14. O-5. A type of an assessment that is easy to score with answer keys.
  15. I-2. Gives useful results without wasting effort
  16. N-17. T/F. Complete instructional materials from school is not a challenge for teachers
  17. I-8. Use methods you understand well.
  18. O-23. Scenario. A teacher gives a short-answer quiz with a clear rubric to check understanding of today’s lesson
  19. G-15. T/F. Complicated setups are time consuming
  20. I-13. T/F. Scoring should match the type of test.
  21. N-18. T/F. Teachers are expected to cover all learning competencies within a limited time
  22. N-10. T/F. When a teacher handles 30 to 60 students per class, preparing and scoring assessments become overwhelming
  23. N-23. Scenario. A teacher gives a short-answer quiz with a clear rubric to check understanding of today’s lesson
  24. O-20. Scenario. A teacher gives a 10-page essay test to 60 students and plans to score them all in one night