8. Usemethods youunderstandwell.12. T/F.Materialsshould beexpensive tocatch students’attention.18. T/F. Teachersare expected tocover all learningcompetencieswithin a limitedtime23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson6. A type ofassessmentthat is simplyto constructand administer17. T/F. Completeinstructionalmaterials fromschool is not achallenge forteachers19. T/F. Use ofTOS balanceitem types andensure propercoverage14. T/F.Assessmentsshould beaffordable11. T/F.False.Instructionsshould besimple25. Scenario. Ateacher reuses atest from last yearwithout checking ifit matches thecurrent lesson16. T/F.Teachers has alimited time tocreate high-qualityassessments. 15. T/F.Complicatedsetups aretimeconsuming23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson24. Scenario. Ateacher uses adigital quiz appbut the schoolhas no internetor devices.4. A type of anassessmentwith real worldapplication9. Goodassessmentsare short butmeaningful10. T/F. When ateacher handles 30 to60 students perclass, preparing andscoringassessmentsbecomeoverwhelming1. Meanstheassessmentis doable3. A type of anassessmentthat is timeconsuming butrich in insights20. 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.5. A type of anassessmentthat is easy toscore withanswer keys.2. Givesuseful resultswithoutwasting effort13. T/F.Scoringshouldmatch thetype of test.8. Usemethods youunderstandwell.12. T/F.Materialsshould beexpensive tocatch students’attention.18. T/F. Teachersare expected tocover all learningcompetencieswithin a limitedtime23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson6. A type ofassessmentthat is simplyto constructand administer17. T/F. Completeinstructionalmaterials fromschool is not achallenge forteachers19. T/F. Use ofTOS balanceitem types andensure propercoverage14. T/F.Assessmentsshould beaffordable11. T/F.False.Instructionsshould besimple25. Scenario. Ateacher reuses atest from last yearwithout checking ifit matches thecurrent lesson16. T/F.Teachers has alimited time tocreate high-qualityassessments. 15. T/F.Complicatedsetups aretimeconsuming23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson24. Scenario. Ateacher uses adigital quiz appbut the schoolhas no internetor devices.4. A type of anassessmentwith real worldapplication9. Goodassessmentsare short butmeaningful10. T/F. When ateacher handles 30 to60 students perclass, preparing andscoringassessmentsbecomeoverwhelming1. Meanstheassessmentis doable3. A type of anassessmentthat is timeconsuming butrich in insights20. 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.5. A type of anassessmentthat is easy toscore withanswer keys.2. Givesuseful resultswithoutwasting effort13. T/F.Scoringshouldmatch thetype of test.

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