23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson19. T/F. Use ofTOS balanceitem types andensure propercoverage16. T/F.Teachers has alimited time tocreate high-qualityassessments. 2. Givesuseful resultswithoutwasting effort24. Scenario. Ateacher uses adigital quiz appbut the schoolhas no internetor devices.15. T/F.Complicatedsetups aretimeconsuming8. Usemethods youunderstandwell.6. A type ofassessmentthat is simplyto constructand administer9. Goodassessmentsare short butmeaningful23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson18. T/F. Teachersare expected tocover all learningcompetencieswithin a limitedtime3. A type of anassessmentthat is timeconsuming butrich in insights1. Meanstheassessmentis doable17. T/F. Completeinstructionalmaterials fromschool is not achallenge forteachers5. A type of anassessmentthat is easy toscore withanswer keys.13. T/F.Scoringshouldmatch thetype of test.20. Scenario. Ateacher gives a10-page essaytest to 60 studentsand plans to scorethem all in onenight11. T/F.False.Instructionsshould besimple12. T/F.Materialsshould beexpensive tocatch students’attention.21. Scenario. Ateacher uses amultiple-choicequiz with ananswer key for a30-minute lessonreview.25. Scenario. Ateacher reuses atest from last yearwithout checking ifit matches thecurrent lesson10. T/F. When ateacher handles 30 to60 students perclass, preparing andscoringassessmentsbecomeoverwhelming14. T/F.Assessmentsshould beaffordable4. A type of anassessmentwith real worldapplication23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson19. T/F. Use ofTOS balanceitem types andensure propercoverage16. T/F.Teachers has alimited time tocreate high-qualityassessments. 2. Givesuseful resultswithoutwasting effort24. Scenario. Ateacher uses adigital quiz appbut the schoolhas no internetor devices.15. T/F.Complicatedsetups aretimeconsuming8. Usemethods youunderstandwell.6. A type ofassessmentthat is simplyto constructand administer9. Goodassessmentsare short butmeaningful23. Scenario. Ateacher gives ashort-answer quizwith a clear rubricto checkunderstanding oftoday’s lesson18. T/F. Teachersare expected tocover all learningcompetencieswithin a limitedtime3. A type of anassessmentthat is timeconsuming butrich in insights1. Meanstheassessmentis doable17. T/F. Completeinstructionalmaterials fromschool is not achallenge forteachers5. A type of anassessmentthat is easy toscore withanswer keys.13. T/F.Scoringshouldmatch thetype of test.20. Scenario. Ateacher gives a10-page essaytest to 60 studentsand plans to scorethem all in onenight11. T/F.False.Instructionsshould besimple12. T/F.Materialsshould beexpensive tocatch students’attention.21. Scenario. Ateacher uses amultiple-choicequiz with ananswer key for a30-minute lessonreview.25. Scenario. Ateacher reuses atest from last yearwithout checking ifit matches thecurrent lesson10. T/F. When ateacher handles 30 to60 students perclass, preparing andscoringassessmentsbecomeoverwhelming14. T/F.Assessmentsshould beaffordable4. A type of anassessmentwith real worldapplication

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