Table of Specifications for

Psychologists
Imelda V. G. Villar, Ph.D.
Board Member, Psychology
Professional Regulations Commission
 Foundation
• Outcomes-based Education – focuses and
organizes the educational system around what
is essential for all learners to know, value, and
be able to do to achieve a desired level of
competence upon graduation.
 Rationale
• Mutual Recognition Agreement (MRA)
• Philippine Qualifications Framework
• Asean Qualifications Reference Framework
 Qualifications Descriptors
Level 6 (Baccalaureate Degree)

Knowledge, Skills and Values Have broad and coherent knowledge and
skills for professional work and lifelong
learning

Application Application in professional work in a

broad range of discipline and/or for
further study

Degree of Independence Independent and/or in teams of related

field
 Qualifications Descriptors
Level 7 (Post-Baccalaureate )
Knowledge, Skills and Values Have advanced knowledge and skills
in a specialized or multi-disciplinary
field of study for professional
practice, self-directed research
and/or lifelong learning

Application Applied in professional work that

requires leadership and management
in a specialized or multi-disciplinary
professional work and/or research
and/or for further study

Degree of Independence Independent and/or in

multidisciplinary teams
 Advanced Abnormal Psychology

OUTCOME WEIGHT NO. OF ITEMS

1. Make clinical diagnosis from a clinical profile,
and/or assessment findings using the Diagnostic
Statistical Manual of Mental Disorders (DSM IV-TR 30% 39
and DSM V) and International Classification of
Disorders (ICD 10).
2. Explain abnormal behaviors using the major
theories (e.g. psychodynamics). 30% 39
3. Apply the various bio-socio-cultural perspectives,
models and approaches in explaining the origin 20% 26
and development of psychopathology.
4. Contextualize diagnosis/identification of abnormal
behavior in different settings: school, court, 10% 13
hospital, church, community.
5. Apply ethical principles in diagnostic/ research
processes concerning pathology and the 10% 13
management of clinical cases.
100% 130
 Counseling and Psychotherapy

OUTCOME WEIGHT NO. OF ITEMS

1. Apply the various psychological theories and
approaches (Psychodynamic, Cognitive-Behavioral, 26
20%
Constructivist, Humanistic, Existential, Systemic) in
dealing with concerns and common dysfunctions.
2. Identify the most appropriate treatment approach to
dealing with common dysfunctions presented in case 20% 26
briefs.
3. Apply the appropriate steps of counseling and
psychotherapy across different schools of thought. 20% 26
4. Evaluate the culture fit of different psychotherapy
approaches and processes in the context of different 19
15%
settings.
5. Identify problems and solutions to dealing with
Person (therapist/counselor) related- issues (e.g.
countertransference, compassion, fatigue, etc.) and
other related issues (e.g. client-variables; situational 15% 19
/problem factors) that can enhance or compromise
the effectiveness of counseling or psychotherapy
work.
6. Apply appropriate ethical principles and standards in
10%
the practice of counseling and psychotherapy. 14

100% 130
 Advance Theories of Personality

OUTCOME WEIGHT NO. OF ITEMS

1. Apply the psychodynamic, behavioral, traits,

humanistic and biological theories, and 50
50%
evolutionary psychology perspectives in
understanding personality.
2. Identify the strengths and limitations of major
theories of personality. 20% 20

3. Apply the indigenous concepts (i.e. Sikolohiyang

Pilipino) in understanding Filipino personality. 15% 15

4. Analyze the use the various theories of personality

in different settings: school, family, industry, 15% 15
community.

100%
100
 Advanced Psychological Assessment

OUTCOME WEIGHT NO. OF ITEMS

1. Apply advanced knowledge of the key principles, technical
concepts (and psychometric properties), theories and tools
of psychometrics in psychological assessment. 30% 45
2. Apply basic knowledge in test construction and
development, item writing, and analysis. 20% 30
3. Apply advanced knowledge in putting together test
batteries for human resources, OD, psychopathology, 20% 30
educational, and personality assessment.
4. Demonstrate competence in test administration, scoring
and interpretation (including deviations from standard 30
practice) of commonly used intelligence and personality 20%
tests (objective and projective).
5. Evaluate/analyse the ethical principles and standards in
psychological assessment. 10% 15
100% 150
 Licensure Board Examination for Psychologists
Specific Weights of the Board Exam Subjects

Subjects Weight No. of Items

Counseling and Psychotherapy 25% 130

Advanced Psychological Assessment 30% 150

Advanced Theories of Personality 20% 100

Advanced Abnormal Psychology 25% 130

Table of Specifications for
Psychometricians
 Abnormal Psychology

OUTCOME WEIGHT NO. OF ITEMS

1. Distinguish between pathological and non-
pathological manifestations of behavior. 20% 20
2. Recognize common psychological disorders given
specific symptoms. 20% 20
3. Use major psychological theories, particularly the
commonly recognized ones, in explaining how 30
30%
psychological problems are caused and how they
develop.
4. Identify the socio-cultural factors that may impact
on problem-identification and diagnosis of 15% 15
abnormal behavior.

5. Apply appropriate ethical principles and standards

in diagnosing cases of abnormal behavior 15% 15
.
100% 100
 Industrial Psychology

OUTCOME WEIGHT NO. OF ITEMS

1. Discuss the major considerations and principles
employee selection. 20% 20
2. Describe the process and principles in employee
training and development. 20% 20
3. Apply the major principles in performance
management and evaluation. 15% 15
4. Apply the major theories of motivation in designing
and administering rewards. 15% 15
5. Apply basic theories in team dynamics.
10% 10
6. Differentiate the various functions involved in
Human Resource Management. 10% 10
7. Recognize issues of work life balance and well-being
in the workplace. 10% 10
100% 100
 Theories of Personality

OUTCOME WEIGHT NO. OF ITEMS

1. Recognize and differentiate basic theories and

perspectives of Personality. 80% 80
2. Identify the socio-cultural and environmental 10% 10
factors that may impact personality.
3. Identify relevant Filipino/indigenous concepts in 10% 10
understanding Personality.

100% 100
 Psychological Assessment

OUTCOME WEIGHT NO. OF ITEMS

1. Apply technical concepts, basic principles and
tools of measurement of psychological processes. 20% 29

1. Describe the process, research methods and

statistics used in test development and 20% 29
standardization.
1. Identify the importance, benefits and limitations
of psychological assessment. 10% 19

1. Identify, assess and evaluate the methods and

tools of psychological assessment relative to the
20%
specific purpose and context: school, hospital, 29
industry and community.
1. Evaluate the administration and scoring
procedures of intelligence and objective 15%
22
personality tests and other alternative forms of
tests.
1. Apply ethical considerations and standards in the
15 % 22
various dimensions of psychological assessment.

100% 150
 Licensure Board Examination for Psychometricians
Specific Weights of the Board Exam Subjects

Psychometricians Weight No. of Items

Psychological Assessment 40% 150

Theories of Personality 20% 100

Abnormal Psychology 20% 100

Industrial Psychology 20% 100

New Taxonomy Operation General form of
Level Objectives
Level 1: Retrieval Recognizing Able to validate
correct statements
about features of
information, but not
necessarily
understand
structure of
knowledge or
differentiate critical
and noncritical
components
Level 1: Retrieval Recalling Able to produce
features of
information, but
not necessarily
understand
structure of
knowledge or
differentiate
critical and
noncritical
components
Level 1: Retrieval Executing Able to perform
procedure
without
significant error,
but not
necessarily
understand how
and why
procedure works
New Taxonomy Operation General Form of
Level objectives
Level 2 Integrating Able to identify
Comprehension basic structure of
information,
mental or
psychomotor
procedure, and
the critical as
opposed to the
noncritical
characteristics
Level 2: Symbolizing Able to construct
Comprehension an accurate
symbolic
representation of
information,
mental or
psychomotor
procedure,
differentiating
critical to
noncritical
characteristics
New Taxonomy Operation General Form of
Level Objectives
Level 3: Analysis Matching Able to identify
important
similarities and
differences
relative to the
information,
mental
procedure or
psychomotor
procedure
Level 3 Analysis Classifying Able to identify
super ordinate
and subordinate
relative to the
information,
mental
procedure or
psychomotor
procedure
Level 3: Analysis Analyzing Errors Able to identify
errors in the
presentation or
use of the
information,
mental
procedure or
psychomotor
procedure
Level 3: Analysis Generalizing Able to construct
new
generalizations or
principles based
on the
information,
mental
procedure or
psychomotor
procedure
Level 3: Analysis Specifying Able to identify
logical
consequences of
the information,
mental
procedure or
psychomotor
procedure
New Taxonomy Operation General Form of
Level Objectives
Level 4: Decision-Making Able to use the
Knowledge information, mental
or psychomotor
Utilization
procedure, to make
decisions in general
or make decisions
about the use of
information, mental
or psychomotor
procedure
Level 4: Problem-Solving Able to use the
Knowledge information,
Utilization mental or
psychomotor
procedure to
solve problems in
general or solve
problems about
the information,
mental
procedure or
psychomotor
procedure
Level 4: Experimenting Able to use the
Knowledge information, mental
or psychomotor
Utilization
procedure to
generate and test
hypotheses in
general or generate
and test hypotheses
about the
information, mental
or psychomotor
procedure
Level 4. Investigating Able to use the
Knowledge information, mental
procedure, or
Utilization
psychomotor
procedure to
conduct
investigations in
general or conduct
investigations about
the information,
mental procedure,
or psychomotor
procedure
New Taxonomy Operation General Form of
Level Objectives
Level 5: Specifying Goals Able to establish
Metacognition a goal relative to
the information,
mental
procedure, or
psychomotor
procedure and a
plan for
accomplishing
that goal
Level 5: Process Able to monitor
Metacognition Monitoring progress toward
the
accomplishment
of a specific goal
relative to the
information,
mental
procedure, or
psychomotor
procedure
Level 5: Monitoring Able to
Metacognition Clarity determine the
extent to which
he or she has
clarity about the
information,
mental
procedure, or
psychomotor
procedure
Level 5 Monitoring Accuracy Able to determine the
Metacognition extent to which he or she
is accurate about the
information, mental
procedure , or
psychomotor procedure
New Taxonomy Operation General Form of
Level Objectives
Level 6: Self- Examining Able to identify
System Thinking Importance how important
the information,
mental
procedure, or
psychomotor
procedure is to
him or her and
the reason
underlying this
perception
Level 6: Self- Examining Able to identify
System Thinking Efficacy beliefs about his or
her ability to
improve
competence or
understanding
relative to the
information, mental
procedure, or
psychomotor
procedure and the
reasoning
underlying the
perception
Level 6: Examining Able to identify
Self-System Emotional his or her
Thinking Response emotional
responses to the
information,
mental
procedure, or
psychomotor
procedure and
the reasons for
these responses
Level 6: Self- Examining Able to identify his
System Thinking Motivation or her overall level
of motivation to
improve
competence or
understanding
relative to
information, mental
procedure, or
psychomotor
procedure and the
reasons for this level
of motivation
 Knowledge skills, Values Application Degree of Independence
(30%) (50%) (20%)
Outcome Comprehension Utilization - Metacognition - Self-system
Retrieval – RRE Analysis-MC Analysis
- IS AEGS GPCA thinking
1. To be able to apply the various
psychological theories and approaches
in dealing with concerns and common
dysfunctions
2. To be able to identify the most
appropriate treatment approach to
dealing with common dysfunctions
presented in case briefs
3. To apply the appropriate phases of
counseling and psychotherapy across
different schools of thought
4. To be able to select different processes
of psychotherapy work (including
evaluating culture-fit of therapy
approaches) in the context of different
settings
5. Identify problems and solutions to
dealing with Person (therapist/
counselor-related- issues (e.g.
countertransference, compassion,
fatigue etc) and other related issues
(e.g. client- variables; situational
/problem factors) that can enhance or
compromise effectiveness of counseling
or psychotherapy work
6. Apply appropriate ethical principles
and standards in the practice of
counseling and psychotherapy