Republika ng Pilipinas KAGAWARAN NG EOUKASYON Rehiyon x1 SANGAY NG LUNGSOD NG DABAW Lungsod ng Davae hntep:/ ww. deped-davaocity.p TEL, NOS, 224:3274/224-0100/224-9274)297-4726 224-0059/222-1672/221-8507/224-0854/25-3600 DIVISION MEMORANDUM. 00006538 5.2017 To + Alma C. Gifra, EdD ~ Chief, Curriculum Implementation Division Teresita F. Del Valle, PhD ~ Chief, Schoo! Gavernance and Operations Division Education Program Supervisors Public Schools District Supervisors and Secondary Schools Cluster Heads Mack Arthur C. Gamayot ~ SEPS, Research and Planning Section Al Public Elementary and Secondary Schoo! Heads From Schools Bivision Superintendent Subject ‘TEST CONSTRUCTION AND VALIDATION OF QUARTERLY EXAMINATIONS EFFECTIVE SCHOOL YEAR 2017 - 2018 Dees 45 may 9nt7 "dross, euarantee that concems pertaining to administration of quarterly examinations are properly addressed, this Office relterates the following: A. Constructing the Table of Specifications 79 align the assessment process with the k to 12 Basic Education Program, the atfapted Cognitive Process Dimensions by Anderson and Krathwohl (2001) shall be adopted in constructing the table of Specification (TOS) for summative assessments, specifically unit/ chapter tests and quarterly assesament Table 1. Adapted Cognitive Process Dimensions Per DepEd Order No.8, 5.2015 | Cognitive Process Dimensions Descriptors ] | Remembering The leamer can recall information and retrieve relevant Knowledge from long-term memory: identify, retrieve, recognize, duplicate, fist, memorize, “repeat, reproduce, _ | Understanding The leamer can construct meaning from oral, written, and graphic] messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss. Se Applying The leamer can use information to undertake a procedure in familar | situations or in a new way: execute, implement, demonstrate, dramatize, = | interpret, solve, use, illustrate, conver t discover. Araiang The learner can distinguish between parts and determine how tay Taate | f© one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, ongunize, outline, attribute, deconstruct. Evaluating The Teamer can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate. Creating ‘The learner can put elements together to form a functional whole, create @ New product or point of view: generate, hypothesize, plan, design, I develop, produce, construct, formulate, assemble, design, dev Per Deped Order No. 79, 5. 2003, the distribution of items shall be designed as follows: 60% easy items on basic content and skils expecied of learners in each grade or year level, 30% medhurn level Items, focused on higher level skits; and 10% alficult items focused on desirable content or skils that at to distinguish the fast leamers.SEaGh district Guster sal create a team of test developers per eamng area every BAGS level “si test developers should be learning area specialists or have taught the learning area) pistsc er Ster| £262 level nat least3 years i Sustae “Focalization and contextualization shallbe strictly observed in constructing tests for the Based Test fs district) cluster. Developers SEegh cisticl cluster shall also create a team of test evaluators per learningarea every grade level “Jest pualuators are preferably Master Teachers -content experts. They are tasked to check the alignment of questions to the leaning competencies and the TOS, Misalighed testitems shall be replaced by the evaluators, Base Test J «The PSDS / Cluster Head shall submit the evaluated tests for approval one month prior to Evaluators _ the conduct of quarterly exams, «Per Division Memorandum No, 1056, 5. 2018, Education Program Superisors all wandst> the tests submitted by the PSDSs/ Custer Heads prior ta the approval of the Schools Division Superintendent. “Only approved distric-based! cluster-based quarterly examinations shall be administered to schoo's within the district! cluster. ‘Fest tem analysis shail be done using the result ofa randomly selected school to improve the questions. “Test writers and developers shall be given district based) cluster-based certifications at the end of the school year. Admingtering Quarterly Examinations SFegh district shall identity the top five Least-Leamed Competencies per learning area every grade level. This shall be submitted via an online form, The link for the orline farm shall be, Indicated in a separate Memorandum. ident fying LeastLeamed Competencies Figure 1. Process Flow in the Test Construction and Test Validation Teachers may provide performance assessment when performance standards are indicated in the curriculum guide, however teachers need te construct rubrics to properly assess the learners’ performance, These rubrics shall also be evaluated by the pool of evaluators and ther validated by the Edcation Program Supervisor concerned, 2. _lhe assessment process is holistic and standards-based. It seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed Ue standards. The students’ attainment of Stancfards in terms of content and performance is, therefore, a critical evidence of learning. The details of ‘the rating system are given in Table 4 and Table 5 of DepEd Order No. 8, s.2015, 3. For information, guidance and compliance. u MARIA INES C. ASUNCION, CESO Vi Schools Division Sungate Fn: cidffeppiktorz_test_construction/vlidation References: Dep Order No. 25,5. 2017 Depéd Order No, 8,5. 2015 DepEd Order No. 31,5 2012 Deped Order No. 79, :. 2003, Division Memarandism No. 1056, 5, 2016 Division Memorandum Na. 0925, «2013‘The Table of Specification (TOS) shall have the following format: "able 2. Table of Specification (TOS) Format % teaming | No.of] Ne.of [% | fem Piacerent Under Each Copatve Domain - Ganpeerey| Oars | tens |” [Renoir [Undostndng | Aooung TRacymnn Treaiig | Caing | sites [ Sara i I I (roa The percentage of items for each leaming competency will depend on the number of hours! days shant te feach the competency. More items should be constructed for learning competencies with longer instructional hours. For a quarter having 40 contact hours in Filipino, a Filipino competency taught for 4 hours has 2 Percentage of contact time equivalent to: (hours! 40 total hours) x 100 = 10%. This means that 10% of the total number of items in the Filipino quarterly exam isallotted for this competency, 8. Duration and Total Number of Items in Quarterly Assessment Per Learning Area ‘The total number of test items during quarterly assessment of all learning areas is as follows: Table 3. Quarterly Assessment Number of Items Per Learning Area Grate eves [Languages | _AP__|__EsP__[ Science | Math | WABEN | EPPMTLE polaiesiand2 [30items [30iens | B0items | Zoiens | adits 30 items —| 30 tome Grates iand4__[aditems "[40iters | 40 items | 40items [40 tems | 40ers] 40 items Grates 51010 __| S0items | S0items | 60 tems | 60 items | 50 tems [50 tems —[ 60 tems Grates 11 and 12 ‘Al core/ apoled! specialized subects: 50 tems Alllearners shall be given one (1) hour to answer quarterly assessments per leaming area. © Distri (Based / Cluster-Based Construction of Test Questions Assessment in the classroom is aimed at helping students perform well in relation to the learning standards. The quarterly assessment synthesizes all the learning skills, concepts, and values learned in an entire quarter. I js done once at the end of the quarter. it may be in the form of objective tests, Performance-based essessment or a combination thereat. Per Division Memorandum No. 0926, s. 2013, the test questions and TOS should be based on competencies from the updated curriculum guide. These questions with its accompanying TOS wil be checked and edited by a pool of test developers’ primarily composed of content eaperts e.g. Master Teachers. ‘The Public Schools District Supervisors shall submit these test questions a month before the Schedule of the quar erly examinations given in DepEd issuances. For SY 2017 2078, DepEd Order No. 25, 5.2017 identifies the following schedule: _ Table 4. Schedule of Quarterly Examinations Quarter _ Schedule of Quarterly Exam 1 August 10-71, 2017 | 2 Gctober 19-20, 207, January 11~ 12, 2018 i 4 ‘March 15 ~16, 2018 for Grades 6 and March 19 - 20, 2018 for Grades 1 ~5 and Grades7-11 | J Based on DepEd Order No. 8 s. 2015 (pages 15 — 16), senior high schools shall also administer Quarterly exams since quarterly grades are reported in Form 137. However in computing semestral grades Per subject, the first semester is an average of quarter 1 and 2 performance while the second grade is a average of quarter 3 and quarter 4 performance.