ASSESSENT OF LEARNING MODULE 3

Santa Monica Institute of Technology SEMI-FINALS

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EDUC 109 ASSESSEMENT OF LEARNING

Bachelor of Elementary Education (BEED) (3RD YEAR)
2nd Semester of S.Y. 2020-2021Instructor: Professor Leonarda Luna-Arazo

INTRODUCTION

Assessment is part of your being as a teacher. It is not only for you to know if the
students learn from your lesson but also for you to know how effective you are as a facilitator of
learning. Preparing exams for your learners does not mean to say that you will just write/draw
directly question based on what you wish and like. You need to prepare first TOS especially for
multiple type exams. Now be sure to try you r best to do research, and complete a simple TOS.
Then try to examine what type of teacher you are.

RATIONALE

At this point in time, you will familiarize what is TOS or Table of Specifications, its
importance and uses especially to those who are aspiring to be good and effective
teachers someday. At the same time you will be learning on different teaching style
categories, which in other way guide you on who and what you wish to become
someday as an Elementary teachers.

INTENDED LEARNING OUTCOMES

1. compare and contrast the different teaching style categories;

2. work out for a TOS

3. appreciate the importance of TOS.

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ACTIVITY
Enumeration

1. The different parts of TOS ( Write as many as you can)

2. The categories of test/exams

3. Different teaching style categories

4. Operations or computations you will use in coming up with a TOS

DISCUSSION
TABLE OF SPECIFICATIONS (TOS)
* The table of specifications (TOS) is a tool used to ensure that a test or assessment
measures the content and thinking skills that the test intends to measure. Thus,
when used appropriately, it can provide response content and construct (i.e.,
response process) validity evidence.
* What is the purpose?  The most important of table of specifications is to achieve
balance in the test and to identify the achievement domains being measured and to
ensure that a fair and representative sample of questions appear on the test.

How to create a Table of Specifications (TOS) in 5 Easy Steps

1. Step 1- Determine the coverage of your exam. ...
2. Step 2- Determine your testing objectives for each topic area. ...
3. Step 3- Determine the duration for each content area. ...
4. Step 4- Determine the Test Types for each objective. ...
5. Step 5- Polish your terms of specification.
6.
What are the elements of table of specification?
Tables of Specification typically are designed based on the list of course objectives,
the topics covered in class, the amount of time spent on those topics, textbook chapter
topics, and the emphasis and space provided in the text.
7.
What are the components of TOS?
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The TOS depends on the following components; topic discussed, number of hours or
meetings the topic was discussed, total number of hours used in discussing topics,
and the total number of test items to be constructed. These
four components basically dictate the contents of the TOS.
How can the use of TOS benefits students?
 A Table of Specifications benefits students in two ways. First, it improves the
validity of teacher-made tests. Second, it can improve student learning as
well. A Table of Specifications helps to ensure that there is a match
between what is taught and what is tested.
Can a teacher have a test without making TOS?
 A teacher cannot have a test with content validity without making TOS. It is
because when there is no table of specification, the tendency for
the test maker to focus too much on facts and concepts at the knowledge
level. ... TOS is a test map that guides the teacher in constructing a test.

TEACHING STYLE CATEGORIES

* Formal Authority
 Teachers who have a formal authority teaching style tend to focus on
content.
 This style is generally teacher-centered, where the teacher feels
responsible for providing and controlling the flow of the content and the
student is expected to receive the content.
 One type of statement made by an instructor with this teaching style is “I
am the flashlight for my students, I illuminate the content and materials
so that my students can see the importance of the material and
appreciate the discipline.”
 Teachers with this teaching style are not so much concerned with
building relationships with their students or enabling students to form
relationships with other students.
 This type of teacher doesn’t usually require much student participation in
class. This teaching style is often called the “Sage on the stage” model.
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* Demonstrator or Personal Model
 Teachers who have a demonstrator or personal model teaching style tend to
run teacher-centered classes with an emphasis on demonstration and
modelling.
 This type of teacher acts as a role model by demonstrating skills and
processes and then as a coach/guide in helping students develop and apply
these skills and knowledge; thus, the teacher is called a “Guide on the side.”
 A teacher with this type of teaching style might comment: “I show my
students how to do a task properly or work through a problem and then I’ll
help them master the task or problem solution. It’s important that my
students can solve similar problems independently by using and adapting
demonstrated methods.”
 Instructors with this teaching style are interested in encouraging student
participation and adapting their presentation to include various learning
styles. Students are expected to take some responsibility for learning what
they need to know and for asking for help when they don’t understand
something.
*Facilitator
 Teachers who have a facilitator model teaching style tend to focus on
activities.
 This teaching style emphasizes student-centered learning and there is much
more responsibility placed on the students to take the initiative for meeting
the demands of various learning tasks.
 This type of teaching style works best for students who are comfortable with
independent learning and who can actively participate and collaborate with
other students.
 Teachers typically design group activities that necessitate active learning,
student-to-student collaboration, and problem solving.
 This type of teacher, who is also a “Guide on the side” like the demonstrator,
will often try to design learning situations and activities that require student
processing and application of course content in creative and original ways.
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*Delegator
 Teachers who have a delegator teaching style tend to place much control and
responsibility for learning on individuals or groups of students.
 This type of teacher, who is also a “Guide on the side,” will often give
students a choice in designing and implementing their own complex learning
projects and will act in a consultative role.
 Students are often asked to work independently or in groups and must be
able to maintain motivation and focus for complex projects.
 Students working in this type of setting learn more than just course specific
topics as they also must be able to work effectively in group situations and
manage various interpersonal roles.
EXERCISE
How Much Have You Learned From This Lesson ?
Read the following critical incident then answer the questions that follow.
Critical Incident

The class was discussing a short story on friendship and social skills. Earlier, the
teacher announced that the objective of the discussion was for the students to come
up with general conclusions on social skills. Seated in chairs arranged as a letter
“U”, the students contributed ideas without being called upon. As they spoke, the
teacher wrote their comments on the board. She did not speak but simply focused on
getting the essence of the contributions noted down. After about ten minutes, she
said to the class, “Where are we? We need to think about this exchange and see if we
can draw some general conclusions out of it. Please review the notes I have made on
the board.” After several minutes of silence, she said, “Does anybody see any
connections between these comments?” As the students ventured comments, she
drew lines and circles, added numbers, occasionally revising and sometimes erasing.
Students were directing their comments and responses to each other. Gradually,
some general conclusions emerged, and she asked the students to try forming them
intowould
1. How a phrase or sentence.
you describe Sherole
the teacher’s asked
in thethree students
class activity to write their answers on the
presented?
board. The class proceeded to discuss the merits of each. The one they fi nally came
_______________________________________________________________________________________
up with integrated several of their individual ideas. [Adapted from Learner-Centered
Teaching: Five Key Changes to Practice (Weimer, 2002)]
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________

2. 2. How about the students’ role?

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_____________________________________ Students engage in talk that is accountable to the text or task,
the learning community, and standards of reasoning. Learning is negotiated and directed by students.
Students engage in talk that is accountable to the text or task, the learning community, and standards of
reasoning. Learning is negotiated and directed
by students._____________________________________________________________________________
ASSESSENT OF LEARNING MODULE 3
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REFLECTION

( _____________________________________________________________________________________
Write your own reflection why is a good teacher needs to have TOS ?
____ A good teacher needs to have TOS because TOS can help teachers map it can help the amount of
class time spent on each objective with the cognitive level at which each objective was taught
thereby helping teachers to identify the types of items they need to include on their

_____________________________________________________________________________________
____ A good teacher needs to have TOS because TOS can help teachers map the amount of class time spent
on each objective with the cognitive level at which each objective was taught thus helping them to identify the types
of items they need to include on their tests.

RESOURCES AND ADDITIONAL RESOURCES

Rosita De Guzman-Santos, PhD. Assessment of Learning. Lorimar Publishing,

Inc., 2015.
https://www.elcomblus.com/rules-in-constructing-true-false-tests/

https://www.google.com/search?q=Meaning+and+importance+Table+of+Specifications&source=h
p&ei=3BSdYOq6DKi9hwOjxb3gCA&iflsig=AINFCbYAAAAAYJ0i7Gd7QzfE7m_Id5Mlm2

Assessments:

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Test 1. True or False
1. A delegator never let Students work independently. _________
2. Exams are valid even without TOS anyway nobody knows it._______
3. Student-centered learning means the teachers allows the students to do what
they want inside the class. _______
4. Table of Specification gives chances to students to cheat.______
5. TOS should be based on the Blooms Taxonomy.________
6. The teacher becomes facilitator only if he lets the learners listen to his
lectures._________
7. Learners should be given activities so that the teacher feels relax the whole
day.__________
8. Learning by doing approach is the focus of a facilitator.________
9.TOS balances the easy, average and difficult drawing of questions in an
exams.___________
10. Elementary teachers may no longer prepare TOS.______

Test 2. Performance Task

Do a research on how to write TOS and complete this simple TOS answer only the
yellow boxes
Remembering

Analyzing

Creating
Understanding

Applying

Evaluating
Pamantayan sa Pagkatuto Laang Bilang ng Bilang

Aytem Kalalagyan ng
araw Bahagdan Ng
Aytem

EASY AVERAGE DIFFICULT

( 60%) (30%) (10%)
Nailalapat ang kahulugan 1, 2, 3, 4
ng demand sa pang araw-
araw na pamumuhay ng 2 12.5% 3.75 2.4 1.2 .
bawat pamilya Or Or Or
(CODE: AP9MYK- IIa-1)
4 3 1

Nasusuri ang mga salik na 3

nakaaapekto sa demand
(CODE: AP9MYK-IIa-2)
Matalinong 4 25% 7.5
nakapagpapasya sa
pagtugon sa mga Or
pagbabago ng salik na 8
nakaaapekto sa demand
(CODE: AP9MYK- IIb-3)
Naiuugnay ang elastisidad 6

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ng demand sa presyo ng
kalakal at paglilingkod
(CODE: AP9MYK-IIb-4
Nailalapat ang kahulugan ng 1 6.25% 1.9
suplay batay sa pang-araw-
araw na pamumuhay ng Or 29, 30
bawat pamilya 2 1 1
(CODE: AP9MYK- IIc-5)

TOTAL 16 100% 30

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