Assessment of Learning 1 – Module 7

PROFESSIONAL EDUCATION (PROFED)

UNIVERSAL COLLEGE OF PARAÑAQUE

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 The Revised Bloom’s Taxonomy takes the form of
Two-dimensional table. The Knowledge Dimension or the kind
of knowledge to be learned and second is the Cognitive
Process Dimension or the process used to learn.

The The Cognitive Process Dimensions

Knowledge
Dimensions Remembering Understanding Applying Analyzing Evaluating Creating

Factual

Conceptual

Procedural

Metacognitive
 • Conceptual Knowledge

- is knowledge of classification,
principles, generalizations,
theories, models or structure
pertinent to a particular
disciplinary area.
 • Factual Knowledge

- Refers to the essential facts,

terminology, details or
elements student must know
or be familiar with in order to
solve a problem in it.
 • Procedural Knowledge

- Refers to information or knowledge that

helps students to do something specific
to a discipline subject, area of study.
It also refers to methods of inquiry, very
specific or finite skills, algorithms,
techniques and particulars.
 • Meta-cognitive Knowledge

- is a strategic or reflective
knowledge about how to go
solving problems, cognitive
tasks to include contextual and
conditional knowledge and
knowledge of self.
• C. CHANGE IN EMPHASIS

Emphasis is the third and final

category of changes. It is placed upon
its use as a more “authentic tool for
curriculum planning, instructional
delivery and assessment”.
• More authentic tool for curriculum
planning, instructional delivery and
assessment
• Aimed at a broader audience
• Easily applied to all levels of schooling
• The revision emphasizes explanation and
description of subcategories.
 BLOOM’S REVISED TAXONOMY Suggested Percentage
Allocation
CREATING
Generating new ideas, products, or ways of viewing things
10%
Designing, constructing, planning, producing, inventing

Higher-order EVALUATING
Justifying a decision or course of action 30%
Thinking 10%
Checking, hypothesizing, critiquing, experimenting, judging

ANALYZING
Breaking information into parts to explore understandings and
relationships 10%
Comparing, organizing, deconstructing, interrogating, finding.

APPLYING
Using information in another familiar situation 20%
Implementing, carrying out, using, executing

UNDERSTANDING
Explaining ideas or concepts 20%
Interpreting, summarizing, paraphrasing, classifying, explaining

REMEMBERING 30%
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
How to Construct Table of Specification

1. Determine the desired number

of test items.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

TOTAL
50
How to Construct Table of Specification

2. List the topics with the corresponding

allocation of time

• The reference is the budgeted lesson.

 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
45
TOTAL
50
 How to Construct Table of Specification
3. Determine the total number of items per topic by using the formula:
Time Spent / Frequency per topic divided by the total number of
frequency in the grading period times total number of items.

Time Spent / Frequency per Topic Total Number of items

Total Frequency in the grading period
Example:

3 50 = 3.33
45
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 3.33
2. 4 4.44
3. 1 1.11
4. 6 6.66
5. 8 8.88
6. 5 5.55
7. 8 8.88
8. 2 2.22
9. 4 4.44
10. 4 4.44
45 49.95
TOTAL
50
How to Construct Table of Specification

4. Round off the value to become

whole numbers.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49
TOTAL
50
How to Construct Table of Specification

5. Adjust or Balance by either

adding or subtracting (any of the
topic totals) so that the sum will
amount to the desired number of
test items.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49
TOTAL
50
How to Construct Table of Specification

6. Scatter the items per topic per domain

• Deter mine the number of items per

complexity / level of cognitive domain.
In this case, we have already a
pre-computed value of 30-20-20-30
(10-10-10)
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

TOTAL
30% 20% 20% 30% ( Higher-order Thinking) 20
 How to Construct Table of Specification
7. On the basis of your experience / analysis start allocating the
items with respect to the total number of items per domain and
the total number of items per topic beginning with the higher-
order thinking domains down to remembering. It is suggested that
the order of complexity from creating to remembering is not
altered.

• Review the topics, reflect on previous experiences, and

imagine the teaching learning processes (TLP) that can go with
the topics. You may use teaching guides and other similar
materials.

• Be mindful of the total points per topic.

 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 1 6.66 7
5. 8 2 8.88 9
6. 5 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49
TOTAL
50
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 3.33 3
2. 4 1 4.44 4
3. 1 1.11 1+1
4. 6 1 1 6.66 7
5. 8 2 8.88 9
6. 5 2 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49
TOTAL
50
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 1 3.33 3
2. 4 1 1 4.44 4
3. 1 1.11 1+1
4. 6 1 1 6.66 7
5. 8 2 2 8.88 9
6. 5 2 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 1 4.44 4
45 15 10 10 5 5 5 49.95 49
TOTAL
50
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1.11 1+1
4. 6 2 1 1 6.66 7
5. 8 2 2 8.88 9
6. 5 2 5.55 6
7. 8 2 2 8.88 9
8. 2 1 2.22 2
9. 4 2 1 4.44 4
10. 4 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49
TOTAL
50
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1 1.11 1+1
4. 6 2 2 1 1 6.66 7
5. 8 2 2 2 8.88 9
6. 5 2 2 5.55 6
7. 8 2 2 2 8.88 9
8. 2 1 2.22 2
9. 4 2 1 4.44 4
10. 4 1 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49
TOTAL
50
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period
School Year DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1. 3 1 1 1 3.33 3
2. 4 1 1 1 1 4.44 4
3. 1 2 1.11 1+1
4. 6 2 1 2 1 1 6.66 7
5. 8 3 2 2 2 8.88 9
6. 5 2 2 2 5.55 6
7. 8 3 2 2 2 8.88 9
8. 2 1 1 2.22 2
9. 4 1 2 1 4.44 4
10. 4 1 1 1 1 4.44 4
49.95 49
TOTAL 45 15 10 10 5 5 5
50
 Item Placement

A. Items 1-15 (Type of Question is to measure remembering

which cut across all topics within the grading period.)

B. Items 16-25 (Type of Question is to measure

understanding…)

C. Items 26-35 (Type of Question is to measure applying…)

D. Items 36-40 (Type of Question is to measure analyzing..)

E. Items 41-45 (Type of Question is to measure evaluating…)

F. Items 46-50 (Type of Question is to measure creating…)

 Benefits of the Table of Specification

1. Test Items are proportionally distributed to all topics in the grading period
Benefits of the
(Number of time spent in the topic is proportional to the number of items
from the topic which means that the more time that the teacher spend in the
Table of
topic, the more test questions should be constructed from that topic)

Specification
a. T h i s e n s u r e s t h a t t h e t e c h e r h a s t o c o v e r a l l t o p i c s l i s t e d / b u d g e t e d i n
the grading period.
b. There is therefore sense or urgency.
c. Remediation becomes spontaneous.
d. Assures high “Time on task” rate.
 Benefits of the Table of Specification

2. Items are significantly scattered along Bloom’s Taxonomy (Complexity) /

cognitive domain with respect to a desired percentage which may adhere to the
Benefits of the
P s ych o l o g y o f l e a r n i n g a n d e va l u a ti o n .

a.
Table of
A ssu r e s th a t a l l l e ve l s o f co m p l e xi ty ( R - C ) a r e g i ve n e m p h a si s.
b. Specification
A ssu r e s va r i e d l e a r n i n g a cti vi ti e s i n si d e th e cl a ssr o o m s.
c. E n su r e s th a t H i g h e r - o r d e r Th i n ki n g ski l l s a r e d e ve l o p e d a cr o ss a l l l e ve l s
 Benefits of the Table of Specification
3 . It i s e a si e r to co n str u ct a te st q u e sti o n b e ca u se th e TOS se r ve s a s a b l u e p r i n t.

• In fact the teacher, (provided she has mastery of her lesson and with the aid
Benefits of the
o f th e TOS ) , s h e ca n co n str u ct te st q u e sti o n s w i th o u t u si n g a n y te xtb o o ks a n d
Table of
there is assurance that test questions are constructed in her own words and
th e r e fo r e th e te st q u e sti o n s a p p e a l o r r e l a te b e tte r to th e p u p i l s/ stu d e n ts.
Specification
End of Reading Material No. 7-8