Integrating the levels of

knowledge dimension in the

Table of Specification
Construction
Maria Andrea A. Gemino
Math Teacher

CUYAB INTEGRATED NATIONAL HIGH SCHOOL

LAC SESSION ON TOS AND SUMMATIVE ASSESSMENT
APRIL 12, 2023 (Batch 1 – 10:00 am, Batch 2 – 1:00pm)
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OBJECTIVES
• Review the six levels of cognitive
learning according to the revised version
of Bloom’s Taxonomy
• Integrated the types of knowledge used
in cognition in the construction of the
table of specification
 Learners’ Numeracy Profile
Based on the 2nd Quarterly Test Results for Grade 7
What are tests for? 6

• Inform learners and teachers of

the strengths and weaknesses of
the process
• Motivate learners to review or
consolidate specific material
• Guide the planning and
development of the ongoing
teaching process
BARRIERS IN TEST 7

CONSTRUCTION
• confusing statements
• difficult vocabulary
• excessive wordiness
• complex sentence structure
• unclear instructions
• unclear illustrative materials
• linguistically bound words
• cultural bound words
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WHY IS MULTIPLE CHOICE 10

CONSIDERED AS THE
BEST TYPE OF TEST?
• items can be written to assess
various levels of learning outcomes,
from basic recall to application,
analysis, and evaluation
• items are less susceptible to
guessing
• more reliable means of assessment
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BARRIERS IN TEST 18

CONSTRUCTION
• confusing statements
• difficult vocabulary
• excessive wordiness
• complex sentence structure
• unclear instructions
• unclear illustrative materials
• linguistically bound words
• cultural bound words
WHAT DO YOU USUALLY DO
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BEFORE CONSTRUCTING
A TEST?
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TABLE OF
SPECIFICATION
- A tool used to ENSURE that a test
measures the content and thinking skills
the test intents to measure
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UPDATE ON TABLE OF SPECIFICATION 22
WHY USE BLOOM’S
TAXONOMY?
Having an organized set of
objectives help teachers to:
• plan and deliver appropriate
instruction
• design valid assessment tasks and
strategies
• ensure that instruction and
assessment is aligned with the
objectives
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
https://granite.pressbooks.pub/teachingdiverselearners/chapter/blooms-taxonomy-2/
REMEMBER
RECALL FACTS AND
BASIC CONCEPTS

DEFINE, DUPLICATE,
LIST, MEMORIZE, REPEAT,
STATE
UNDERSTAND
EXPLAIN IDEAS OR
CONCEPTS

CLASSIFY, DESCRIBE,
DISCUSS, EXPLAIN, IDENTIFY,
LOCATE, RECOGNIZE, REPORT,
SELECT, TRANSLATE
APPLY
USE INFORMATION IN
NEW SITUATIONS

EXECUTE, IMPLEMENT,
SOLVE, USE, DEMONSTRATE,
INTERPRET, OPERATE,
SCHEDULE, SKETCH
ANALYZE
Draw connections among
ideas

differentiate, organize,
relate, compare, contrast,
distinguish, examine, experiment,
question, test
EVALUATE
JUSTIFY A STAND OR
DECISION

APPRAISE,ARGUE,DEFEND
JUDGE,SELECT,SUPPORT,VALUE,
CRITIQUE,WEIGH
CREATE
PRODUCE NEW OR
ORIGINAL WORK

DESIGN, ASSEMBLE,
CONSTRUCT, CONJECTURE,
DEVELOP, FORMULATE, AUTHOR,
INVESTIGATE
UPDATE ON TABLE OF SPECIFICATION
https://granite.pressbooks.pub/teachingdiverselearners/chapter/blooms-taxonomy-2/
UPDATE ON TABLE OF SPECIFICATION 37
Presentation title 38