NORTHCENTRALMINDANAOCOLLEGE

(Formerly: Central Mindanao Technical Institute)

Maranding, Lala, Lanao del Norte
COLLEGE OF EDUCATION

Detailed Lesson Plan in UCSP

Grade Level Quarter 1st quarter

School North central Mindanao College Date
Learning Area Science Week Week 2

I. Objectives

A. Content Standard

Set appropriate instructional objectives for a written test.

B. Performance Standard

Prepare table of specification (TOS) for a written test.

C. Learning Competencies/Objectives

At the end of 1hour lesson the learners will be able to…

a. identify what is Market Transactions with their elements. (Cognitive)

b. Appreciate the elements of Market Transactions. (Affective)
c. Make grammatically correct sentences. (Psychomotor)
a

Subject Integration:

ENGLISH: Good grammar/Speaking Skills- can construct grammatically correct sentences.

II. Content

Planning a Written Test

III. Learning Resources

a. Reference
1. Teacher’s Guide Pages

Educ PCK Book

2. Learner’s Materials Pages

3. Textbook Pages

pp. 50-67

4. Additional Materials from Learning Resource(LR) Portal

https://www.slideshare.net/MarjoriAnneDelosReye/lesson4educ5group3-1pptx?
fbclid=IwAR2v3Kb4A24070CkaaFFZPz3IzY-oqt-mII6zN557U8kyFM87XZixQhWmrU

b. Other Learning Resources

Laptop, cellphone, white board/marker, eraser, power point slide , projector,

IV. Procedures

A. Review previous lesson/Presenting a new lesson

Teacher’s Activity Learner’s Activity

Preliminary Activities

1. Greetings
(Pupils answer may
vary)
Good morning, dear pupils. How are you feeling right now?

I'm relieved that everyone is doing well.

2. Prayer (pupils do as told)

So before anything else, kindly stand for our opening prayer.

Everybody please bow down your head and close your eyes.

Heavenly father, thank you for this wonderful day you have
given to us. Thank you for another life to enjoy and another day
to learn. In Jesus name, Amen.

Could you please pick up the trash under your chair before you
sit? (pupils do as told)

3. Checking Attendance
(pupils do as told)
When I call your name, say “TABLE” if you are present. Is that
clear?

4. Checking of Assignment
(pupils do as told)
I think we have an assignment, so please pass it forward
quietly.

5. Energizer

"Hey there, amazing pupils! I have a super-duper idea that will

(pupils are dancing)
help us banish those yawns and bring some extra energy into
our day. It's called the 'Energizer Extravaganza!' You see,
sometimes our brains and bodies need a little boost to stay
focused and engaged. So, I've planned some quick, fun dance
that will get us moving, laughing, and feeling refreshed.

Everyone gets to their feet. This song is called "TOS," and

it sounds like "Baby Shark."

One-way TOS, doo-doo-doo-doo-doo, Assessment guide, for

me and you, One-way TOS, doo-doo-doo-doo-doo, Helps us
make a test, that's tried and true.
Two-way TOS, doo-doo-doo-doo-doo, Adding complexity,
content's our clue, Cross-section of skills, and content to view,
Doo-doo-doo-doo-doo, guiding me and you.

Three-ways TOS, doo-doo-doo-doo-doo, Assessing all

dimensions, for me and you, Three-ways TOS, doo-doo-doo-
doo-doo, Crafting tests with care, the whole way through.

Table of Specifications, doo-doo-doo-doo-doo, Guiding our

assessments, old and new, Whether one, two, or three, we
follow through, Doo-doo-doo-doo-doo, TOS, we thank you!

6. Classroom Rules

"Attention, brilliant pupils! Before we dive into our amazing

learning adventure today, let's set the stage for success by
establishing some super cool rules and regulations. But instead
of just listing them out, let's make it a little more magical!

Imagine stepping into a world where rules come to life and

where every rule has its own special power. Are you ready?
Here we go!

Rule #1: The Power of Respect: In this classroom, we treat

each other with kindness, empathy, and respect. When we
embrace this power, we create a safe and inclusive space where
everyone's voice is valued.

Rule #2: The Power of Collaboration: Together, we can achieve

extraordinary things! By harnessing the power of collaboration,
we'll work as a team, share ideas, and support one another.
Remember, we're all in this together!

Rule #3: The Power of Curiosity: Curiosity is the key to

unlocking the wonders of knowledge. Let's ask questions,
explore different perspectives, and dive deep into our quest for
understanding. Embrace your curiosity, and the world will
become your classroom!

Rule #4: The Power of Responsibility: With great power comes

great responsibility. We'll take ownership of our actions, be
accountable for our learning, and make wise choices. By
embracing this power, we'll soar to new heights, both
academically and personally.

Rule #5: The Power of Fun: Learning should be an adventure

 'I am a superhero of
filled with joy and laughter! We'll celebrate achievements, learning, and I will
embrace creativity, and find joy in every moment. Let's unlock embrace the powers of
the power of fun and make our classroom a place where smiles respect, collaboration,
and laughter are always welcome. curiosity, responsibility,
and fun! ' Together,
Now, let's raise our hands and repeat after me: 'I am a we'll make this
superhero of learning, and I will embrace the powers of respect, classroom the most
collaboration, curiosity, responsibility, and fun! ' Together, extraordinary place to
we'll make this classroom the most extraordinary place to be. be. Let the learning
Let the learning adventure begin! " adventure begin! "

7. Review

In our previous lesson we tackle about the different The five classifications
classification of assessment. are purpose, form,
function, kinds of
What are the 5 classifications? learning , and the
interpretation of
Yes, Angel? learning.

What are the two types of purpose? The two types of

purpose are the
educational and
psychological.

The two types of

What are the two types of form? purpose are the paper
and pencil and
performance-based.

What are the two types of function? The two types of

purpose are the teacher-
made and standardized.

What are the two types of kinds of learning? The two types of
purpose are the
achievement and
aptitude.
 What are the two types of interpretation of learning? The two types of
purpose are the norm-
reference and criterion.

Very good class, I am so glad that you learn our topic last
meeting. lets give ourselves a big hands.

b. Establishing a purpose for the lesson

Lesson Proper
Motivation
Okay class before we start our lesson I have video here can you
guess what is this?
Video presentation:
https://youtu.be/-aBcNxcBDbA?si=W6MzVu2aR36ZekJQ (Students do as told)

c. Presenting examples/instances of new lesson

Presentation

Now, based on the video I showed earlier who has an idea what
will be our topic this morning?
I think our topic fro
Yes, Rico?
today is about the table
Very, good Rico! teacher.
So class, today we will learn about Planning a Written Test.

At the end of the lesson,

But before that, let us have first our lesson’s the learner will be able
objectives. to:

Darlene, please read the first objective for our lesson.

a. identify the
Table of
Specification and
the general steps
in developing
Tiffany, will you please read the second TOS.
objective. (Cognitive)
 b. recognize the
importance of
Diane, will you please read the last objective for today. Table of
Specification.
(Affective)
c. construct a Table
of specification.
(Psychomotor)

d. Discussing new concepts and practicing new skills #1

Discussion.

In your own understanding what is Planning a Written Test? (Students answers may
vary)

What is TOS or Test Blue Print?

What comes in your mind when you heard a blue print? (Students answers may
vary)

A Table of Specifications (TOS), sometimes called a test

blueprint, is a tool used by teachers to design a test, it maps
out the test objectives, contents, or topic covered by the test;
the levels of cognitive behavior to be measured; the distribution
of items, number, placement, and weights of test; and the test
format. it helps to ensure that the course’s intended learning
outcomes, assessments and instruction are aligned.

What are the objectives for testing?

In developing written tests, the cognitive behaviors of learning
outcomes are usually targeted. For the cognitive domain, it is
important to identify the levels of behavior expected from the
students. Traditionally, Bloom’s Taxonomy was used to
classify learning objectives based on levels of complexity and
specificity of cognitive behaviors.

With knowledge at the base (LOTS or Lower Order Thinking

Skills) the categories progress to comprehension, applications,
analysis, synthesis, and evaluation. However, Anderson and
Krathwohl, Bloom’s students and research partner,
respectively, came up with a revised taxonomy, in which the
nouns used to represent the levels of cognitive behavior were
replaced by verbs, and the synthesis, and evaluation were
switched.

What are the general steps in developing of table of

specification?
 1. Determine the objectives of the test
This step involves identifying the specific goals or
objectives that the test aims to achieve.
Topic Objectives Percent of Number of
time(weight) Items
Write
expressions
and
equations to
represent
real-world
situations.
Solve the
common
ratio of a
geometric
sequence
Identify the
common
difference of
an arithmetic
sequence
total

2. Determine the coverage of the test

This step involves deciding the scope or range of topics
and skills that the test will cover.
Topic Objectives Percent of Number of
time(weight) Items
Algebraic Write
Equation expressions
and
equations to
represent
real-world
situations.
Geometric Solve the
sequence common
ratio of a
geometric
sequence
Arithmetic Identify the
Sequence common
difference of
an arithmetic
sequence
total

3. Calculate the weight for each topic

Assign a weight or importance factor to each topic based on the
objectives. This weight indicates how much emphasis each
topic should receive in the test.
Note: To get weight per topic, divide the no. of sessions per
topic to the no. of sessions then multiply it by 100%. Ex. 3hrs /
10hrs * 100% = 30%

Topic Objectives No. of Percent Number

session of of Items
(hrs) time(wei
ght)
Algebra Write 3 hrs 30%
ic expressions
Equatio and
n equations to
represent
real-world
situations.
Geomet Solve the 4hrs 40%
ric common
sequenc ratio of a
e geometric
sequence
Arithme Identify the 3 hrs 30%
tic common
Sequenc difference
e of an
arithmetic
sequence
total 10 hrs 100%

4. Determine the number of items for the whole test

Decide on the total number of questions or items for the entire
test, taking into account the test's duration and the objectives.
Topic Objectives No. of Percent Number
session of of Items
(hrs) time(wei
ght)
Algebra Write 3 hrs 30%
ic expressions
Equatio and
n equations to
represent
real-world
situations.
Geomet Solve the 4hrs 40%
ric common
sequenc ratio of a
e geometric
sequence
Arithme Identify the 3 hrs 30%
 tic common
Sequenc difference
e of an
arithmetic
sequence
total 10 hrs 100% 50 items

5. Determine the number of items per topic

Based on the weights assigned to each topic and the total
number of items, calculate the number of questions that should
be included for each topic. For example, if a topic of Algebra
has a higher weight, it may have more questions compared to a
topic Geometry and Arithmetic with a lower weight.

Note: To get the number of items per topic, weight times the
desired total number of items . Ex. 30% * 50= 15 or
The No. of hrs divided by the total number of session times the
total number of desired items.
Ex. 3hrs / 10hrs * 50 items= 15

Topic Objectives No. of Percent Number

session of of Items
(hrs) time(wei
ght)
Algebra Write 3 hrs 30% 15
ic expressions
Equatio and
n equations to
represent
real-world
situations.
Geomet Solve the 4hrs 40% 20
ric common
sequenc ratio of a
e geometric
sequence
Arithme Identify the 3 hrs 30% 15
tic common
Sequenc difference
e of an
arithmetic
sequence
total 10 hrs 100% 50 items

What are the different formats of a test table of specification?

The three (3) types of TOS:

1. One-way TOS
The one-way TOS it maps out the content or topic, test
objectives, number of hours spent, and format number and
placement of items.
This type of TOS is easy to develop and use because it just
works around the objectives without considering the different
levels of cognitive behaviors. However, this cannot ensure that
all levels of cognitive behaviors that should have been
developed by the course are covered in the test.

2. Two-way TOS
The two-way TOS reflects not only the content, time spent, and
number of items but also the levels of cognitive behavior
targeted by test content based on the theory behind cognitive
testing. One advantage of this format is that allows one to see
the levels of cognitive skills and dimensions of knowledge that
are emphasized by the test. However, this format is more
complex than the one-wayTOS.

3. Three-way TOS
Three-way TOS it reflects the features of one-way and two-way
TOS. One advantage of this format is that it challenges the test
writer to classify objectives based on the theory behind the
assessment. It also shows the variability of thinking skills
targeted by the test. However, it takes much longer to develop
this type of TOS.
e. Discussing new concepts and practicing new skills #2
Developmental Activities Activity #1

Okay class I will divide you into three (3) groups.

Each group will construct a TOS (20mins) Students do as told!

Group 1- Make a One-way TOS

Group 2- Make a Two-way TOS
Group 3- Make a Three-way TOS

Rubrics
Excellent Satisfactory
Criteria (11-15) Good (6-10) (1-5)
Content -
Inclusion Comprehensive - Inclusion of
coverage of most key topics - Basic
key topics, and subtopics, coverage of
subtopics, and but some may essential
learning lack topics, but may
objectives. specificity. lack detail or
- Clear - Adequate specificity.
alignment with alignment with - Some
the course the course alignment with
content. content. course content.
Format and - Well- - Generally - Adequate
Organization organized well-organized organization
layout with with clear with clear
clear headings sections. sections, but
and - Logical may lack
subheadings. grouping of overall clarity.
- Logical content, but - Some
progression some areas grouping of
and grouping may lack content may
of content. clarity. seem arbitrary.
- Language is
- Mostly clear somewhat
language with unclear, and
- Clear and occasional communication
concise instances of may be
language. ambiguity. challenging.
- Easy to - Generally - Requires
Clarity and understand and easy to effort to
Readability follow. understand. understand.
Time - Completed
Management - Slight with a
- Completed overrun or noticeable
within the 20- underrun, not overrun or
minute time exceeding 5 underrun (5-10
frame. minutes. minutes).
f. Developing Mastery (Leads to formative assessment)

Activity #2 Let’s check your mastery, class I will give you

another activity.

Answer the following questions: (Students answer may

1. When planning for a test, what should you do first? vary)
2. Are all objectives of instruction measured by a pen-and
paper test?
3. When constructing a TOS where objectives are set
without classifying them according to their cognitive
behavior, what format do you use?
4. If you designed a two-way TOS for your test, what does
this format have?
5. Why would one consider a three0way TOS than the
other formats?
g. Finding practical application of concepts and skills in daily life

Why is it important to construct TOS? (Students answer may

vary)
Yes Very Good answer!

A Table of Specifications (TOS) is a crucial tool in educational

assessment, ensuring fair evaluation of students' knowledge and
skills. It outlines test items across cognitive levels and content
areas, enhancing validity and reliability. This helps educators
tailor teaching methods to address struggling areas, promoting
a more effective learning experience.

h. Making generalization and abstraction about the lesson

Do you have any questions or clarifications about None teacher.

our topic for today?

Our topic for this morning is about

Again, what is our topic today? planning a written test.

What is TOS? (Students answer may vary)

What are the three types of TOS? The three types of TOS are the One-
way, two-way and the three-way
TOS.

What are the general steps in developing TOS? The general steps in developing
TOS
1. Determine the objectives of the
test
 2. Determine the coverage of the
test
3. Calculate the weight for each
topic
4. Determine the number of items
for the whole test
5. Determine the number of items
per topic

i. Evaluating Learning

Evaluation:
I want you to copy the answer in ¼ sheet of paper.
I will give you a 5 minutes to answer it.

Direction: Read and understand the question.

Encircle the letter of the best answer.
Answers:

1. The instructional objective focuses on the 1. C or B

development of learners’ knowledge. Can
these objectives be assessed using the
multiple-choice format?
a. No, this objectives requires an easy format.
b. No, this objectives is better assessed using
matching type test.
c. Yes, as Multiple-choice is appropriate in
assessing knowledge.
d. Yes, as Multiple-choice is the most valid
format when assessing learning.

2. You prepared an objetives test format for

2. B
your quarterly test in mathematics. Which of
the following could not have ben your test
objectives?
a. Interpret a line graph
b. Construct a line graph
c. Compare the information presented in a line
graph
d. Draw conclusions from the data presented in
a line graph
3. D
3. Teacher Myrna prepared a TOS as her guide
in developing a test. Why is this necessary?
a. To guide the planning of instruction
 b. To satisfy the requirements in developing a
test.
c. To have a test blueprint as accreditation
usually requires this plan.
d. To ensure that the test is designed to cover
what it intends to measure.

4. Ms. Zamora prepared a TOS that shows both

4. C
the objectives and the different levels of
cognitive behavior. What format could she
have used?
a. One-way format
b. two-way format
c. Three-way format
d. Four-way format

5. The school principal wants the teachers to

5. A
develop a TOS that uses the two-way format
than a one-way format. Why do you think
this is the principals preferred format?
a. So, that the different levels of cognitive
behavior to be tested are known
b. So, that the formats of the test are known by
just looking at the TOS
c. So, that the test writer would know the
distribution of test items
d. So, that objectives for instruction are also
reflected in the TOS.

j. Additional Activities for application or remediation

 Assignments:
A. Additional Activity/Assignment
Write down on your assignment notebook:

Advance study about the construction or written test.

V. Remarks

VI. Reflection

Prepared by: Checked by:

LOVELY B. CABIGAS JUNEL L. HIMELGA

Student Instructor