NAME: FERNANDEZ, JAN MARIE COURSE, YEAR &

LANAZA, EUNICE SECTION: BSED-SCIENCE-

GREGORIO, JANEL ANN 2B
BIENE, GERALDINE
BARBAS, JOHN VEN

DEVELOP:
1. When planning for a test, what should you do first?
ANSWER: When planning for a test, first and foremost, you should be able to
identify the intended learning outcomes in a course, where a written test is an
appropriate method to use. We should start by deciding the test’s goals such as
cognitive, affective and psychomotor goals.

2. Are all objectives of instruction measured by a pen-and-paper test?

ANSWER: No, because some are measured by performance based test and there
are certain objectives that aren’t appropriate for a written exam.

3. When constructing a TOS where objectives are set without classifying them
according to their cognitive behavior, what format do you use?
ANSWER: The format we should use is One-Way TOS, because 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.

4. If you designed two-way TOS for your test, what does this format have?
ANSWER: A two-way TOS reflects not only the content, time spent, and number
of items but also the levels of cognitive behavior targeted per test content based
on the theory behind cognitive testing. It allows one to see the levels of cognitive
skills and dimensions of knowledge that are emphasized by the test. It also shows
the framework of assessment used in the development of the test.

5. Why would one consider a three-way TOS than the other formats?
ANSWER: 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 so much longer to develop this type of TOS.

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 To be able to check whether you have learned the important information about planning the test,
please provide your answers to the questions given in the graphical representation.

PLANNING
THE TEST

SETTING TEST CREATING TABLE OF

OBJECTIVES SPECIFICATION

WHY DEFINE? HOW TO SET? WHAT ARE WHY CREATE? HOW TO CREATE? WHAT ARE THE
To identify the Identify the levels LEVELS OF Ensures that the Determine the TYPES?
intended learning of behaviour THINKING SKILLS? instructional objectives of the
expected from objectives and what test. One-way TOS
outcome.
the students. BLOOM(1956)
Learning goals the test captures
Evaluation Determine the Two-way TOS
provide the Synthesis
match. coverage of the
rationale for the Analysis test. Three-way TOS
curriculum and Application Ensures that the
instruction. They Comprehension test developer will Calculate the
provide teachers Knowledge not overlook details weight for each
the focus and that are considered topic. Determine
ANDERSON AND essential to a good the number of
direction on how
KRATHWOHL(2001) items for the
the course is to Creating
test.
whole test.
be handled, Evaluating
particularly in Analyzing Make developing
Determine the
terms of course Applying test easier and more number of items
content, Understanding efficient. per topic.
instruction, and Remembering
assessment. Ensures that the
test will sample all
important content
areas and
processes.

Is useful in planning
and organizing.
Offers an
opportunity for
teachers and
students to clarify
achievement
expectations.

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APPLY:
A. Below are sets of competencies targeted for instruction taken from a particular subject area in the K
to 12. Check the assessment method appropriate for the given competencies.

1. Sample 1 in Mathematics:
Competencies Appropriate for Appropriate for Appropriate for
Objective Test Format Constructed Type of Methods Other Than a
Test Format Written Test
1. Order fractions less ✔
than one
2. Construct plane figures ✔
using ruler and compass
3. Identifying cardinal ✔
numbers from 9001
through 900,000
4. Solve 2-3 step word ✔
problems on decimals
involving the four
operations
5. Transform a division ✔
sentence into
multiplication sentence
and vice versa

2. Sample 2 in Science:
Competencies Appropriate for Appropriate for Appropriate for
Objective Test Format Constructed Type of Methods Other Than a
Test Format Written Test
1. Infer that the ✔
weather changes during
the day and from day
to day
2. Practice care and ✔
concern for animals
3. Participate in ✔
campaigns and
activities for
improving/managing
one’s environment
4. Compare the ability ✔
of land and water to
absorb and release heat
5. Describe the four ✔
types of climate in the
Philippines

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 3. Sample 3 in Language
Competencies Appropriate for Appropriate for Appropriate for
Objective Test Format Constructed Type of Methods Other Than a
Test Format Written Test
1. Use words that ✔
describe persons,
places, animals, and
events
2. Draw conclusions ✔
based on picture-
stimuli/passages
3. Write a different ✔
story ending
4. Write simple friendly ✔
letters observing the
correct format
5. Compose riddles, ✔
slogans and
announcements from
the given stimuli

B. For the table of specifications, you can apply what you have learned by creating two-way TOS of the
final exams of your class. Take into consideration the content or topic, time spent for each topic;
knowledge dimension; and item format, number, and placement for each level of cognitive behavior.
An example of a TOS for a long exam for Abnormal Psychology class is shown below. Some parts are
missing. Complete the TOS based on the given information.

Content Time No. Of KD Level of Cognitive Behavior, Item Format, No. And Placement
spent Items of Item
R U AP AN E C
Disorders Usually 3 HOURS 30 F I.10 I.10 I.10
First Diagnosed (30%) #1-10 #11-20 #21-30
in Infancy,
Childhood or
Adolescence
Cognitive 3 30 C I.10 I.10 I.10
Disorder (30%) #31-40 #41-50 #51-60
Substance 1 10 P I.5 I.5
Related Disorder (10%) #61-65 #66-70
Schizophrenia 3 30 M I.10 I.10 I.10%
and other (30%) #71-80 #81-90 #91-
Psychotic 100
Disorders
Total 100 25 20 5 20 10 20
OVERALL TOTAL 10 100 45 25 30
(100%)

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