Learning Action Cell

August 1, 2019
 LAC Kwentuhan
Color of your life,
– what color represents your inspiration
you to continue teaching?

– what color represents the most

challenging test in your life?
 TaLACayan
• In the previous LAC session, please
share to us those that positively or
negatively affected your classroom
instruction from the Influence of
Media & Information to
Teaching-Learning Process
Test Construction
 Are you the kind of
teacher who ask the
following questions?
 The poem “The Raven” ______

a. was written by Edgar Allan Poe

b. was written by Elizabeth Browning
c. was written by Omar Khayyan
d. was written by Jose Garcia Villa
Is it NOT true that Magellan
discovered the Philippines?
 When did the People Power
Revolution take in the
When didPhilippines?
the People Power
Revolution take in the
A. February 23, 1986
Philippines?
B. after the Snap Election
C. March 1, 1956
D. after Valentines’ Day in 1986
 Who was the author of the
book quoted in the footnote of
Chapter 1 of the present
textbook
 If you answered
“YES” to any of
the choices presented
then you have a
BIG PROBLEM!
YOUR STUDENTS ARE
NOT LEARNING!!!!
“13% of students who fail
in class are caused by
faulty test questions”
WORLDWATCH
The Philadelphia Trumpet
August 2005
• It is estimated that 90% of
all test questions asked in the
US are of “Low level” -
knowledge and comprehension
(Wilen, W.W., 1992)
• “Low level” doesn’t mean easy:
•Write an essay explaining the decline
and fall of the Roman Empire
incorporating at least five of the
seven causes discussed in class from
the writings of Gibbon and Toynbee
• “High level” doesn’t mean hard:
•Which movie did you like more,
WALL-E or Cars? Why?
“The evaluation of pupils’
progress is a major aspect of
the teacher’s job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)
“To be able to prepare a
good test, one has to have
a mastery of the subject
matter, knowledge of the
pupils to be tested, skill in
verbal expression and the
use of the different test
format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
 5 Most Commonly used
Test Format
1. Multiple Choice
2. True or False
3. Matching Type
4. Fill-in the blanks (Sentence
Completion)
5. Essay
Source: Turn-out of Test Questions in SSI (2003-2007)
General Steps in Test Construction
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUC ANA
EA TEST LYZE
T.O.S.
SUBMISSIO
N
OUTLINE
 OUTLINE:
– the unit learning objectives or
– the unit content or major
concepts to be covered by the
test
 OUTLINE
• ensures the representativeness
of the subject matter
• The number and specificity of
the content categories will
depend on the purpose of the
test and the testing time
available
 Table of
Specifications
(TOS)
 Table of Specifications
(TOS)
• A two way chart that relates the
learning outcomes to the course
content
• It enables the teacher to prepare a
test containing a representative
sample of student behavior in each of
the areas tested.
 Department of Education
Region V
SCHOOLS DIVISION OF LEGAZPI CITY
Legazpi City

TABLE OF SPECIFICATION
School: ______________________________ Grade Level: ________________________Learning Area: _______________

TAXONOMY
# of Remembering Understanding Applying Analyzing Evaluating Creating Total No.
Competency
Days Item Test Item Test Item Test Item Test Item Test Item Test Of Items
# type # type # type # type # type # type

Total

Test Type Legend: MC-Multiple Choice | MT-Matching Type |

TF- True / False | I-Identification | PS Problem Solving | E-Essay
Percentage Distribution by Learning Area :
PERCENTAGE DISTRIBUTION BY LEARNING AREA

DOMAINS English Math Science Araling TLE/EPP MAPEH/ EsP

and Panlipunan MSEP
Filipino

(%) (%) (%) (%) (%) (%) (%)

Remembering 15 30 25 30 10 10 10
25 30 25 30 10 10 10
Understanding

Analyzing 15 15 20 15 10 10 20

Applying 25 15 20 15 25 25 20

Evaluating 10 5 5 5 20 20 30

Creating 10 5 5 5 25 25 10
 Tips in Preparing the Table
of Specifications (TOS)
• Don’t make it overly detailed.
• It's best to identify major ideas and skills
rather than specific details.
• Use a cognitive taxonomy that is most
appropriate to your discipline, including
non-specific skills like communication skills
or graphic skills or computational skills if
such are important to your evaluation of
the answer.
 Tips in Preparing the Table
of Specifications (TOS)
• Weigh the appropriateness of the
distribution of checks against the students'
level, the importance of the test, the
amount of time available.
• MATCH the question level appropriate to
the level of thinking skills
 Anderson and Krathwohl – Bloom’s
Taxonomy Revise
Bloom’s Cognitive Key Words Sample Questions
Level-
What is …?
Where is …?
How did ___ happen?
Define, find, how, Why did …?
REMEMBERING When did …?
-Exhibit memory of label, list, match, How would you show …?
previously learned Name, omit, Who were the main …?
material by recall, relate, Which one …?
recalling facts, select, show, spell, How is …?
terms, basic When did ___ happen?
tell, what, when,
concepts, and How would you explain …?
where, which, How would you describe ..?
answers who, Why Can you recall …?
Can you select …?
Can you list the three …?
Who was …?
 Bloom’s Cognitive Key Words Sample Questions
Level-

UNDERSTANDING Classify, compare, How would you classify …?

How would you compare …?
-Demonstrate contrast, How would you contrast …?
understanding of
demonstrate, State in your own words …?
facts and ideas by Rephrase the meaning …?
organizing, explain, extend, What facts or ideas show …?
comparing, illustrate, infer, What is the main idea of …?
translating, Which statements support …?
interpret, outline, Explain what is happening …?
interpreting,
giving descriptions, relate, rephrase, What is meant …?
What can you say about …?
and stating main show, summarize, Which is the best answer …?
ideas.
translate How would you summarize …?
Bloom’s Cognitive Key Words Sample Questions
Level-
How would you use …?
What examples can you find to …?
APPLYING- Apply, build, How would you solve ___ using what
you’ve learned …?
Solve problems choose, construct, How would you organize ___ to show …?
to new situations develop, How would you show your understanding
of …?
by applying experiment with, What approach would you use to …?
acquired identify, How would you apply what you learned
interview, make to develop …?
knowledge, What other way would you plan to …?
facts, use of, model, What would result if …?
techniques and organize, plan, Can you make use of the facts to …?
What elements would you choose to
rules in a select, solve, change …?
different way. utilize What facts would you select to show …?
What questions would you ask in an
interview with …?
 Bloom’s Cognitive Key Words Sample Questions
Level-
What are the parts of …?
Analyze, assume, How is ___ related to …?
ANALYZING categorize, classify,
Why do you think …?
What is the theme …?
-Examine and compare, conclusion, What motive is there …?
break information contrast, discover, Can you list the parts …?
into parts by dissect, distinguish, What inference can you make …?
identifying divide, examine, What conclusions can you draw?
function, inference, How would you classify...?
motives or causes.
inspect, list, motive, How would you categorize...?
Make inferences Can you identify …?
relationships,
and find evidence What evidence can you find …?
simplify, survey,
to support What is the relationship …?
take part in, test Can you distinguish between …?
generalizations. for theme What is the function of …?
What ideas justify …?
 Bloom’s Cognitive Key Words Sample Questions
Level-

EVALUATING- Agree, appraise,

Do you agree with the actions…? with the
assess, award,
Present and choose, compare,
outcome…?
What is your opinion of …?
defend opinions by conclude, criteria, How would you prove/disprove ?
making criticize, decide, Assess the value /importance of?
deduct, defend, Would it be better if …?
judgments about Why did they (the character) choose …?
determine,
information, disprove, dispute, What would you recommend…?
validity of ideas, How would you rate the …?
estimate, evaluate,
What would you cite to defend the actions …?
or explain, importance, How could you determine…?
influence,
quality of work What choices …?
interpret, judge, How would you prioritize …?
based on a set of justify, measure, What judgment can you make ..?
criteria. opinion, perceive, How would you justify …?
prioritize, prove, What data was used to make the conclusion…?
What was it better that …?
rate, recommend,
How would you compare the
select, support, ideas …? people …?
Value
 Bloom’s Cognitive Key Words Sample Questions
Level-
Adapt, build, change,
CREATING choose, combine,
-Compile compile, compose,
What changes would you make to solve …?
How would you improve …?
information construct, create, What would happen if …?
Can you elaborate on the reason …?
together in a design, develop, Can you propose an alternative…?
different way by discuss, elaborate, Can you invent …?
How would you adapt __ to create a different ?
combining estimate, formulate, How could you change (modify) the plot (plan) …?
happen, imagine, What could be done to minimize/max ..?
elements in a new What way would you design …?
pattern or improve, invent, make What could be combined to improve (change) …?
up, maximize, Suppose you could__what would you do …?
proposing How would you test …?
minimize, modify, Can you formulate a theory for …?
alternative Can you predict the outcome if …?
original, originate,
solutions. plan, predict,
How would you estimate the results for …?
What facts can you compile …?
propose, solution, Construct a model that would change …?
Think of an original way for the …?
solve, suppose, test,
theory
 Tips in Preparing the Table
of Specifications (TOS)
• The following array shows the most
common questions types used at various
cognitive levels.
Factual Knowledge Applying and Evaluating and
Analyzing Creating

Multiple Choice
Multiple Choice
True/False Multiple
Short Answer
Matching Type Choice
Problems
S. Completion Essay
Essay
Short Answer/RRT
DRAFT
DRAFT the questions covering
the content in the outline
ORDER
 ORDER the selected questions
logically.
▪ Place simpler items at the beginning
to ease students into the exam.
▪ Group item types together under
common instructions.
▪ If desirable, order the questions
logically from a content standpoint
(e.g. chronologically or by conceptual
groups, etc.)
TEST
 Test
• PUT the questions away for one or
two days before rereading them or
have someone else review them for
clarity.
• TEST the questions by actually
taking the test.
ANALYZE
• ANALYZE the items to give you
an idea whether the questions
were well-written or poorly
written as well as if there were
problems in understanding
instruction.

Back to Main Menu

General Rules in
Writing Test
Questions
 General Rules in Writing Test
Questions
• Number test questions continuously.
• Keep your test question in each test group
uniform.
• Make your layout presentable.
• Do not put too many test questions in one test
group.
– T or F: 10 – 15 questions
– Multiple Choice: max. of 30 questions
– Matching type: 5 questions per test group
– Others: 5 – 10 questions
 Some additional guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom testing is
very important and humorous items may
cause students to either not take the exam
seriously or become confused or anxious.
2. Items should measure only the construct of
interest, not one’s knowledge of the item
context.
3. Write items to measure what students know,
not what they do not know. (Cohen & Wallack)
 Agreement:

• Prepare a reliable TOS for

the First Periodic Exam