Three things that matter most in top school systems

(McKinsey, 2007)

Getting the Developing

right people to them into
become effective
teachers instructors

Ensuring that
the system is able
to deliver the best
possible instruction
for every child
 Domains
Philippine Professional Standards for
Teachers Central to
the K to 12
1 Content Knowledge and Pedagogy Reform and
places, at
the
2 Learning Environment beginning,
the
3 Diversity of Learners importance
of teachers
4 Curriculum and Planning knowing
their content
and knowing
5 Assessment and Reporting how to
6 Community Linkages and teach it.
Professional Engagement
7 Personal Growth and Professional
Development
 Strand Design, selection, organization and
5.1 utilization of assessment strategies

Strand Monitoring and evaluation of learner

5.2 progress and achievement
Domain 5
Assessment Strand Feedback to improve learning
and 5.3

Reporting
Strand Communication of learner needs,
5.4 progress and achievement to key
stakeholders

Strand Use of assessment data to enhance

5.5 teaching and learning practices and
programs
What rate will Teacher Adelyn get?
 Table
of
Specifications
JELIN S. MAGTANG Ph.D.
PSDS- District IB
 Objectives
1. Identify the importance of Table of
Specifications.
2. Differentiate one way from two way TOS.
3. Use different levels of cognitive thinking in
preparing TOS.
 Table of Specifications
(TOS)
• A chart or table that details the
content and level of cognitive
level assessed on a test as well
as the types and emphases of
test items. (Gareis and Grant, 2008)
 Importance of TOS
• To address the validity and reliability of
the test items.
• To ensure that the assessment is based
from the intended learning outcomes.
• To ensure that the number of questions
on the test is adequate to ensure
dependable results.
• To be a guide in constructing a test.
 Preparing of TOS
a. Selecting the learning outcomes to
be measured.
- Identify the necessary instructional objectives
needed to answer the test items correctly.

- Use Bloom’s taxonomy or Krathworth’s 2001 revised

taxonomy as a guide.
 Preparing of TOS
b. Make an outline of the subject
matter to be covered in the test.
- The length of the test will depend on the areas
covered in its content and the time needed to
answer.
 Preparing of TOS
c. Decide on the number of items
per subtopic.
- Use the formula to determine the
number of items to be constructed.
 Preparing of TOS
d. Make the two-way chart as shown
in the format 2 and format 3 of the
Table of Specification.
 Preparing of TOS
e. Construct the Test Items.

- A classroom teacher should always follow

the general principle of constructing test
items.
 Different Formats of
Table of Specifications

FORMAT 1:
ONE- WAY TABLE OF SPECIFICATIONS
Specific Cognitive Item Total
competencies/ Level Type of Test Number Points
Objectives
Solve word problems
in addition of similar Application Multi-choice 1 and 2 4 points
fractions
 Format 2:
Two -way Table of Specifications
Cognitive Level
Specific competencies/ No. of No. of Test Item
Objectives days
Items K-C A HOTS Distribution
taught 60% 30% 10%
Place value of decimals 1 2 2 1-2
Reading and writing decimal 1 2 2 3-4
numbers
Rounding decimal numbers 1 2 2
5-6
Compares and arranges
decimal numbers 3 6 2 4 7-12

Visualizes addition &

4 8 4 2 2 13-20
subtraction of decimals
Total 10 20
 Format 3:
Two-way Table of Specifications
Krathwohl’s Cognitive Level
Content/Specific No. of
competencies/ days Remem- Under- Total Item
Objectives taught bering standing Applying Analyzing Evaluating Creating Place
Items ment

Percent in
1,2,3,4
relation to 2 2 1 1 1 5 ,5
fractions
8,9,10,
Percent in
relation to ratios 3 3 3 1 1 8 11,12,
13
Percent in 14,15,
relation to 2 1 1 3 5 16,17,
decimals 18
Percent in
relation to 1 1 1 2 19,20
models
Total 20
Specific Objectives
- The intended learning
outcomes stated as specific
instructional objective
covering a particular test
topic.
 Cognitive Level
- The intellectual skill or
ability to correctly answer
a test item using Bloom’s
Taxonomy of educational
objectives.
 B
BLOOM’S TAXONOMY AND THE DIFFERENT LEVELS QUESTIONS

• Bloom (1956) has provided us

with his taxonomy to assist us to
compose questions on different
levels of thinking. This taxonomy
ranges from lower to higher
levels of cognitive thinking
 KNOWLEDGE
USEFUL VERBS SAMPLE QUESTIONS

·       What happened after...?

·       Tell
·       How many...?
·       List
·       Who was it that...?
·       Describe
·       Can you name the...?
·       Relate
·       Describe what happened at...?
·       Locate
·       Who spoke to...?
·       Write
·       Can you tell why...?
·       Find
·       Find the meaning of...?
·       State
·       What is...?
·       Name
·       Which is true or false...?
 COMPREHENSION
USEFUL VERBS SAMPLE QUESTIONS
·       Explain ·       Can you write in your own words...?
·       Interpret ·       Can you write a brief outline...?
·       Outline ·       What do you think could of happened
·       Discuss next...?
·       Distinguish ·       Who do you think...?
·       Predict ·       What was the main idea...?
·       Restate ·       Who was the key character...?
·       Translate ·       Can you distinguish between...?
·       Compare ·       What differences exist between...?
·       Describe ·       Can you provide an example of what
you mean...?
·       Can you provide a definition for...?
 APPLICATION
USEFUL VERBS SAMPLE QUESTIONS
·       Solve ·       Do you know another instance where...?
·       Show ·       Could this have happened in...?
·       Use ·       Can you group by characteristics such as...?
·       Illustrate What factors would you change if...?
·       Construct ·       Can you apply the method used to some
·       Complete experience of your own...?
·       Examine ·       What questions would you ask of...?
·       Classify ·       From the information given, can you
develop a set of instructions about...?
·       Would this information be useful if you had
a ...?
 
 ANALYSIS
USEFUL VERBS SAMPLE QUESTIONS

·       Analyse ·       Which events could have happened...?

·       Distinguish ·       I ... happened, what might the ending have been?
·       Examine ·       How was this similar to...?
·       Compare ·       What was the underlying theme of...?
·       Contrast ·       What do you see as other possible outcomes?
·       Investigate ·       Why did ... changes occur?
·       Categorize ·       Can you compare your ... with that presented in...?
·       Identify ·       Can you explain what must have happened when...?
·       Explain ·       How is ... similar to ...?
·       Separate ·       What are some of the problems of...?
·       Advertise ·       Can you distinguish between...?
·       What were some of the motives behind...?
·       What was the turning point in the game?
·       What was the problem with...?
 SYNTHESIS
USEFUL VERBS SAMPLE QUESTIONS
·       Create ·       Can you design a ... to ...?
·       Invent ·       Why not compose a song about...?
·       Compose ·       Can you see a possible solution to...?
·       Predict ·       If you had access to all resources how
·       Plan would you deal with...?
·       Construct ·       Why don't you devise your own way
·       Design ·       to deal with...?
·       Imagine ·       What would happen if...?
·       Propose ·       How many ways can you...?
·       Devise ·       Can you create new and unusual uses
·       Formulate for...?
  ·       Can you write a new recipe for a tasty
dish?
·       Can you develop a proposal which
would...
 EVALUATION
USEFUL VERBS SAMPLE QUESTIONS
·       Judge ·       Is there a better solution to...
·       Select ·       Judge the value of...
·       Choose ·       Can you defend your position about...?
·       Decide ·       Do you think ... is a good or a bad thing?
·       Justify ·       How would you have handled...?
·       Debate ·       What changes to ... would you recommend?
·       Verify ·       Do you believe?
·       Argue ·       Are you a ... person?
·       Recommend ·       How would you feel if...?
·       Assess ·       How effective are...?
·       Discuss ·       What do you think about...?
·       Rate
·       Prioritise
·       Determine
 Deped Order #8 s2015
Cognitive Development:

The learning standards in the curriculum reflect

progressions of concept development . The
cognitive process dimensions adapted from
Anderson & Krathwohl (2001) may be a good
way to operationalize these progressions.
* Provides a scheme for classifying educational
Goals, objectives, and standards.
It also defines a broad range of cognitive
processes from basic to complex as follows :
Remembering, Understanding, Applying,
Analyzing, Evaluating, and Creating.( Adapted
cognitive dimensions )
 REMEMBERING

• The learner can recall information and

retrieve relevant knowledge from long term
memory : identify, retrieve, recognize,
duplicate, list, memorize, repeat, reproduce
 UNDERSTANDING

• The learner can construct meaning from

oral , written, and graphic messages:
interpret, exemplify, classiy, summarize, infer,
explain, paraphrase , discuss
 APPLYING

• The learner can distinguish between parts

and determine how they relate to one
another, and to the overall structure and
purpose: execute, implement, demonstrate,
dramatize, interpret, solve, use, illustrate,
convert, discover.
 ANALYZING
• The learner can distinguish between parts and
determine how they relate to one another,
and to the overall structure and purpose:
differentiate, distinguish, compare, contrast,
organize, outline, attribute, deconstruct
 EVALUATING
• The learner can make judgments and justify
decisions:
coordinate, measure, detect, defend, judge,
argue, debate, critique, appraise, evaluate
 CREATING

• The learner can put elements together to form

a functional whole, create new products or
point of view:
generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble, design,
devise
• To align the assessment process with the K
to 12 curriculum, the adapted Cognitive
Process Dimensions may be used as guide
not only in lesson development but also in
the formulation of assessment tasks and
activities.
 Changes to Bloom’s Taxonomy

Eva Cr
lua ea
tio ti
n
ng

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

Noun to Verb
Form
Types of Test Item
- The type or kind of test a
test item belongs to.
 Item Number
- The question number as
it appears in the test.
 Total Points
- Summarize the score
given to a particular test.
 Remember!
- The guidelines in constructing
test, will be as stipulated in the
DepEd Order 33, Series 2004
must be followed:
60 % Factual Information
30 % Moderately Difficult or More
Advanced Questions
10 % HOTS
 References
• Deped Order 8 s2015
• Deped Order 33s2004
• Gabuyo, Yonardo A. (2012). Assessment of
Learning I.(1st ed.) Manila: Rex Bookstore Inc.