May 24, 2017, 8:30-

10:00am
Revisiting the
thinking and
learning skills
to be assessed
Objectives for this 1 ½ - hour interaction:
 To review and clarify the
revised Bloom’s Taxonomy of
Cognitive Learning
Competencies
 To present and justify test
items based on learning
outcomes under each cognitive
skill
Objectives for this 1 ½ - hour interaction:

 To elucidate the
characteristics of a valid
test item
 To organize a testing
instrument using
acceptable Table of
Specifications (TOS)
This exercise may
assess your ability
to make complex
matters simpler.
This exercise may assess
your ability to establish
connections between two
scenarios in sequence.
EVER
EVER
EVER
EVER
FOREVER
 GIVE FORGET
GIVE FORGET
GIVE FORGET
GIVE FORGET
FORGIVE & FORGET
 EVER
EVER
EVER
EVER
EVER
FOREVER & EVER
 These exercises may
assess your ability to
integrate properties of
two entirely different
situations.
 This exercise may
assess your ability
to apply previously
learned patterns.
Beware…
The analytical thinking skill
of a pupil might be assessed
using a test item on
remembering.
Modified Bloom’s Taxonomy of
Learning Outcomes
creating
evaluating
analyzing
applying
understanding
remembering
 understanding

remembering applying

creating analyzing

evaluating
 understanding

remembering applying
Assessing
Learning
creating Recalling previously
analyzing
learned information
evaluating
 understanding

remembering applying
Assessing
Comprehending
Learning the meaning,
translation, interpolation, and
creating analyzing
interpretation of instructions
and problems;
evaluatingstating a
problem in one's own words
 understanding

remembering applying
Assessing
Using a concept
Learningin a
new situation or
creating analyzing
employing its function
in normal activities
evaluating
Separating concepts into
understanding
component parts so that
the organizational structure
remembering applying
may be understood;
Assessing
Distinguishing between
Learning
facts and inferences
creating analyzing

evaluating
 understanding
Making judgments
remembering applying
about the value of ideas
Assessing
or materials
Learning
creating analyzing

evaluating
 Building aunderstanding
structure or pattern
from diverse elements;
remembering putting parts applying
together
Assessing
to form a whole,with
emphasis
Learningon crafting
creating a new meaning
analyzing
or structure
evaluating
Let’s practice…
 Translating learning outcomes into test
items
Obj(R): State that Emilio
Jacinto is the “Brain of the
Katipunan”

Answer: Emilio Jacinto

Test Item: Who is considered

the “Brain of the Katipunan?
 Translating learning outcomes into test
items
Obj(U): Describe the process
how water can turn to gas

Answer: heating turns water

into vapour

Test Item: How does water

change to gas form?
 Translating learning outcomes into test
items
Obj(Ap): Determine the GCF of
the given pairs or more
numbers

Answer: GCF of two numbers

Test Item: What is the GCF of

42 and 24?
 Translating learning outcomes into test
items
Obj(An): Compare the character-
istics of prose and poetry

Answer: <characteristic parts>

Test Item: In which part of writing

makes prose and poetry
different?
A. figure of speech C. rhyme
B. punctuations D. vocabulary
 Translating learning outcomes into test
items
Obj(An): Compare the
characteristics of prose
and poetry

Answer: poetry as lyrical &

prose as narrative

Test Item: If poetry is to lyrical,

how is it to prose?
 Translating learning outcomes into test
items
Obj(E): Justify the benefits of
warm-up activities in
sports training

Answer: preventing muscle

cramps

Stem: How could warming up be

helpful in sports training?
 Translating learning outcomes into test
items
Obj(E): Justify the benefits of
warm-up activities in
sports training

Answer: proper conditioning

Test Item: Why does an athlete

need to warm up first
before formal training?
CREATIVE
thinking cannot be
authentically
measured using an
objective-type of
test.
How to
engineer
a test
Drafting the Table of Specification (TOS)
Garcia (2008)
a matrix of proportioning test
- To guide the test constructor in
items based on learning
balancing the test items
objectives and skills
according to the teaching- covered
in the testing period
learning circumstances
- To validate teacher-made tests
as per the instructional content
and learning objectives
Drafting the Table of Specification (TOS)
No. of
No. of Item Specification
Content Area % Items/
Hours Points (Type of Test and Placement)

Introduction to assessment
1.5 4 2.8 (3) MC: 1,6,14
of learning
Principles of assessment
3 7 4.9 (5) MC: 4,5,8,9,10
and evaluation of learning
Forms of test according to
various purposes 6 14 9.8 (10) MT: 31-40

Designing and constructing MC: 2,3,11,16,27

9 21 14.7 (15)
different tests Design: 41-50
Administering and MC: 7,12,13,15,17,18,19,22,23,
12 29 20.3 (20)
appraising test results 29; Comp: 51-55; E: 66-70
MC: 24,26
Assessment and Statistics 4.5 11 7.7 (7)
Comp: 56-60
Using assessment results in MC: 20,21,25,28,30
6 14 9.8 (10)
teaching E: 61-65
TOTALS: 42 100 70  
Drafting the Table of Specification (TOS)
No. of Item Specification (Type of Test and Placement)
No. of
Content Area % Items/ Rememberi Understand
Hours Applying Analyzing Evaluating Creating
Points ng ing
Introduction to
2.8
assessment of 1.5 4 (3) MC: 1 MC: 6   MC: 14    
learning
Principles of
assessment and 4.9
evaluation of
3 7 (5) MC: 4 MC: 5 MC: 8 MC: 9 MC: 10  
learning
Forms of test
9.8 MT: 31 –
according to various 6 14 (10)      
40
   
purposes
Designing and
14.7 Design:
constructing 9 21 (15) MC: 2 MC: 3 MC: 16 MC: 11 MC: 27
41-50
different tests
MC:
Administering and
20.3 MC: MC: 15, MC: 13, 17,23,29 Essay: 66-
appraising test 12 29 (20) MC: 7 12,19 22 18 Comp: 70
results
51-55
Assessment and 7.7   MC: Comp:
4.5 11      
Statistics (7)   24,26 56-60
Using assessment 9.8 Essay: 61-
results in teaching
6 14 (10) MC: 20 MC: 21 MC: 25 MC: 28 MC: 30
65
TOTALS: 42 100 70 5 6 7 16 16 20
After the break…
Constructing
Test Items