Good day Teachers!

Marajaw na Buntag!

Dapa National High School

 2-Day
Training-Workshop on Revisiting
TOS and
Enhancing Test Items
for Dapa NHS Teachers
JIMBO JUANITO B. VILLAMOR
Faculty, College of Teacher Education & Graduate School
Surigao State College of Technology
 AFRICAN
WORDS

• Ba

• Sup
• Na

• Wa
 BALAY NI
SUPERMAN
Balay, balay, balay ni superman,
Nasunog ang balay balay ni superman.
Balay, balay, balay ni superman,
Nasunog ang balay ni superman.
Oh wonder woman oh wonder woman,
Nasunog ang balay ni superman.
Oh wonder woman oh wonder woman,
Nasunog ang balay.
 OUTLINE OF
PRESENTATION
 Assessment of Students’ Learning (Basic Concepts)
 Bloom’s Taxonomy Revised, 2001
 The Table of Specifications (TOS)
 Principles in Test Construction
 Guidelines in Writing Objective Type Test Items
(Multiple-Choice Test, True-False Test, Matching Type,
Sentence Completion Type)
 Do the following:

Look at your seatmate.

What do you think her/his asset?

 If your seatmates are your
students,

is it needed to know them – their

assets, strengths, weaknesses,
etc.?
WH
Y do we teach our lessons?

HO
WH
Y do we assess our students’ performance?
HO
ASSESSMENT
 What comes into
your mind when we
say assessment?

So, what is then

assessment?
 Assessment
Refers to the process of gathering, describing or
quantifying information about the student performance.

It includes paper and pencil test, extended responses and

performance assessment.
 Evaluation
Refers to the process of examining the performance of
student.

It also determines whether or not the student has met the

lesson instructional objectives.
 Measurement
Is a process of obtaining a numerical description of the
degree to which an individual possesses a particular
characteristic.

Measurement answers the question “How much?”

 Types of Measurement

• Testing (objective)
Knowledge of the subject matter is often measured through
standardized test results.

• Perceptions (subjective)
We can ask a group of experts to rate a student’s (or a teacher’s)
knowledge of the subject matter in a scale of 1 to 5with 1 being
the lowest and 5 the highest.
 Types of Assessment

• Formative Assessment
Monitor the learning progress of the students during or
after the instruction
(Assessment for Learning)
• Summative Assessment
(Assessment of Learning)
• Self-Assessment
(Assessment as learning)
 Modes of Assessment
• Traditional Assessment
Usually referred to the paper-and-pencil test which measures learning
indirectly
• Performance Assessment
Is a direct and systematic observation of the actual performance of
students based on a predetermined performance criteria (Zimmaro,
2003)
Portfolio Assessment
Affective Assessment
Authentic Assessment
Common Types of Objective Test
Multiple-Choice type of test
Alternative type of test
Matching type test
Supply Type of test
Identification
Enumeration
Essay
 Bloom’s Taxonomy, 1956
 A theory to identify cognitive levels (Levels of thinking)

 Represents the full range of cognitive functioning up to

and including adult levels

 Not necessarily demonstrated by all children

 These levels can be improved with practice

Bloom’s Taxonomy, 1956

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy Revised, 1956
 Bloom’s Taxonomy Revised, 2001
Bloom’s Taxonomy, 1956
Knowledge:
Remembering or retrieving
previously learned material.
Examples of verbs that relate to this
function are: identify, relate, list,
define, recall, memorize, repeat,
record, name, recognize, acquire
Anderson and Krathwohl’s
Taxonomy, 2001
Remembering:
Recognizing or recalling knowledge from
memory. Remembering is when memory
is used to produce or retrieve
definitions, facts, or lists, or to recite
previously learned information.

Bloom, 1956 vs. Anderson/Krathwohl, 2001

 Bloom’s Taxonomy Revised, 2001
Anderson and Krathwohl’s
Bloom’s Taxonomy, 1956
Taxonomy, 2001
Comprehension: Understanding:
The ability to grasp or construct Constructing meaning from different
meaning from material. Examples of types of functions be they written or
verbs that relate to this function are: graphic messages or activities like
restate, locate, report, recognize, explain, interpreting, exemplifying, classifying,
express, identify, discuss, describe, summarizing, inferring, comparing, or
discuss, review, infer, illustrate, interpret, explaining.
draw, represent, differentiate, conclude

Bloom, 1956 vs. Anderson/Krathwohl, 2001

 Bloom’s Taxonomy Revised, 2001
Bloom’s Taxonomy, 1956
Application:
The ability to use learned material,
or to implement material in new
and concrete situations. Examples of
verbs that relate to this function are:
apply, relate, develop, translate, use,
operate, organize, employ, restructure,
interpret, demonstrate, illustrate,
practice, calculate, show, exhibit,
dramatize
Anderson and Krathwohl’s
Taxonomy, 2001
Applying:
Carrying out or using a procedure
through executing, or implementing.
Applying relates to or refers to situations
where learned material is used through
products like models, presentations,
interviews or simulations.
 

Bloom, 1956 vs. Anderson/Krathwohl, 2001

 Bloom’s Taxonomy Revised, 2001
Anderson and Krathwohl’s
Bloom’s Taxonomy, 1956
Taxonomy, 2001
Analysis: Analyzing:
The ability to break down or distinguish Breaking materials or concepts into parts,
the parts of material into its determining how the parts relate to one
components so that its organizational another or how they interrelate, or how the
structure may be better understood. parts relate to an overall structure or
Examples of verbs that relate to this function are: purpose. Mental actions included in this function are
analyze, compare, probe, inquire, examine, differentiating, organizing, and attributing, as well as
contrast, categorize, differentiate, contrast, being able to distinguish between the components or
investigate, detect, survey, classify, deduce, parts. When one is analyzing, he/she can illustrate this
experiment, scrutinize, discover, inspect, dissect, mental function by creating spreadsheets, surveys,
discriminate, separate charts, or diagrams, or graphic representations

Bloom, 1956 vs. Anderson/Krathwohl, 2001

 Bloom’s Taxonomy Revised, 2001
Anderson and Krathwohl’s
Bloom’s Taxonomy, 1956
Taxonomy, 2001
Synthesis: Evaluating:
The ability to put parts together to Making judgments based on criteria and
form a coherent or unique new standards through checking and
whole. Examples of verbs that relate to this critiquing. Critiques, recommendations, and
function are: compose, produce, design, reports are some of the products that can be
assemble, create, prepare, predict, modify, created to demonstrate the processes of evaluation.
tell, plan, invent, formulate, collect, set up, In the newer taxonomy, evaluating comes before
generalize, document, combine, relate, creating as it is often a necessary part of the
propose, develop, arrange, construct, precursory behavior before one creates something.
organize, originate, derive, write, propose,

Bloom, 1956 vs. Anderson/Krathwohl, 2001

 Bloom’s Taxonomy Revised, 2001
Bloom’s Taxonomy, 1956
Evaluation:
The ability to judge, check, and
even critique the value of material
for a given purpose. Examples of verbs
that relate to this function are: judge, assess,
compare, evaluate, conclude, measure,
deduce, argue, decide, choose, rate, select,
estimate, validate, consider, appraise, value,
criticize, infer
Anderson and Krathwohl’s
Taxonomy, 2001
Creating:
Putting elements together to form a
coherent or functional whole;
reorganizing elements into a new
pattern or structure through generating,
planning, or producing. Creating requires
users to put parts together in a new way, or
synthesize parts into something new and different
creating a new form or product. This process is the
most difficult mental function in the new taxonomy.

Bloom, 1956 vs. Anderson/Krathwohl, 2001

Bloom’s Taxonomy Revised, 2001
What kind of question
do you ask in your
assessments?
 Are you the kind of
teacher who asks 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 Philippines?

A. February 23, 1986

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
“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?
CHALLENGE!!!
 Table of Specifications (TOS)

A Table of Specifications is a test

blueprint.

It MUST be prepared before test item

is written.
 Advantages of TOS

 improves the validity of teacher-made tests

 improves student learning

 helps ensure that there is a match between what is

taught and what is tested
 provides the link between teaching and testing.
(University of Kansas, 2013)
 TOS Sample
DOMAINS
NUMBER TOTAL
WEIGHT
TOPIC OF (%)
Remembering Understanding Applying Analyzing Evaluating Creating NUMBER
SESSIONS (20%) (20%) (15%) (15%) (15%) (15%) OF ITEMS

4 (#1, #2, #3, 4 (#11, #12, 3 (#21, 3 (#29, 3 (#37, 3 (#44,

1. Set of Real Numbers 8 40%
#4) #13, #14) #22, #23) #30, #31) #38, #39) #45, 46) 20
2. Integer Exponents 3 15% 2 (#5, #6) 2 (#15, #16) 1 (#24) 1 (#32) 1 (#40) 1 (#47) 8
3. Polynomials 2 10% 1 (#7) 1 (#17) 1 (#25) 1 (#33) 1 (#41)   5
4. Operations on 2 (#26, 2 (#34, 2 (#42, 2 (#48,
Polynomials
5 25% 2 (#8, #9) 2 (#18, #19)
#27) #35) #43) #49) 12
5. Special Products 2 10% 1 (#10) 1 (#20) 1 (#28) 1 (#36)   1 (#50) 5
TOTAL 20 100% 10 10 8 8 7 7 50
 REMEMBERING

Who wrote War and Peace?

Recognizing or recalling knowledge from

memory.
 REMEMBERING

Who wrote War and Peace?

Recognizing or recalling knowledge from

memory.
 REMEMBERING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
·       What happened after...?
·       Tell ·       How many...?
·       List ·       Who was it that...? ·       Make a list of the main events..
·       Describe ·       Can you name the...? ·       Make a timeline of events.
·       Relate ·       Describe what happened ·       Make a facts chart.
·       Locate at...? ·       Write a list of any pieces of
·       Write ·       Who spoke to...? information you can remember.
·       Find ·       Can you tell why...? ·       List all the .... in the
·       State ·       Find the meaning of...? story/article/reading piece.
·       Name ·       What is...? ·       Make a chart showing...
·       Which is true or false...?
 UNDERSTANDING

What is the main idea of the story?

Constructing meaning from different types of functions be

they written or graphic messages or activities like
interpreting, exemplifying, classifying, summarizing,
inferring, comparing, or explaining.
 UNDERSTANDING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
·       Explain ·       Can you write in your own ·       Cut out or draw pictures to show a particular
·       Interpret words...? event.
·       Outline ·       Can you write a brief outline...? ·       Illustrate what you think the main idea was.
·       Discuss ·       What do you think could of ·       Make a cartoon strip showing the sequence of
·       Distinguish happened next...? events.
·       Predict ·       Who do you think...? ·       Write and perform a play based on the story.
·       Restate ·       What was the main idea...? ·       Retell the story in your words.
·       Translate ·       Who was the key character...? Paint a picture of some aspect you like.
·       Compare ·       Can you distinguish between...? ·       Write a summary report of an event.
·       Describe ·       What differences exist between...? ·       Prepare a flow chart to illustrate the sequence of
·       Can you provide an example of events.
what you mean...? ·       Make a colouring book.
·       Can you provide a definition for...?
 APPLYING
What happens when you multiply
the numbers 3, 4, 5 and 6 by 9?

Carrying out or using a procedure through

executing, or implementing
 APPLYING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
·       Solve ·       Do you know another instance ·       Construct a model to demonstrate how
·       Show where...? it will work.
·       Use ·       Could this have happened in...? ·       Make a scrapbook about the areas of
·       Illustrate ·       Can you group by characteristics study.
·       Construct such as...? ·       Take a collection of photographs to
·       Complete What factors would you change if...? demonstrate a particular point.
·       Examine ·       Can you apply the method used to ·       Make up a puzzle game suing the ideas
·       Classify some experience of your own...? from the study area.
·       What questions would you ask ·       Make a clay model of an item in the
of...? material.
·       From the information given, can ·       Design a market strategy for your
you develop a set of instructions product using a known strategy as a
about...? model.
·       Would this information be useful ·       Paint a mural using the same materials.
if you had a ...? ·       Write a textbook about... for others.
 ANALYZING

Why do we call ‘dogs’ as mammals?

Breaking materials or concepts into parts,
determining how the parts relate to one another or
how they interrelate, or how the parts relate to an
overall structure or purpose.
 ANALYZING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
·       Analyse ·       Which events could have happened...? ·       Design a questionnaire to gather information.
·       Distinguish ·       I ... happened, what might the ending have been? ·       Write a commercial to sell a new product.
·       Examine ·       How was this similar to...? ·       Conduct an investigation to produce information to
·       Compare ·       What was the underlying theme of...? support a view.
·       Contrast ·       What do you see as other possible outcomes? ·       Make a flow chart to show the critical stages.
·       Investigate ·       Why did ... changes occur? ·       Construct a graph to illustrate selected information.
·       Categorise ·       Can you compare your ... with that presented in...? ·       Make a family tree showing relationships.
·       Identify ·       Can you explain what must have happened ·       Put on a play about the study area.
·       Explain when...? ·       Write a biography of the study person.
·       Separate ·       How is ... similar to ...? ·       Prepare a report about the area of study.
·       Advertise ·       What are some of the problems of...? ·       Arrange a party. Make all the arrangements and
·       Can you distinguish between...? record the steps needed.
·       What were some of the motives behind...? ·       Review a work of art in terms of form, colour and
·       What was the turning point in the game? texture.
·       What was the problem with...? ·       Review a film
 EVALUATING

What story did you like the best?

Making judgments based on criteria and

standards through checking and critiquing.
 EVALUATING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
·       Judge ·       Is there a better solution to... ·       Prepare a list of criteria to judge a ...
·       Select ·       Judge the value of... show. Indicate priority and ratings.
·       Choose ·       Can you defend your position ·       Conduct a debate about an issue of
·       Decide about...? special interest.
·       Justify ·       Do you think ... is a good or a bad ·       Make a booklet about 5 rules you see as
·       Debate thing? important. Convince others.
·       Verify ·       How would you have handled...? ·       Form a panel to discuss views, e.g.
·       Argue ·       What changes to ... would you "Learning at School.".
·       Recommend recommend? ·       Write a letter to ... advising on changes
·       Assess ·       Do you believe? needed at...
·       Discuss ·       Are you a ... person? ·       Write a report.
·       Rate ·       How would you feel if...? ·       Prepare a case to present your view
·       Prioritise ·       How effective are...? about...
·       Determine ·       What do you think about...?
 CREATING

How would your life be different if

you could breathe under water?
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
 CREATING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
·       Create ·       Can you design a ... to ...? ·       Invent a machine to do a specific task.
·       Invent ·       Why not compose a song about...? ·       Design a building to house your study.
·       Compose ·       Can you see a possible solution to...? ·       Create a new product. Give it a name and plan a
·       Predict ·       If you had access to all resources how marketing campaign.
·       Plan would you deal with...? ·       Write about your feelings in relation to...
·       Construct ·       Why don't you devise your own way ·       Write a TV show, play, puppet show, role play,
·       Design ·       to deal with...? song or pantomime about...?
·       Imagine ·       What would happen if...? ·       Design a record, book, or magazine cover for...?
·       Propose ·       How many ways can you...? ·       Make up a new language code and write material
·       Devise ·       Can you create new and unusual uses suing it.
·       Formulate for...? ·       Sell an idea.
  ·       Can you write a new recipe for a tasty ·       Devise a way to...
dish? ·       Compose a rhythm or put new words to a known
·       Can you develop a proposal which melody.
would...
General Steps in Test Construction
DRAFT
OUTLINE
ORDER

PRODUCE A TEST ANALYZE

T.O.S.

SUBMISSION
 References
• Bloom, Benjamin S. (Ed). Taxonomy of Educational Objectives: The Classification of
Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.
1956.

• Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the New

Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001)

• Dalton, J. & Smith, D., (1986). Extending Children’s Special Abilities: Strategies for
primary classrooms (pp. 36-37).

• Miller, W & Miller, M. Handbook for College Teaching (pp.33-51). PineCrest

Publications. 1997.