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TABLE OF SPECIFICATION- DEPED

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This document provides guidance on constructing a table of specifications (TOS) for test questions. It discusses the key elements needed for an effective TOS, including: thorough knowledge of Bloom's Revised Taxonomy; reference to budgeted lesson plans; simple mathematical computations; recall of teaching experiences; and preparation of budgeted lessons. The document reviews Bloom's Revised Taxonomy in detail and provides a step-by-step process for developing a TOS, including: determining the desired number of test items, listing topics and time spent, calculating the number of items per topic, adjusting totals, and allocating items across cognitive domains and topics.

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DECEMBER 03,2019
LAC SESSION ON TABLE OF SPECIFICATIONS (TOS) RELATIVE TO CONSTRUCTING TEST QUESTIONS DECEMBER 03,2019
1. The TOS requires a thorough knowledge of Bloom’s Revised Taxonomy. 2. The TOS requires, as reference, the budgeted lessons (allocation of time per topic in every grading period with respect to the desired total number of days / time to be spent for the grading period.) 3. The TOS requires some simple mathematical computations that will result to proportional allocation of test items per topic. PREFATORY
4. The TOS requires that previous experiences are recalled and to some extent, it requires likewise the imagination of the TOS constructor to concretize the actual teaching-learning process based on previous encounters in the classroom in order to determine more or less the domain/s where he would based from his questions 5. The TOS constructors shall likewise prepare the budgeted lesson to accompany the TOS from first grading to fourth grading period. PREFATORY
REVISED BLOOM’S TAXONOMY: Pathway to Improve Thinking
What is Bloom’s Taxonomy? •Bloom’s Taxonomy is a classification of thinking organized by levels of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions.
What is REVISED BLOOM’S TAXONOMY? The Revised Bloom’s Taxonomy provides the measurement tool for thinking. The changes in RBT occur in three broad categories. •Terminologies •Structure •Emphasis
A.Visual Comparison of Two Taxonomies (Terminology Changes) Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering 1956 2001 (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.8)
Changes in Terms • Noun to Verb • Thinking is an active process therefore verbs are more accurate • Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering.
Changes in Terms • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
Creating Evaluating Analyzing Applying Understanding Remembering
Remembering
THE LEARNER IS ABLE TO RECALL, RESTATE AND REMEMBER LEARNED INFORMATION. - RECOGNIZING - LISTING - DESCRIBING - IDENTIFYING - RETRIEVING - NAMING - LOCATING - FINDING CAN YOU RECALL INFORMATION?
Sample Questions for Remembering •What is _____________? •Where is __________? •How did it happen ____________? •Why did __________ ? •When did ___________? •How would you show _______? •Who were the main ________ ? •Which one ________ ? •How is __________?
Understanding Remembering
THE LEARNER GRASPS THE MEANING OF INFORMATION BY INTERPRETING AND TRANSLATING WHAT HAS BEEN LEARNED. - INTERPRETING - EXEMPLIFYING - SUMMARIZING - INFERRING - PARAPHRASING - CLASSIFYING - COMPARING - EXPLAINING CAN YOU EXPLAIN IDEAS OR CONCEPTS?
Sample Questions for Understanding •State in your own words… •Which are facts? Opinions? •What does this means…? •Is this the same as …? •Giving an example •Select the best definition
Questions with what, where, why and how questions answers could be taken between the lines of the text through organizing, comparing, translating, interpreting, extrapolating, classifying, summarizing and stating main ideas fall under understanding.
•Condense this paragraph •What would happen if … ? •What part doesn’t fit? •How would compare? Contrast? •What is the main idea of … ? •How would summarized … ?
Applying Understanding Remembering
THE LEARNER MAKES USE OF INFORMATION IN A CONTEXT DIFFERENT FROM THE ONE IN WHICH IT WAS LEARNED. - IMPLEMENTING - CARRYING OUT - USING - EXECUTING CAN YOU USE THE INFORMATION IN ANOTHER FAMILIAR SITUATION?
Sample Questions for Applying •How would you organize _______ to show ________? •How would you show your understanding of _______ ? •What facts would you select to show what ________? •What elements would you change __________ ?
•What other way would you plan to __________? •What questions would you ask in an interview with_______? •How would you apply what you learned to develop_________ ? •How would you solve ___________ using what you have learned?
Analyzing Applying Understanding Remembering
THE LEARNER BREAKS LEARNED INFORMATION INTO ITS PARTS TO BEST UNDERSTAND THAT INFORMATION. - COMPARING - ORGANIZING - DECONSTRUCTING - ATTRIBUTING OUTLINING - FINDING - STRUCTURING - INTEGRATING CAN YOU BREAK INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS AND RELATIONSHIPS?
Sample Questions for Analyzing •Which statement is relevant? •What is the conclusion? •What does the author believe? Assume? •Make a distinction between _________ •What ideas justify the conclusion? •Which is the least essential statement? •What literacy form is used?
Evaluating Analyzing Applying Understanding Remembering
THE LEARNER MAKES DECISIONS BASED ON IN-DEPTH REFLECTION, CRITICISM AND ASSESSMENT. - CHECKING - HYPOTHESIZING - CRITIQUING - EXPERIMENTING - JUDGING - TESTING - DETECTING - MONITORING CAN YOU JUSTIFY A DECISION OR COURSE OF ACTION?
Sample Questions for Evaluating •What fallacies, consistencies, inconsistencies appear __________? •Which is more important ___________ ? •Do you agree _________ ? •What information would you use ____________ ? •Do you agree with the ___________ ? •How would you evaluate _________ ?
Creating Evaluating Analyzing Applying Understanding Remembering
THE LEARNER CREATES NEW IDEAS AND INFORMATION USING WHAT HAS BEEN PREVIOUSLY LEARNED. - DESIGNING - CONSTRUCTING - PLANNING - PRODUCING - INVENTING - DEVISING - MAKING CAN YOU GENERATE NEW PRODUCTS, IDEAS, OR WAYS OF VIEWING THINGS?
Sample Questions for Creating •Can you design a _____________? •What possible solution to _________ ? •How many ways can you __________ ? •Can you create a proposal which would_________ ?
B. STRUCTURAL CHANGES Bloom’s original cognitive taxonomy was a one-dimensional form consisting of Factual, Conceptual and Procedural – but these were never fully understood for use by the teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related accompanying verbs.
The Revised Bloom’s Taxonomy takes the form of Two-dimensional table. The Knowledge Dimension or the kind of knowledge to be learned and second is the Cognitive Process Dimension or the process used to learn. The Knowledge Dimensions The Cognitive Process Dimensions Remembering Understanding Applying Analyzing Evaluating Creating Factual Conceptual Procedural Metacognitive
Conceptual Knowledge - is knowledge of classification, principles, generalizations, theories, models or structure pertinent to a particular disciplinary area.
Factual Knowledge - Refers to the essential facts, terminology, details or elements student must know or be familiar with in order to solve a problem in it.
Procedural Knowledge -Refers to information or knowledge that helps students to do something specific to a discipline subject, area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques and particulars.
Meta-cognitive Knowledge - is a strategic or reflective knowledge about how to go solving problems, cognitive tasks to include contextual and conditional knowledge and knowledge of self.
C. CHANGE IN EMPHASIS Emphasis is the third and final category of changes. It is placed upon its use as a more “authentic tool for curriculum planning, instructional delivery and assessment”.
•More authentic tool for curriculum planning, instructional delivery and assessment •Aimed at a broader audience •Easily applied to all levels of schooling •The revision emphasizes explanation and description of subcategories.
Higher-order Thinking 30% 20% 20% 10% 10% 10% Suggested Percentage Allocation 30% BLOOM’S REVISED TAXONOMY CREATING Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing EVALUATING Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging ANALYZING Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding. APPLYING Using information in another familiar situation Implementing, carrying out, using, executing UNDERSTANDING Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining REMEMBERING Recalling information Recognizing, listing, describing, retrieving, naming, finding.
1.Determine the desired number of test items. How to Construct Table of Specification
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. TOTAL 50
2. List the topics with the corresponding allocation of time •The reference is the budgeted lesson. How to Construct Table of Specification
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 2. 4 3. 1 4. 6 5. 8 6. 5 7. 8 8. 2 9. 4 10. 4 TOTAL 45 50
3. Determine the total number of items per topic by using the formula: Time Spent / Frequency per topic divided by the total number of frequency in the grading period times total number of items. Time Spent / Frequency per Topic Total Frequency in the grading period Example: 3 45 How to Construct Table of Specification 50 = 3.33 Total Number of items
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 2. 4 4.44 3. 1 1.11 4. 6 6.66 5. 8 8.88 6. 5 5.55 7. 8 8.88 8. 2 2.22 9. 4 4.44 10. 4 4.44 TOTAL 45 49.95 50
4. Round off the value to become whole numbers. How to Construct Table of Specification
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1 4. 6 6.66 7 5. 8 8.88 9 6. 5 5.55 6 7. 8 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 49.95 49 50
5. Adjust or Balance by either adding or subtracting (any of the topic totals) so that the sum will amount to the desired number of test items. How to Construct Table of Specification
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1+1 4. 6 6.66 7 5. 8 8.88 9 6. 5 5.55 6 7. 8 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 49.95 49 50
6. Scatter the items per topic per domain •Determine the number of items per complexity / level of cognitive domain. In this case, we have already a pre-computed value of 30-20-20-30 (10-10-10) How to Construct Table of Specification
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1+1 4. 6 6.66 7 5. 8 8.88 9 6. 5 5.55 6 7. 8 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 30% 20% 20% 30% ( Higher-order Thinking) 50
7. On the basis of your experience / analysis start allocating the items with respect to the total number of items per domain and the total number of items per topic beginning with the higher-order thinking domains down to remembering. It is suggested that the order of complexity from creating to remembering is not altered. • Review the topics, reflect on previous experiences, and imagine the teaching learning processes (TLP) that can go with the topics. You may use teaching guides and other similar materials. • Be mindful of the total points per topic. How to Construct Table of Specification
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1+1 4. 6 1 6.66 7 5. 8 2 8.88 9 6. 5 5.55 6 7. 8 2 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 1 4.44 4 3. 1 1.11 1+1 4. 6 1 1 6.66 7 5. 8 2 8.88 9 6. 5 2 5.55 6 7. 8 2 8.88 9 8. 2 2.22 2 9. 4 1 4.44 4 10. 4 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 3.33 3 2. 4 1 1 4.44 4 3. 1 1.11 1+1 4. 6 1 1 6.66 7 5. 8 2 2 8.88 9 6. 5 2 5.55 6 7. 8 2 8.88 9 8. 2 2.22 2 9. 4 1 4.44 4 10. 4 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 1 3.33 3 2. 4 1 1 1 4.44 4 3. 1 1.11 1+1 4. 6 2 1 1 6.66 7 5. 8 2 2 8.88 9 6. 5 2 5.55 6 7. 8 2 2 8.88 9 8. 2 1 2.22 2 9. 4 2 1 4.44 4 10. 4 1 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 1 3.33 3 2. 4 1 1 1 4.44 4 3. 1 1 1.11 1+1 4. 6 2 2 1 1 6.66 7 5. 8 2 2 2 8.88 9 6. 5 2 2 5.55 6 7. 8 2 2 2 8.88 9 8. 2 1 2.22 2 9. 4 2 1 4.44 4 10. 4 1 1 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 1 1 3.33 3 2. 4 1 1 1 1 4.44 4 3. 1 2 1.11 1+1 4. 6 2 1 2 1 1 6.66 7 5. 8 3 2 2 2 8.88 9 6. 5 2 2 2 5.55 6 7. 8 3 2 2 2 8.88 9 8. 2 1 1 2.22 2 9. 4 1 2 1 4.44 4 10. 4 1 1 1 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
Item Placement A. Items 1-15 (Type of Question is to measure remembering which cut across all topics within the grading period.) B. Items 16-25 (Type of Question is to measure understanding…) C. Items 26-35 (Type of Question is to measure applying…) D. Items 36-40 (Type of Question is to measure analyzing..) E. Items 41-45 (Type of Question is to measure evaluating…) F. Items 46-50 (Type of Question is to measure creating…)
Benefits of the Table of Specification 1. Test Items are proportionally distributed to all topics in the grading period (Number of time spent in the topic is proportional to the number of items from the topic which means that the more time that the teacher spend in the topic, the more test questions should be constructed from that topic) a. This ensures that the techer has to cover all topics listed/ budgeted in the grading period. b. There is therefore sense or urgency. c. Remediation becomes spontaneous. d. Assures high “Time on task” rate. Benefits of the Table of Specification
Benefits of the Table of Specification 2. Items are significantly scattered along Bloom’s Taxonomy (Complexity) / cognitive domain with respect to a desired percentage which may adhere to the Psychology of learning and evaluation. a. Assures that all levels of complexity (R-C) are given emphasis. b. Assures varied learning activities inside the classrooms. c. Ensures that Higher-order Thinking skills are developed across all levels
Benefits of the Table of Specification 3. It is easier to construct a test question because the TOS serves as a blueprint. • In fact the teacher, (provided she has mastery of her lesson and with the aid of the TOS), she can construct test questions without using any textbooks and there is assurance that test questions are constructed in her own words and therefore the test questions appeal or relate better to the pupils/ students.
THANK YOU!!!

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TABLE OF SPECIFICATION- DEPED

  • 2. LAC SESSION ON TABLE OF SPECIFICATIONS (TOS) RELATIVE TO CONSTRUCTING TEST QUESTIONS DECEMBER 03,2019
  • 3. 1. The TOS requires a thorough knowledge of Bloom’s Revised Taxonomy. 2. The TOS requires, as reference, the budgeted lessons (allocation of time per topic in every grading period with respect to the desired total number of days / time to be spent for the grading period.) 3. The TOS requires some simple mathematical computations that will result to proportional allocation of test items per topic. PREFATORY
  • 4. 4. The TOS requires that previous experiences are recalled and to some extent, it requires likewise the imagination of the TOS constructor to concretize the actual teaching-learning process based on previous encounters in the classroom in order to determine more or less the domain/s where he would based from his questions 5. The TOS constructors shall likewise prepare the budgeted lesson to accompany the TOS from first grading to fourth grading period. PREFATORY
  • 6. What is Bloom’s Taxonomy? •Bloom’s Taxonomy is a classification of thinking organized by levels of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions.
  • 7. What is REVISED BLOOM’S TAXONOMY? The Revised Bloom’s Taxonomy provides the measurement tool for thinking. The changes in RBT occur in three broad categories. •Terminologies •Structure •Emphasis
  • 8. A.Visual Comparison of Two Taxonomies (Terminology Changes) Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering 1956 2001 (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.8)
  • 9. Changes in Terms • Noun to Verb • Thinking is an active process therefore verbs are more accurate • Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering.
  • 10. Changes in Terms • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
  • 13. THE LEARNER IS ABLE TO RECALL, RESTATE AND REMEMBER LEARNED INFORMATION. - RECOGNIZING - LISTING - DESCRIBING - IDENTIFYING - RETRIEVING - NAMING - LOCATING - FINDING CAN YOU RECALL INFORMATION?
  • 14. Sample Questions for Remembering •What is _____________? •Where is __________? •How did it happen ____________? •Why did __________ ? •When did ___________? •How would you show _______? •Who were the main ________ ? •Which one ________ ? •How is __________?
  • 16. THE LEARNER GRASPS THE MEANING OF INFORMATION BY INTERPRETING AND TRANSLATING WHAT HAS BEEN LEARNED. - INTERPRETING - EXEMPLIFYING - SUMMARIZING - INFERRING - PARAPHRASING - CLASSIFYING - COMPARING - EXPLAINING CAN YOU EXPLAIN IDEAS OR CONCEPTS?
  • 17. Sample Questions for Understanding •State in your own words… •Which are facts? Opinions? •What does this means…? •Is this the same as …? •Giving an example •Select the best definition
  • 18. Questions with what, where, why and how questions answers could be taken between the lines of the text through organizing, comparing, translating, interpreting, extrapolating, classifying, summarizing and stating main ideas fall under understanding.
  • 19. •Condense this paragraph •What would happen if … ? •What part doesn’t fit? •How would compare? Contrast? •What is the main idea of … ? •How would summarized … ?
  • 21. THE LEARNER MAKES USE OF INFORMATION IN A CONTEXT DIFFERENT FROM THE ONE IN WHICH IT WAS LEARNED. - IMPLEMENTING - CARRYING OUT - USING - EXECUTING CAN YOU USE THE INFORMATION IN ANOTHER FAMILIAR SITUATION?
  • 22. Sample Questions for Applying •How would you organize _______ to show ________? •How would you show your understanding of _______ ? •What facts would you select to show what ________? •What elements would you change __________ ?
  • 23. •What other way would you plan to __________? •What questions would you ask in an interview with_______? •How would you apply what you learned to develop_________ ? •How would you solve ___________ using what you have learned?
  • 25. THE LEARNER BREAKS LEARNED INFORMATION INTO ITS PARTS TO BEST UNDERSTAND THAT INFORMATION. - COMPARING - ORGANIZING - DECONSTRUCTING - ATTRIBUTING OUTLINING - FINDING - STRUCTURING - INTEGRATING CAN YOU BREAK INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS AND RELATIONSHIPS?
  • 26. Sample Questions for Analyzing •Which statement is relevant? •What is the conclusion? •What does the author believe? Assume? •Make a distinction between _________ •What ideas justify the conclusion? •Which is the least essential statement? •What literacy form is used?
  • 28. THE LEARNER MAKES DECISIONS BASED ON IN-DEPTH REFLECTION, CRITICISM AND ASSESSMENT. - CHECKING - HYPOTHESIZING - CRITIQUING - EXPERIMENTING - JUDGING - TESTING - DETECTING - MONITORING CAN YOU JUSTIFY A DECISION OR COURSE OF ACTION?
  • 29. Sample Questions for Evaluating •What fallacies, consistencies, inconsistencies appear __________? •Which is more important ___________ ? •Do you agree _________ ? •What information would you use ____________ ? •Do you agree with the ___________ ? •How would you evaluate _________ ?
  • 31. THE LEARNER CREATES NEW IDEAS AND INFORMATION USING WHAT HAS BEEN PREVIOUSLY LEARNED. - DESIGNING - CONSTRUCTING - PLANNING - PRODUCING - INVENTING - DEVISING - MAKING CAN YOU GENERATE NEW PRODUCTS, IDEAS, OR WAYS OF VIEWING THINGS?
  • 32. Sample Questions for Creating •Can you design a _____________? •What possible solution to _________ ? •How many ways can you __________ ? •Can you create a proposal which would_________ ?
  • 33. B. STRUCTURAL CHANGES Bloom’s original cognitive taxonomy was a one-dimensional form consisting of Factual, Conceptual and Procedural – but these were never fully understood for use by the teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related accompanying verbs.
  • 34. The Revised Bloom’s Taxonomy takes the form of Two-dimensional table. The Knowledge Dimension or the kind of knowledge to be learned and second is the Cognitive Process Dimension or the process used to learn. The Knowledge Dimensions The Cognitive Process Dimensions Remembering Understanding Applying Analyzing Evaluating Creating Factual Conceptual Procedural Metacognitive
  • 35. Conceptual Knowledge - is knowledge of classification, principles, generalizations, theories, models or structure pertinent to a particular disciplinary area.
  • 36. Factual Knowledge - Refers to the essential facts, terminology, details or elements student must know or be familiar with in order to solve a problem in it.
  • 37. Procedural Knowledge -Refers to information or knowledge that helps students to do something specific to a discipline subject, area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques and particulars.
  • 38. Meta-cognitive Knowledge - is a strategic or reflective knowledge about how to go solving problems, cognitive tasks to include contextual and conditional knowledge and knowledge of self.
  • 39. C. CHANGE IN EMPHASIS Emphasis is the third and final category of changes. It is placed upon its use as a more “authentic tool for curriculum planning, instructional delivery and assessment”.
  • 40. •More authentic tool for curriculum planning, instructional delivery and assessment •Aimed at a broader audience •Easily applied to all levels of schooling •The revision emphasizes explanation and description of subcategories.
  • 41. Higher-order Thinking 30% 20% 20% 10% 10% 10% Suggested Percentage Allocation 30% BLOOM’S REVISED TAXONOMY CREATING Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing EVALUATING Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging ANALYZING Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding. APPLYING Using information in another familiar situation Implementing, carrying out, using, executing UNDERSTANDING Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining REMEMBERING Recalling information Recognizing, listing, describing, retrieving, naming, finding.
  • 42. 1.Determine the desired number of test items. How to Construct Table of Specification
  • 43. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. TOTAL 50
  • 44. 2. List the topics with the corresponding allocation of time •The reference is the budgeted lesson. How to Construct Table of Specification
  • 45. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 2. 4 3. 1 4. 6 5. 8 6. 5 7. 8 8. 2 9. 4 10. 4 TOTAL 45 50
  • 46. 3. Determine the total number of items per topic by using the formula: Time Spent / Frequency per topic divided by the total number of frequency in the grading period times total number of items. Time Spent / Frequency per Topic Total Frequency in the grading period Example: 3 45 How to Construct Table of Specification 50 = 3.33 Total Number of items
  • 47. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 2. 4 4.44 3. 1 1.11 4. 6 6.66 5. 8 8.88 6. 5 5.55 7. 8 8.88 8. 2 2.22 9. 4 4.44 10. 4 4.44 TOTAL 45 49.95 50
  • 48. 4. Round off the value to become whole numbers. How to Construct Table of Specification
  • 49. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1 4. 6 6.66 7 5. 8 8.88 9 6. 5 5.55 6 7. 8 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 49.95 49 50
  • 50. 5. Adjust or Balance by either adding or subtracting (any of the topic totals) so that the sum will amount to the desired number of test items. How to Construct Table of Specification
  • 51. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1+1 4. 6 6.66 7 5. 8 8.88 9 6. 5 5.55 6 7. 8 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 49.95 49 50
  • 52. 6. Scatter the items per topic per domain •Determine the number of items per complexity / level of cognitive domain. In this case, we have already a pre-computed value of 30-20-20-30 (10-10-10) How to Construct Table of Specification
  • 53. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1+1 4. 6 6.66 7 5. 8 8.88 9 6. 5 5.55 6 7. 8 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 30% 20% 20% 30% ( Higher-order Thinking) 50
  • 54. 7. On the basis of your experience / analysis start allocating the items with respect to the total number of items per domain and the total number of items per topic beginning with the higher-order thinking domains down to remembering. It is suggested that the order of complexity from creating to remembering is not altered. • Review the topics, reflect on previous experiences, and imagine the teaching learning processes (TLP) that can go with the topics. You may use teaching guides and other similar materials. • Be mindful of the total points per topic. How to Construct Table of Specification
  • 55. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 4.44 4 3. 1 1.11 1+1 4. 6 1 6.66 7 5. 8 2 8.88 9 6. 5 5.55 6 7. 8 2 8.88 9 8. 2 2.22 2 9. 4 4.44 4 10. 4 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
  • 56. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 3.33 3 2. 4 1 4.44 4 3. 1 1.11 1+1 4. 6 1 1 6.66 7 5. 8 2 8.88 9 6. 5 2 5.55 6 7. 8 2 8.88 9 8. 2 2.22 2 9. 4 1 4.44 4 10. 4 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
  • 57. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 3.33 3 2. 4 1 1 4.44 4 3. 1 1.11 1+1 4. 6 1 1 6.66 7 5. 8 2 2 8.88 9 6. 5 2 5.55 6 7. 8 2 8.88 9 8. 2 2.22 2 9. 4 1 4.44 4 10. 4 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
  • 58. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 1 3.33 3 2. 4 1 1 1 4.44 4 3. 1 1.11 1+1 4. 6 2 1 1 6.66 7 5. 8 2 2 8.88 9 6. 5 2 5.55 6 7. 8 2 2 8.88 9 8. 2 1 2.22 2 9. 4 2 1 4.44 4 10. 4 1 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
  • 59. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 1 3.33 3 2. 4 1 1 1 4.44 4 3. 1 1 1.11 1+1 4. 6 2 2 1 1 6.66 7 5. 8 2 2 2 8.88 9 6. 5 2 2 5.55 6 7. 8 2 2 2 8.88 9 8. 2 1 2.22 2 9. 4 2 1 4.44 4 10. 4 1 1 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
  • 60. TABLE OF SPECIFICATIONS _________________ _________________ _________________ _________________ Subject Grade Grading period School Year Topic Time Spent/ Frequency DOMAINS Total Number Of Test items Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted 1. 3 1 1 1 3.33 3 2. 4 1 1 1 1 4.44 4 3. 1 2 1.11 1+1 4. 6 2 1 2 1 1 6.66 7 5. 8 3 2 2 2 8.88 9 6. 5 2 2 2 5.55 6 7. 8 3 2 2 2 8.88 9 8. 2 1 1 2.22 2 9. 4 1 2 1 4.44 4 10. 4 1 1 1 1 4.44 4 TOTAL 45 15 10 10 5 5 5 49.95 49 50
  • 61. Item Placement A. Items 1-15 (Type of Question is to measure remembering which cut across all topics within the grading period.) B. Items 16-25 (Type of Question is to measure understanding…) C. Items 26-35 (Type of Question is to measure applying…) D. Items 36-40 (Type of Question is to measure analyzing..) E. Items 41-45 (Type of Question is to measure evaluating…) F. Items 46-50 (Type of Question is to measure creating…)
  • 62. Benefits of the Table of Specification 1. Test Items are proportionally distributed to all topics in the grading period (Number of time spent in the topic is proportional to the number of items from the topic which means that the more time that the teacher spend in the topic, the more test questions should be constructed from that topic) a. This ensures that the techer has to cover all topics listed/ budgeted in the grading period. b. There is therefore sense or urgency. c. Remediation becomes spontaneous. d. Assures high “Time on task” rate. Benefits of the Table of Specification
  • 63. Benefits of the Table of Specification 2. Items are significantly scattered along Bloom’s Taxonomy (Complexity) / cognitive domain with respect to a desired percentage which may adhere to the Psychology of learning and evaluation. a. Assures that all levels of complexity (R-C) are given emphasis. b. Assures varied learning activities inside the classrooms. c. Ensures that Higher-order Thinking skills are developed across all levels
  • 64. Benefits of the Table of Specification 3. It is easier to construct a test question because the TOS serves as a blueprint. • In fact the teacher, (provided she has mastery of her lesson and with the aid of the TOS), she can construct test questions without using any textbooks and there is assurance that test questions are constructed in her own words and therefore the test questions appeal or relate better to the pupils/ students.