Table of Specifications for

Psychologists
Imelda V. G. Villar, Ph.D.
Board Member, Psychology
Professional Regulations Commission

Foundation
Outcomes-based Education focuses and
organizes the educational system around what
is essential for all learners to know, value, and
be able to do to achieve a desired level of
competence upon graduation.

Rationale
Mutual Recognition Agreement (MRA)
Philippine Qualifications Framework
Asean Qualifications Reference Framework

Qualifications Descriptors
Level

6 (Baccalaureate Degree)

Knowledge, Skills and Values

Have broad and coherent knowledge and

skills for professional work and lifelong
learning

Application

Application in professional work in a

broad range of discipline and/or for
further study

Degree of Independence

Independent and/or in teams of related

field

Qualifications Descriptors
Level

7 (Post-Baccalaureate )

Knowledge, Skills and Values

Have advanced knowledge and skills

in a specialized or multi-disciplinary
field of study for professional
practice, self-directed research
and/or lifelong learning

Application

Applied in professional work that

requires leadership and management
in a specialized or multi-disciplinary
professional work and/or research
and/or for further study

Degree of Independence

Independent and/or in
multidisciplinary teams

Advanced Abnormal Psychology

1.

2.
3.

4.

5.

OUTCOME
Make clinical diagnosis from a clinical profile,
and/or assessment findings using the Diagnostic
Statistical Manual of Mental Disorders (DSM IV-TR
and DSM V) and International Classification of
Disorders (ICD 10).
Explain abnormal behaviors using the major
theories (e.g. psychodynamics).
Apply the various bio-socio-cultural perspectives,
models and approaches in explaining the origin
and development of psychopathology.
Contextualize diagnosis/identification of abnormal
behavior in different settings: school, court,
hospital, church, community.
Apply ethical principles in diagnostic/ research
processes concerning pathology and the
management of clinical cases.

WEIGHT

NO. OF ITEMS

30%

39

30%

39

20%

26

10%

13

10%

13

100%

130

Counseling and Psychotherapy

1.

2.

3.
4.

5.

6.

OUTCOME
Apply the various psychological theories and
approaches (Psychodynamic, Cognitive-Behavioral,
Constructivist, Humanistic, Existential, Systemic) in
dealing with concerns and common dysfunctions.
Identify the most appropriate treatment approach to
dealing with common dysfunctions presented in case
briefs.
Apply the appropriate steps of counseling and
psychotherapy across different schools of thought.
Evaluate the culture fit of different psychotherapy
approaches and processes in the context of different
settings.
Identify problems and solutions to dealing with
Person (therapist/counselor) related- issues (e.g.
countertransference, compassion, fatigue, etc.) and
other related issues (e.g. client-variables; situational
/problem factors) that can enhance or compromise
the effectiveness of counseling or psychotherapy
work.
Apply appropriate ethical principles and standards in
the practice of counseling and psychotherapy.

WEIGHT
20%

NO. OF ITEMS
26

20%

26

20%

26

15%

15%

10%
100%

19

19

14
130

Advance Theories of Personality

OUTCOME
1.

Apply the psychodynamic, behavioral, traits,

humanistic and biological theories, and
evolutionary psychology perspectives in
understanding personality.

WEIGHT

50%

NO. OF ITEMS

50

2. Identify the strengths and limitations of major

theories of personality.

20%

20

3. Apply the indigenous concepts (i.e. Sikolohiyang

Pilipino) in understanding Filipino personality.

15%

15

15%

15

4. Analyze the use the various theories of personality

in different settings: school, family, industry,
community.

100%

100

Advanced Psychological Assessment

OUTCOME

WEIGHT

NO. OF ITEMS

1. Apply advanced knowledge of the key principles, technical

concepts (and psychometric properties), theories and tools
of psychometrics in psychological assessment.

30%

45

20%

30

20%

30

2.

Apply basic knowledge in test construction

development, item writing, and analysis.

and

3. Apply advanced knowledge in putting together test

batteries for human resources, OD, psychopathology,
educational, and personality assessment.

4.

5.

Demonstrate competence in test administration, scoring

and interpretation (including deviations from standard
practice) of commonly used intelligence and personality
tests (objective and projective).
Evaluate/analyse the ethical principles and standards in
psychological assessment.

20%

30

10%

15

100%

150

Licensure Board Examination for Psychologists

Specific Weights of the Board Exam Subjects

Subjects

Weight

No. of Items

Counseling and Psychotherapy

25%

130

Advanced Psychological Assessment

30%

150

Advanced Theories of Personality

20%

100

Advanced Abnormal Psychology

25%

130

Table of Specifications for

Psychometricians

Abnormal Psychology

OUTCOME

WEIGHT

NO. OF ITEMS

1. Distinguish between pathological and nonpathological manifestations of behavior.

20%

20

2. Recognize common psychological disorders given

specific symptoms.

20%

20

3. Use major psychological theories, particularly the

commonly recognized ones, in explaining how
psychological problems are caused and how they
develop.
4. Identify the socio-cultural factors that may impact
on problem-identification and diagnosis of
abnormal behavior.
5. Apply appropriate ethical principles and standards
in diagnosing cases of abnormal behavior
.

30%

30

15%

15

15%

15

100%

100

Industrial Psychology
OUTCOME

WEIGHT

NO. OF ITEMS

Discuss the major considerations and principles

employee selection.

20%

20

Describe the process and principles in employee

training and development.

20%

20

3. Apply the major principles in performance

management and evaluation.

15%

15

4. Apply the major theories of motivation in designing

and administering rewards.

15%

15

10%

10

6. Differentiate the various functions involved in

Human Resource Management.

10%

10

7. Recognize issues of work life balance and well-being

in the workplace.

10%

10

100%

100

1.

2.

5.

Apply basic theories in team dynamics.

Theories of Personality

OUTCOME

WEIGHT

NO. OF ITEMS

Recognize and differentiate basic theories and

perspectives of Personality.

80%

80

2. Identify the socio-cultural and environmental

factors that may impact personality.

10%

10

3. Identify relevant Filipino/indigenous concepts in

understanding Personality.

10%

10

100%

100

1.

Psychological Assessment
OUTCOME

WEIGHT

NO. OF ITEMS

Apply technical concepts, basic principles and

tools of measurement of psychological processes.

20%

29

Describe the process, research methods and

statistics used in test development and
standardization.

20%

29

1.

Identify the importance, benefits and limitations

of psychological assessment.

10%

19

1.

Identify, assess and evaluate the methods and

tools of psychological assessment relative to the
specific purpose and context: school, hospital,
industry and community.
Evaluate the administration and scoring
procedures of intelligence and objective
personality tests and other alternative forms of
tests.
Apply ethical considerations and standards in the
various dimensions of psychological assessment.

1.

1.

1.

1.

20%

15%

29

22

15 %

22

100%

150

Licensure Board Examination for Psychometricians

Specific Weights of the Board Exam Subjects

Psychometricians

Weight

No. of Items

Psychological Assessment

40%

150

Theories of Personality

20%

100

Abnormal Psychology

20%

100

Industrial Psychology

20%

100

New Taxonomy
Level

Operation

Level 1: Retrieval Recognizing

General form of
Objectives
Able to validate
correct statements
about features of
information, but not
necessarily
understand
structure of
knowledge or
differentiate critical
and noncritical
components

Level 1: Retrieval Recalling

Able to produce
features of
information, but
not necessarily
understand
structure of
knowledge or
differentiate
critical and
noncritical
components

Level 1: Retrieval Executing

Able to perform
procedure
without
significant error,
but not
necessarily
understand how
and why
procedure works

New Taxonomy
Level

Operation

General Form of
objectives

Level 2
Comprehension

Integrating

Able to identify
basic structure of
information,
mental or
psychomotor
procedure, and
the critical as
opposed to the
noncritical
characteristics

Level 2:
Comprehension

Symbolizing

Able to construct
an accurate
symbolic
representation of
information,
mental or
psychomotor
procedure,
differentiating
critical to
noncritical
characteristics

New Taxonomy
Level

Operation

General Form of
Objectives

Level 3: Analysis

Matching

Able to identify
important
similarities and
differences
relative to the
information,
mental
procedure or
psychomotor
procedure

Level 3 Analysis

Classifying

Able to identify
super ordinate
and subordinate
relative to the
information,
mental
procedure or
psychomotor
procedure

Level 3: Analysis

Analyzing Errors

Able to identify
errors in the
presentation or
use of the
information,
mental
procedure or
psychomotor
procedure

Level 3: Analysis

Generalizing

Able to construct
new
generalizations or
principles based
on the
information,
mental
procedure or
psychomotor
procedure

Level 3: Analysis

Specifying

Able to identify
logical
consequences of
the information,
mental
procedure or
psychomotor
procedure

New Taxonomy
Level
Level 4:
Knowledge
Utilization

Operation

General Form of
Objectives

Decision-Making Able to use the

information, mental
or psychomotor
procedure, to make
decisions in general
or make decisions
about the use of
information, mental
or psychomotor
procedure

Level 4:
Knowledge
Utilization

Problem-Solving

Able to use the

information,
mental or
psychomotor
procedure to
solve problems in
general or solve
problems about
the information,
mental
procedure or
psychomotor
procedure

Level 4:
Knowledge
Utilization

Experimenting

Able to use the

information, mental
or psychomotor
procedure to
generate and test
hypotheses in
general or generate
and test hypotheses
about the
information, mental
or psychomotor
procedure

Level 4.
Knowledge
Utilization

Investigating

Able to use the

information, mental
procedure, or
psychomotor
procedure to
conduct
investigations in
general or conduct
investigations about
the information,
mental procedure,
or psychomotor
procedure

New Taxonomy
Level
Level 5:
Metacognition

Operation
Specifying Goals

General Form of
Objectives
Able to establish
a goal relative to
the information,
mental
procedure, or
psychomotor
procedure and a
plan for
accomplishing
that goal

Level 5:
Metacognition

Process
Monitoring

Able to monitor
progress toward
the
accomplishment
of a specific goal
relative to the
information,
mental
procedure, or
psychomotor
procedure

Level 5:
Metacognition

Monitoring
Clarity

Able to
determine the
extent to which
he or she has
clarity about the
information,
mental
procedure, or
psychomotor
procedure

Level 5
Metacognition

Monitoring Accuracy

Able to determine the

extent to which he or she
is accurate about the
information, mental
procedure , or
psychomotor procedure

New Taxonomy
Level
Level 6: SelfSystem Thinking

Operation
Examining
Importance

General Form of
Objectives
Able to identify
how important
the information,
mental
procedure, or
psychomotor
procedure is to
him or her and
the reason
underlying this
perception

Level 6: SelfSystem Thinking

Examining
Efficacy

Able to identify
beliefs about his or
her ability to
improve
competence or
understanding
relative to the
information, mental
procedure, or
psychomotor
procedure and the
reasoning
underlying the
perception

Level 6:
Self-System
Thinking

Examining
Emotional
Response

Able to identify
his or her
emotional
responses to the
information,
mental
procedure, or
psychomotor
procedure and
the reasons for
these responses

Level 6: SelfSystem Thinking

Examining
Motivation

Able to identify his

or her overall level
of motivation to
improve
competence or
understanding
relative to
information, mental
procedure, or
psychomotor
procedure and the
reasons for this level
of motivation

Outcome

Knowledge skills, Values

(30%)
Retrieval RRE

1. To be able to apply the various

psychological theories and approaches
in dealing with concerns and common
dysfunctions
2. To be able to identify the most
appropriate treatment approach to
dealing with common dysfunctions
presented in case briefs
3. To apply the appropriate phases of
counseling and psychotherapy across
different schools of thought
4. To be able to select different processes
of psychotherapy work (including
evaluating culture-fit of therapy
approaches) in the context of different
settings
5. Identify problems and solutions to
dealing with Person (therapist/
counselor-related- issues (e.g.
countertransference, compassion,
fatigue etc) and other related issues
(e.g. client- variables; situational
/problem factors) that can enhance or
compromise effectiveness of counseling
or psychotherapy work
6. Apply appropriate ethical principles
and standards in the practice of
counseling and psychotherapy

Comprehension
Analysis-MC
- IS

Application
(50%)
Analysis

Utilization AEGS

Degree of Independence
(20%)
Metacognition GPCA

Self-system
thinking