Module 8: Table of Specification

16/11/2020
SUBJECT CODE PED 6 SEMESTER 1st WEEK 6 DATE ___________________________
dd/mm/yyyy

COURSE NAME Assessment of Learning 1

At the end of this module, the students must have:
DESIRED LEARNING 1.5. Distinguished the six levels of knowledge under the cognitive
OUTCOME domain.
1.3. Construct a Table of Test Specifications.

UNDERSTAND
Pivotal question : As an education student, why is it necessary for you to know the process of
making a Table of Specification (TOS)?

Answer : As an education student, and a future educator, it is indeed necessary for me to

understand the process of making a Table of Specification (TOS) and its purpose, because TOS is a
helpful tool in making a reliable and valid assessment instrument and also it is a crucial element of
preparation to come up with an assessment and to create coherence in performance objectives,
evaluation and teaching. Being an educator means having a responsibility to measure the students’
cognitive skills and so as my teaching strategies to have an enhancement of performance.
Performance.

ents are encouraged to make their

own moral stand and be
responsible for their own actions.
PRACTICE
I. Understanding Check
Directions: Based on your readings, answer the following questions comprehensively and cite
example to support your answer.

1. What are the weaknesses of test instrument prepared without TOS?

Answer : If a teacher presents a test without assessing the TOS, there is a possibility of
 invalid and unreliable test. And there will be an uncertainty of the data. Since the fact that
TOS serves as an evidence that a certain assessment tool is valid, which means the content of
the test paper is related to the topic that was taught to the student. Therefore, in the
assessment, it would not guarantee fairness. It won’t have an assurance that the test measures
the content and the cognitive skills that it intends to measure.

2. What is the importance of knowing the different levels of cognitive domain?

Answer : The importance of knowing the different levels of cognitive domain is for us to be
able to determine the learners’ ability and cognitive skills that needs to be developed through
educational activities. Using this information, we are able to come up with valid and reliable
assessment that is suited for the learners through measuring and what is expected from the
students to improve their performance.

3. Which one should be prepared first, the test paper or the TOS? Justify your answer.

Answer : TOS should be prepared first. Because it is important to consider the structured tool before
establishing a test. And according to Frey (2018), TOS is a tool that is necessary in preparing
assessment instrument , and also Alade and Omoruyi points out that TOS is a test plan. It only implies
that TOS serves as a guideline in preparaing an assessment tool or a test paper. Instructors or teachers
would be able to describe the topics provided in an assessment correctly. It helps the teacher to
construct as valid test which focuses on what has been taught to the students and specify what needs to
be measure for them.

TRY
Directions: Construct a Table of Specification (TOS) using the template below. You can choose
any topic of your choice provided it is in line to your field of specialization. Your TOS should
contain five (5) interrelated topics with at least two learning outcomes in every topic. You may
also decide as to how you will distribute the number of days you plan to teach the topics. The
rubric for rating your output in this activity is provided below for your reference. Break a leg!

Unpacked Learning NO. OF NO. TOTA

TOPIC DAYS OF
COGNITIVE LEVEL L
Competencies/Objectives TAUGHT ITE NUMB
MS ER OF
ITEMS
K U AP AN E C
(25%) (25%) (15%) 15% (10% (10%)
)
1.The 3RS (Read, Rise  Identify and 4 10 1, 6, 14, 26 34 46 10
differentiate
and React)
overall artistic
11 19
value of the
structure and
elements of the
selection
(structuralist/for
malist)
 Read and
understand .view
points based on
the ideas
presented in the
 materials viewed
2. Vocabulary  Utilize writing 4 10 2, 15, 27 35 47 10
conventions to
acknowledge
7,12 20
sources
 Give and review
expanded
definition of
words
 Describe tone,
mood, technique
and purpose of
the author
3. Pronoun-  Question and seek 4 10 3, 8, 16, 28, 36 41, 48 10
clarifications on
Antecedent Rules and
issues discussed in
13 21 31 44
Quotation Marks the listened to
 Select pronouns
effectively and be
able to identify
their antecedents
 Use quotation
marks or hanging
indention to
produce direct
quote

4. Writing Bibliography  Show respect for 4 10 4, 9 17, 29, 37, 42, 49 10

intellectual
property rights by
22, 32 39
pointing out 24
citations made in
critique
 Select and
describe the
relevance of the
selection to the
historical context
during which it
was produced and
to the reader
 Support and
explain how a
selection may be
influenced by
culture, history,
environment or
other factors

5. Structure of  Use and modify 4 10 5, 18, 30, 38, 43, 50 10

structures of
Modification and
modification
10 23, 33 40 45
Speech of Dedication  Analyze and 25
evaluate the
information
contained in the
material viewed in
term of accuracy
and effectiveness
 Support and
develop own
guided critique of
a chosen speech.
TOTAL 20 50 13 12 8 7 5 5 50
RUBRICS FOR GRADING