Beruflich Dokumente
Kultur Dokumente
Specifications Relative to
Constructing Test Questions
July 19, 2018 | 4th and 5th Congressional District Elementary School Heads (Bantayan IS Mangaldan)
July 24, 2018 | 6th Congressional District Elementary School Heads (CB Mall Urdaneta)
July 25, 2018 | Secondary School Heads and Department Heads (CB Mall Urdaneta)
TOTAL
50
How to Construct the Table of Specification
3
45
50 = 3.33
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency 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
45 49.95
TOTAL
50
How to Construct Table of Specification
Higher-order EVALUATING
Justifying a decision or course of action 30%
Thinking 10%
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understandings and
relationships 10%
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING
Using information in another familiar situation 20%
Implementing, carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts 20%
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING 30%
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS Total Number
Time
Topic Spent/ Of Test items
Frequency 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
45 15 10 10 5 5 5 49.95 49
TOTAL
30% 20% 20% 30% ( Higher-order Thinking) 50
How to Construct Table of Specification
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.
a. This ensures that the teacher has to cover all topics listed/
budgeted in the grading period.
3. It is easier to constr uct a test question because the TOS ser ves as
a blueprint.
• In fact the teacher, (provided she has master y of her lesson and
with the aid of the TOS), she can constr uct test questions without
using any textbooks and there is an assurance that test questions
are constr ucted in her own words and therefore the test questions
appeal or relate better to the pupils/ students.
REVISED BLOOM’S TAXONOMY:
Pathway to
Improve Thinking
What is Bloom’s Taxonomy?
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
1956 2001
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
1956 2001
The Knowledge
Dimensions
Factual
Conceptual
Procedural
Metacognitive
Factual Knowledge
- is knowledge of classification,
principles, generalizations,
theories, models or structure
pertinent to a particular
disciplinary area.
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.
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.
Factual
Conceptual
Procedural
Metacognitive
C. CHANGE IN EMPHASIS
Higher-order EVALUATING
Justifying a decision or course of action 30%
Thinking 10%
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understandings and
relationships 10%
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING
Using information in another familiar situation 20%
Implementing, carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts 20%
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING 30%
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
THANK YOU!