You are on page 1of 55

Drafting the

Table of
Specification

TOS
STOCK
KNOWLEDGE
TEST

TOS
10/11/2018
10/11/2018
#1 TRUE or FALSE
The teacher could only
draft a Table of
Specifications when all
test items have been fully
validated and proofread.

10/11/2018
#2 TRUE or FALSE
The number of test items about
a particular topic on a
summative test is proportionate
to the extent and degree of
coverage of instruction per
grading period.

10/11/2018
#3 TRUE or FALSE
A Table of Specifications
provides the teacher with
evidence that a test has
content validity, that it
covers what should be
covered.
10/11/2018
#4 TRUE or FALSE
An item specification
based on the learning
outcomes should be
included or present in a
one-way Table of
Specification.
10/11/2018
#5 TRUE or FALSE
A Table of Specifications
helps to ensure that there
is a match between what is
taught and what is tested.

10/11/2018
#6 TRUE or FALSE
In drafting a Table of
Specification we compute
the number of teaching
days, number of items,
percentage, and level of
difficulty per item.
10/11/2018
#7-10 No. of No. of % of Item/s
Topic/ Learning
Content Competencies Code Tchg. Items Items Place-
(Aralin/Nilalaman) days ment

Aralin 1: Nailalapat ang


Kahulugan ng kahulugan ng
Ekonomiks ekonomiks sa AP9MKE 2 (#7) (#8)
pang-araw-araw na -Ia-1
pamumuhay
bilang isang mag-
aaral, at kasapi ng
pamilya at lipunan
Natataya ang AP9MKE
kahalagahan ng -Ia-2 5 (#9) (#10)
ekonomiks sa pang
araw-araw na
pamumuhay ng
bawat pamilya at
lipunan
TOTAL
10/11/2018 45 50
10/11/2018
10/11/2018
10/11/2018
10/11/2018
Drafting the Table of Specification (TOS)
Garcia (2008)
a matrix of proportioning
- To guide the test constructor in
test items based on learning
balancing the test items
objectives and skills
according to the teaching-
covered
in the testing period
learning circumstances
- To validate teacher-made tests
as per the instructional content
and learning objectives
is the scope of the test as per the lessons
taught in a particular period or time in
any learning area or subject.

10/11/2018
Provides the teacher with evidence that a
test has content validity, that it covers
what should be covered.

10/11/2018
Specific parts or content of a
Table of Specification
One-Way Table of Specifications
No. of No. of % of Item/
Topic/ Learning Code Tchg. Items Items s
Content Competencies days Place-
TOPIC/ CONTENT
(Aralin/Nilalaman)
ment

(Aralin/
Aralin 1: Nilalaman)
Nailalapat ang
LEARNING
kahulugan ng
Kahulugan ng
Ekonomiks ekonomiks sa CODE
AP9MKE-Ia-1
COMPETENCIES NO. OF TEACHING 2
pang-araw-araw na
(Pamanatayan
pamumuhay (from Curriculum
sa Pagkatuto)
DAYS
bilang isang mag-
TOTAL
aaral, at kasapi ng Guide)(Bilang ng araw ng
pamilya at lipunan
Pagtuturo)
(Kabuuan)
Natataya ang AP9MKE-Ia-2 NO. OF ITEMS
ITEM/S
kahalagahan ng 5
ekonomiks sa pang
(Bilang ng Aytem)
PERCENTAGE
PLACEMENT
araw-araw na
OF ITEMS
pamumuhay
(Kinalalagyan ng
bawat pamilya at
ng Aytem)
(Bahagdan)
lipunan

TOTAL 45 50
ONE-WAY TABLE OF SPECIFICATION
Content Learning CODE No. of No. of % of Items Item/s
Competencies Tchg. days Items Place-
ment
Ways of Describe the S7MT-
acquiring components Ia-b-1 7 7 14% 1-7
knowledge of a scientific
& solving investigation.
problems

Solutions Investigate S7MT- 5 6 12% 8-13


properties of Ic-2
unsaturated
and saturated
solutions.

45 50 100%
Two-Way Table of Specifications
LRNG. COMPETENCIES
ITEM SPECIFICATION/ ITEM PLACEMENT
& SKILLS

NO. TCHG. DAYS

NO. OF ITEMS

PERCENTAGE

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating
CONTENT

CODE

3 3 6%
1 1 1 - - -
(#1) (#2) (#3)

5 6 12%
2 2 1 1 - -
(#4-5) (#6-7) (#8) (#9)

TOTAL 45 50 - -
15 12 13 10
TWO-WAY TABLE OF SPECIFICATION
Con- Lear- # of # of % of ITEM SPECIFICATION

CODE
tent ning Tchg. Items Items

ng
Rememberi

g
Understandin

Applying

Analyzing

Evaluating

Creating
Compe- days
tencies

7 7 14% 2 3 1 1
(1-2) (3-5) (6) (7)
(7.77)

5 6 12% 1 2 1 2
(8) (9-10) (11) (12-13)
(5.55)

45 50 100 10 17 14 9 - -
Bloom’s Taxonomy KPUP
(DepEd #8) (DepEd #73)
Pagbabalik Tanaw o
Remembering Kaisipan
KNOWLEDGE
Understanding Pag-unawa

Applying Paglalapat/ Paggamit


PROCESS/
Analyzing Pag-aanalisa UNDERSTANDING

Evaluating Pagtataya

Creating Paglikha PERFORMANCE

26
Learning Competency:
Nasusuri ang mga ginawa ng mga makabayang
Filipino sa pagkamit ng kalayaan. (AP6PMK-Ic-5)
(LAYUNIN) – (Subtasking of LCs)
 Natatalakay ang mga pangyayari sa
sekularisasyon ng mga parokya.
 Naipaliliwanag ang mga pangyayaring naganap
sa Cavite Mutiny at ang pagbitay sa tatlong
paring martir.
 Naipaliliwanag ang kontribusyon ng Kilusang
Propaganda at ang mga pinuno nito.
Learning Competency:

Investigate properties of
unsaturated and
saturated solutions.
(Remembering)
A solution that cannot hold anymore
solute at room temperature is called.
A. acid solution
B. concentrated solution
C. saturated solution
D.supersaturated solution
(Understanding)
Which of these actions will cause more
sugar to dissolve in a saturated sugar
solution?
I. Add more sugar while stirring
II. Add more sugar and heat to the solution
III. Grind the sugar to powder form then add
while stirring
A. I B. II C. III D. I and II
(Understanding)
Our oceans have a salinity of 3.5%.
Meaning the ocean could still hold a higher
concentration of salt. Which of the following
BEST describes the concentration of the
oceans?
A. The ocean is unsaturated
B. The ocean is supersaturated
C. The ocean is saturated
D. The ocean in concentrated
(Analyzing)
A grade 7 Science student was asked to
prepare three solutions with the same amount
of water but different amounts of solute. The
following setups are as follows:
Setups Amount of solute (g) Amount of solvent (ml)
A 25 40
B 50 40
C 100 40
Which setup is unsaturated? A
Which setup is supersaturated? C
Learning Competency (Araling Panlipunan):

Nauunawaan ang konsepto


ng komunidad. (AP2KOM-Ia-1)
(Remembering)
Nanu ing awus kareng grupu da
reng taung manuknangan keng metung a
lugar a misasaupan at mipapanantabe?
A. komunidad
B. iskwela
C. palengki
(Understanding)
Sanu kareng makatuking impormasyun ing
ALI maglarawan keng komunidad?
A. Pamikasundu dareng misiping siping bale
B. Pamanyaup na ning anak king keyang
kakyalung
C. Pamanyira at maiinggit kung nanu man
ing atin na ning kekang kasiping bale
SCOPE OF THE TEST – SOT
For Summative Tests:
Step 1 - Get the RATIO between the
number of test items and the
number of teaching day.

RATIO = Number of test items


Total number of teaching days
Step No. 2
- Get the number of items by multiplying
the ratio by the number of teaching
days.

No. of items = RATIO x no. of teaching


days (TD)
Step No. 3
- Get the percentage of items by dividing
the number of items by the total number
of items and multiply the quotient by
100% .
P (%) of items = No. of items
Total no. of items
Using the SIMPLIER METHOD:
To get the RATIO – divide the number of
teaching days by the number of days
spent in one unit/one summative test.
R= 3 (No. TD)
20( No. DS)
= .15
NI (No. of Items) = ratio x total no. of items
NI = .15 x 20
NI = 3 (no. of items for that
skill or objective)

Percentage (%) of test item = NI x 100


NTI
PTI = 3 x 100
20
= 15%
TWO-WAY TABLE OF SPECIFICATION
Con- Lear- # of # of % of ITEM SPECIFICATION

CODE
tent ning Tchg. Items Items

ng
Rememberi

ng
Understandi

Applying

Analyzing

Evaluating

Creating
Compe- days
tencies

5 ? ?
7 ? ?

10 ? ?
45 50 100
TWO-WAY TABLE OF SPECIFICATION
Con- Lear- # of # of % of ITEM SPECIFICATION

CODE
tent ning Tchg. Items Items

g
Rememberin

ng
Understandi

Applying

Analyzing

Evaluating

Creating
Compe- days
tencies

5.55 10%
5 (6) 12%
7.77 14%
7 (8) 16%
11.1
10 (11)
22%

45 50 100
Let’s check your work….
#1 TRUE or FALSE
The teacher could only
draft a Table of
Specifications when all
test items have been fully
validated and proofread.
FALSE
10/11/2018
#2 TRUE or FALSE
The number of test items about
a particular topic on a
summative test is proportionate
to the extent and degree of
coverage of instruction per
grading period.
TRUE
10/11/2018
#3 TRUE or FALSE
A Table of Specifications
provides the teacher with
evidence that a test has
content validity, that it
covers what should be
covered.
10/11/2018
TRUE
#4 TRUE or FALSE
An item specification
based on the learning
outcomes should be
included or present in a
one-way Table of
Specification.
10/11/2018 FALSE
#5 TRUE or FALSE
A Table of Specifications
helps to ensure that there
is a match between what is
taught and what is tested.
TRUE
10/11/2018
#6 TRUE or FALSE
In drafting a Table of
Specification we compute
the number of teaching
days, number of items,
percentage, and level of
difficulty per item.
10/11/2018
FALSE
#7-10 No. of No. of % of Item/s
Topic/ Learning
Content Competencies Code Tchg. Items Items Place-
(Aralin/Nilalaman) days ment

Aralin 1: Nailalapat ang


Kahulugan ng kahulugan ng
Ekonomiks ekonomiks sa AP9MKE 2 2 4
pang-araw-araw na -Ia-1
pamumuhay
bilang isang mag-
aaral, at kasapi ng
pamilya at lipunan
Natataya ang AP9MKE
kahalagahan ng -Ia-2 5 5 10
ekonomiks sa pang
araw-araw na
6 12
pamumuhay ng 5.55 11`
bawat pamilya at
lipunan
TOTAL
10/11/2018 45 50
Test Result
10
9 80% -
8 Below 80% -
7
6
5
4
3
10/11/2018
Remedial Activity No. of No. of % of Item/s
Topic/ Learning
Content Competencies Code Tchg. Items Items Place-
(Aralin/Nilalaman) days ment

9 ? ?
3 ? ?
5 ? ?
TOTAL
45 50

10/11/2018
Remedial Activity
9/45 days x 50 items = 10
3/45 days x 50 items = 3
5/45 days x 50 items = 5 or 6

10 items/50 x 100 = 20%


3 items/50 x 100 = 6.66 or 7%
5 items/50 x 100 = 11%
TOTAL
10/11/2018
45 50
#7-10 No. of No. of % of Items
Topic/ Learning
Content Competencies Code Tchg. Items
(Aralin/Nilalaman) days

9 10 20
3 3.33 6.66
5 5.55 11.1
TOTAL
45 50

10/11/2018