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Class Performance Level

This document provides information on how to create a table of specifications (TOS) for assessing student learning. It defines a TOS as a two-way chart that describes the topics to be covered on a test and the number of test items or points for each topic. The steps for writing a TOS include listing topics and objectives, determining time spent on each topic, calculating the percentage allocation of test items, and distributing items across cognitive domains like knowledge, comprehension, application, analysis, synthesis and evaluation. Tips for an effective TOS include keeping it concise, identifying major ideas over specifics, using an appropriate cognitive taxonomy, and weighing the distribution against the test purpose and time available.

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Derick Maceda
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45 views

Class Performance Level

This document provides information on how to create a table of specifications (TOS) for assessing student learning. It defines a TOS as a two-way chart that describes the topics to be covered on a test and the number of test items or points for each topic. The steps for writing a TOS include listing topics and objectives, determining time spent on each topic, calculating the percentage allocation of test items, and distributing items across cognitive domains like knowledge, comprehension, application, analysis, synthesis and evaluation. Tips for an effective TOS include keeping it concise, identifying major ideas over specifics, using an appropriate cognitive taxonomy, and weighing the distribution against the test purpose and time available.

Uploaded by

Derick Maceda
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Course: Assessment of Student Learning Topic: Table of Specifications (TOS)

Reporter: Roderick Maceda Date: March 24, 2019

1. What is TOS iii. Application (Applying)


a. Definitions:  It requires the pupils to use
i. A plan prepared by the teacher as a previously acquired information
basis for test construction especially a in a setting other than the one in
periodic test. which it was learned?
ii. It is a two-way chart which describes  Example: Paano mo
the topics to be covered by the test and maihahalintulad ang paggamit ng
the number of items or points which teknolohiya noon sa teknolohiya
will be associated with each topic. ngayon sa aspeto ng pagsusulat?
iii. It enables the teacher to prepare a test
containing a representative knowledge iv. Analysis (Analysing)
in each of the areas tested.  It requires the learners to identify
logical errors, differentiate among
2. Step by Step Approach in writing TOS facts or draw relationships among
a. List down the topics covered for ideas.
inclusion in the test and their  Example: Alin sa mga sumusunod
objectives. You can use the curriculum ang hindi nabibilang sa grupo?
guide for this phase.
b. Specify the number of days/hours v. Synthesis (Creating)
spent for teaching a particular topic  Requires learners to produce
c. Determine percentage allocation of something unique or original.
the test items for each of the topics  Example: Bilang mag-aaral, paano
covered. ka makatutulong sa pagpapanatili
The formula applied is as follows: ng kalinisan ng ating kapaligiran?
% for a topic = Total teaching days/hours
vi. Evaluation (Evaluating)
Time spent (days/hours) teaching a topic
 The learners are required to form
d. Determine the number of the items judgments about the value of
for each topic. This can be done by methods, ideas, people or product
multiplying the percentage allocation that have a specific purpose.
for each topic by the total number of  Example: Alin sa mga sumusunod
items to be constructed. ang higit ng mabisang paraan sa
e. Distribute the numbers to the pagsugpo ng ipinagbabawal na
different domains. The number of gamot?
items allocated for each domain
depends on the degree of importance e. Percentage Distribution
attached by the teacher to it.

3. Parts of the TOS


4. Tips on Preparing the Table of specifications
a. Topics
a. Don’t make it overly detailed.
b. Time spent per topic
b. It’s best to identify major ideas and skills
c. Number of questions per topic
rather than specific details.
d. Item Analysis in different Domains
c. Use a cognitive taxonomy that is most
i. Knowledge (Remembering)
appropriate to your discipline.
 Includes those objectives that deal
d. Weigh the appropriateness of the
with recall, recognize facts,
distribution of checks against the student’s
terminology, etc.
level, the importance of the test, the
 Example: Sino ang kauna-
amount of time available.
unahang bayani ng Pilipinas na
nakipaglaban sa mga Kastila?

ii. Comprehension (Understanding)


 Includes some level of
understanding. It requires the
learners to change the form of
communication to see the
connections or relations.
 Example: Bakit sa tabing dagat
naninirahan ang mga sinaunang
Pilipino?

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