Scribd
Upload
16 views

113 Exercise 1 Guide 2023

Uploaded by

Sheridan Yvonne Alaba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
16 views

113 Exercise 1 Guide 2023

Uploaded by

Sheridan Yvonne Alaba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Exercise 1 Guide/ EDS 113

Our Very Own Table of Specifications


A Fun Group Activity

All hands on deck!


(Output: 5 pages short)

A private discussion forum for each of the following steps is available on the course site where you are
encouraged to post your individual contributions and your exchange of ideas with your group-mates. The forum
serve to validate your individual contributions and can also facilitate asynchronous discussions.

GENERAL PREMISE
Actions and practices in education are guided (motivated) by intentions (e.g., purposes, goals,
objectives). Specific differences in intentions (learning objectives) can explain many of the
variations in teaching, learning, and assessment processes and educational outcomes. A table of
specifications provides a blueprint to help direct the various processes towards the intentioned
outcomes.

FORM / JOIN A GROUP


There are two option for group formation:
A. You may organize your own group from among the members of the class, not necessarily
limited to your barangay. Post the names of members in the Request for Group Formation
Forum. See the forum for specific instructions regarding your enlistment.
B. A separate forum allows you to join a teacher-organized group, the composition of which
is random. See the forum for specific instructions regarding your enlistment.

PROCEDURE

I. The LESSON (limited to teaching-learning context)


Identify the “lesson”; briefly provide a background information—e.g., the topic, grade level,
the learners, the setting/ institution, etc.

II. The LEARNING OBJECTIVES to improve outcomes

A. DRAFT an initial set of learning objectives (2 to 3) that must be stated in this manner:
“At the end of the lesson, the students/learner-participants must be able to ____”

B. IMPROVE. State and restate (improve) the learning objectives so that teaching, learning
and assessment activities will be redirected to “more desirable learning outcomes”. (Read
up on Bloom’s Taxonomy)

C. VALUE. Briefly discuss the importance of well-crafted objectives and the implications of
poorly crafted objectives to various educational processes (teaching, learning, and
assessment). Emphasize how carefully restating the objectives can push changes in
assessment and drive better learning.
III. DESIGN A TABLE OF SPECIFICATIONS

A. There are different ways to make a TOS, and the way you design yours must reflect the
aspects of learning that you value, which, for example, can be inferred from:

 your refined (re-defined) learning objectives;


 the specific set of KSA components & their relative weights
o identify the specific KSA (knowledge skills, abilities), concepts, terms,
procedures, applications, etc that your plan will intentionally attend to;
o for each component. Sp ecify the time to be allocated for learning
engagement (time to develop specific knowledge, skill, ability);
 the assessment design
o determine the purposes that the assessment must satisfy
 Explain how the underlying processes serve different purposes.
With each assessment that you proposed, explain the kinds of thinking
that will be invoked, the skills or learning outcomes that will determined
[or not].
o specify the types and methods of assessment tasks to administer
 Briefly discuss the merits (strengths and weaknesses) of each assessment
you proposed. What learning objectives will each be able to attend to
[and not]?
o establish the distribution of points for the assessment tasks

B. DISCUSS your TOS.

 Explicitly discuss how alignment is achieved/ensured.


o Why is this important? How does misalignment occur in practice and how can
this be avoided?
o Explain the connections between learning objectives and the purposes and
methods of assessment embedded in your plan.
 Discuss reliability and validity within your TOS.
 Do you have a good assessment plan? Justify.

IV. In conclusion. WITHIN A MORE ENCOMPASSING FRAMEWORK


“Your TOS is only part of a bigger scheme of assessment in education.”
Explain how this is so, by tapping on the various concepts and principles from the modules
studied so far (e.g., multiple measures, validity-reliability, assessment cycle, goals/mission of
the institution, etc).
REPORT STRUCTURE ("TEMPLATE")

Format
1" margins on letter-size page
Font 11 or 12
double-spaced paragraphs
save as PDF

Title Page
Creative Title
Group
Names of ACTIVE members in alphabetical order (Student Number)
Date of submission

Introduction
1 page short (items I-II)
Provide a brief description of the lesson.
State the learning objectives after it has been refined.
Explain the implications of well-crafted objectives.

Main Body
5 pages short (items III & IV)
Discussion and analysis must be presented in an organized and easy-to-understand manner. Ideas
must flow smoothly. Be coherent; watch your grammar and sentence/paragraph structures.
Avoid fancy language
KISS- Keep it short and straightforward. .

Appendix
(OPTIONAL, pages don’t count)

BEFORE YOU SUBMIT:


Review the instructions and verify that you have met the expectations.
You must be able to demonstrate how you intentionally applied concepts and principles from the
modules as theoretical foundations / justifications. Type the concepts and principles in bold letters, so
they will be easy for you and your readers to spot. DO NOT COPY-PASTE; cite references as needed.
Plagiarism will have very undesirable repercussions (e.g., you get a 5.0 for the course).

AFTER YOU SUBMIT:


Remember to accomplish and submit the peer and self-assessment form. Failure to do so will
adversely affect your grade.

You might also like