This document provides a table of specification for an assessment in a learning course. It outlines two main instructional objectives that will be assessed over 7 recitation days through 50 total items. The first objective focuses on the foundation for assessment and will be assessed through 29 items, representing 58% of the total. The second objective focuses on assessment for learning and will be assessed through 21 items, representing 42% of the total. The table also breaks down how each objective will be assessed based on the different levels of Bloom's taxonomy, including remembering, understanding, applying, analyzing, synthesizing, and evaluating.
This document provides a table of specification for an assessment in a learning course. It outlines two main instructional objectives that will be assessed over 7 recitation days through 50 total items. The first objective focuses on the foundation for assessment and will be assessed through 29 items, representing 58% of the total. The second objective focuses on assessment for learning and will be assessed through 21 items, representing 42% of the total. The table also breaks down how each objective will be assessed based on the different levels of Bloom's taxonomy, including remembering, understanding, applying, analyzing, synthesizing, and evaluating.
This document provides a table of specification for an assessment in a learning course. It outlines two main instructional objectives that will be assessed over 7 recitation days through 50 total items. The first objective focuses on the foundation for assessment and will be assessed through 29 items, representing 58% of the total. The second objective focuses on assessment for learning and will be assessed through 21 items, representing 42% of the total. The table also breaks down how each objective will be assessed based on the different levels of Bloom's taxonomy, including remembering, understanding, applying, analyzing, synthesizing, and evaluating.
Total Item Number of Number Percentage Remembe Understan Applica Analy Synthe Evalua Items of OBJECTIVES Recitation Days of Items of Items -ring -ding -tion -sis -sis -tion Place- ment 1. Instructional Objectives and Learning Outcomes: Foundation for Assessment 1.1 Differentiate one from other: a. aims, goals, b. 6 2 1 3 instructional objectives and learning outcomes 1.2 Compare and contrast the taxonomy of learning 7 2 5 objectives 1.3 Describe the different forms of learning outcomes 2 2 4 1.4 Describe the relationship between objectives and 4 29 58% 2 2 assessment 1.5 Examine the learning outcomes in the K-12 Basic 5 2 3 Education Curriculum 1.6 Apply the criteria for selecting and writing objectives 5 3 2 in the different levels of Revised Bloom's Taxonomy 2. Focus on Assessment for Learning (AFL) 2.1 Define assessment for learning and its benefits 3 2 1 6 2.2 Recognize the relationship between AFL to formative 5 2 3 and summative assessment 3 21 42% 2.3 Describe the theories behind AFL 1 2 3 2.4 Explicate how AFL can be used to improve learning 2 2 3 7 TOTAL 7 50 100% 11 10 7 14 8 50 Percentage of the Items 22% 20% 14% 28% 16% 100% BATANGAS STATE UNIVERSITY ARASOF Nasugbu COLLEGE OF TEACHER EDUCATION