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Lac On Table Specifications Presentation
Lac On Table Specifications Presentation
LAC SESSION ON
TABLE OF SPECIFICATIONS
(TOS) RELATIVE TO
CONSTRUCTING TEST QUESTIONS
DECEMBER 03,2019
PREFATORY
1. The TOS requires a thorough knowledge of Bloom’s Revised
Taxonomy.
4. The TOS requires that previous experiences are recalled and to some
extent, it requires likewise the imagination of the TOS constructor to
concretize the actual teaching-learning process based on previous
encounters in the classroom in order to determine more or less the
domain/s where he would based from his questions
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
1956 2001
Evaluating
Analyzing
Applying
Understanding
Remembering
Remembering
THE LEARNER IS ABLE TO RECALL, RESTATE AND REMEMBER LEARNED
INFORMATION.
- RECOGNIZING
- LISTING
- DESCRIBING
- IDENTIFYING
- RETRIEVING
- NAMING
- LOCATING
- FINDING
CAN YOU RECALL INFORMATION?
Sample Questions for Remembering
• What is _____________?
• Where is __________?
• How did it happen ____________?
• Why did __________ ?
• When did ___________?
• How would you show _______?
• Who were the main ________ ?
• Which one ________ ?
• How is __________?
Understanding
Remembering
THE LEARNER GRASPS THE MEANING OF INFORMATION BY INTERPRETING AND
TRANSLATING WHAT HAS BEEN LEARNED.
- INTERPRETING
- EXEMPLIFYING
- SUMMARIZING
- INFERRING
- PARAPHRASING
- CLASSIFYING
- COMPARING
- EXPLAINING
CAN YOU EXPLAIN IDEAS OR CONCEPTS?
Sample Questions for Understanding
• State in your own words…
• Which are facts? Opinions?
• What does this means…?
• Is this the same as …?
• Giving an example
• Select the best definition
Questions with what, where, why
and how questions answers could
be taken between the lines of the
text through organizing,
comparing, translating,
interpreting, extrapolating,
classifying, summarizing and
stating main ideas fall under
understanding.
•Condense this paragraph
•What would happen if … ?
•What part doesn’t fit?
•How would compare? Contrast?
•What is the main idea of … ?
•How would summarized … ?
Applying
Understanding
Remembering
THE LEARNER MAKES USE OF INFORMATION IN A CONTEXT DIFFERENT FROM
THE ONE IN WHICH IT WAS LEARNED.
- IMPLEMENTING
- CARRYING OUT
- USING
- EXECUTING
CAN YOU USE THE INFORMATION IN ANOTHER FAMILIAR SITUATION?
Sample Questions for Applying
Understanding
Remembering
THE LEARNER BREAKS LEARNED INFORMATION INTO ITS PARTS TO BEST
UNDERSTAND THAT INFORMATION.
- COMPARING
- ORGANIZING
- DECONSTRUCTING
- ATTRIBUTING OUTLINING
- FINDING
- STRUCTURING
- INTEGRATING
CAN YOU BREAK INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS
AND RELATIONSHIPS?
Sample Questions for Analyzing
• Which statement is relevant?
• What is the conclusion?
• What does the author believe? Assume?
• Make a distinction between _________
• What ideas justify the conclusion?
• Which is the least essential statement?
• What literacy form is used?
Evaluating
Analyzing
Applying
Understanding
Remembering
THE LEARNER MAKES DECISIONS BASED ON IN-DEPTH REFLECTION, CRITICISM
AND ASSESSMENT.
- CHECKING
- HYPOTHESIZING
- CRITIQUING
- EXPERIMENTING
- JUDGING
- TESTING
- DETECTING
- MONITORING
CAN YOU JUSTIFY A DECISION OR COURSE OF ACTION?
Sample Questions for Evaluating
• What fallacies, consistencies,
inconsistencies appear __________?
• Which is more important ___________ ?
• Do you agree _________ ?
• What information would you use
____________ ?
• Do you agree with the ___________ ?
• How would you evaluate _________ ?
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
THE LEARNER CREATES NEW IDEAS AND INFORMATION USING WHAT HAS BEEN
PREVIOUSLY LEARNED.
- DESIGNING
- CONSTRUCTING
- PLANNING
- PRODUCING
- INVENTING
- DEVISING
- MAKING
CAN YOU GENERATE NEW PRODUCTS, IDEAS, OR WAYS OF VIEWING THINGS?
Sample Questions for Creating
Factual
Conceptual
Procedural
Metacognitive
Conceptual Knowledge
- is knowledge of classification,
principles, generalizations,
theories, models or structure
pertinent to a particular
disciplinary area.
Factual 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.
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.
How to Construct Table of Specification
TOTAL
50
How to Construct 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
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 assurance that test questions are
constr ucted in her own words and therefore the test questions
appeal or relate better to the pupils/ students.
THANK YOU!!!