Lac Session On Tos - Antoni PDF

Learning Action Cell (LAC) Session for Senior High School Teachers
TABLE OF SPECIFICATION
(The TOS Relative to Test Construction)
Ana Iloley M. Antoni (Learning Facilitator)
Alangalang National High School
Senior High School Department
LEARNING OBJECTIVES
Remember Review
01 the foundations
02 the essential parts
and concept of TOS of the TOS
Revisit Examine
03 procedures of
04 TOS samples for
crafting a TOS improvement
TIME FREEZE!
Let us be prepared before we continue.
Check your materials

Do you have a sample TOS and MELCS?
Check yourself
Are you ready to participate?
01
THE TABLE OF
SPECIFICATION
Foundations and Concepts
THE TABLE OF SPECIFICATION: Foundations and Concepts
Defining
➢ a plan prepared by a classroom
teacher for test construction
➢ tool that ensures a test measures the
content/skills it intends to measure
LAC SESSION FOR SHS: Table of Specification (The TOS Relative to Test Construction)
Scope
➢ What is tested?
➢ How are the outcomes and objectives
linked with the topic?
Scope
➢ What were discussed and how much
time was spent in each topic?
➢ How many items/marks should be used
given the amount of available time?
Legal Foundation
➢ National Competency-Based Teachers
Standards (Professional Education: Assessment and
Evaluation of Learning)
➢ DepEd Order 8, s. 2015 (Policy Guidelines on
Classroom Assessment for the K-12 Basic Education
Program)
Legal Foundation
➢ DepEd Order 55, s. 2016 (Policy Guidelines for the
National Assessment of Student Learning for the K-12
Basic Education Program
➢ DepEd Order 21, s. 2019 (Policy Guidelines on the
K-12 Basic Education Program)
Legal Foundation
➢ R.A. 10533 (The Enhanced Basic Education
Act of 2013) and its Implementing Rules
and Regulation
02
PARTS OF THE
TOS and Its Contents
LEARNING
COMPETENCY
“knowledge, understanding, skills, and
attitudes that students need to demonstrate
in every lesson and/or learning activity.”
–DepEd Order No. 8, s. 2015
LAC SESSION FOR SHS:
Table of Specification (The TOS Relative to Test Construction)
NUMBER OF HOURS
Time allocated for teaching a competency
as reflected in the budget of lesson as
aligned with the learning competency code.

THE TABLE OF SPECIFICATION:
Grade Level Competency #
CS_RS12_Ia-c1
Subject
Code Quarter
Weeks
PERCENTAGE
OF HOURS
Computed by dividing the number of hours
(per competency) by the total number of
hours for the entire quarter times 100.

# 𝒉𝒓𝒔/𝒄𝒐𝒎𝒑𝒆𝒕𝒆𝒏𝒄𝒚
% 𝒐𝒇 𝒉𝒓𝒔 = 𝒙 𝟏𝟎𝟎
𝒕𝒐𝒕𝒂𝒍 𝒉𝒓𝒔 𝒇𝒐𝒓 𝒕𝒉𝒆 𝑸𝒕𝒓.
NUMBER OF ITEMS
Per competency is computed by multiplying
the desired total number of items with the
percentage of hours

#𝒐𝒇 𝒊𝒕𝒆𝒎𝒔
= (𝒅𝒆𝒔𝒊𝒓𝒆𝒅 𝒕𝒐𝒕𝒂𝒍 # 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔)
(% 𝒐𝒇 𝒉𝒐𝒖𝒓𝒔)
COGNITIVE DOMAINS
Cognitive Process Dimensions by Anderson
and Krathwohl (2001) or better known as
the ‘Revised Bloom’s Taxonomy’

PLACEMENT OF ITEMS
Identifies the item numbers in the test
material (question) which corresponds to
the learning competency and cognitive
domain
03
CRAFTING THE
Procedures and Strategies
F How many is the ideal test items?
A Based on the national

standards for assessment,
Q tests should at least be 30

items (elementary) to 60 items
(high school) at a time
s allotment of 60 minutes
A G3 NAT
G6 NAT
– 30 items
– 40 items
Q G12 NAT – about 60 items
s
A Subject Areas
Math – 1.5 minutes/item
Science – 1 to 1.5 minutes/item
Q Languages –
Social Science –
1 minute/item
1 minute/item
s
F Is the format fixed?
A No. There is no fixed or

standard format. The advise,
Q however, is that all elements

of the TOS be present in what
ever format preferred.
s
A
Q
s
A
Q
s
A
Q
s
Suggested TEMPLATE

F Can we adopt any test types or just

multiple items?
A Yes. But it is advisable that we
have multiple choice questions to
Q similarly train our students with
this type of tests. Remember, most
s standardized tests are multiple
choices.
F Can we adopt any test types or

just multiple items?
A
Q However for other types of tests,
s there might be other test analysis

treatments that must be done.
F Can I adjust time allotments and not

follow the suggested time allotments
A in the Curriculum Guide?
Yes but it should be supported or
Q reflected in the
reflection/remarks section of your
s lesson plan for that particular

competency.
F I think, one competency has a very long

time allotment but it seems that concepts
A are limited. Should I still follow the time

in the code?
Q
Yes. Review the competency
thoroughly usually these
competencies that=have longer
s time allotments are to be
considered for HOTS domains
F How many number of items should be

allotted for each cognitive domain?
A Suggested percentage allocation is

either 60 to 70% for LOTS and 30 to
Q 40% for the HOTS (decreasing

allotment going towards a higher
s
domain)
F How many number of items should be allotted

for each cognitive domain?
A
HOTS
Q
s LOTS
STEPS IN CRAFTING THE TOS

1. Secure a copy of the curriculum guide/MELCS, BOL,
and or Lesson Plan.
Take note (and copy to the template) the learning
competencies, learning codes, and time (# of
hours) spent in teaching the competencies.

2. Determine the test time allotment and the total
number of items for the test.
Decide on the number of minutes for the test.
With this in mind and in consideration of your
subject area, establish the total number of items.

3. Compute for the percentage of hours spent and
number of items to be allotted for each competency.
Using the formula, determine the percentage of hours
spent. These computed percentages will be used to later
identify the number of items for each competency.

3. Mark the learning competencies appropriate for the
verbs in each level of ability.
Reexamine the learning competencies and categorize the
verbs into the cognitive levels. Competencies that are
categorized as LOTS cannot be upgraded but HOTS
competencies can be segmented to form LOTS questions.

3. Mark the learning competencies appropriate for the
verbs in each level of ability.

3. Mark the learning competencies appropriate for the verbs in
each level of ability.
Level 1: REMEMBERING > learner is able to recall, restate, and
remember learned information
Recognize Underline List Define Describe
Record Identify Recall Retrieve Relate
Name Locate Find

Level 2: UNDERSTANDING > learner is able to grasps the meaning
of info by interpreting & translating what has been learned
Interpret Translate Exemplify Restate
Summarize Recognize Paraphrase Express
Classify Describe Compare Locate
Explain Tell Review Discuss

Level 3: APPLYING > learner is able to makes use of information
in a context different from the one in which it was learned
Implement Employ Carry Out Dramatize
Practice Execute Apply Sketch
Operate Illustrate Demonstrate Use

Level 4: ANALYZING > learner is able to breaks information into
its parts to best understand that information.
Compare Calculate Relate Organize Debate
Experiment Deconstruct Examine Test Attribute
Outline Categorize Find Differentiate
Structure Integrate Distinguish

Level 5: EVALUATING > learner is able to makes decision based
on in-depth reflection, conclusion and assessment.
Check Rate Select Conclude Defend
Compare Justify Interpret Critique Appraise
Experiment Revise Judge Assess Estimate
Detect Monitor Choose Hypothesize

Level 6: CREATING > learner is able to create new ideas and
information using what has been previously learned.
Design Prepare Compose Construct Organize
Propose Plan Formulate Produce Set Up
Inventing Devising Make Collect

4. Assign items according to the cognitive levels.
Based on the marked learning competencies, distribute
the number items to the cognitive levels taking into
note the proportion wherein HOTS < LOTS items.
MELC 1: Describes characteristics,
strengths, weaknesses, and kinds of
quantitative research 4 20% 10
(CS_RS12-Ia-c-1)
MELC 2: Illustrates the
importance of quantitative
research across fields (CS_RS12- 4 20% 10
Ia-c-2)
MELC 3: Differentiates kinds of

variables and their uses 4 20% 10
(CS_RS12-Ia-c-3).
MELC 4: Designs research useful

in daily life (CS_RS11-IIId-e-1). 4 20% 10
MELC 5: Writes a research title

(CS_RS11-IIId-e-2). 4 20% 10
20 100% 50 15 10 10 10 3 2
04
WORKSHOP AND
CRITIQUING
Examine Sample TOS

Lac Session On Tos - Antoni PDF

Uploaded by

Copyright:

Available Formats

You might also like

Lac Session On Tos - Antoni PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lac Session On Tos - Antoni PDF

Uploaded by

Copyright:

Available Formats

Learning Action Cell (LAC) Session for Senior High School Teachers

Check your materials

LAC SESSION FOR SHS:

Grade Level Competency #

LAC SESSION FOR SHS:

LAC SESSION FOR SHS:

LAC SESSION FOR SHS:

F How many is the ideal test items?

A Based on the national

Q tests should at least be 30

F How many is the ideal test items?

Q G12 NAT – about 60 items

F How many is the ideal test items?

F Is the format fixed?

A No. There is no fixed or

Q however, is that all elements

F Is the format fixed?

F Is the format fixed?

F Is the format fixed?

LAC SESSION FOR SHS:

F Can we adopt any test types or just

F Can we adopt any test types or

s there might be other test analysis

F Can I adjust time allotments and not

s lesson plan for that particular

F I think, one competency has a very long

A are limited. Should I still follow the time

F How many number of items should be

A Suggested percentage allocation is

Q 40% for the HOTS (decreasing

F How many number of items should be allotted

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

STEPS IN CRAFTING THE TOS

MELC 3: Differentiates kinds of

MELC 4: Designs research useful

MELC 5: Writes a research title

You might also like