FS

Field
5
Learning
Study
Episode
Name of FS Student:
4
TABLE OF
SPECIFICATI
ONS (TOS)
CONTENT
VALIDITY
and
Glydel P. Rodriguez
Course: BSE-MAPE OUTCOMES- Year and Block : 4F
BASED
EDUCATION
MY LEARNING ACTIVITIES (OBE)
1. Study the sample TOS given below.

2nd Semester SY 20__ - 20__

EDUC. 11 FINAL
Course Catalog Number Periodical Examination
Table of Specifications

Assessment of Student Learning 2

Course Title

LEVELS/SKILLS
TOTAL
Remembering Understanding Thinking
TOPICS (Comprehensing/ (Analyzing/
Declarative # %
Applying) Evaluating/ Creating
# % Item # # % Item # # % Item #
Authentic 20 33.3% 1-4,7-15,
Assessment: 20-26 20 33%
Basic Concepts
Authentic 10 17% 5,6,16-19
Assessment: ,27-30 10 17%
Advance Application
Discussion of 10 17% 31
Behavioral Objectives/
10 17%
Intended Learning
Outcomes
Portfolio on Authentic 20 33% 32-35
20 33%
Assessment

TOTAL 20 33% 10 17% 30 50% 60 100%

FS 5- Learning Assessment Strategies

2. Research on other examples of TOS and compare them with the TOS given above.

FS 5- Learning Assessment Strategies

MY ANALYSIS

1. For a TOS to ensure test content validity, what parts must it have?

Test Content Validity is considered as the most important type of validity. It is the
degree to which the test questions fully assess the construct of interest that is intended to
be measured.
Content Validity involves two concepts, the content relevance and content coverage.
Content relevance is the extent to which the aspects of the ability to be assessed are
actually tested by the task and it indicates to specify the ability domain and the method to
which the assessment be given. While the content coverage stresses the extent to which
the test covers the performance in the target context.
Moreover, content validity will be achieved if what is being measured is all that is
supposed to measure. The teacher must make sure that the test items reflect the planned
objectives of the curriculum, arrange test items from easy to difficult level and let students
demonstrate their mastery of the lessons and their essential skills.

2. Among the TOSs that you researched on, which is a better TOS? Why?

The number of sample TOS that I have researched on are about the subject
MAPEH, which is for 3rd year level. Thus, the sample TOS are formatted by the DepEd.
I would say that the better TOSs are those that I’ve researched on from the internet
because it is more comprehensive than the given sample above. The sample only shows
the TOPICS while that of I have researched show not just the topics but also the
instructional objective and learning competencies. The number of hours spent and the
percentage in tackling the lesson are also inscribed, while the sample did not indicate
them. The ability domains (knowledge, process/skills and understanding) on my
researched TOS are being reflected with allocated their percentages, (30%, 40% and
30%).
The TOSs for DepED are easily to be understood, thus confusion will be avoided in
using them.

FS 5- Learning Assessment Strategies

3. Can a teacher make a test with content validity even without making a TOS? Why?

Yes, it is possible that a teacher can devise a test with content validity even without
constructing a TOS if the topic covered is only one and thus, the exam covers all that
you’ve tackled and especially if the teacher discussed the topic and the exam follows
after the class discussion period.
However it is impossible to ensure the test with content validity if the examination
will cover the whole chapter in a subject. Its failure will be evident after checking the
papers of the students. Most probably, the number of the students who got low scores are
high and very few will have the passing rates. This indicates that the test items were very
difficult and it has bad effects for the students. They will get low grades just because the
teacher includes test items which were given less emphasis during the class discussion.
It is important to make a TOS to ensure that the test have content validity in
relevance with what the learners know and to the anticipated learning outcomes. With
this, the performance of the class will be in a normal curve.

4. Explain why the use of a TOS enhances content validity.

TOS serves as a backbone that helps teacher to align objectives, instruction, activity
and assessment, the curriculum development. The main reason of conducting a TOS is to
ensure the validity of the assessment in any means, to avoid mismatch of assessment
material in accordance to what the learners have learned after the number of hour’s class
discussions intended for a specific lesson.
TOS enhances content validity because it gives assurance that the test instrument to
be used will cover all that the teacher needs to measure on the students’ learning and the
performance objective at each level of the cognitive domain of Bloom’s Taxonomy. The
importance of teachers making TOS, is very imperative for it gives clear connection
between planning, implementing and evaluation. Through this we can judge the
effectiveness of your school’s curriculum.
With TOS, inclusion of irrelevant test items will be eradicated. The performance of
the students is expected to be in the normal curve. Thus we can say that the test is
proven to be valid.

FS 5- Learning Assessment Strategies

MY REFLECTIONS
Read the conversation below and reflect on the teacher’s assessment practices.

“But we only talked about Puerto Princesa for - like 2 seconds last week. Why would she put that on the
exam?”

“You know how teachers are… they’re always trying to trick you.”

“Yes, they find the most nit-picky little details to put on their tests and don’t even care if the information
is important.”

“It’s just not fair. I studied everything we discussed in class about the Philippines and the things she made
a big deal about, like comparing the Philippines, and to think all she asked was ‘What’s the capital of
Singapore?”

“Really? Grrr.”

(Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3, February 2013)

My Reflections:

Yes. I have encountered this problem and I think all of the students did too and might
be experiencing it still.

As a typical student, I saw this as a strategy of the teachers to know who among the
students are knowledgeable and wide-readers. I just realized the reasons of its occurrence by
now, after taking Assessment of Learning. I just found out that it is on the mistake of the
teacher, of not having a TOS or not making one.

It is indeed frustrating on the part of the students and will affect their grades. This will
be a factor why students hate some of their teachers. Reliance on teachers will be
jeopardized. According to a research I have read, it creates a ‘domino effect’, wrong teaching
+ wrong assessment = wrong grades. This indicates that test results are unreliable, thus
objectives of the curriculum is not achieved.

I have learned that as a future teacher I must observe validity as the most important
criteria of a test. Most of all, I should make my students realize that tests are not intended to
punish them but rather help them to achieve what they may be after their stay in the school.

FS 5- Learning Assessment Strategies

MY LEARNING PORTFOLIO
Construct a sample TOS that reflects the levels of learning by Bloom (Cognitive
Domain).

1st Semester, SY 2016 - 2017

EDUC. 11 Midterm
Course Catalog Number Periodical Examination
Table of Specifications

LEVELS/SKILLS
TOTAL
No. Remembering Understanding Thinking
of (Analysing/ # %
TOPICS (Comprehending
Hour Declarative Evaluating/
s / Applying)
Creating
# % Item # # % Item # # % Item #
A. Cognitive and 3,10-
Metacognitive 11,
Factors of 13,16,1
Learning 7,29,42
1 18
,48,60, 18 18%
8 %
1.5 64-
66,78-
79,83,8
5-87
5,12,30
,34-
B. Understandin 1 17 35,43,5
12 12 12%
g Learning % 3,57,73
,76-
77,84
1-2,14-
15,18-
25,27-
28,31-
33,36-
41,44-
C. The 47,49-
7 70
Developmenta 6 52,54- 70 70%
0 %
l Theories 55,58-
59,61-
63,67-
72,71-
75,80-
81,88-
100
TOTAL 1 18
12
12 7 70
60 100%
8 % % 0 %
Facilitating Learning
Course Title

FS 5- Learning Assessment Strategies

MY LEARNING RUBRIC
Field Study 5, Episode 4 – Table of Specifications (TOS) Content Validity and Outcomes -
Based Education (OBE)
Focused on: 1. Constructing a Table of Specifications
2. Applying OBE by formulating test items with content validity

Name of FS Student: Glydel P. Rodriguez

Year and Section: BSE – MAPE/ 4F Date Submitted: ___________________

Exemplary Superior Satisfactory Needs Improvement

Learning Episodes
4 3 2 1
All episodes were done with All or nearly all episodes Nearly all episodes were Fewer than half of
outstanding quality; work were done with high done with acceptable episodes were done; or
exceeds expectations. quality. quality. most objectives were met
Learning Activities but need improvement.
4 1
3 2
All questions / episodes were Analysis questions were Analysis questions were Analysis questions were
answered completely; in-depth answered completely. not answered completely. not answered.
Analysis of the answers; thoroughly grounded Clear connection with Vaguely related to the
Learning Episode on theories. Exemplary theories. Grammar and theories. Grammar and Grammar and spelling
grammar and spelling spelling are superior. spelling acceptable unsatisfactory.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
profound and clear; supported clear, but not clearly shallow; supported by unclear and shallow and
by experiences from the supported by experiences experiences from the are not supported by
Reflections/ Insights
learning episodes. from the learning episodes. learning episodes. experiences from the
4 3 2 learning episodes.
1
Portfolio is complete, clear, Portfolio is complete, clear, Portfolio is incomplete; Portfolio is incomplete;
well-organized and all well-organized; most supporting supporting
supporting; documentations supporting documentations documentations are documentations are not
Learning Portfolio are located in sections clearly are available and logical organized but are lacking. organized and are
designated. and clearly marked lacking.
locations.
4 3 1
2
Submitted before the deadline Submitted on the deadline Submitted a day after the Submitted two days or
Submission of deadline. more after the deadline.
Learning Episode 2 1
4 3
Comment/s: Over-all Score Rating

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
below

FS 5- Learning Assessment Strategies

____________________ _______________
Signature of FS Teacher Date
above printed name

FS 5- Learning Assessment Strategies