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TOS Test Samples
TOS Test Samples
TOS Test Samples
SPECIFICATIONS
BLOOM’S REVISED TAXONOMY Suggested Percentage
Allocation
CREATING
Generating new ideas, products, or ways of viewing things
10%
Designing, constructing, planning, producing, inventing
Higher-order EVALUATING
Justifying a decision or course of action 30%
Thinking Checking, hypothesizing, critiquing, experimenting, judging
10%
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
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How to Construct Table of Specification
1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
45
How to Construct Table of Specification
3. Determine the total number of items per topic by using the formula:
Time Spent / Frequency per topic divided by the total number of
frequency in the grading period times total number of items.
Example:
3 50 = 3.33
45
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
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
How to Construct Table of Specification
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49
How to Construct Table of Specification
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49
How to Construct Table of Specification
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49
How to Construct Table of Specification
7. On the basis of your experience / analysis start allocating the
items with respect to the total number of items per domain and the
total number of items per topic beginning with the higher-order
thinking domains down to remembering. It is suggested that the
order of complexity from creating to remembering is not altered.
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 1 6.66 7
5. 8 2 8.88 9
6. 5 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 3.33 3
2. 4 1 4.44 4
3. 1 1.11 1+1
4. 6 1 1 6.66 7
5. 8 2 8.88 9
6. 5 2 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 1 3.33 3
2. 4 1 1 4.44 4
3. 1 1.11 1+1
4. 6 1 1 6.66 7
5. 8 2 2 8.88 9
6. 5 2 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 1 4.44 4
45 15 10 10 5 5 5 49.95 49
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1.11 1+1
4. 6 2 1 1 6.66 7
5. 8 2 2 8.88 9
6. 5 2 5.55 6
7. 8 2 2 8.88 9
8. 2 1 2.22 2
9. 4 2 1 4.44 4
10. 4 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1 1.11 1+1
4. 6 2 2 1 1 6.66 7
5. 8 2 2 2 8.88 9
6. 5 2 2 5.55 6
7. 8 2 2 2 8.88 9
8. 2 1 2.22 2
9. 4 2 1 4.44 4
10. 4 1 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 1 1 1 3.33 3
2. 4 1 1 1 1 4.44 4
3. 1 2 1.11 1+1
4. 6 2 1 2 1 1 6.66 7
5. 8 3 2 2 2 8.88 9
6. 5 2 2 2 5.55 6
7. 8 3 2 2 2 8.88 9
8. 2 1 1 2.22 2
9. 4 1 2 1 4.44 4
10. 4 1 1 1 1 4.44 4
49.95 49
TABLE OF SPECIFICATION IN _PHYSICS_1_
_______12__________ ______Quarter 1______ _____2022-2023______
Grade Grading period School Year
Week 1
Solve measurement problems involving
conversion of units, expression of
measurements in scientific notation
Differentiate accuracy from precision
Differentiate random errors from systematic 4 1 2 1 3 2 9.375 9
Errors
Estimate errors from multiple measurements
of a physical quantity using variance
Differentiate vector and scalar quantities
Perform addition of vectors
Rewrite a vector in component form
WEEK 2
Convert a verbal description of a physical
situation involving uniform acceleration in one
dimension into a mathematical description 4 1 2 4 2 9.375 9
Interpret displacement and velocity,
respectively, as areas under velocity vs. time
and acceleration vs. time curves
FINAL OUTPUT: Include the ITEM placement.
Item Placement
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 wor ds and therefore the test questions
appeal or relate better to the pupils/ students.
Avoid Do use
In the stem: In the stem:
•Long / complex sentences •Your own words – not
•Trivial statements statements straight out of the
•Negatives and double-negatives textbook
•Ambiguity or indefinite terms, •Single, clearly formulated
absolute statements, and broad problems
generalization In the choices:
•Extraneous material •Plausible and homogeneous
Tips for writing good •Item characteristics that provide
a clue to the answer
distractors
•Statements based on common
multiple choices misconceptions
In the choices:
student misconceptions
•True statements that do not
items: •Statements too close to the
correct answer
answer the questions
•Short options – and all same
•Completely implausible length
responses •Correct options evenly
•‘All of the above,’ ‘none of the distributed over A, B, C, etc.
above’ •Alternatives that are in logical
•Overlapping responses (e.g., if or numerical then ‘C’ is also
‘A’ is true) true) order
•At least 3 alternatives
•Each item in this test consist of two quantities, one in column A and one in column B.
You are to compare the quantities specified in column C. On your answer sheet, write
• A- if the quantity in column A is greater than the quantity in column
• B- if the quantity in column B is greater than the quantity in column
• C- if the quantities are equal
• D- if the data given are insufficient
Data Sufficiency
- This is a test defined to measure one’s knowledge in problem-solving
procedures rather than their computation skills.
Direction
Two statements labeled A and B are given. These are followed by a question
which you are not expected to answer by computing but rather you have to decide
whether the data given in the two statements are sufficient for answering the
question. Write
A= of one of the statements alone is sufficient and the other statement is not
sufficient.
B= if both statements A and B ate sufficient to answer the questions asked
but neither alone is sufficient.
C= if each statement is sufficient by itself to answer the question asked.
D= if statements A and B together are not sufficient to answer the
question, that is, additional data specific to the problem are needed.
True / False
• Avoid using universal descriptors such as “never”, “none”,
“always”, and “all”.
• Testwise students will recognize that there are few absolutes.
Column I Column II
1. Name of the answer in addition A. Difference
problems. B. Dividend
2. Name of the answer in C. Multiplicand
subtraction problems. D. Product
3. Name of the answer in E. Quotient
multiplication problems. F. Subtrahend
4. Name of the answer in division G. Sum
problems.
Use GRESA if applicable.