3.LACJanuary_VJCPresentation.pptx

THE TEST BLUEPRINT
VICTORIANO J. CAPAGNGAN JR
Secondary School Principal - I

THE TEST BLUEPRINT
I. Formulating Test
Objectives

What cognitive learning objectives
could be targeted by the test?
Use the revised taxonomy
of cognitive behavior as
your framework.

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Revised taxonomy of
cognitive behavior

The revised blooms taxonomy
Knowledge Dimension Description
Factual Terminologies,specifics details and
elements
Conceptual Knowledge of classifications,
principles ,generalization,theories
Procedural Knowledge of subject –specific skills
and procedures
Metacognitive Self-knowledge ,strategic knowledge
,contextual and conditional

Remembering
The learner is able to recall ,restate and remember
learned information.
• Recognizing
• Listing
• Identifying
• Retrieving
• Naming
• Locating
• Finding
Can you recall the information?

Understanding
• Interpreting
• Exemplifying
• Inferring
• Paraphrasing
• Explaining
• Describing
• Classifying
Can you explain ideas or concepts?

Applying
The learner makes use of information in a context different
from the one in which it was learned.
• Implementing
• Carrying out
• Using
• Executing
• Applying
• Doing
Can you use information in another familiar situation.

Analyzing
The learner breaks learned information into its parts to best
understand the information,
• Differentiating
• Organizing
• Deconstructing
• Outlining
• Distinguishing
Can you break information into parts explicit understandings
and relationships?

Evaluating
The learner makes decisions based on in-depth
reflection,criticism and assessment.
• Checking
• Critiquing
• Judging
• Testing
• Detecting
• Monitoring
Can you justify a decision or course of action?

Creating
The learner creates new ideas and information using what has
been previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
Can you generate new products ,ideas or ways or viewing
things?

Formulating Test Objectives
Remember the ABC3 when determining test objectives:
A- audience
B- behavior
C-content or the subject matter
C- condition
C- criterion

SMART
S- specific
M- measurable
A- attainable
R- Realistic
T Time bound

THE TEST BLUEPRINT
II. TABLE OF
SPECIFICATION

Higher-order
Thinking
30%
20%
20%
10%
10%
10%
Suggested Percentage
Allocation
30%
BLOOM’S REVISED TAXONOMY
CREATING
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
EVALUATING
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understandings and
relationships
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING
Using information in another familiar situation
Implementing, carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.

How to construct the TOS?
1. Determine the desired number of test items.

TABLE OF SPECIFICATIONS
Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
DOMAINS Total Number
Of Test items
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL
50

2. List the topics with the corresponding
allocation of time. The reference is the budgeted
lesson.

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
TOTAL
45
50

3. List the topics with the corresponding
allocation of time. The reference is the budgeted
lesson.
Time Spent / Frequency per Topic
Total Frequency in the grading period
Example:
3
45
50 = 3.33
Total Number of
items
X
X

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 49.95
50

4. Round off the value to become whole
numbers.

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 49.95 49
50

5. Adjust or Balance by either adding or
subtracting (any of the topic totals) so that the
sum will amount to the desired number of test
items.

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 49.95 49
50

6. Scatter the items per topic per
domain. Determine the number of
items per complexity / level of
cognitive domain.
In this case, we have already a pre-computed
value of 30-20-20-30 (10-10-10)

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 15 10 10 5 5 5 49.95 49
30% 20% 20% 30% ( Higher-order Thinking) 50

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.
Review the topics, reflect on previous experiences, and
imagine the teaching learning processes (TLP) that can
go with the topics. You may use teaching guides and
other similar materials.
Be mindful of the total points per topic.

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 15 10 10 5 5 5 49.95 49
50

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 15 10 10 5 5 5 49.95 49
50

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 15 10 10 5 5 5 49.95 49
50

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 15 10 10 5 5 5 49.95 49
50

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL
45 15 10 10 5 5 5 49.95 49
50

Grade Gradingperiod
Subject School Year
Topic
Time
Spent/
Frequenc
y
Of Test items
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
TOTAL 45 15 10 10 5 5 5
49.95 49
50

Item Placement
A. Items 1-15 (Type of Question is to measure remembering which
cut across all topics within the grading period.)
B. Items 16-25 (Type of Question is to measure understanding…)
C. Items 26-35 (Type of Question is to measure applying…)
D. Items 36-40 (Type of Question is to measure analyzing..)
E. Items 41-45 (Type of Question is to measure evaluating…)
F. Items 46-50 (Type of Question is to measure creating…)

1. Test Items are proportionally distributed to all topics in the
grading period (Number of time spent in the topic is
proportional to the number of items from the topic which
means that the more time that the teacher spend in the
topic, the more test questions should be constructed from
that topic)
a. This ensures that the techer has to cover all topics
listed/ budgeted in the grading period.
b. There is therefore sense or urgency.
c. Remediation becomes spontaneous.
d. Assures high “Time on task” rate.
Benefits of the Table of Specification

2. Items are significantly scattered along Bloom’s Taxonomy
(Complexity) / cognitive domain with respect to a desired
percentage which may adhere to the Psychology of learning
and evaluation.
a. Assures that all levels of complexity (R-C) are given
emphasis.
b. Assures varied learning activities inside the classrooms.
c. Ensures that Higher-order Thinking skills
are developed across all levels

3. It is easier to construct a test question
because the TOS ser ves as a blueprint.
In fact the teacher, (provided she has mastery of her lesson
and with the aid of the TOS), she can construct test
questions without using any textbooks and there is
assurance that test questions are constructed in her own
words and therefore the test questions appeal or relate
better to the pupils/ students.

3.LACJanuary_VJCPresentation.pptx

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