lac-on-table-specifications-presentation-200304122949.pdf

LAC SESSION ON
TABLE OF SPECIFICATIONS
(TOS) RELATIVE TO
CONSTRUCTING TEST QUESTIONS
DECEMBER 03,2019

1. The TOS requires a thorough knowledge of Bloom’s Revised
Taxonomy.
2. The TOS requires, as reference, the budgeted lessons
(allocation of time per topic in every grading period with
respect to the desired total number of days / time to be spent
for the grading period.)
3. The TOS requires some simple mathematical computations
that will result to proportional allocation of test items per topic.
PREFATORY

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
5. The TOS constructors shall likewise prepare the budgeted lesson to
accompany the TOS from first grading to fourth grading period.
PREFATORY

REVISED BLOOM’S TAXONOMY:
Pathway to
Improve Thinking

What is Bloom’s Taxonomy?
•Bloom’s Taxonomy is a classification of
thinking organized by levels of complexity. It gives
teachers and students an opportunity to learn and
practice a range of thinking and provides a simple
structure for many different kinds of questions.

What is REVISED BLOOM’S TAXONOMY?
The Revised Bloom’s Taxonomy provides the
measurement tool for thinking. The changes in RBT
occur in three broad categories.
•Terminologies
•Structure
•Emphasis

A.Visual Comparison of Two Taxonomies
(Terminology Changes)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
1956 2001
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.8)

Changes in Terms
• Noun to Verb
• Thinking is an active process therefore verbs are
more accurate
• Knowledge is a product of thinking and was
inappropriate to describe a category of thinking and
was replaced with the word remembering.

Changes in Terms
• Comprehension became understanding and
synthesis was renamed creating in order to
better reflect the nature of the thinking
described by each category.

Creating
Evaluating
Analyzing
Applying
Understanding
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 __________?

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
•How would you organize _______ to show ________?
•How would you show your understanding of _______ ?
•What facts would you select to show what ________?
•What elements would you change __________ ?

•What other way would you plan to __________?
•What questions would you ask in an interview
with_______?
•How would you apply what you learned to
develop_________ ?
•How would you solve ___________ using what you
have learned?

Analyzing
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 _________ ?

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
•Can you design a _____________?
•What possible solution to _________ ?
•How many ways can you __________ ?
•Can you create a proposal which
would_________ ?

B. STRUCTURAL CHANGES
Bloom’s original cognitive taxonomy was a
one-dimensional form consisting of Factual,
Conceptual and Procedural – but these were
never fully understood for use by the teachers
because most of what educators were given in
training consisted of a simple chart with the
listing of levels and related accompanying
verbs.

The Revised Bloom’s Taxonomy takes the form of
Two-dimensional table. The Knowledge Dimension or
the kind of knowledge to be learned and second is the
Cognitive Process Dimension or the process used to
learn.
The
Knowledge
Dimensions
The Cognitive Process Dimensions
Remembering Understanding Applying Analyzing Evaluating 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
- Refers to the essential facts,
terminology, details or elements
student must know or be
familiar with in order to solve a
problem in it.

Procedural Knowledge
-Refers to information or knowledge
that helps students to do
something specific to a discipline
subject, area of study.
It also refers to methods of inquiry,
very specific or finite skills,
algorithms, techniques and
particulars.

Meta-cognitive 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
Emphasis is the third and final
category of changes. It is placed upon
its use as a more “authentic tool for
curriculum planning, instructional
delivery and assessment”.

•More authentic tool for curriculum planning,
instructional delivery and assessment
•Aimed at a broader audience
•Easily applied to all levels of schooling
•The revision emphasizes explanation and
description of subcategories.

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.

1.Determine the desired number
of test items.
How to Construct Table of Specification

_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time
Spent/
Frequency
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.

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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. 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.
Time Spent / Frequency per Topic
Total Frequency in the grading period
Example:
3
45
50 = 3.33
Total Number of items

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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.

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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.

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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)

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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.

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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

_________________ _________________ _________________ _________________
Topic
Time
Spent/
Frequency
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…)

Benefits of the Table of Specification
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.

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 serves 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.

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