628341419-INSET-TOS-and-Test-Construction.pptx

In-Service Training (INSET) for
Teachers
February 8, 2023

TOS CRAFTING and TEST
CONSTRUCTION
Jayvee M. Jarabejo
Presenter

OLD GUINLO ELEMENTARY SCHOOL
INSET_2023
Objectives:
a. explain the revised Bloom’s Taxonomy;
b. create Table of Specifications (TOS);
c. construct MELC-based multiple choice test item; and
d. reflect on making classroom assessment.
At the end of the session, the participants are expected to:

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Assessment
Evaluation
Measurement

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Measurement
Is the quantification of what students learned
through the use of tests, questionnaires, rating scales,
checklist and other devices.
Example:
A teacher gave his class a 10-item quiz is undertaking a
measurement of what the students learned from the lesson

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Evaluation
A process of making judgments, assigning
value or deciding on the worth of student’s
performance.
Example:
Teacher assigns a grade to the quiz score
obtained by the student.

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Assessment
The full range of information gathered and
synthesized by teachers about their students and
their classrooms by observation, giving of
assignments, tests, report/output.

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 Assessment is an integral part of the teaching-learning process.
 Assessment tool should match with performance objective.
 The result of assessment must be fed back to the learners.
 Assessment of learning should never be used as punishment
or as a disciplinary measure.
Some Assessment - Related Principles

NEW GUINLO ELEMENTARY SCHOOL
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Purpose of Assessment

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Assessment FOR learning
 teacher continuously monitor the student’s level of
attainment of the learning objectives (Stiggins, 2005)
 the result of the assessment are communicated clearly
and promptly to the students
 types of assessment to be used; placement, formative
and diagnostic.

Types of
Assessment When to do Why do
a. pinpoints needs
b. determines readiness for instruction
c. places students in appropriate learnng groups
to facilitate teaching and learning
a. to continuously monitor students' level of
attainment of learning objectives
b. to communicate clearly and promptly the
strength s and weaknesses of students and the
progress of their learning
c. to adapt instruction to what learners can do
a. determines students' recurring difficulties
b. look for anderlying causes of learning
problems that do not respond to first aid
treatment
c. help formulate a plan for intervention
done prior to instruction
during instruction
during instruction
Placement
Formative
Diagnostic
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Assessment OF learning
 used to certify what’s students know and can do and their
level of proficiency
 powerful factor that could pave the way for instructional
reforms
 types of assessment to be used; summative assessment

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Assessment AS learning
 used to assess OF and FOR learning.
 the interplay of assessment, teaching and learning during
instruction
 used to tell if the two types of assessment performed best
as it was used in the instruction.

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Teacher’s role in the classroom
watches
listens
asks
shares
starts
adapts
selects
gives
probes

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Bloom’s Taxonomy attempts to classify learning stages from remembering facts to
creating new ideas based on the acquired knowledge.
The idea of Bloom’s Taxonomy is that learning is a consecutive process. Before applying a
concept in real life, we must understand it. Before we understand a concept, we must
remember the key facts related to it.
Therefore, although initially described as a framework, it is now often depicted as a
pyramid.
The basis of the pyramid is Knowledge, the first level of learning. Above it
lies Comprehension, Application, Analysis, Synthesis and Evaluation. Each level
above builds upon the one below, so you can only move up the pyramid one step at a time
What is Bloom’s Taxonomy?

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REVISED BLOOM’S TAXONOMY
of Measurable Nouns

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REVISED BLOOM’S TAXONOMY
of Measurable Verbs

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A TOS, sometimes called a test blueprint, is a table that
helps teachers align objectives, instructions, and assessment (e.g.,
Notar, Zuelke, Wilson, & Yunker, 2004).
What is a Table of Specifications?
The TOS can help teachers map the amount of class time
spent on each objective with the cognitive level at which each
objective was taught thereby helping teachers to identify the types
of items they need to include on their tests

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BENEFITS OF TOS:
 It helps in improving validity of a teacher’s evaluations based
on a given assessment.
 provide the link between teaching and testing / assessment.
can help students at all ability levels learn better. By providing
the table to students during instruction, students can recognize
the main ideas, key skills, and the relationships among
concepts more easily.
 allows the teacher to construct a test which focuses on the
key areas and weights those different areas based on their
importance.

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HOW TO CONSTRUCT TOS?
1.Determine the desired number of test items.
2.List the topics / objective(s) (MELCs).
3. Write the time spent for each topic / objective(s).
4.Compute for the percentage of each MELC by simply dividing the
number of day taught/spent to the total number of day
taught/spent.
number of day taught / spent
total number of day taught / spent
x 100

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6. Categorize each topic / objective as to:
EASY:70% comprises the remembering and understanding level
AVERAGE:20% comprises the applying and analyzing level
DIFFICULT:10% comprises the evaluating and creating level
NOTE: In getting the total number by category, just simply multiply the total number
of item by the given percentage.
7. Decide the level of test item you will be making based on MELCs.
5. Compute for the number of items in each MELC by simply multiplying
the total number of items to the percentage of each objective.
If you have 30 items; 21 for easy, 6 for average, and 3 for difficult;
If you have 40 items; 28 for easy, 8 for average, and 4 for difficult; and
If you have 50 items, 35 for easy, 10 for average, and 5 for difficult.

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Remembering Understanding Applying Analyzing Evaluating Creating
1
Recognize the common terms in
English relating to part of book (e.g.
cover, title page, etc.) book orientation
EN2BPK-Ib-c-4
8 20% 6
2
Writing some words, a phrase, or a
sentence about an illustration or a
character
6 15% 4
3
Discuss the illustrations on the cover
and predict what the story may be
about EN2BPK-IIIa-1
8 20% 6
4
Identify title, author and book
illustrator and tell what they do
EN2BPK-IIIb-2
6 15% 5
5 Spell high-frequency words with short
a, e, i, o and u sound in CVC pattern
5 13% 4
6
Use common action words in
retelling, conversations, etc
7 18% 5
TOTAL 40 100% 30
0 0 0
Easy (70%) Average (20%) Difficult (10%)
Number of
Items
Percentage
TABLE OF SPECIFICATIONS in ENGLISH II
Cognitive Domains (Revised Bloom's Taxonomy)
No. of day
taught / spent
Most Essential Learning
Competencies (MELCs)
No.

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Crafting
Multiple Choice
Test Items

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Directions:
In a bond paper, choose one subject
and one objective (MELC) then make at
least 2 multiple choice test items. Do it in 5
minutes.

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STEM
-refers to the question or incomplete statement and three
or more alternatives.
-it is usually an interrogative statement.
ALTERNATIVES
-contain one correct answer or best answer and one or
more distractors.

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SUGGESTIONS FOR WRITING MC
1. Write items aligned to the learning target.
2. Arrange items according to level of difficulty.
3. State clear directions that include:
 purpose,
 time allowed for completing the test,
 how to respond,
 procedures for recording answers, and
 write the stem as clearly described question or task.

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ADVANTAGES DISADVANTAGES
1. It provides a wide sampling
knowledge
2. Scoring is easy and objective
3. Provides good practice on the
type of test that students are
likely to encounter in standardize
tests.
1. Takes longer time fro
students to answer.
2. It takes longer time for
teachers to prepare. Good
distractors are not easy to
make.
Multiple Choice

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PRINCIPLES IN
CRAFTING MULTIPLE
CHOICE TEST ITEMS

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• Write a stem that is clear, direct and simple.
Estimate the length of the flagpole in meters.
a. 10
b. 13
c. 15
d. 17

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• Write a stem with complete information needed
for a solution.
Johnny had PhP. 100.00. He bought a notebook
for PhP. 50.00 and spent PhP. 25.00 to buy ice cream.
a. PhP 100.00
b. PhP 75.00
c. PhP 50.00
c. PhP 25.00

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• Write a positive stem.
• Avoid using negative such as no, not, except in the stem.
If unavoidable, underline the word.
Which of the following is not a quadrilateral?
a. Parallelogram
b. Rectangle
c. Triangle
d. Square

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Kung paghahaluin mo ang dilaw at asul. Anong
panibagong kulay ang mabubuo?
a. berde
b. kahel
c. lila
d. luntian
• Write a stem with only one correct answer.

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Frogs, birds, plants and humans breathe and grow. What can
you conclude about the statement above?
a. animals
b. living things
c. non-living things
d. places
• Write options that are parallel in terms of grammatical
structure, length, order and magnitude.

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Ayon sa tala ng kasaysayan, ano ang unang naging kapitolyo ng
Calamanes Group?
a. Ang unang kapitolyo ng Calamanes Group ay Cuyo.
b. Ang unang kapitolyo ng Calamanes Group ay Puerto.
c. Ang unang kapitolyo ng Calamanes Group ay Roxas.
d. Ang unang kapitolyo ng Calamanes Group ay Taytay.
• Write short options.

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DO AVOID
• Write logically arranged options.
• Write correct answers equally spread
among all the choices.
• Write plausible distractors.
• Write capital letters to identify the options.
Small letters are easily altered.
• Write items such a way that all information
needed to answer an item are in one page
only.
• Write items with reasonable spacing.
• Write items with option written vertically.
• Write options in alphabetical order or length.
• Placing options in any order.
• Creating a pattern of answer for easy
scoring
• Writing options that are clearly wrong.
• Using small-case letters in the options may
result in alteration of letters.
• Writing part of an item on one page and
the rest of the item on another page.
• Crowding of items in one page.
• Writing options horizontally. If unavoidable,
use 4 boxes.

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Directions:
Choose one subject area and one objective
then construct five (5) multiple choice test
items following the proper construction. Do it in
10 minutes.

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“Your perspective is always limited
by how much you know. Expand your
knowledge and you will transform your mind.”
Bruce Lipton

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Thank you for listening!!

628341419-INSET-TOS-and-Test-Construction.pptx

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