Curriculum Development

2. PROGRAMME
9:00-10:00 DISCUSSION
10:00-10:15 BREAK
10:15-10:30 PREPARATION FOR THE WORKSHOP
10:30-11:00 TEST CONSTRUCTION WORKSHOP
11:00-11:15 CRITIQUING BY GROUP
11:15-11:30 PRESENTATION OF THE FINAL OUTPUT BY GROUP
11:30-12:00 DEPED ORDER 8. 2015

4. Feeling DISGUSTED

5. Feeling AFRAID

6. Feeling EMOTIONAL

7. Feeling HOPELESS

8. Feeling PISSED OFF

9. Feeling FRIGHTENED

10. Feeling POSITIVE

11. Feeling DETERMINED

13. “The ULTIMATE
Goal of education is
to IMPROVE the
Quality of LIFE.”

14. Levels of Proficiency
Beginning (B)
Developing (D)
Approaching to Proficiency (AP)
Proficient (P)
Advanced (A)
Levels of Assessment
Knowledge (K)
Process (P)
Understanding (U)
Product (P)

15. REVISED BLOOM’S TAXONOMY or THE COGNITIVE PROCESS DIMENSIONS OF ANDERSON AND
KRATHWOHL 2001

19. “
”
USE OF MULTIPLE MEASURES
KNOWLEDGE PROCESS UNDERSTANDING PRODUCT/PERFORMANCE

20. How do we want them to express or
provide evidence of what they know?

21. KNOWLEDGE (Remembering and Understanding)
The item is considered KNOWLEDGE when it refers to the following:
• Identify/recall/name/list persons, places, things, situations, etc.
• Interpret a statement or situation
• Summarize a selection or story
• Paraphrase a sentence to make it correct
• Translate something from one form to another
• Represent something to give ones own impressions and judgement of
• Illustrate/draw a given event or situation
• Describe a person, thing, place or situation

22. REMEMBERING
• Who?
• Where?
• Which one?
• What?
• How?
• Why?
• How much?
• How many?
• When?
•What does it mean?
•What happened after?
•What is the best one?
•Can you name all the …?
•Who spoke to …?
•Which is true or false?

23. UNDERSTANDING
•What does this mean?
•Which are the facts?
•Is this the same as …?
•Select the best definition.
•What expectations are there?
•Read the graph (table). Which of the following is the best interpretation?
•Which of the following represents what they are saying?

24. UNDERSTANDING
•Which of the following is the valid reason?
•Which of the following graphs explain the given data?
•Which statements support …?
•What restrictions would you add?
•Which of the following clarifies the situation?
•Which of the factors present why people are thinking in the same way?

25. What do we want students to do
with what they know?
How do we want them to provide
evidence of what they can do with what
they know?

26. PROCESS (Applying and Analyzing)
The item is considered PROCESS when it refers to the following:
• Use something to make it functional
• Solve a problem
• Draw an idea based on how the students learned to do it
• Use table/graph to explain something
• Compare and contrast statements or situations
• Identifying errors
• Predict for a possible outcome
• Identify the cause and effect
• Use a concept map to explain
• Analyze a given set of _______
• Make an argument with a given situation
• Generalize the given situation

27. APPLYING
•Predict what would happen if ...
•Choose the best statements that apply.
•Judge the effects of …
•What would result to …?
•What would happen if …
•How, when, where, why.
•How much change there would be if …

28. APPLYING
•Identify the results of …
•Write in your own words …
•How would you explain …?
•What do you think could have happened next?

29. ANALYZING
•What is the function of …?
•What’s fact? Opinion?
•What assumptions …?
•What statement is relevant?
• What motive is there?
• What conclusions?
• What does the author believe?
• What does the author assume?
• State the point of view of …

30. ANALYZING
•What ideas apply?
•What ideas justify the conclusion?
•What’s the relationship between?
•Which is the least essential
statement?
•What’s the main idea?
• What literary form is used?
• What persuasive technique is
used?
• Determine the point of view, bias,
values, or intent underlying
presented material.
• Which events could not have
happened?

31. ANALYZING
•If … happened, what might the
ending have been?
•How is … similar to …?
•What do you see as other possible
outcomes?
•Why did … changes occur?
•Can you explain what must have
happened when …?
• What were some of the motives
behind …?
• What was the turning point?
• What are some of the problems of
…?
• What is the difference between …?

32. EXAMPLES OF PROCESS TYPE OF TEST
1. How is grouped object differ from ungrouped object?
A. Grouped objects stick together while ungrouped objects merge.
Example:

33. EXAMPLES OF PROCESS TYPE OF TEST
1. Which of the following statements are both true?
A. Molecular oxygen is diatomic. Thus, if we are to convert mass to
convert mass to mole, the given mass must be divided by 32 g.
divided by 32 g.
B. Molecular oxygen is monoatomic. Thus, if we are to convert
to convert mass to mole, the given mass must be divided by 16 g.
divided by 16 g.
C. Molecular oxygen is diatomic. Thus, if we are to convert mass to
convert mass to mole, the given mass of oxygen must be divided
must be divided by 32 g and multiplied to 1 mole.
mole.
D. Molecular oxygen has a constant number of mole which is 1.
Example:

34. EXAMPLES OF PROCESS TYPE OF TEST
Example:

35. EXAMPLES OF PROCESS TYPE OF TEST

36. EXAMPLES OF PROCESS TYPE OF TEST

37. EXAMPLES OF PROCESS TYPE OF TEST

38. EXAMPLES OF PROCESS TYPE OF TEST

39. EXAMPLES OF PROCESS TYPE OF TEST

40. EXAMPLES OF PROCESS TYPE OF TEST
Example:

41. EXAMPLES OF PROCESS TYPE OF TEST
1. What do you think could have happened if too
much leavening agent was put into the baked
product?
A. It will make the product lighter with greater
volume.
B. It will make the product coarse and dry.
C. It will make the product tender. .
D. It will make the product chewy.

42. EXAMPLES OF PROCESS TYPE OF TEST

43. What do we want students to
understand?
How do we want them to provide
evidence of their understanding?

44. UNDERSTANDING (Evaluating and Creating)
The item is considered PROCESS when it refers to the following:
• Give the pros and cons of a situation
• Give your judgement based on the given situation
• Detect the possible problem from arising issues
• Weigh two situations before coming up to a solution
• Critique an idea
• Recommend for a possible solution
• Write a persuasive essay
• Write a critical essay
• Design something as a product
• Devise a plan for next action

45. EVALUATING
•What fallacies, consistencies,
inconsistencies appear?
•Which is more important, moral,
better, logical, valid, appropriate?
•Find the errors. Is there a better
solution to …?
•Judge the value of …
• What do you think about …?
• Can you defend your position about
…?
• Do you think … is a good or bad
thing?
• How would you have handled …?
• What changes to … would you
recommend?

46. EVALUATING
•Do you believe …?
•How would you feel if …?
•How effective are …?
•What are the consequences of …?
•What influence will … have on
our lives?
• What are the pros and cons of …?
• Why is … of value?
• What are the alternatives?
• Who will gain and who will lose?

47. CREATING
•Can you design a … to …?
•Can you see a possible solution to …?
•If you had access to all resources, how would you deal with …?
•Why don’t you devise your own way to …?
•How many ways can you …?

48. CREATING
• Can you create new and unusual uses for …?
•Can you develop a proposal which would …?
•How would you test …?
•Propose an alternative.
•How else would you …?
•State a rule.

49. EXAMPLES OF UNDERSTANDING TYPE OF TEST

50. EXAMPLES OF UNDERSTANDING TYPE OF TEST
Recall all the food you ate yesterday from breakfast to dinner. Then, write them in the proper
food group inside the food pyramid.

51. EXAMPLES OF UNDERSTANDING TYPE OF TEST
Piliin at isulat sa patlang ang titik ng tamang sagot na hinihingi sa
bawat bilang.
1. Ano ang ibig ipahiwatig ni rizal sa paglalahad sa kanyang nobela
ng kalagayan Ng mga mangangalakal na tsino sa bansa?
A. Matagumpay talaga sa larangan ng pagnenegosyo ang mga intsik.
B. Nakararanas din ng mga pang-aabusong sosyal at politikal ang
mga intsik sa kamay ng mga kastila.
C. May magandang pagkakaibigan na ang mga Tsino at Pilipino
noon pa man.
D. Kahit sino ay pinauutang ng mga tsino.

52. EXAMPLES OF UNDERSTANDING TYPE OF TEST
Piliin at isulat sa patlang ang titik ng tamang sagot na hinihingi sa
bawat bilang.
Ano ang ipinakikita ng naging gawi at kilos ni Tadeo habang
kasama ang Kababayan sa labas ng teatro?
A. Kakilala niya lahat ng manonood na prominenteng tao sa teatro.
B. Nanggaling sa mayamang pamilya si Tadeo.
C. Nagkukunwari siyang kakilala lahat ng taong nakikita nila
D. Pinuno ng kabataan si Tadeo dahil sa dami ng koneksyon sa
pamahalaan.

53. EXAMPLES OF UNDERSTANDING TYPE OF TEST

54. Modified Multiple choice
• Direction: choose the best answer from among the choices. The best answer will get 5
pts., The next with 4 pts. And so on with the least answer to get 1 pt.
Question: What do you think is the reason why a boy was electrocuted when he inserted
a part of his toy in the power socket?
A.The toy is wet when the boy inserted the toy in the power socket.
B.The boy’s hand is wet when he inserted the toy in the power socket.
C.The toy is made of a conductor which caused the electricity to pass through it causing
electrocution to the boy.
D.Our body is a conductor that is why the electricity passed to it through the toy.
E. The boy is not wearing a hand gloves when he inserted the toy to the power socket.

55. Modified Multiple choice
• Direction: choose the best answer from among the choices. The best answer will get 5
pts., The next with 4 pts. And so on with the least answer to get 1 pt.
Question: Why do you think should assessment activities in class be differentiated?
A.Learning is more flexible and interactive if the activities are varied.
B.Students have different learning preferences, interests and level of readiness.
C.Students generally are not afraid to take intellectual risks if they are given
choices/options.
D.Differentiating the assessment activities allows all students to achieve the same target
with common success criteria but through several modalities.
E. We differentiate the students’ activities to respond to the learners’ strengths and needs.

56. “
”
ACTIVITY
Identify the type of test used in the following :

57. PROCESS-ANALYZING
1. What problem is usually encountered when the object on the
stage is ungrouped?
A. It always separate from other objects.
B. It cannot be edited using tools.
C. It attaches with other ungrouped objects.
D. It attaches with other grouped objects.

58. PROCESS-ANALYZING

59. PROCESS-ANALYZING

60. PROCESS-APPLYING

61. PROCESS-ANALYZING

62. PROCESS-APPLYING
What will most likely happen to a person who eats a balanced diet but is almost
always stressed out because of work?
A. the person will still be totally healthy since stress doesn’t have any effect on
have any effect on health
B. the person will instantly develop diseases related to the cardiovascular system
cardiovascular system
C. the person will have a strong immune system but may become susceptible to
become susceptible to certain diseases
D. the person may still develop complications in the cardiovascular system
cardiovascular system

63. UNDERSTANDING-EVALUATING

64. SAMPLE TABLE OF SPECIFICATION

65. WORKSHOP
BY SUBJECT AREA

66. GROUPINGS:
• ENGLISH
• SCIENCE
• MATH
• FILIPINO
• ARALING PANLIPUNAN
• TLE/HELE-COMPUTER
• MAPEH
• VALUES EDUCATION

67. DIRECTION:
1. Formulate one multiple choice question per level (knowledge, process,
understanding).
2. Write your formulated questions in the given manila paper.
3. You will be given 30 mins. for this activity.

68. DIRECTION:
4. Each group will be given another group to critique. Check if all the questions fall
properly in the correct category. Make some comment, commendation or
suggestion.
5. Presentation of your critique and analysis.
6. You will be given only 3 mins for presentation.

69. •ENGLISH-FILIPINO
•MATH-SCIENCE
•AP-VALUES EDUCATION
•MAPEH-TLE/COMP

70. The Cognitive Process Dimensions
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Quarterly Summative Assessment
Written Work (WW)
Performance Task (PT)
Quarterly Assessment (QA)

72. Written Work
Knowledge
Process
Understanding
Written Work
K P U Total

73. Performance
Task
Practicum
Hands-on
Real-life
application

74. Quarterly
Assessment
Periodic Test
Knowledge
Process
Understanding

76. “
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THANK YOU VERY MUCH!!!
JOSELINE MANUEL-SANTOS, PH.D.
Email Add: joselinesantos@yahoo.com
Fb Account: Lhen R Manuel