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1. Preparation of
TOS
and Test Items

3. Preliminary

4. - Examine instructional objectives
- Make a table of specification (TOS)
- Construct test items
- Assemble test items
- Check assembled test items
- Write directions
- Make answers key
- Analyze and improve the test items
At the end of the session, the participants are expected to
be equipped with the knowledge and skills in developing
assessment items in Math.

5. 1. Examine the instructional objectives of the topics
previously discussed.
2. Make a table of specification (TOS).
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answers key.
8. Analyze and improve the test items.
Steps in Developing Assessment Tools

6. Table of Specification (TOS)
 Is a chart or table that details the content and
level of cognitive level assessed on a test as well
as the types and emphases of test items
(Gareis and Grant, 2008).
 Provides the test constructor a way to ensure
that the assessment is based from the intended
learning outcomes.

7. Preparing a Table of
Specification
A. Selecting the learning outcomes to be
measured.
B. Make an outline of the subject matter to be
covered in the test.
C. Decide on the number of items per subtopic.
D. Make the two-way chart as shown in the format
2 and format 3 of a Table of Specification.
E. Construct the test items.

8. Learning Competencies
Number of
Sessions
Taught
% of Sessions
per Competency
Number of
Items
Cognitive Process Dimensions
Remembering Understanding Applying Analyzing Evaluating Creating
1. Visualizes, Identifies, classifies and
describes half-circles and quarter circles
(Code: _________________)
3 12% 2 1 2
2.Creates figures that show symmetry in a
line (Code: __________________)
2 8% 1 3
3.Tessellates a surface using triangles and
squares (Code: _______________)
1 4% 1 4
4.Measures objects using standard units
of measure (Code: ________________)
2 8% 1 5 6
5. Solves 1-step word problems involving
linear measure using any of the fundamental
operations (Code: ________________)
3 12% 2 7 8
6. Finds the area of plane figures in square
unit (Code: ______________________)
2 8% 1 9
7. Measure Mass of object using standard
units of mass measure (Code: _________)
2 8% 1 10
8. Solves word problems involving mass
measures using any of the four
fundamental operations (Code:
_________________)
5 20% 3 11, 12 13
9. Converts standard from lower to higher
units (Code: _____________________)
2 8% 1 14
10. Solves word problems involving
body/weather temperature (Code:
__________)
3 12% 2 15
Total: 25 100% 15
___________ Quarter Table of Specifications

9. Bloom’s Revised Taxonomy
Taxonomy of Cognitive Objectives
1950s- developed by Benjamin Bloom
Means of expressing qualitatively different kinds of
thinking
Been adapted for classroom use as a planning tool
Continues to be one of the most universally applied
models

10. Provides a way to organize thinking skills into six levels,
from the most basic to the more complex levels of
thinking
1990s- Lorin Anderson (former student of Bloom)
revisited the taxonomy
As a result, a number of changes were made

12. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb

13. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb

14. Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

15. Change in Terms
 Categories noun to verb
 Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe actions,
nouns do not
 Reorganized categories
 Knowledge = product/outcome of thinking
(inappropriate to describe a category of thinking) now
remembering
 Comprehension now understanding
 Synthesis now creating to better reflect nature of
thinking described by each category
Handout #

16. Changes in Structure
 Products of thinking part of taxonomy
 Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
 Synthesis (creating) and evaluation (evaluating)
interchanged
 Creative thinking more complex form of thinking
than critical thinking (evaluating)
Handout #

17. Remembering
The learner is able to recall, restate and
remember learned information
 Describing
 Finding
 Identifying
 Listing
 Retrieving
 Naming
 Locating
 Recognizing
Can students recall information?

18. Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
 Classifying
 Comparing
 Exemplifying
 Explaining
 Inferring
 Interpreting
 Paraphrasing
 Summarizing
Can students explain ideas or concepts?

19. Applying
Student makes use of information in a context
different from the one in which it was learned
 Implementing
 Carrying out
 Using
 Executing
Can students use the information in
another familiar situation?
c =

20. Analyzing
Student breaks learned information into
its parts to best understand that information
 Attributing
 Comparing
 Deconstructing
 Finding
 Integrating
 Organizing
 Outlining
 Structuring
Can students break information into parts to explore
understandings and relationships?

21. Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment
 Checking
 Critiquing
 Detecting
 Experimenting
 Hypothesising
 Judging
 Monitoring
 Testing
Can students justify a decision or
a course of action?

22. Creating
Student creates new ideas and information using
what previously has been learned
 Constructing
 Designing
 Devising
 Inventing
 Making
 Planning
 Producing
Can students generate new products,
ideas, or ways of viewing things?

23. Remembering
Bloom’s Revised Taxonomy
Retrieving, recognizing, and recalling relevant
knowledge from long-term memory
Understanding
Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and
explaining

24. Applying
Carrying out or using a procedure through
executing or implementing
Analyzing
Breaking material into constituent parts,
determining how the parts relate to one another
and to an overall structure or purpose through
differentiating, organizing, and attributing

25. Evaluating
Marking judgments based on criteria and
standards through checking and critiquing
Creating
Putting elements together to form a coherent
or functional whole; reorganizing elements
into a new pattern or structure through
generating, planning, or producing

26. Blooms Digital Taxonomy Map
Elements not underlined are recognized and existing verbs.
Elements underlined are new digital verbs.
Creating
Designing, constructing, planning,
producing, inventing, devising, making,
programming, filming, animating, blogging,
video blogging, mixing, remixing, wiki-ing,
publishing, videocasting, podcasting,
directing/producing

27. Evaluating
Checking, hypothesizing, critiquing,
experimenting, judging, testing, detecting,
monitoring, blog/vlog-commenting,
reviewing, posting, moderating,
collaborating, networking, refactoring,
alpha/beta testing

28. Analyzing
Comparing, organizing, deconstructing,
attributing, outlining, finding, structuring,
integrating, mashing, linking, tagging,
validating, reverse-engineering, cracking

29. Applying
Implementing, carrying out, using,
executing, running, loading, playing,
operating, hacking, uploading,
downloading, sharing, editing

30. Understanding
Interpreting, summarizing, inferring,
paraphrasing, classifying, comparing,
explaining, exemplifying, advanced
searches, Boolean searches, blog
journaling, twittering, categorizing,
commenting, annotating, subscribing

31. Remembering
Recognizing, listing, describing, identifying,
retrieving, naming, locating, finding, bullet
pointing, highlighting, bookmarking, social
networking, social bookmarking,
favoriting/local bookmarking, searching,
googling

32. General Guidelines for
Constructing Test Items
1. Begin writing items far enough or in advance so
that you will have time to revise them.
2. Match item to intended outcomes at appropriate
level of difficulty to provide valid measure of
instructional objectives.
3. Be sure each items deals with an important aspect
of the content area and not with trivia.
4. Be sure the problem posed is clear.

33. 5. Be sure that the item is independent with all the
other items.
6. Be sure the item has one or best answer on which
experts would agree.
7. Prevent unintended clues to an answer in the
statement or question.
8. Avoid replication of the textbook in writing test
items; do not quote directly from the textual
materials.
9. Avoid trick or catch questions in an achievement
test.
10. Try to write items that require HOTS.

34. Workshop

35. A good lesson makes a good question
A good question makes a good student
A good content makes a good test
A good test makes a good student
A good student makes a good
COMMUNITY
Jesus Ochave Ph.D.
PNU VP Research Planning & Development