This document provides information about using a table of specifications (TOS) to guide test construction and ensure a balanced assessment. It discusses Bloom's taxonomy of cognitive domains ranging from basic recall to complex critical thinking. The taxonomy is presented in two visual formats, including the original from 1956 and a revised version from 2001. Learning competencies are defined as the knowledge, skills, and attitudes students need to demonstrate, and sample test questions are provided targeting different cognitive levels from remembering to creating.

1. ORIENTATION ON TABLE OF
SPECIFICATIONS (TOS) RELATIVE TO
CONSTRUCTION OF TEST QUESTIONS
WILMART S. CASARENO
Master Teacher I/OIC, Asst. Principal (SHS)
Umingan National High School

2. TABLE OF SPECIFICATIONS (TOS)- is a test map
that guides the teacher in constructing a test. It
ensures that there is a balance between items
that test lower level thinking skills and those
which test higher order thinking skills or
alternatively, a balance between easy, average
and difficult items in the test.

3. COGNITIVE TARGETS:
BLOOM’S TAXONOMY
1. Knowledge- refers to the
acquisition of facts, concepts,
and theories.

4. 2. Comprehension- refers to the
same concept as understanding. It
involves a cognition or awareness
of the interrelationships of facts
and concepts.

5. 3. Application- refers to the
transfer of knowledge from one
field of study to another or from
one concept to another concept in
the same discipline.

6. 4. Analysis- refers to the breaking
down of a concept or idea into its
components and explaining the
concepts as a composition of these
concepts.

7. 5. Synthesis- refers to the
opposite of analysis and entails
putting together the
components in order to
summarize the concept.

8. 6. Evaluation- refers to
valuing and judgment or
putting the “worth” of a
concept or principle.

9. A good way to operationalize the progressions of concept
development as reflected in the learning standards in the k to 12
curriculum. It provides a scheme for classifying educational goals,
objectives, and standards.
It also defines a broad range of cognitive process from basic to
complex as follows:
Remembering, Understanding, Applying, Analyzing, Evaluating,
and Creating.

10. 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)

11. Cognitive Process
Dimensions Descriptors
Remembering The learner can recall information and retrieve relevant knowledge from long-term memory:
Identify, retrieve, recognize, duplicate, list, memorize, reproduce, describe
Understanding The learner can construct meaning from oral, written, and graphic messages:
Interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
Applying The learner can use information to undertake a procedure in familiar situations or in a new way:
execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the
overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline,
attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge,
argue, debate, critique, appraise, evaluate
Creating The learner can put elements together to form a functional whole, create a new product or point of
view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble ,design,
devise

12. LEARNING COMPETENCIES refer to the
knowledge, understanding, skills, and
attitudes that students need to
demonstrate in every lesson
and/ or learning activity.

13. Learning
Competencies
Remem-
bering Under-
standing
Applying Analyzing Evaluating Creating
scribe how the Bohr model of the atom improved
herford’s atomic model. 1,2
plain how the Quantum Mechanical Model of the atom
cribes the energies and positions of the electrons. 3,4,5,6,7
plain the formation of Ionic and Covalent bond. 8,9, 10, 11, 12
ognize different types of compounds (Ionic or
valent) based on their properties such as melting point,
dness, polarity, and electrical and thermal conductivity. 13, 14
plain properties of metals in terms of their structure. 15,16,17,
18,19
ognize the general classes and uses of organic
mpounds. 20, 21
e the mole concept to express mass of substances. 22,23,24,25
ermine the percentage composition of a compound
en its chemical formula and vice versa. 26,27,28,
29,30
TOTAL 5 15 5 5

14. SAMPLE
TEST QUESTIONS

15. Remembering: (Science)
Which statement best describes hydrocarbons?
Hydrocarbons are
a) soluble in water.
b) occur naturally in fossil foil.
c) chiefly made of hydrogen and carbon.
d) form the framework of all
compounds.

16. Remembering (English)
2. Communication is considered a
_______________ because it has no beginning or
end.
a. process
b. mediation
c. interaction
d. speech

17. Understanding:
Which of the following is the CORRECT pathway of air
that enters the lungs?
a) nose – bronchi – trachea – bronchioles
– alveoli
b) alveoli – bronchi – bronchioles -
alveoli – trachea
c) nose – trachea – bronchioles – bronchi
– trachea
d) nose – trachea – bronchi –bronchioles
– alveoli

18. Understanding (ENGLISH)
V. Identify/Classify the following statements
based on the functions of communication
(regulation, social interaction, motivation,
information, emotional expression).
1. Ross greets Rachel; then, they start talking
about their plans for the holidays.

19. Understanding (ENGLISH)
1. “Ross greets Rachel; then, they start talking
about their plans for the holidays.” The italicized
statement is an example of what function of
communication?
A. regulation and control
B. motivation
C. social interaction
D. emotional expression

20. Applying: Science
Allicin, a compound responsible for the characteristic
smell of garlic, has a molecular formula of C6H10OS2.
What is the molar mass of Allicin?
(molar masses: C=12 g/mol; H=1 g/mol;
O=16 g/mol; S=32 g/mol)
a) 19 g/mol
b) 61 g/mol
c) 126 g/mol
d) 162 g/mol

21. Identify the type of communicative strategy in the
following utterances. (Nomination, Restriction,
Turn-Taking, topic control, topic shifting, repair,
termination)
__________1. “Have you heard the news about the
suicide bombing that happened last night?”
__________ 2. “I wish I could say and talk more
but, I have to go”

22. Analyzing:
If you increase the distance moved by an object,
what will happen to its power output?
a) increase
b) decrease
c) does not change
d) only be a change in work

23. Analyzing (English)
The following are examples of barriers to
effective communication EXCEPT.
a. loud noise from the construction site
b. emotional problem
c. thinking deeply about something
d. listening to relaxing music.

24. Evaluating:
Imagine yourself in the following situation: Your older brother comes
home late one evening from a birthday party. His face is flushed and he is
perspiring profusely. He is also very drunk. You know that he can be quite
irritable based on your several experiences in the past. As a member of the
family and as someone who knows about the psychological effects of alcohol,
what will you do to help your brother?
a) Scold him.
b) Talk to your parents about your brother’s drinking
problem.
c) Forget about what happened and hope it does not
happened again.
d) Talk to your brother in private and tell him the effects of
alcohol on the body.

25. . A sign in front of your neighbor’s gate says,
“Beware of dogs.” The illocutionary force
conveyed by the signage is to ________.
A. give a warning
C. Make an announcement
B. threaten
D. Apologize

26. Creating:
1.Construct a two stanza poem about our
environment.
2. Draw a flowchart of the process of
communication

27. THANK YOU FOR
LISTENING….