TOS-Presentation-final - Copy.pptx
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The document discusses a Table of Specifications (TOS), which is a plan prepared by teachers to ensure tests measure intended content and skills. It provides evidence of content validity and helps teachers identify needed test items. To construct a TOS, teachers secure learning competencies, indicate days spent on each competency, determine the number of test items for each using a formula, and distribute items across cognitive skill levels (e.g. remembering, understanding, applying). The TOS helps ensure tests are valid and measure the intended outcomes.
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Table of specifications
The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.
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Table of specifications
The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
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Table of specifications
The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.
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Table of specification used in developing test. It is developed before test. It balance between maximum thinking and lower level thinking
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Project Name: “Young Teachers' Professional Development (TPD)"
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3) Examples provide learning tasks on diseases of the integumentary system and anatomy of butterflies to assess student understanding.
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It describes curriculum as content as focusing on a body of knowledge to be transmitted to students. Approaches to organizing content include topical, conceptual, thematic, and modular. Criteria for selecting content include significance, validity, utility, learnability, and feasibility.
Curriculum as process views it as what happens in the classroom through teaching methods and student learning activities. The intersection of content and process is called pedagogical content knowledge.
Curriculum as product focuses on the desired learning outcomes for students and equipping them with knowledge, skills, and values to function effectively.
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The document discusses test construction and effective test questions. It covers developing a table of specifications which details the content, cognitive level, and number of items to include based on the number of class sessions. The document also discusses different types of test items like multiple choice, true/false, matching, essay, and performance based items. It provides guidance on when to use objective versus subjective items and how to match learning objectives to the appropriate item type to improve validity. Technical qualities of good tests like cognitive complexity, content quality, meaningfulness, and language appropriateness are also covered.
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This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
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TOS-Presentation-final - Copy.pptx
- 1. TABLE OF SPECIFICATIONS (TOS) WHAT IS A TABLE OF SPECIFICATIONS? - a plan prepared by a classroom teacher as basis for test construction. - a tool used to ensure that a test measures the content and thinking skills that the test intends to measure.
- 2. WHAT IS THE IMPORTANCE OF A TOS? -provides the teacher with evidence that a test has content validity, that it covers what should be covered. -improve the validity of teachers evaluations based on the tests constructed. - it helps teachers to identify the type of items they need to include on their test. -help measure the higher thinking skills and lower thinking skills of students.
- 3. HOW TO CONSTRUCT A TABLE OF SPECIFICATION 1.Secure a copy of the K to 12 Most Essential learning Competencies. 2.Copy the Learning Competencies allotted for each grading period in the Table of Specification TOS 3.Indicate the number of days each objective/competency was recited and the total number of days recitation for the whole quarter .
- 4. 4.Determine the number of items for each competency using the formula. No. of items = Number of days recitation for each competency Total number of days recitations for the whole quarter Multifly the result with the total Number of test items. Example: 5/60 days = .083 x 50 items = 4.16 Number of items - 4
- 5. 5. Distribute the number of items into the different levels of Blooms Taxonomy as revised by Anderson and Krathwol(2001)following the allotted percentages. Easy – Remembering and Understanding – 20% Average- Applying and Analyzing = 40% Difficult – Evaluating and Creating = 40% Then write in the column Number of Test Items per category the number of allotted test items in the TOS.
- 6. . 6.Write the test item numbers correspondingly to the different learning levels in the TOS .This is the placement of items in the test.
- 7. SAMPLE TABLE OF SPECIFICATIONS (TOS)