1. Orientation on Table of Specifications Relative to Constructing Test Questions
July 19, 2018 | 4th and 5th Congressional District Elementary School Heads (Bantayan IS Mangaldan)
July 24, 2018 | 6th Congressional District Elementary School Heads (CB Mall Urdaneta)
July 25, 2018 | Secondary School Heads and Department Heads (CB Mall Urdaneta)
Atty. Donato D. Balderas, Jr
Schools Division Superintendent
Lecturer/ Discussant

2. PREFATORY
This Orientation on the TOS Relative to Constructing Test Questions requires you to momentarily forget previous lessons or workshops you have already attended with respect to the preparation of the TOS.
The ensuing discussions/lecture (Table of Specifications) will be made as pragmatic or practical as possible in order to be understood and thereby appreciate its importance to measurement and evaluation.
The TOS requires a thorough knowledge of Bloom’s Revised Taxonomy.
The TOS requires, as reference, the budgeted lessons (allocation of time per topic in every grading period with respect to the desired total number of days / time to be spent for the grading period.)

3. PREFATORY
PREFATORY
5. The TOS requires some simple mathematical computations that will result to proportional allocation of test items per topic. 6. The TOS requires that previous experiences are recalled and to some extent, requires likewise the imagination of the TOS constructor to concretize the actual teaching-learning process based on previous encounters in the classroom in order to determine more or less the domain/s where he would based from his questions. 7. An accepted percentage of the number of items in each domain with respect to the desired/ total number of items shall be pre-computed to become a reference norm. 8. The TOS and the corresponding test questions (Grading period exam) is not the all of measurement and evaluation, to my estimate this only accounts to a little more than 10% of our efforts for others may take the form of quizzes, long tests, summative tests, recitations, and practical exams.

4. PREFATORY
9. Since our outputs will only be the TOS, there is a need to train our teachers on how to construct appropriate questions reflective of the domains (LAC sessions and In-SETS at the school or district level). 10. With this effort the preparation of test questions shall still be “Teacher-made test” but to a certain degree, it is standardized and therefore we can compare outputs or test results between and among schools and districts. 11. The TOS constructors shall likewise prepare the budgeted lesson to accompany the TOS from first grading to fourth grading period. 12.The TOS constructors and the CID are tasked to make available the TOS and budgeted lesson on or before July 16, 2018.

5. PREFATORY
13. The TOS and the budgeted lessons shall be uploaded to an appropriate medium in order that teachers can gain access to them the soonest possible time. 14. The supervisors and principals are tasked to check the appropriateness of the test questions based on the TOS . 15.The participants are School Heads and Subject Area Department Heads who are expected to supervise and check the tests questions constructed by their respective teachers. They must therefore pay extra attention to the ensuing discussions.

6. How to Construct the Table of Specification
Determine the desired number of test items.

7. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 2. 3. 4. 5. 6. 7. 8. 9.
10.
TOTAL 50

8. How to Construct the Table of Specification
2. List the topics with the corresponding allocation of time
The reference is the budgeted lesson.

9. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3 2. 4 3. 1 4. 6 5. 8 6. 5 7. 8. 2 9.
10.
TOTAL 45 50

10. How to Construct Table of Specification
3. Determine the total number of items per topic by using the formula:
Time Spent / Frequency per topic divided by the total number of frequency in the grading period times total number of items.
Time Spent / Frequency per Topic
Total Frequency in the grading period
Example: 3 45
Total Number of items
50 = 3.33

11. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3
3.33 2. 4
4.44 3. 1
1.11 4. 6
6.66 5. 8
8.88 6. 5
5.55 7. 8. 2
2.22 9.
10.
TOTAL 45
49.95 50

12. How to Construct Table of Specification
4. Round off the value to become whole numbers.

13. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3
3.33 2. 4
4.44 3. 1
1.11 4. 6
6.66 7 5. 8
8.88 9 6. 5
5.55 7. 8. 2
2.22 9.
10.
TOTAL 45
49.95 49 50

14. How to Construct Table of Specification
5. Adjust or Balance by either adding or subtracting (any of the topic totals) so that the sum will amount to the desired number of test items.

15. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3
3.33 2. 4
4.44 3. 1
1.11
1+1 4. 6
6.66 7 5. 8
8.88 9 6. 5
5.55 7. 8. 2
2.22 9.
10.
TOTAL 45
49.95 49 50

16. How to Construct Table of Specification
6. Scatter the items per topic per domain
Determine the number of items per complexity / level of cognitive domain.
In this case, we have already a
pre-computed value of
( )

17. Higher-order Thinking BLOOM’S REVISED TAXONOMY
CREATING
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
EVALUATING
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING
Using information in another familiar situation
Implementing, carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
Suggested Percentage Allocation
10%
Higher-order
Thinking
30%
10%
10%
20%
20%
30%

18. TABLE OF SPECIFICATIONS 30% ( Higher-order Thinking)
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3
3.33 2. 4
4.44 3. 1
1.11
1+1 4. 6
6.66 7 5. 8
8.88 9 6. 5
5.55 7. 8. 2
2.22 9.
10.
TOTAL 45 15 10
49.95 49
30%
20%
30% ( Higher-order Thinking) 50

19. How to Construct Table of Specification
7. On the basis of your experience / analysis start allocating the items with respect to the total number of items per domain and the total number of items per topic beginning with the higher-order thinking domains down to remembering. It is suggested that the order of complexity from creating to remembering is not altered.
Review the topics, reflect on previous experiences, and imagine the teaching learning processes (TLP) that can go with the topics. You may use teaching guides and other similar materials.
Be mindful of the total points per topic.

20. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3
3.33 2. 4
4.44 3. 1
1.11
1+1 4. 6
6.66 7 5. 8 2
8.88 9 6. 5
5.55 7. 8.
2.22 9.
10.
TOTAL 45 15 10
49.95 49 50

21. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3
3.33 2. 4 1
4.44 3.
1.11
1+1 4. 6
6.66 7 5. 8 2
8.88 9 6. 5
5.55 7. 8.
2.22 9.
10.
TOTAL 45 15 10
49.95 49 50

22. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3 1
3.33 2. 4
4.44 3.
1.11
1+1 4. 6
6.66 7 5. 8 2
8.88 9 6. 5
5.55 7. 8.
2.22 9.
10.
TOTAL 45 15 10
49.95 49 50

23. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3 1
3.33 2. 4
4.44 3.
1.11
1+1 4. 6 2
6.66 7 5. 8
8.88 9 6. 5
5.55 7. 8.
2.22 9.
10.
TOTAL 45 15 10
49.95 49 50

24. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3 1
3.33 2. 4
4.44 3.
1.11
1+1 4. 6 2
6.66 7 5. 8
8.88 9 6. 5
5.55 7. 8.
2.22 9.
10.
TOTAL 45 15 10
49.95 49 50

25. TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
Topic
Time Spent/
Frequency
DOMAINS
Total Number
Of Test items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Actual
Adjusted 1. 3 1
3.33 2. 4
4.44 3. 2
1.11
1+1 4. 6
6.66 7 5. 8
8.88 9 6. 5
5.55 7. 8.
2.22 9.
10.
TOTAL 45 15 10
49.95 49 50

26. Item Placement
Items 1-15 (Type of Question is to measure remembering which cut across all topics within the grading period.)
Items (Type of Question is to measure understanding…)
Items (Type of Question is to measure applying…)
Items (Type of Question is to measure analyzing..)
Items (Type of Question is to measure evaluating…)
Items (Type of Question is to measure creating…)

27. Benefits of the Table of Specification
1. Test Items are proportionally distributed to all topics in the grading period (Number of time spent in the topic is proportional to the number of items from the topic which means that the more time that the teacher spend in the topic, the more test questions should be constructed from that topic)
This ensures that the teacher has to cover all topics listed/ budgeted in the grading period.
There is therefore sense or urgency.
Remediation becomes spontaneous.
Assures high “Time on task” rate.

28. Benefits of the Table of Specification
2. Items are significantly scattered along Bloom’s Taxonomy (Complexity) / cognitive domain with respect to a desired percentage which may adhere to the Psychology of learning and evaluation.
Assures that all levels of complexity (R-C) are given emphasis.
Assures varied learning activities inside the classrooms.
Ensures that Higher-order Thinking skills are developed across all levels

29. Benefits of the Table of Specification
3. It is easier to construct a test question because the TOS serves as a blueprint.
In fact the teacher, (provided she has mastery of her lesson and with the aid of the TOS), she can construct test questions without using any textbooks and there is an assurance that test questions are constructed in her own words and therefore the test questions appeal or relate better to the pupils/ students.

30. REVISED BLOOM’S TAXONOMY: Pathway to Improve Thinking

31. What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a classification of thinking organized by levels of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions.

32. What is REVISED BLOOM’S TAXONOMY?
The Revised Bloom’s Taxonomy provides the measurement tool for thinking. The changes in RBT occur in three broad categories.
Terminologies
Structure
Emphasis

33. 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)

34. Changes in Terms Noun to Verb
Thinking is an active process therefore verbs are more accurate
Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering.

35. Changes in Terms
Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

36. Level One : Remembering
The learner is able to recall, restate and remember learned information.
Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?

37. Sample Questions for Remembering
What is _____________?
Where is __________?
How did it happen ____________?
Why did __________ ?
When did ___________?
How would you show _______?
Who were the main ________ ?
Which one ________ ?
How is __________?

38. Level two : understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.
Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?

39. Sample Questions for Understanding
State in your own words…
Which are facts? Opinions?
What does this means…?
Is this the same as …?
Giving an example
Select the best definition

40. Questions with what, where, why and how questions answers could be taken between the lines of the text through organizing, comparing, translating, interpreting, extrapolating, classifying, summarizing and stating main ideas fall under understanding.

41. Condense this paragraph
What would happen if … ?
What part doesn’t fit?
How would compare? Contrast?
What is the main idea of … ?
How would summarized … ?

42. Level three : applying
The learner makes use of information in a context different from the one in which it was learned.
Implementing
Carrying out
Using
Executing
Can you use the information in another familiar situation?

43. Sample Questions for Applying
How would you organize _______ to show ________?
How would you show your understanding of _______ ?
What facts would you select to show what ________?
What elements would you change __________ ?

44. What other way would you plan to __________?
What questions would you ask in an interview with_______?
How would you apply what you learned to develop_________ ?
How would you solve ___________ using what you have learned?

45. Level four : analyzing
The learner breaks learned information into its parts to best understand that information.
Comparing
Organizing
DeconstRucting
Attributing Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore understandings and relationships?

46. Sample Questions for Analyzing
Which statement is relevant?
What is the conclusion?
What does the author believe? Assume?
Make a distinction between _________
What ideas justify the conclusion?
Which is the least essential statement?
What literacy form is used?

47. Level five : evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?

48. Sample Questions for Evaluating
What fallacies, consistencies, inconsistencies appear __________?
Which is more important ___________ ?
Do you agree _________ ?
What information would you use ____________ ?
Do you agree with the ___________ ?
How would you evaluate _________ ?

49. Level six : creating
The learner creates new ideas and information using what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or ways of viewing things?

50. Sample Questions for Creating
Can you design a _____________?
What possible solution to _________ ?
How many ways can you __________ ?
Can you create a proposal which would_________ ?

51. B. STRUCTURAL CHANGES Bloom’s original cognitive taxonomy was a one- dimensional form consisting of Factual, Conceptual and Procedural – but these were never fully understood for use by the teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related accompanying verbs.

52. 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)

53. One Dimensional The Knowledge Dimensions Factual Conceptual Procedural
Metacognitive

54. Factual Knowledge
- Refers to the essential facts, terminology, details or elements student must know or be familiar with in order to solve a problem in it.

55. Conceptual Knowledge
- is knowledge of classification, principles, generalizations, theories, models or structure pertinent to a particular disciplinary area.

56. Procedural Knowledge
Refers to information or knowledge that helps students to do something specific to a discipline subject, area of study.
It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques and particulars.

57. Meta-cognitive Knowledge
- is a strategic or reflective knowledge about how to go solving problems, cognitive tasks to include contextual and conditional knowledge and knowledge of self.

58. The Cognitive Process Dimensions
The Revised Bloom’s Taxonomy takes the form of Two-dimensional table. The Knowledge Dimension or the kind of knowledge to be learned and second is the Cognitive Process Dimension or the process used to learn.
The Knowledge
Dimensions
The Cognitive Process Dimensions
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Factual
Conceptual
Procedural
Metacognitive

59. C. CHANGE IN EMPHASIS
Emphasis is the third and final category of changes. It is placed upon its use as a more “authentic tool for curriculum planning, instructional delivery and assessment”.

60. More authentic tool for curriculum planning, instructional delivery and assessment
Aimed at a broader audience
Easily applied to all levels of schooling
The revision emphasizes explanation and description of subcategories.

61. Higher-order Thinking BLOOM’S REVISED TAXONOMY
CREATING
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
EVALUATING
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING
Using information in another familiar situation
Implementing, carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
Suggested Percentage Allocation
10%
Higher-order
Thinking
30%
10%
10%
20%
20%
30%

62. THANK YOU! Atty. Donato D. Balderas, Jr
Schools Division Superintendent
Lecturer/ Discussant