LEARNING EPISODE 5

Table of Specification
Content Validity and Outcome-Based
Education

My Learning Episode Overview

 One mortal sin that the teachers commit is giving test that lack content
validity. This means that a number of teachers give tests which are not aligned to
their learning outcomes or objectives. This is contrary to outcomes-based
education. The use of a Table of Specifications (TOS) can help address the
problem of tests lacking in content validity.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

Read My Learning Essentials.

1

Ask my Resource Teacher for a copy of her TOS

2

Surf the internet for more sample

3

Study these samples of TOS

4

Come up with my portfolio.

5

My Learning Activities
1. Study Sample TOS.
I will study the sample TOS below.

EDUC 11 2nd Semester SY 20__-20__ FINAL

Course Catalog Number Periodical Examination
Table of Specification
Assessment of Student Learning 2
Course Title
TOPICS LEVELS/ SKILLS TOTAL

Remembering Understanding Thinking

Declarative Comprehending(Applying) Analyzing # %
# % Item # # % Item # Item
Authentic 20 33. 1-4, 7-15, 20 33%
Assessment: 3 % 20-26
Basic Concepts
Authentic 10 17 5,6,1619,27-30 10 17%
Assessment: %
Advance
Application
Discussion of 10 17 31 10 17%
Behavioral %
Objectives/
Intended
Learning
Outcomes
Portfolio on 20 33 32-35 20 33%
Authentic %
Assessment

TOTAL 20 33 10 17 30 50 60 100.0%
% % %

Prepared by:_______________________
Instructor

2. Comparison of given TOS with other TOS that I researched on.

 The sample TOS is based on Bloom’s taxonomy and the TOS that I
researched is on the DepEd’s KPUP. I think both of them are simple and easy to
use.

My Analysis

For a TOS to ensure test content validity, what parts must it have?

 To ensure test content validity it must have the competency or the

content/skills/topic, the percentage of facets of understanding that have
three difficulty level which was the easy, average and difficult, the number of
days, and lastly the percentage of item placement.

Among the TOS’s that you researched on, which is a better TOS? Why?

 I prefer the TOS with complete of Level of Learning’s and emphasize the
Remembering, Understanding and Thinking, because this TOS has the
Outcomes-Based Teaching-Learning.

Can a teacher have a test with content validity even without making a TOS?

 Yes, because teachers know how to assess what it is supposed to measure

or assess. TOS only helps the teachers align the objectives, instruction and
assessment. They have the ability to draw conclusion based on a given
facts.

Can a teacher have a test with content validity even without making a TOS?

 No, maybe because the test was not aligned with the content. TOS helps to
align objectives, instructions and assessment.
 My Reflections/Insights

Read this conversation and reflect on teacher’s assessment practices. Write

your reflections here.

But we only talked about Puerto Prinsesa

for like 2 seconds last week. Why would she put that on the exam?
“You know how teacher are… they’re always trying to trick you.”
“Yes, they find the most nit-picky little details to put on their tests and
don’t even care if the information is important.”

“It’s just not fair. I studied everything we discussed in class about the
Philippines and the things she made a big deal about, like comparing the
Philippines.
And to think all she asked was ‘What’s the capital of Singapore?
“Really? Grrr.”

Did you have a similar experience? Reflect on it.

Yes, almost in my entire school life I encounter teachers like that. It’s
not so fair for students to take exams like that, because we really studied
our lesson very well from the start to the end of the entire topic and then
all of a sudden the examination was out of this world or out of the
context. As I a future teacher I will really change that dilemma so that my
students will learn and become more progressive in their learning.
Integrating Theory and Practice
Directions: Read the items given below and choose the correct answer.
1. Here is a lesson objectives/ intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

2. Teacher Joji wrote this learning outcome: “to interpret a given quotation.” For content
validity which should she ask?
A. Interpret Nietche’s statement: “He who has a why to live for can bear with almost any
how.”
B. Did you believe in Nietche’s statement “ He who has a why to live for can bear with
almost any how”?
C. What is true in Nietche’s statement “He who has a why to live for can bear with almost
any how”?
D. Nietche was an atheist. Do you believe that he can give this statement “ He who has a
why to live for can bear with almost any how”?

3. After teaching them the process of experimenting, Teacher Joe wanted his students to
be able to set up an experiment to find an answer to a scientific problem. Which will he
ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted. Present
your findings in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plants survive when
transferred in soil?

4. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness

and activities suitable for the individual “. Does her test item measure this particular
outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related
activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.
B. Yes because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.

5. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the first grading test test
items are applying questions based on Bloom’s taxonomy. A review of her test shows
that 50 % are remembering items, 20% are analyzing questions and 30% are applying
questions.Does Teacher’s test coincide with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.

My Learning Portfolio

Give an example of TOS that reflects levels of

learning either by Bloom or by Kendall and Marzano.

Which TOS is better? Why?

It was complete of the Learning levels and skills that learners

should have. This TOS has the Content validity for Outcomes-Based
Teaching-Learning and I can say that for this TOS the teacher can
draw her conclusion of the outcome of the students assessment.
 My Learning Rubric

Field Study 5, Episode 5– Intended Learning Outcomes/ Lesson Objectives as My

Guiding Star
Focused on identifying the guiding principles on lesson objectives/learning outcomes applied in instruction.
Determining whether or not lesson objectives /intended learning outcomes served as guiding star in the
lessons observed. Judging if lesson objectives/intended learning outcomes are SMART

Name of FS Student: Mariefe C. Relano Date Submitted:

Year & Section: Filipino - 4 Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities All episodes were done All or nearly all Nearly all episodes Fewer than half of
with outstanding episodes were done were done with episodes were done; or
quality; work exceeds with high quality. acceptable quality. most objectives were
expectations met but need
4 3 2 improvement
1
Analysis of the All questions/ episodes Analysis questions Analysis questions Analysis questions
Learning Episode were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
grounded on theories. theories. theories. unsatisfactory.
Exemplary grammar Grammar and spelling Grammar and spelling
and spelling. are superior. acceptable.
4 2 1
3
Reflections/ Reflection statements Reflection statements Reflection statements Reflection statements
Insights are profound and clear; are clear, but not are shallow; supported are unclear and shallow
supported by clearly supported by by experiences from and are not supported
experiences from the experiences from the the learning episodes. by experiences from the
learning episodes. learning episodes. learning episodes.
4 3 2 1
Learning Portfolio Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized; supporting were not answered
and all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and spelling
located in sections available and logical lacking unsatisfactory
clearly designated and clearly marked
4 locations 1
3 2
Submission of Submitted before the Submitted on the Submitted a day after Submitted two days or
Learning Episode deadline deadline the deadline more after the deadline
4 3 2 1
COMMENT/S
Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date