LA UNION SCHOOLS DIVISION

Training-Workshop on
Table of Specifications relative
to Constructing Test Questions
Puerto de San Juan Resort | November 25- 26, 2019
 PREFATORY
1. This Training-Workshop on the TOS requires you to momen-
tarily forget previous lessons or workshops you have al-
ready attended with respect to the preparation of the TOS.
2. The ensuing discussions/lecture (Table of Specifications)
will be made as pragmatic or practical as possible in order to
understand and appreciate its importance to measurement
and evaluation.
3. The participants are highly and carefully selected and
recommended so I have high expectations and strong faith that
you will deliver the goods in this undertaking.
4. The TOS requires a thorough knowledge of Bloom’s Revised
Taxonomy.
 PREFATORY
5. 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.)
6. The TOS requires some simple mathematical computations that will
result to proportional allocation of test items per topic.
7. The TOS requires that previous experiences are recalled and
some extent, the imagination of the TOS constructor is required in order for
him to concretize the actual teaching-learning process
based on previous encounters in the classroom so as to determine
(more or less) the domain/s where he would based from the test
questions when he constructs them.
8. 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.
 PREFATORY
9. 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.
10. 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).
11. With this effort, the preparation of test questions shall still be
“Teacher-made Test” but to a certain degree, it is standardized so that out-
puts or test results between and among schools and districts can be
actually compared.
12. The TOS constructors shall likewise prepare the Budgeted Lessons to
accompany the TOS in each of the four grading periods.
 PREFATORY
12. The TOS constructors and the CID are tasked to make
available the TOS and budgeted lessons on or before
December 6, 2016 (3rd grading Pd, SY 2019- 2020)
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. School Heads and Department Heads are mandated to
download the TOS and the Budgeted Lessons for
distribution to their respective teachers.
15. The supervisors and principals are also tasked to
check the appropriateness of the test questions based on
the TOS .
 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.
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
 A.Visual Comparison of Two
Taxonomies
(Terminology Changes)

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

1956 2001

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.8)

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.
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.
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 __________?
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
 Questions with what, where,
why and how questions answers
could be taken between the lines
of the text through organizing,
comparing, translating,
interpreting, extrapolating, classi-
fying, summarizing and stating
main ideas fall under
•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 … ?
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 __________ ?
• 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?
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?
Sample Questions for Evaluating
•What fallacies, consistencies, inconsisten-
cies appear __________?
•Which is more important ___________ ?
•Do you agree _________ ?
•What information would you use
____________ ?
•Do you agree with the ___________ ?
•How would you evaluate _________ ?
Sample Questions for Creating

•Can you design a _____________?

•What possible solution to _________ ?
•How many ways can you __________ ?
•Can you create a proposal which
would_________ ?
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.
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 Cognitive Process Dimensions

The
Knowledge
Dimensions Remembering Understanding Applying Analyzing Evaluating Creating

Factual

Conceptual

Procedural

Metacognitive
 Conceptual Knowledge

- is knowledge of classification,
principles, generalizations,
theories, models or structure
pertinent to a particular disci-
plinary area.
 Factual Knowledge

- Refers to the essential facts,

terminology, details or ele-
ments student must know or
be familiar with in order to
solve a problem in it.
 Procedural Knowledge

-Refers to information or knowl-

edge 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, algo-
rithms, techniques and particulars.
 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.
C. CHANGE IN EMPHASIS

Emphasis is the third and final cate-

gory of changes. It is placed upon its
use as a more “authentic tool for cur-
riculum planning, instructional delivery
and assessment”.
•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.
 BLOOM’S REVISED TAXONOMY Suggested Percentage
Allocation
CREATING
Generating new ideas, products, or ways of viewing things
10%
Designing, constructing, planning, producing, inventing

Higher-order EVALUATING
Justifying a decision or course of action 30%
Thinking Checking, hypothesizing, critiquing, experimenting, judging
10%

ANALYZING
Breaking information into parts to explore understandings and
relationships 10%
Comparing, organizing, deconstructing, interrogating, finding.

APPLYING
Using information in another familiar situation 20%
Implementing, carrying out, using, executing

UNDERSTANDING
Explaining ideas or concepts 20%
Interpreting, summarizing, paraphrasing, classifying, explaining

REMEMBERING
30%
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
 How to Construct Table of Specification

1.Determine the desired number

of test items.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
 How to Construct Table of Specification

2. List the topics with the corresponding

allocation of time

•The reference is the budgeted lesson.

 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
45
 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 Number of items

Total Frequency in the grading period
Example:

3
45
50 = 3.33
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency 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 8.88
8. 2 2.22
9. 4 4.44
10. 4 4.44
45 49.95
 How to Construct Table of Specification

4. Round off the value to become

whole numbers.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

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

1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49
 How to Construct Table of Specification

6. Scatter the items per topic per

domain

•Determine the number of items per com-

plexity / level of cognitive domain.
In this case, we have already a
pre-computed value of 30-20-20-30
(10-10-10)
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49
 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.

 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Topic Spent/
Frequency Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

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

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

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

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

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

1. 3 1 1 1 3.33 3
2. 4 1 1 1 1 4.44 4
3. 1 2 1.11 1+1
4. 6 2 1 2 1 1 6.66 7
5. 8 3 2 2 2 8.88 9
6. 5 2 2 2 5.55 6
7. 8 3 2 2 2 8.88 9
8. 2 1 1 2.22 2
9. 4 1 2 1 4.44 4
10. 4 1 1 1 1 4.44 4
49.95 49
 Item Placement

A.Items 1-15 (Type of Question is to measure remembering

which cut across all topics within the grading period.)

B.Items 16-25 (Type of Question is to measure understand-

ing…)

C.Items 26-35 (Type of Question is to measure applying…)

D.Items 36-40 (Type of Question is to measure analyzing..)

E.Items 41-45 (Type of Question is to measure evaluating…)

F.Items 46-50 (Type of Question is to measure creating…)

 Benefits
Benefitsof
ofthe
theTable
Tableof
ofSpecification
Specification
1. Test Items are proportionally distributed to all topics in the grading pe-
riod
(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)
a.This ensures that the teacher has to cover all topics listed/ budgeted in the
grading period.
b.There is therefore sense or urgency.
c.Remediation becomes spontaneous.
d.Assures high “Time on task” rate.
 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
 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), can construct test questions without using any textbooks. There is assurance
also that test questions are constructed in her own words which make the test ques-
tions appealling or relating better to the pupils/ students.
 SUPERVISORY VISITS

FOCUS ON THE FOLLOWING:

CONDUCIVENESS OF THE LEARNING ENVIRONMENT

a. grounds and premises

b. classrooms
c. hallways and corridors
d. toilets
e. gate and entrance
f. other structures
 SUPERVISORY VISITS

FOCUS ON THE FOLLOWING:

2. SUPERVISORY ACTIVITIES OF THE SCHOOL HEAD/ AREA HEAD

a. supervisory plans and foci of supervision
b. supervisory notes
c. classroom observations notes; post conference notes
d. engenuity at supervision (best practices)
 SUPERVISORY VISITS

FOCUS ON THE FOLLOWING:

3. MOOE FUNDS AND OTHER FUNDS MANAGEMENT
a. transparency board
b. statement of accounts for fund raising activities, grants, prizes,
donations, canteen operations, student body organizations,
school organizations funds
c. utilization of the MOOE FUNDS
d. functionality of the School Bids and Awards Committee and
School Purchases Inspection Team
 THANK YOU!