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
• Emphasis
 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)

 LEVEL ONE : REMEMBERING
THE LEARNER IS ABLE TO RECALL, RESTATE AND
REMEMBER LEARNED INFORMATION.
- RECOGNIZING - STATING
- LISTING - RECITING
- DESCRIBING - LABELLING
- IDENTIFYING - MEMORIZING
- RETRIEVING
- NAMING
- LOCATING
- FINDING
CAN YOU RECALL INFORMATION?
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 __________?
 LEVEL TWO : UNDERSTANDING
THE LEARNER GRASPS THE MEANING OF INFORMATION BY
INTERPRETING AND TRANSLATING WHAT HAS BEEN LEARNED.
- INTERPRETING - GENERATING
- EXEMPLIFYING - RESTATING
- SUMMARIZING - EXPRESSING
- INFERRING - TRANSFORMING
- PARAPHRASING - EXTENDING
- CLASSIFYING
- COMPARING
- EXPLAINING
CAN YOU EXPLAIN IDEAS OR CONCEPTS?
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

 LEVEL THREE : APPLYING
THE LEARNER MAKES USE OF INFORMATION IN A CONTEXT
DIFFERENT FROM THE ONE IN WHICH IT WAS LEARNED.
- IMPLEMENTING - ORGANIZING
- CARRYING OUT - APPLYING
- USING - SOLVING
- EXECUTING - DRAWING
- CONNECTING
CAN YOU USE THE INFORMATION IN ANOTHER FAMILIAR
SITUATION?
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 __________ ?
 LEVEL FOUR : ANALYZING
THE LEARNER BREAKS LEARNED INFORMATION INTO ITS PARTS
TO BEST UNDERSTAND THAT INFORMATION.
- COMPARING - DIFFERENTIATING
- ORGANIZING - INTERPRETING
- DECONSTRUCTING - SELECTING
- ATTRIBUTING OUTLINING - RESEARCHING
- FINDING - STRUCTURING
- INTEGRATING
CAN YOU BREAK INFORMATION INTO PARTS TO EXPLORE
UNDERSTANDINGS AND RELATIONSHIPS?
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?
 LEVEL FIVE : EVALUATING
THE LEARNER MAKES DECISIONS BASED ON IN-DEPTH
REFLECTION, CRITICISM AND ASSESSMENT.
- CHECKING -EVALUATING
- HYPOTHESIZING - APPRAISING
- CRITIQUING - ASSESSING
- EXPERIMENTING - SOLVING
- JUDGING - RELATING
- TESTING
- DETECTING
- MONITORING
CAN YOU JUSTIFY A DECISION OR COURSE OF ACTION?
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 _________ ?
 LEVEL SIX : CREATING
THE LEARNER CREATES NEW IDEAS AND INFORMATION USING
WHAT HAS BEEN PREVIOUSLY LEARNED.
- DESIGNING - COMPOSING
- CONSTRUCTING - SYNTHESIZING
- PLANNING - DEVELOPING
- PRODUCING - FORMULATING
- INVENTING - CREATING
- DEVISING - ORGANIZING
- MAKING - COMBINING

CAN YOU GENERATE NEW PRODUCTS, IDEAS, OR WAYS OF

VIEWING THINGS?
Sample Questions for Creating

• Can you design a _____________?

• What possible solution to _________ ?
• How many ways can you __________ ?
• Can you create a proposal which
would_________ ?
 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 10%
Checking, hypothesizing, critiquing, experimenting, judging

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
COGNITIVE PROCESS DOMAINS
Total Number
Of Test items
Topic/ Lower Order Thinking Higher Order Thinking
21st Century Time
Learning
Code Skills and Spent/
Compete
Sub-Skills Frequency
ncy
Actual Adjusted
Remembering Understanding Applying Analyzing Evaluating Creating
2. List the topics/learning
competencies with the
corresponding allocation of time

•The reference is the curriulum

guide.
 TABLE OF SPECIFICATIONS
Science 8 Second 2019 - 2020
Subject Grade Grading period School Year
COGNITIVE PROCESS DIMENSIONS
Total Number of Test
21st Century Skills and Sub- Time Spent / Lower Order Thinking Skills Higher Order Thinking Skills Items
Code Topic/Learning Competencies Skills Frequency
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted

1. Explains how movements along faults generate Critical Thinking, Evaluate

S8ES-IIa-14 earthquakes Sources 5

2. Differentiates the epicenter of an earthquake and Information Literacy, Ability to

S8ES-IIa-15 focus Manage Information 2

3. Differentiates the intensity of an earthquake from Information Literacy, Identify

S8ES-IIa-15 its magnitude Types of Information 3

Information Literacy, Identify

S8ES-IIa-15 4. Differentiate active and inactive faults Types of Information 1

5. Demonstrate how underwater earthquakes Critical Thinking, Analyzing

S8ES-IIb-16 generate tsunami Relevance 1

Information Literacy, Identify

S8ES-IIc-17 6. Identify how earthquakes are recorded Types of Information 2

Critical Thinking, Analyzing

S8ES-IId-18 7. Explains how typhoons develop Relevance 5

Information Literacy, Identify

S8ES-IId-19 8. Infers why the Philippines is prone to typhoons Types of Information 1

9. Explain how landmasses and bodies of water affect Critical Thinking, Analyzing
S8ES-IIe-20 typhoons Relevance 2

10. Trace the path of typhoon that enter the Problem Solving,
S8ES-IIf-21 Philippine Area of Responsibility (PAR) using a map Understanding the Problem 3

11. Compare and contrast comets, meteors and Critical Thinking, Evaluate
S8ES-IIg-22 asteroids Sources 7

12. Predicts the appearance of comets based on Problem Solving, Analyzing

S8ES-IIh-23 recorded data of previous appearances Outcome 1
TOTAL 33 15 5 5 15 5 5 50.00 50
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:

5 50 = 7.58
33
 TABLE OF SPECIFICATIONS
Science 8 Second 2019 - 2020
Subject Grade Grading period School Year
COGNITIVE PROCESS DIMENSIONS
Total Number of Test
21st Century Skills and Sub- Time Spent / Lower Order Thinking Skills Higher Order Thinking Skills Items
Code Topic/Learning Competencies Skills Frequency
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted

1. Explains how movements along faults generate Critical Thinking, Evaluate

S8ES-IIa-14 earthquakes Sources 5 7.58

2. Differentiates the epicenter of an earthquake and Information Literacy, Ability to

S8ES-IIa-15 focus Manage Information 2 3.03

3. Differentiates the intensity of an earthquake from Information Literacy, Identify

S8ES-IIa-15 its magnitude Types of Information 3 4.55

Information Literacy, Identify

S8ES-IIa-15 4. Differentiate active and inactive faults Types of Information 1 1.52

5. Demonstrate how underwater earthquakes Critical Thinking, Analyzing

S8ES-IIb-16 generate tsunami Relevance 1 1.52

Information Literacy, Identify

S8ES-IIc-17 6. Identify how earthquakes are recorded Types of Information 2 3.03

Critical Thinking, Analyzing

S8ES-IId-18 7. Explains how typhoons develop Relevance 5 7.58

Information Literacy, Identify

S8ES-IId-19 8. Infers why the Philippines is prone to typhoons Types of Information 1 1.52

9. Explain how landmasses and bodies of water affect Critical Thinking, Analyzing
S8ES-IIe-20 typhoons Relevance 2 3.03

10. Trace the path of typhoon that enter the Problem Solving,
S8ES-IIf-21 Philippine Area of Responsibility (PAR) using a map Understanding the Problem 3 4.55

11. Compare and contrast comets, meteors and Critical Thinking, Evaluate
S8ES-IIg-22 asteroids Sources 7 10.61

12. Predicts the appearance of comets based on Problem Solving, Analyzing

S8ES-IIh-23 recorded data of previous appearances Outcome 1 1.52

TOTAL 33 15 5 5 15 5 5 50.00 50
4. Round off the value
to become whole
numbers.
 TABLE OF SPECIFICATIONS
Science 8 Second 2019 - 2020
Subject Grade Grading period School Year
COGNITIVE PROCESS DIMENSIONS
Total Number of Test
21st Century Skills and Sub- Time Spent / Lower Order Thinking Skills Higher Order Thinking Skills Items
Code Topic/Learning Competencies Skills Frequency
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted

1. Explains how movements along faults generate Critical Thinking, Evaluate

S8ES-IIa-14 earthquakes Sources 5 7.58 7

2. Differentiates the epicenter of an earthquake and Information Literacy, Ability to

S8ES-IIa-15 focus Manage Information 2 3.03 3

3. Differentiates the intensity of an earthquake from Information Literacy, Identify

S8ES-IIa-15 its magnitude Types of Information 3 4.55 4

Information Literacy, Identify

S8ES-IIa-15 4. Differentiate active and inactive faults Types of Information 1 1.52 2

5. Demonstrate how underwater earthquakes Critical Thinking, Analyzing

S8ES-IIb-16 generate tsunami Relevance 1 1.52 1

Information Literacy, Identify

S8ES-IIc-17 6. Identify how earthquakes are recorded Types of Information 2 3.03 3

Critical Thinking, Analyzing

S8ES-IId-18 7. Explains how typhoons develop Relevance 5 7.58 8

Information Literacy, Identify

S8ES-IId-19 8. Infers why the Philippines is prone to typhoons Types of Information 1 1.52 1

9. Explain how landmasses and bodies of water affect Critical Thinking, Analyzing
S8ES-IIe-20 typhoons Relevance 2 3.03 3

10. Trace the path of typhoon that enter the Problem Solving,
S8ES-IIf-21 Philippine Area of Responsibility (PAR) using a map Understanding the Problem 3 4.55 5

11. Compare and contrast comets, meteors and Critical Thinking, Evaluate
S8ES-IIg-22 asteroids Sources 7 10.61 11

12. Predicts the appearance of comets based on Problem Solving, Analyzing

S8ES-IIh-23 recorded data of previous appearances Outcome 1 1.52 2

TOTAL 33 15 5 5 15 5 5 50.00 50
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
Science 8 Second 2019 - 2020
Subject Grade Grading period School Year
COGNITIVE PROCESS DIMENSIONS
Total Number of Test
21st Century Skills and Sub- Time Spent / Lower Order Thinking Skills Higher Order Thinking Skills Items
Code Topic/Learning Competencies Skills Frequency
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted

1. Explains how movements along faults generate Critical Thinking, Evaluate

S8ES-IIa-14 earthquakes Sources 5 7.58 7

2. Differentiates the epicenter of an earthquake and Information Literacy, Ability to

S8ES-IIa-15 focus Manage Information 2 3.03 3

3. Differentiates the intensity of an earthquake from Information Literacy, Identify

S8ES-IIa-15 its magnitude Types of Information 3 4.55 4

Information Literacy, Identify

S8ES-IIa-15 4. Differentiate active and inactive faults Types of Information 1 1.52 2

5. Demonstrate how underwater earthquakes Critical Thinking, Analyzing

S8ES-IIb-16 generate tsunami Relevance 1 1.52 1

Information Literacy, Identify

S8ES-IIc-17 6. Identify how earthquakes are recorded Types of Information 2 3.03 3

Critical Thinking, Analyzing

S8ES-IId-18 7. Explains how typhoons develop Relevance 5 7.58 8

Information Literacy, Identify

S8ES-IId-19 8. Infers why the Philippines is prone to typhoons Types of Information 1 1.52 1

9. Explain how landmasses and bodies of water affect Critical Thinking, Analyzing
S8ES-IIe-20 typhoons Relevance 2 3.03 3

10. Trace the path of typhoon that enter the Problem Solving,
S8ES-IIf-21 Philippine Area of Responsibility (PAR) using a map Understanding the Problem 3 4.55 5

11. Compare and contrast comets, meteors and Critical Thinking, Evaluate
S8ES-IIg-22 asteroids Sources 7 10.61 11

12. Predicts the appearance of comets based on Problem Solving, Analyzing

S8ES-IIh-23 recorded data of previous appearances Outcome 1 1.52 2

TOTAL 33 15 5 5 15 5 5 50.00 50
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 (30-10-10)
(30-10-10)
 TABLE OF SPECIFICATIONS
TABLE OF SPECIFICATIONS
Science 8 Second 2019 - 2020
Subject Grade Grading period
COGNITIVE PROCESS DIMENSIONS School Year Total Number of Test
21st Century Skills and Sub- Time Spent / Lower Order Thinking Skills Higher Order Thinking Skills Items
Code Topic/Learning Competencies Skills Frequency
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted

1. Explains how movements along faults generate Critical Thinking, Evaluate

S8ES-IIa-14 earthquakes Sources 5 5 1 1 7.58 7

2. Differentiates the epicenter of an earthquake and Information Literacy, Ability to

S8ES-IIa-15 focus Manage Information 2 1 2 3.03 3

3. Differentiates the intensity of an earthquake from Information Literacy, Identify

S8ES-IIa-15 its magnitude Types of Information 3 2 1 1 4.55 4

Information Literacy, Identify

S8ES-IIa-15 4. Differentiate active and inactive faults Types of Information 1 2 1.52 2

5. Demonstrate how underwater earthquakes Critical Thinking, Analyzing

S8ES-IIb-16 generate tsunami Relevance 1 1 1.52 1

Information Literacy, Identify

S8ES-IIc-17 6. Identify how earthquakes are recorded Types of Information 2 2 1 3.03 3

Critical Thinking, Analyzing

S8ES-IId-18 7. Explains how typhoons develop Relevance 5 2 1 3 2 7.58 8

Information Literacy, Identify

S8ES-IId-19 8. Infers why the Philippines is prone to typhoons Types of Information 1 1 1.52 1

9. Explain how landmasses and bodies of water affect Critical Thinking, Analyzing
S8ES-IIe-20 typhoons Relevance 2 1 1 1 3.03 3

10. Trace the path of typhoon that enter the Problem Solving,
S8ES-IIf-21 Philippine Area of Responsibility (PAR) using a map Understanding the Problem 3 5 4.55 5

11. Compare and contrast comets, meteors and Critical Thinking, Evaluate
S8ES-IIg-22 asteroids Sources 7 2 1 3 5 10.61 11

12. Predicts the appearance of comets based on Problem Solving, Analyzing

S8ES-IIh-23 recorded data of previous appearances Outcome 1 2 1.52 2

TOTAL 33 15 5 5 15 5 5 50.00 50
 Item Placement

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

which cut across all topics within the grading period.)

B. Items 16-20 (Type of Question is to measure

understanding…)

C. Items 21-25 (Type of Question is to measure applying…)

D. Items 26-40 (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…)

 TABLE OF SPECIFICATIONS
Science 8 Second 2019 - 2020
Subject Grade Grading period School Year
COGNITIVE PROCESS DIMENSIONS
Total Number of Test
21st Century Skills and Time Spent / Lower Order Thinking Skills Higher Order Thinking Skills Items
Code Topic/Learning Competencies Sub-Skills Frequency
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted

1. Explains how movements along faults generate Critical Thinking, Evaluate

S8ES-IIa-14 earthquakes Sources 5 1,2,3,4,5 21 26 7.58 7

2. Differentiates the epicenter of an earthquake and Information Literacy, Ability to

S8ES-IIa-15 focus Manage Information 2 6 27,28 3.03 3

3. Differentiates the intensity of an earthquake from Information Literacy, Identify

S8ES-IIa-15 its magnitude Types of Information 3 7,8 22 29 4.55 4

Information Literacy, Identify

S8ES-IIa-15 4. Differentiate active and inactive faults Types of Information 1 30,31 1.52 2

5. Demonstrate how underwater earthquakes Critical Thinking, Analyzing

S8ES-IIb-16 generate tsunami Relevance 1 32 1.52 1

Information Literacy, Identify

S8ES-IIc-17 6. Identify how earthquakes are recorded Types of Information 2 9,10 16 3.03 3

Critical Thinking, Analyzing

S8ES-IId-18 7. Explains how typhoons develop Relevance 5 11,12 17 23,24,25 33,34 7.58 8

Information Literacy, Identify

S8ES-IId-19 8. Infers why the Philippines is prone to typhoons Types of Information 1 18 1.52 1

9. Explain how landmasses and bodies of water affect Critical Thinking, Analyzing
S8ES-IIe-20 typhoons Relevance 2 13 19 35 3.03 3

10. Trace the path of typhoon that enter the Problem Solving, 41,42,43,44,
S8ES-IIf-21 Philippine Area of Responsibility (PAR) using a map Understanding the Problem 3 45 4.55 5

11. Compare and contrast comets, meteors and Critical Thinking, Evaluate
S8ES-IIg-22 asteroids Sources 7 14,15 20 36,37,38 46-50 10.61 11

12. Predicts the appearance of comets based on Problem Solving, Analyzing

S8ES-IIh-23 recorded data of previous appearances Outcome 1 39,40 1.52 2

TOTAL 33 15 5 5 15 5 5 50.00 50
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.

 Benefits of the Table of Specification
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)

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.

2. Benefits
Items of the
are signifi Table
cantly of Specification
scattered along Bloom’s
Taxonomy (Complexity) / cognitive domain with respect to
a desired percentage which may adhere to the Psychology
of learning and evaluation.

a. Assures that all levels of complexity are given emphasis.

b. Assures varied learning activities inside the classrooms.

c. Ensures that Higher-order Thinking skills are developed

across all levels
3. It is Benefits of the Table
easier to construct a test of Specification
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 assurance that test
questions are constructed in her own words and therefore the
test questions appeal or relate better to the pupils/ students.
Benefits of the Table of Specification

THANK YOU!