FS1 Demo Topic: Table of Specification (TOS).pptx

Topic: Table of Specification

1. John mark i . cuevas Field Study 1 Demonstrator

2. PRAYER

3. CHECKING OF ATTENDANCE

4. CLASSROOM STANDARDS

5. CLASSROM STANDARDS: Always remember the acronym “RESPECT”: R – Raise your hand E – Enter/Exit silently S – Speak in English or Filipino P – Participate in class E – Eyes on your work C – Come prepared T – Think

6. PASSING/ CHECKING OF ASSIGNMENT

7. REVIEW

8. Guide Questions: What are the levels of questions? What are the importance of knowing the levels of questions in making test questions?

9. MOTIVATION

10. PICTURE 1

11. PICTURE 2

12. :PICTURE 1 PICTURE 2:

13. OBJECTIVES: At the end of the lesson, students are expected to: Define Table of Specifications (TOS). Discuss the importance of Table of Specification (TOS) in test construction; and Construct a Table of Specification (TOS).

14. ACTIVITY

15. INSTRUCTION: The class will be divided into two (2). The 2 groups will be given 2 different math problems for each group to answer. Discuss with your groupmates on how you are going to solve the problem, giving the solution. You are given 3 minutes to discuss it with your groupmates. Present your answer by writing the solutions on the chalkboard. Choose 1 representative to discuss the solution within 2 minutes.

16. TASK: Solve the following: Group 1: What percentage of 80 is 32? Group 2: What is 7% of 800?

17. RUBRICS: CRITERIA 5 PTS. 3 PTS. 1 PTS. Cooperation All members work together all the time. Some of the members were not participating. Few members were participating. Time Management The task was done on given time. The task was done a little bit late. The task was done very late. Accuracy The ideas presented were accurate. Some ideas presented were inaccurate. Most of the ideas presented were inaccurate. TOTAL 15 pts. 9 pts. 3 pts.

18. TASK: Solve the following: Group 1: What percentage of 80 is 32? Group 2: What is 7% of 800?

19. PRESENTATION OF OUTPUT

20. ANALYSIS

21. TABLE OF SPECIFICATION (TOS)

22. TABLE OF SPECIFICATION (TOS): The construction of valid test items begins with a Table of Specification. Table of Specification is a test map that guides the teacher in constructing a test. It assures that there is a balance between items that test lower order thinking skills (LOTS) and those which test higher order thinking skills (HOTS).

23. IMPORTANCE OF TOS IN TEST CONSTRUCTION: Ensure that a fair and representative questions appear on the test. Improve the validity of teachers’ evaluation based on the tests constructed. Help teachers identify the type of items they need to include on their tests.

24. IMPORTANCE OF TOS IN TEST CONSTRUCTION: Provides the teacher with evidence that a test has content validity, that it covers what should be covered. Help measure higher order thinking skills and lower thinking skills of students

25. STEPS IN MAKING TOS: Determine the coverage of your exam Determine your testing objectives for each topic area Determine the duration for each content area Determine the Test Types for each objective Polish your table of specification

26. STEPS IN MAKING TOS: Determine the coverage of your exam make sure the coverage of exam is something that have satisfactorily taught in class Select the topics you wish to test in the exam select only the most important topics.

27. STEPS IN MAKING TOS: 2. Determine your testing objectives for each topic area be familiar with Bloom’s taxonomy of thinking skills Bloom has identified the hierarchy of learning objectives For each content area that you wish to test, you will have to determine how you will test each area.

28. STEPS IN MAKING TOS: 3. Determine the duration for each content area write down how long you spent teaching a particular topic This is important because it will determine how many points you should devote for each topic .

29. STEPS IN MAKING TOS: Allocate the number of hours needed in each learning objectives and the percentage using the formula: Determine the number of items using the formula:  

30. EXAMPLE: Example: Unit 1: Subject-Verb Agreement Learning Objectives: 1. Identify the subject and the verb in a given sentence. 2. Determine the appropriate form of a verb to be used given the subject of a sentence. 3. Write sentences observing rules on subject-verb agreement. 4. Break down a given sentence into its subject and predicate. 5. Evaluate whether or not a sentence observed rules on subject-verb agreement 6. Formulate rules on subject-verb agreement.

31. EXAMPLE: Level Objective No. of Hour Number of Items % Item Numbers Type of Test Recalling Identify subject-verb in a given sentence 1 5 11.11 Part 1 1 – 5 Multiple Choice Understanding Determine appropriate form of verb to be used given the subject of a sentence 1 5 11.11 6– 10 Multiple Choice Applying Write sentences observing rules on subject-verb agreement. 1 5 11.11 11 – 15 Multiple Choice Analyzing Break down a given sentence into its subject and predicate 2 10 22.22 16 – 25 Multiple Choice Evaluating Evaluate whether or not a sentence observed rules on subject-verb agreement 2 10 22.22 26-35 Multiple Choice Creating Formulate rules on subject-verb agreement 2 10 22.22 Part II 36-45 Essay TOTAL 9 45 100     

32. EXAMPLE: Level Objective No. of Hour Number of Items % Item Numbers Type of Test Recalling Identify subject-verb in a given sentence 2 8 20 1 – 8 Multiple Choice Understanding Determine appropriate form of verb to be used given the subject of a sentence 1 4 10 9 – 12 Multiple Choice Applying Write sentences observing rules on subject-verb agreement. 2 8 20 13 – 20 Multiple Choice Analyzing Break down a given sentence into its subject and predicate 1 4 10 21 – 24 Multiple Choice Evaluating Evaluate whether or not a sentence observed rules on subject-verb agreement 2 8 20 25 - 32 Multiple Choice Creating Formulate rules on subject-verb agreement 2 8 20 33 – 40 Multiple Choice TOTAL   10 40 100%    

33. APPLICATION

34. INSTRUCTION: With the same group, each group will be given a table of specifications (TOS). All you have to do is to find the correct answers (either percentage, number of items, or number of hours in each objective) in each blank item. Each group will be given 5 minutes to do the task and 2 minutes for the presentation.

35. RUBRICS: CRITERIA 5 PTS. 3 PTS. 1 PTS. Cooperation All members work together all the time. Some of the members were not participating. Few members were participating. Time Management The task was done on given time. The task was done a little bit late. The task was done very late. Accuracy The ideas presented were accurate. Some ideas presented were inaccurate. Most of the ideas presented were inaccurate. TOTAL 15 pts. 9 pts. 3 pts.

36. PRESENTATION OF OUTPUT

37. GUIDE QUESTIONS: How did you come up with your answers? What methods or formula did you use in getting your answers? In your own perspective, is it really important to understand and to have knowledge in constructing TOS?

38. EVALUATION

39. DIRECTION : MULTIPLE CHOICE. On a ¼ sheet of paper, choose the best answers among the choices. Write only the letters of your answers in CAPITAL LETTERS.

40. EVALUATION: 1. It is a test map that guides the teacher in constructing a test. It helps teachers identify the type of items they need to include on their tests. A. Curriculum Guide B. Table of Specification C. Daily Lesson Plan D. Multiplication Table

41. EVALUATION: 1. It is a test map that guides the teacher in constructing a test. It helps teachers identify the type of items they need to include on their tests. A. Curriculum Guide B. Table of Specification C. Daily Lesson Plan D. Multiplication Table

42. EVALUATION: 2. Among are the importance of Table of Specification (TOS) in test construction, except: Ensure that a fair and representative questions appear on the test. Improve the validity of teachers’ evaluation based on the tests constructed. Provides the teacher with evidence that a test has content invalidity, that it covers only what is the easy one. Help measure higher order thinking skills and lower thinking skills of students

43. EVALUATION: 3. In constructing a Table of Specification (TOS), what will be the first step to remember? Determine the Test Types for each objective Determine your testing objectives for each topic area Determine the duration for each content area Determine the coverage of your exam

44. EVALUATION: 4. Learning Objective 1 (LO1) in Electronic Products Assembly and Servicing (EPAS) has 2 hours that are intended to be taught. EPAS has a total of 45 hours. How many percent of test items ought to make up LO1? ) 11.11% ) 22.22% ) 33.33% ) 44.44%

45. EVALUATION: 5. Automotive Servicing is composed of 60 items in periodical exam. One of its learning objectives is the LO2 which is to identify the tools and equipment used in automotive, and it composed of 15% of the total number of items. How many items thus the LO2 composed of? 7 items 8 items 9 items 10 items

46. LET’S CHECK

47. EVALUATION: 1. It is a test map that guides the teacher in constructing a test. It helps teachers identify the type of items they need to include on their tests. A. Curriculum Guide B. Table of Specification C. Daily Lesson Plan D. Multiplication Table

48. EVALUATION: 2. Among are the importance of Table of Specification (TOS) in test construction, except: Ensure that a fair and representative questions appear on the test. Improve the validity of teachers’ evaluation based on the tests constructed. Provides the teacher with evidence that a test has content invalidity, that it covers only what is the easy one. Help measure higher order thinking skills and lower thinking skills of students

49. EVALUATION: 3. In constructing a Table of Specification (TOS), what will be the first step to remember? Determine the Test Types for each objective Determine your testing objectives for each topic area Determine the duration for each content area Determine the coverage of your exam

50. EVALUATION: 4. Learning Objective 1 (LO1) in Electronic Products Assembly and Servicing (EPAS) has 2 hours that are intended to be taught. EPAS has a total of 45 hours. How many percent of test items ought to make up LO1? ) 11.11% ) 22.22% ) 33.33% ) 44.44%

51. EVALUATION: 5. Automotive Servicing is composed of 60 items in periodical exam. One of its learning objectives is the LO2 which is to identify the tools and equipment used in automotive, and it composed of 15% of the total number of items. How many items thus the LO2 composed of? 7 items 8 items 9 items 10 items

52. ASSIGNMENT

53. ASSIGNMENT: In a ¼ sheet of paper, answer the questions: 1. How teachers compute the grades of learners in DepEd grading system? What are the criteria they consider?

54. John mark i . cuevas Field Study 1 Demonstrator