Table of Specification - Professional Education

TOS

1. TABLE OF SPECIFICATION (TOS) TABLE OF SPECIFICATION (TOS)

2. Contents:

3. Objectives: At the end of the session, the participants can: A. define Table of Specification; B. discuss the importance of TOS in test construction ; and C. apply the steps in preparing TOS

4.   It is a test blue print. It is a matrix. It is a tool used to ensure that a test measures the content and thinking skills that the test ensures to measure.

5.   Ensures that the fair and representative questions appear on the test. Improves the quality of teacher’s evaluations based on the tests constructed. Helps teachers identify the type of items they need to include on their tests.

6.   Provides the teacher with the evidence that a test has content validity, that it covers what should be covered. Helps measure higher thinking skills and lower thinking skills of students.

7.   Content Outline – lists of topics and important objectives/learning outcomes under the topic. Categories – serves as a reminder or a check on the cognitive complexity of the test. Number of items – serves as a check as to the number of items for each objective or content topic listed.

8. ONE-WAY TOS TWO-WAY TOS

9. One-Way TOS Here, only the basic components of the equation are needed and the placement of the test items in the test is created.

10. Sample of One-Way TOS Learning Outcomes No. of Hours No. of Items Item Placement 1. Identify the Man’s Basic Needs 1.5 6 1-6 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 6 7-12 3. Apply the criteria for book selection 3 12 13-24 4. Analyze the steps of reading program and teaching poetry 3 12 25-36 5. Make inference or conclusion on child's developmental reading preferences 3 12 37-48 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 12 49-60 Total 15 60

11. Two-Way TOS Shows two elements: what (Subject matter, objectives/learning outcomes or skills) and how (types of test format, items distribution).

12. Sample of Two-Way TOS Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 2 5 3 10 16.67 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 1 3 2 6 8.33 3. Apply the criteria for book selection 3 2 5 3 10 16.67 4. Analyze the steps of reading program and teaching poetry 4.5 3 7 4 14 25 5. Make inference or conclusion on child's developmental reading preferences 3 2 5 3 10 16.67 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 2 5 3 10 16.67 Total 18 12 30 18 60 100%

13. One-Way TOS

14. Steps in Constructing TOS (One-Way TOS) Determine the coverage/topic/Learning Outcomes to be included in the test/exam. Learning Outcomes No. of Hours No. of Items Item Placement Total 1 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎

15. Steps in Constructing TOS (One-Way TOS) Decide on the number of items to give in the test. Learning Outcomes No. of Hours No. of Items Item Placement Total 2 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 60

16. Steps in Constructing TOS (One-Way TOS) Review the number of hours spent in teaching the whole unit. Learning Outcomes No. of Hours No. of Items Item Placement Total 3 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 60 1.5 1.5 3 3 3 3 15

17. Steps in Constructing TOS (One-Way TOS) Decide how many items should be allotted for each objective. Learning Outcomes No. of Hours No. of Items Item Placement Total 4 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 1.5 1.5 3 3 3 3 15 60

18. Steps in Constructing TOS (One-Way TOS) Decide how many items should be allotted for each objective. 4 Formula:

19. Steps in Constructing TOS (One-Way TOS) Decide how many items should be allotted for each objective. Learning Outcomes No. of Hours No. of Items Item Placement Total 4 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 60 1.5 1.5 3 3 3 3 15 6 6 12 12 12 12 60 15 = 4 = 6 4 X 1.5

20. Steps in Constructing TOS (One-Way TOS) Decide what item numbers you will assign for questions or items that cover the particular objective. Learning Outcomes No. of Hours No. of Items Item Placement Total 5 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 60 1.5 1.5 3 3 3 3 15 6 6 12 12 12 12 1-6 13-24 7-12 25-36 37-48 49-60

21. Two-Way TOS

22.   1 Remember: Prepare the Learning Outcomes to be included in the test/exam. It is possible that you will not be able to include all the LOs of the lessons discussed. Select only the most essential Learning Outcomes.

23.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy Average Difficult Total 1. Identify the Man’s Basic Needs 2. Identify the different ‎Values of Mother Goose Rhymes 3. Apply the criteria for book selection 4. Analyze the steps of reading program and teaching poetry 5. Make inference or conclusion on child's developmental reading preferences 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ Total

24.   1 Determine the number of hours allotted or you spent for each topic. 2 Steps in Constructing (Two-Way) TOS? 

25.   Determine the number of hours allotted or you spent for each topic. 2 Remember: Specify the number of meetings (hours/days) spent for teaching a particular topic or Learning outcomes/objectives. Go back to your Lesson plan, modules, or course syllabi. Steps in Constructing (Two-Way) TOS? 

26.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy Average Difficult 1. Identify the Man’s Basic Needs 3 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 3. Apply the criteria for book selection 3 4. Analyze the steps of reading program and teaching poetry 4.5 5. Make inference or conclusion on child's developmental reading preferences 3 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 Total 18

27.   1 Determine the number of hours allotted or you spent for each topic. 2 Determine the total number of test items. 3 Steps in Constructing (Two-Way) TOS? 

28. Determine the total number of test items.   3 Remember: There are prescribe number of items depending on the grade level. Prerogative of a teacher or an institution. Steps in Constructing (Two-Way) TOS? 

29.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy Average Difficult 1. Identify the Man’s Basic Needs 3 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 3. Apply the criteria for book selection 3 4. Analyze the steps of reading program and teaching poetry 4.5 5. Make inference or conclusion on child's developmental reading preferences 3 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 Total 18 60

30.   1 Determine the number of hours allotted or you spent for each topic. 2 Determine the total number of test items. 3 Determine the number of items per content area. 4 Steps in Constructing (Two-Way) TOS? 

31.   Formula: total no. items (no. of days/hours the topic/LO was taught) total number of hours/days Determine the number of items per content area. 4 = x Steps in Constructing (Two-Way) TOS? 

32.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy Average Difficult 1. Identify the Man’s Basic Needs 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 6 3. Apply the criteria for book selection 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 14 5. Make inference or conclusion on child's developmental reading preferences 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 10 Total 18 60

33.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy Average Difficult 1. Identify the Man’s Basic Needs 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 6 3. Apply the criteria for book selection 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 14 5. Make inference or conclusion on child's developmental reading preferences 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 10 Total 18 60 60 18 = 9.99 or 10 X 3 = 3.33

34.   1 Determine the number of hours allotted or you spent for each topic. 2 Determine the total number of test items. 3 Determine the number of items per content area. 4 Determine the level of difficulty and their percentage in the examination. 5 Steps in Constructing (Two-Way) TOS? 

35.   5 Remember: Easy (20%) Average (50%) Difficult (30%) Under Revised Bloom’s Taxonomy: Remembering & Understanding (20%) Applying & Analyzing (50%) Evaluating & Creating (30%) Steps in Constructing (Two-Way) TOS? 

36.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 6 3. Apply the criteria for book selection 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 14 5. Make inference or conclusion on child's developmental reading preferences 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 10 Total 18 12 30 18 60 60 =12 X 0.20

37.   1 Determine the number of hours allotted or you spent for each topic. 2 Determine the total number of test items. 3 Determine the number of items per content area. 4 Determine the level of difficulty and their percentage in the examination. Determine the no. of items for each topic per level of difficulty. 5 6 Steps in Constructing (Two-Way) TOS? 

38.   Determine the no. of items for each topic per level of difficulty. 6 Formula: No. of items per topic = (total no. items per content area/topic) (level of difficulty) Example: No. of items per difficulty = (10) (30%) = 3 Steps in Constructing (Two-Way) TOS? 

39.   Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 6 3. Apply the criteria for book selection 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 14 5. Make inference or conclusion on child's developmental reading preferences 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 10 Total 18 12 30 18 60 No. of items per topic = (total no. items per content area/topic) (level of difficulty) (10) (20% or 0.20) = 2 2

40. Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 2 5 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 1 3 2 6 3. Apply the criteria for book selection 3 2 5 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 3 7 4 14 5. Make inference or conclusion on child's developmental reading preferences 3 2 5 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 2 5 3 10 Total 18 12 30 18 60 100%

41.   1 Determine the number of hours allotted or you spent for each topic. 2 Determine the total number of test items. 3 Determine the number of items per content area. 4 Determine the level of difficulty and their percentage in the examination. Determine the no. of items for each topic per level of difficulty. 5 6 Solve for the percentage of items per objective or topic. 7 Steps in Constructing (Two-Way) TOS? 

42.   Solve for the percentage of items per objective or topic. 7 Formula: no. of hours/days per topic/objective = x 100 total number of hours/days Steps in Constructing (Two-Way) TOS? 

43. Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 2 5 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 1 3 2 6 3. Apply the criteria for book selection 3 2 5 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 3 7 4 14 5. Make inference or conclusion on child's developmental reading preferences 3 2 5 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 2 5 3 10 Total 18 12 30 18 60 100%

44. Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 2 5 3 10 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 1 3 2 6 3. Apply the criteria for book selection 3 2 5 3 10 4. Analyze the steps of reading program and teaching poetry 4.5 3 7 4 14 5. Make inference or conclusion on child's developmental reading preferences 3 2 5 3 10 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 2 5 3 10 Total 18 12 30 18 60 100% 3 18 =16.67 X 100 8.33 16.67 16.67 16.67 16.67

45. Learning Outcomes No. of Hours Categories of Skills Total No. of Items Percentage Easy (20%) Average (50%) Difficult (30%) 1. Identify the Man’s Basic Needs 3 2 5 3 10 16.67 2. Identify the different ‎Values of Mother Goose Rhymes 1.5 1 3 2 6 8.33 3. Apply the criteria for book selection 3 2 5 3 10 16.67 4. Analyze the steps of reading program and teaching poetry 4.5 3 7 4 14 25 5. Make inference or conclusion on child's developmental reading preferences 3 2 5 3 10 16.67 6. Make an illustration that summarizes the development of literature in the Philippines. ‎ 3 2 5 3 10 16.67 Total 18 12 30 18 60 100%

46. Thank you!