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    Table of Specifications - E-TECH

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    Rommel R Rabo
    1. The document is a table of specifications for an E-Tech second quarterly assessment that lists 23 learning competencies across 13 topics and how they will be assessed. 2. It outlines the number of hours spent and test items allocated to assessing lower and higher order thinking skills, including remembering, understanding, application, analysis, evaluation, and creation. 3. The competencies focus on areas like information and communication technology, online safety and ethics, online research skills, productivity tools, imaging and design, online content development, collaboration, multimedia, using ICTs for social change, and reflecting on the ICT learning process.

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    Table of Specifications - E-TECH

    Uploaded by

    Rommel R Rabo
    276 views5 pages
    1. The document is a table of specifications for an E-Tech second quarterly assessment that lists 23 learning competencies across 13 topics and how they will be assessed. 2. It outlines the number of hours spent and test items allocated to assessing lower and higher order thinking skills, including remembering, understanding, application, analysis, evaluation, and creation. 3. The competencies focus on areas like information and communication technology, online safety and ethics, online research skills, productivity tools, imaging and design, online content development, collaboration, multimedia, using ICTs for social change, and reflecting on the ICT learning process.

    Original Description:

    Empowerment Technologies

    Original Title

    Table of Specifications -E-TECH

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    1. The document is a table of specifications for an E-Tech second quarterly assessment that lists 23 learning competencies across 13 topics and how they will be assessed. 2. It outlines the number of hours spent and test items allocated to assessing lower and higher order thinking skills, including remembering, understanding, application, analysis, evaluation, and creation. 3. The competencies focus on areas like information and communication technology, online safety and ethics, online research skills, productivity tools, imaging and design, online content development, collaboration, multimedia, using ICTs for social change, and reflecting on the ICT learning process.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    276 views5 pages

    Table of Specifications - E-TECH

    Uploaded by

    Rommel R Rabo
    1. The document is a table of specifications for an E-Tech second quarterly assessment that lists 23 learning competencies across 13 topics and how they will be assessed. 2. It outlines the number of hours spent and test items allocated to assessing lower and higher order thinking skills, including remembering, understanding, application, analysis, evaluation, and creation. 3. The competencies focus on areas like information and communication technology, online safety and ethics, online research skills, productivity tools, imaging and design, online content development, collaboration, multimedia, using ICTs for social change, and reflecting on the ICT learning process.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    TABLE OF SPECIFICATIONS

    E-Tech
    Second Quarterly Assessment

    No. of % of Lower Order Thinking Skills Higher Order Thinking Skills


    No. of
    Hours Class 60% Total Number
    Learning Competencies Spent on Time on
    Test 30% 10% Item Placement
    of Items
    Items:80
    Topics Topic Remembering Understanding Application Analysis Evaluating Creating
    I. INFORMATION AND
    COMMUNICATION
    TECHNOLOGY
    1. Compare and contrast the
    nuances of varied online
    platforms, sites, and
    content to best achieve
    specific class objectives or
    address situational
    challenges
    II. ONLINE SAFETY, SECURITY,
    ETHICS, AND ETIQUETTE
    2. Apply online safety,
    security, ethics, and
    etiquette standards and
    practice in the use of ICTs
    as it would relate to their
    specific professional
    tracks
    III. CONTEXTUALIZE ONLINE
    SEARCH AND RESEARCH
    SKILLS
    3. Use the Internet as a tool
    for credible research and
    information gathering to
    best achieve specific class
    objectives or address
    situational
    IV. APPLIED PRODUCTIVITY
    TOOLS WITH ADVANCED
    APPLICATION TECHNIQUES
    4. Uses common
    productivity tools
    effectively by maximizing
    advanced application
    techniques.
    5. Creates an original or
    derivative ICT content to
    effectively communicate
    or present data or
    information related to
    specific professional
    tracks
    V. IMAGING AND DESIGN
    FOR THE ONLINE
    ENVIRONMENT
    6. Evaluate existing websites
    and online resources
    based on the principles of
    layout, graphic, and visual
    message design
    7. Use image manipulation
    techniques on existing
    images to change or
    enhance their current
    state to communicate a
    message for a specific
    purpose
    8. Create an original or
    derivative ICT content to
    effectively communicate
    a visual message in an
    online environment
    related to specific
    professional tracks
    VI. ONLINE PLATFORMS AS
    TOOLS FOR ICT CONTENT
    DEVELOPMENT
    9. Evaluate existing online
    creation tools, platforms
    and applications in
    developing ICT content
    for specific professional
    tracks
    10. Apply web design
    principles and elements
    using online creation
    tools, platforms, and
    applications to
    communicate a message
    for a specific purpose in
    specific professional
    tracks
    11. Create an original or
    derivative ICT content
    using online creation
    tools, platforms, and
    applications to effectively
    communicate messages
    related to specific
    professional tracks
    VII. COLLABORATIVE
    DEVELOPMENT OF ICT
    CONTENT
    12. Evaluate the quality,
    value, and
    appropriateness of peer’s
    existing or previously
    developed ICT content in
    relation to the theme or
    intended
    audience/viewer of an ICT
    project
    13. Share and showcase
    existing or previously
    developed material in the
    form of a collaboratively
    designed newsletter or
    blog site intended for a
    specific audiences or
    viewer
    VIII. MULTIMEDIA AND ICTs
    14. Explore the principles of
    interactivity and rich
    content in the context of
    Web 2.0 and the
    participation of the user
    in the online experience
    IX. ICTs AS PLATFORM FOR
    CHANGE
    15. Share anecdotes of how
    he/she has used ICTs to
    be part of a social
    movement, change, or
    cause to illustrate aspects
    of digital citizenship
    X. DEVELOPING AN ICT
    PROJECT FOR SOCIAL
    CHANGE
    16. Identify a local or regional
    cause or issue for Social
    Change related to specific
    professional tracks that
    can be addressed or
    tackled using an ICT
    Project for Social Changel
    17. Analyse how target or
    intended users and
    audiences are expected
    to respond to the
    proposed ICT Project for
    Social Change on the
    basis of content, value,
    and user experience
    18. Integrate rich multimedia
    content in design and
    development to best
    enhance the user
    experience and deliver
    content of an ICT Project
    for Social Change
    19. Develop a working
    prototype of an ICT
    Project for Social Change
    XI. PUBLISHING AN ICT
    PROJECT
    20. Demonstrate how online
    ICT Projects for Social
    Change are uploaded,
    manage, and promoted
    for maximum audience
    impact.
    21. Generate a technical
    report interpreting data
    analytics, e.g. Google,
    Facebook, or similar
    traffic data on the general
    aspects of search
    visibility, reach, and
    virality
    XII. SUSTAINING AN ICT
    PROJECT FOR SOCIAL
    CHANGE
    22. Generate a report on the
    performance of their ICT
    Project for Social Change
    on the basis of data
    gathered from available
    monitoring tools and
    evaluating techniques
    XIII. REFLECTING ON THE ICT
    LEARNING PROCESS
    23. Create a reflexive piece or
    output using an ICT tool,
    platform, or application
    of choice on the learning
    experience undergone
    during the semester

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