Gregeline D.

Leonardo
Josefina District

Session Title ConstructionTable of Specification and an Overview on Test Construction

Duration 2:15-3:45
Target Participants and Profile Teachers
OBJECTIVES

Terminal Objective: At the end of the session, the participants will be able to make a table of specification to stipulate the
objectives included in a periodical test as well as the number of items in each objective.

Enabling Objectives:
a. Construct high level and low level questions on the lesson presented through a video.
b. Classify questions in English in the 3rd and 4th grading period based on the Bloom’s taxonomy for
developing the higher order thinking skills of the students.
c. Identify the characteristics of a good test in terms of its validity, reliability and usability.
d. Apply learning in constructing TOS of the competencies in English in the 3 rd and 4th grading period.

Key Understanding/Input Conceptualizing the table of specification is relating instructional objectives to the instructional content
(Kubiszyn & Borich in Melchor, 2013). Relating is made through assessing the students’ cognitive capacity
based on the taxonomy of learning.
References: Melchor, M. (2013) Table of Specification (TOS). Available:
https://utt.instructure.com/files/62852/download?download_frd=1&verifier...Retrieved: October 2, 2018.
Jshabatu (2018) Using Bloom’s Taxonomy to Write Effective Learning Objectives
Available: https://tips.uark.edu/using-blooms-taxonomy.Retrieved: September 30, 2018.
 Role, E. (2007) THE ART OF QUESTIONING. Available: http://roletech.net/presentation/lecture/artq.pdf.
Retrieved: October 1, 2018

Time
Objective/s Key Content Methodology/Procedure Materials
Allotment
INTRODUCTION

Greet the participants and make

them feel comfortable to establish
rapport.

DO: 5 minutes
Present slide 2

SAY:
How do you make test questions?
Are you the kind of teacher who asks
the following questions?
-copy questions

DO:
Present slides 3-5 and read each
question in the slide while teachers
are reflecting as what kind of
questions they make.
(The slides are examples of faulty
questions that are commonly made
in periodical test)

DO;
Present slide 6

SAY:
If you answered “YES” to any of the
choices presented then you have a
BIG PROBLEM!
-Ask Why
DO:
Present slide 7

SAY:
Congratulations for saying “NO” and
then, tell your students are not
learning if your answer is “YES”

DO:
Present slide 8

SAY:
 “13% of students who fail in class
are caused by faulty test questions”

No teacher shall agree that at the

end of the year 25 out of 30 pupils in
the class are below 75% passing
rate in periodical examinations.
Thus, how can we do this?

DO:
Present slide 9

SAY:
The topic of the session is Table of
Specifications and an Overview on
Test Construction

DO:
Present slides 10-13.

SAY:
At the end of the session, the
participants will be able to :

a. construct high level and low

level questions on the lesson
presented through a video.
b. classify questions in English
in the 3rd and 4th grading
 period based on the Bloom’s
taxonomy for higher order
thinking skills.
c. Identify the characteristics of
a good test in terms of its
validity, reliability and
usability.
d. Apply learning in constructing
TOS of the competencies in
English in the 3rd and 4th
grading period.

PRIMING ACTIVITY:

DO:
a. Construct high level and Group participants and let them look
low level questions on the closely the slide 14 of the Video clip, 20 minutes
lesson presented through a presentation. (photo of pupils) manila paper,
video. markers
SAY:
Imagine that these are your pupils
who are left behind for 3 days for the
purpose of making ourselves more
competent and proficient for them.
I have here a video that has become
viral with more than 4 million views
in YouTube. Perhaps many have
seen it, nonetheless, it feels good to
rekindle the emotion. After viewing,
I’ll playing a music and as the music
starts, each member shall take turn
doing simple hand exercise for 3
seconds then, he/she shall point
his/her finger to the next member
who will do another hand movement.
When the music stops, the next
member is given 1 minute to give
his/her question on the video. The
question will be recorded by another
member using his/her phone.
Afterwards, the music will be played
again and the process will repeat.
When done, the member who
recorded the questions shall share
the recordings.
(Process the outputs leading to the
discussion of the subject).
-
DO:
Present slide 16 while the
participants are doing the group
activity.

DO:
Present slide while playing the
recording.
 DO:
Present slides 18

SAY:
Questions are either low level or
higher level.
It is estimated that 90% of all test
questions asked in the US are of
“Low level” - knowledge and
comprehension
(Wilen, W.W., 1992)

DO:
Present slide 19

SAY:
Considering the Bloom’s taxonomy
explaining is understanding which is
a low level question. This can be
said when pupils will be using the
exact information explicitly stated to
recall the events.
On the other hand,
Asking the pupils what he is feeling
to what he sees or read is analyzing
which is a higher level question.
b. Classify questions in ABSTRACTION
English in the 3rd and 4th DO:
grading period based on the Present slides 20-21
Bloom’s taxonomy for
developing the higher order SAY: Slide decks 60 minutes
thinking skills of the students. Here are some common
c. Identify the construct of a observations of students on the type
good test in terms of its of test questions teachers give
validity, reliability and during quarterly assessment.
usability.
Why do pupils have these
observations? Probably because the
test questions we often make follow
patterns which are too easy to
remember. Aside from this, here are
other common observations of
students on test questions.

DO:
Present slide 23.
SAY:
What could be the possible reasons
of this faulty test constructions.
(Discuss each possible reasons.)

DO:
Present slide 24
SAY:
Preparing test questions is being
awake for 24 hours for we have to
consider the following factors. First,
the purpose of the test. Considering
the purpose of the test means
looking back to the different
objectives of the lesson taken.
Second, looking into the time to
prepare, administer and score the
test. Test questions are made weeks
before the scheduled periodical
examinations and scores shall be
recorded right after the tests are
administered. We also need to into
the number of number of students to
be tested. The skill of the teacher in
writing the test is the very core of
making test questions, nonetheless,
if one does not learn as well as use
the TOS, the assessment fails.
Finally, facilities like the printers are
also taken into consideration.

DO:
Present slides 25-26 and explain
the characteristics of good test and
why they matter.
SAY:
Validity is the extent to which the
test measures what it intends to
measure. The questions that we will
be making are objectives taken in
the 3rd grading therefore no lesson
in second grading will be included.
For this will invalid the test.

Reliability is the consistency with

which a test measures what it is
supposed to measure.
In most cases, teachers copy and
paste the test questions given in the
previous tests. This would make the
test unreliable for there are test
items that are to be improved
especially when the same number of
pupils or even more could not
answer the particular test item
Usability is when the test can be
administered with ease, clarity and
uniformity.

DO:
Present slide 27 to show the general
in steps construction. Then, give
short description in each step.
DO:
Present slide 28
SAY:
A two way chart that relates the
learning outcomes to the course
content.
 In a TOS, the competencies which
are taken in curriculum guide are
followed and also the objectives
which tell how the competencies are
achieved.
Further, it enables the teacher to
prepare a test containing a
representative sample of student
behavior in each of the areas tested.

DO:
Present slide 29-30

SAY:
There are tips to be followed in
preparing the TOS:
1.Don’t make it overly detailed.
2. Identify major ideas and skills
rather than specific details.
3. Use a cognitive taxonomy that is
most appropriate to your discipline.
skills rather than specific details.
4. Weigh the appropriateness of the
distribution of checks against the
students' level, the importance of
the test, the amount of time
available.
Let pupils think. Too much
descriptions would only require
recalling.

DO:
Present slide 31-32 (The first level of
the Bloom’s taxonomy)
SAY:
In the first level, pupils when simply
remember important information that
are stated.
DO:
Present slides 33-34 ( Sample
questions in level 1)
No significant skills are developed in
these activities for pupils will only go
back to what are written or
mentioned.

DO
Present slides 35- 39 (The second
level of the Bloom’s taxonomy)
SAY:
The next level requires learners to
look into words, phrases and
sentences that describe the
situation.

DO:
Present slides 40-41 (Sample
questions in the second level)
SAY:
These questions are helpful in letting
pupils think for answers are not
found in the descriptions given
rather what are only provided are
indications to the answer.

DO:
Present slides 43-44 (The third level
of the Bloom’s taxonomy).

SAY:
The third level is connecting the
lesson to the actual life situations.

DO:
Present slides 45-46 (Questions that
are in the Third level)
SAY:
The questions are examples of
questions that would make pupils
reflect and see themselves in the
characters. Indeed, there is now
linking of lesson to what is/are
experienced and what might be
experienced if the same situation will
happen.

DO:
Present slides 47-49 (The fourth
level of the Bloom’s taxonomy).
SAY:
The fourth level is higher for in this
level pupils will be thinking deeper.

DO:
Present slides 50-51 (Sample
questions that are in the Third level)
SAY:
These questions are structured to
make pupils analyze and look for
specific details.
DO:
Present slides 52-55(The fifth level
of the Bloom’s taxonomy)
SAY:
The questions in the fifth level are
developing pupils more than critical
thinkers rather teach them how to
express their thoughts and support
them facts as well.

DO:
Present the slides 56-57 (Sample
questions in the fifth level)

SAY:
The questions in the fifth level would
make the pupils look for evidences
to support their conclusion.

DO:
Present slides 59-60 (Sixth level in
the Bloom’s taxonomy)
SAY:
The sixth level is the highest level in
the Bloom’s taxonomy. In this level,
pupils create new ideas out from are
given.

DO:
Present slides 61-62 (Sample
questions in the sixth level)
SAY:
In the sixth level, creative skills are
developed for something is
produced out from the lesson

DO:
Present slides 63-64 (General Rules
in Writing Test Questions)
 SAY:
The TOS is put into use in the test
construction. Hence, test questions
as well as the level of their difficulty
are constructed based on the table
of specification.

DO:
Present slides 65-67 (Multiple
Questions)
SAY:
Multiple choice is the test type

d. Apply learning in Writing and presentation of TOS

constructing TOS of and feedbacking
the competencies in 25 minutes
English in the 3rd and
4th grading period.
DO:
Present slides 81 5 minutes
SAY:

.
.