FS2 Episode 5

Field Study 2
Episode 5
TABLE OF SPECIFICATIONS (TOS) CONTENT VALIDITY
AND OUTCOMES-BASED EDUCATION (OBE)
Name of FS Student ___________________________________________
BTVTED IV - _____, major in _______________
Learning Outcomes
 Construct a Table of Specifications.
 Apply OBE by formulating test items with content validity.
Learning Content
A Table of Specifications (TOS) is a table that specifies the learning

outcomes/lesson objectives, the amount of time spent for each
outcome/objective which will serve as basis in determining the corresponding
number of test items.
TOS helps teachers align objectives, instruction, and assessment. It is

sometimes called a test blueprint. This strategy can be used for a variety of
assessment methods, but is most commonly associated with constructing
traditional summative tests.
Aligning assessment tools and tasks to learning outcomes is a must in

Outcomes-Based Teaching-Learning.
A test or any assessment tool or task for that matter possesses content
validity only when that assessment tool or task measures or assesses what it is
supposed to measure or assess. You are supposed to assess students’ ability to
draw conclusions based on given facts, but your assessment tool and task
make the students define a conclusion. It is one thing to draw conclusion. It is
another thing to define it.
The assessment task is not aligned to the learning outcome; therefore, it

does not possess content validity. The assessment task that has content
validity is to ask the students to draw conclusion from the facts that teacher
gives.
Defining a conclusion is in the level of comprehension, perhaps, even
recall if definition is simply memorized, while drawing conclusion from a set of
given facts is in the level of creating, synthesizing.
Learning Activities
Activity 1. Study the sample TOS below.
2nd Semester SY 20__ - 20__

_____EDUC11______ _______FINAL_______
Course Catalog Number Periodical Examination
Table of Specification
Assessment of Student Learning 2
Course Title
LEVELS/SKILLS
Topics Remembering Understanding Thinking TOTAL
Declarative Comprehensing/Applying Analyzing, Evaluating, Creating
# %
# % Item # # % Item # # % Item #
Authentic Assessment: 1-4,
Basic Concept 20 33.3 7-15 20 33%
20-26
Authentic Assessment: 5,6,16-19,
Advance Application 10 17 27-30 10 17%
Intended Learning
Outcomes 10 17 31 10 17%
Portfolio on Authentic 20 33 32-35 20 33%
Assessment
TOTAL 20 33% 10 17% 30 50% 60 100%

Prepared by:
_______________
Instructor
Analysis
1. For a TOS to ensure test content validity, what parts must it have?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Explain why the use of a TOS enhances that content validity?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 2. Give an example of TOS that reflects levels of learning either by
Bloom or by Kendall and Marzano. Which TOS is better? Why?
Reflection
1. Read this conversation.
“But we only talked about Puerto Princesa
for – like 2 seconds last week. Why would she put that on the exam?”
“You know how teachers are . . . they’re always trying to trick you.”
“Yes, they find the most nit-picky little details to put on their tests
and don’t even care if the information is important.”
“It’s just not fair. I studied everything we discussed in class about the
Philippines and the things she made a big deal about, like comparing the
Philippines.”
“And to think all she asked was What’s the capital of Singapore?”
“Really? Grrr.”
(Adapted from Practical Assessment, Research & Evaluation, Vol. 18 No.3, February 2013)
2. Did you have similar experience? Reflect on it.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Integrating Theory
Read the items given below and encircle the letter of the correct answer.
1. Here is a lesson objective/intended learning outcome: “Illustrate the law
of supply and demand with your original concrete example.” For content
validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an
example.
B. Explain the law of supply and demand and illustrate it with diagram.
C. Illustrate the law of supply and demand with a drawing.
D. Illustrate the law of supply and demand with a concrete original
example.
2. Teacher Lala wrote this learning outcome: “To interpret a given

quotation.”
For content validity which should she ask?
A. Do you believe in Nietsche’s statement, “He who has a why to live for
can bear with almost any how”?
B. Interpret Nietsche’s statement: “He who has a why to live for can bear
with almost any how.”
C. Nietsche was an atheist. Do you believe that he can give this
statement, “He who has a why to live for can bear with almost any how”?
3. After teaching them the process of experimenting, Teacher Arnie wanted

his students to set up an experiment to find an answer to a scientific
problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on
land.
B. Can aerial plants also live on land? Research on experiments already
conducted. Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your
observations and present them in class.
D. Research on the answers to this scientific problem: Can aerial plants
survive when transferred in soil?
4. Here is an intended learning outcome of a Health teacher: “Identify skill-

related fitness and activities suitable for the individual.” Does her test
item measure this particular outcome and therefore, has content
validity?
Question:
1. Identify the components of Physical Fitness under the skill-related
activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.

B. Yes, because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.
5. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the 1 st
grading test items are applying questions based on Bloom’s taxonomy. A
review of her test shows that 50% are remembering items, 20% are
analyzing questions and 30% are applying questions. Does teacher’s test
coincide with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%.
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
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Field Study 2

Name of FS Student ___________________________________________

BTVTED IV - _, major in ___________

A Table of Specifications (TOS) is a table that specifies the learning

TOS helps teachers align objectives, instruction, and assessment. It is

Aligning assessment tools and tasks to learning outcomes is a must in

The assessment task is not aligned to the learning outcome; therefore, it

2nd Semester SY 20 - 20

TOTAL 20 33% 10 17% 30 50% 60 100%

2. Did you have similar experience? Reflect on it.

2. Teacher Lala wrote this learning outcome: “To interpret a given

3. After teaching them the process of experimenting, Teacher Arnie wanted

4. Here is an intended learning outcome of a Health teacher: “Identify skill-

A. Yes, very much.

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