CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 5

FIELD STUDY
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION (OBE)
Name ____________________________________________________________ Course & Block ________________________
Resource Teacher _______________________________________________ Signature _______________________________
Date of Observation : Day 1 __________________________________ Time __________________________________
Day 2 __________________________________ Time __________________________________
Day 3 __________________________________ Time __________________________________

1. Study sample Table of Specification (TOS)

ASSESSMENT OF STUDENT LEARNING 2

Course Title

LEVELS/SKILLS
Remembering Understanding Thinking TOTAL
TOPICS
(Declarative) (Comprehending/Applying) (Analyzing/Evaluating/Creating)
# % Item # # % Item # # % Item # # %
Authentic Assessment:
20 33.3 1-4,7-15,20-26 20 33
Basic Concepts
Authentic Assessment:
10 17% 5,6,16-19,27-30 10 17
Advance Application
Discussion of
Behavioral Objectives /
10 17% 31 10 17
Intended Learning
Outcomes
Portfolio on Authentic
20 33% 32-35 20 33
Assessment

TOTAL 20 33 10 17 30 50 60 100

Prepared by:

________________________________
Instructor

2. Compare the given TOS with other TOS that you researched on.

Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 5

FIELD STUDY
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION (OBE)
MY ANALYSIS
1. For a TOS to ensure test content validity, what parts must it have?

2. Among the TOSs that you researched on, which is a better TOS? Why?

3. Can a teacher have a test with content validity even without making a TOS?

4. Explain why the use of a TOS enhances that content validity?

Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 5

FIELD STUDY
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION (OBE)
MY REFLECTION
Read this conversation and reflect on teachers assessment practices.

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..theyre always trying to trick you.
Yes, they find the most nit-picky little details to put on their
tests and dont even care if the information is important.
Its just not fair. I studied everything we discussed in class about the
Philippines and the things she made a big deal about, like comparing Philippines
And to think all she asked was Whats the capital of Singapore?
Really? Grrr. (Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3, February 2013)

Did you have a similar experience? Reflect on it.

Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 5

FIELD STUDY
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION (OBE)
MY PORTFOLIO
Give an example of TOS that reflects levels of learning either by Bloom or by Kendall and
Marzano.
Which TOS is better? Why?

Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 5

FIELD STUDY
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION (OBE)

MY PERFORMANCE
Focused on : TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUC.
EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY
TASKS
4 3 2 1
All tasks were done All or nearly all Nearly all tasks Fewer than half of
with outstanding tasks were done were done with tasks were done; or
quality; work with high quality acceptable quality most objectives met
Observation exceeds but with poor quality
expectations

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in completely. completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely elated to spelling are
grounded on with theories. the theories. unsatisfactory.
Analysis of the Learning
theories.
Episode Gramm and Grammar and
Exemplary spelling are spelling acceptable.
grammar and superior.
spelling.

4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; supported unclear and shallow
supported by clearly supported by experiences and are not
Reflection / Insights experiences from by experiences from the learning supported by
the learning from the learning episode. experiences from the
episode. episode. learning episode.

4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized an
all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
Learning Portfolio
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.

4 3 2 1
Before deadline On the deadline A day after the Two days or more
Submission of Learning deadline after the deadline
Episode
4 3 2 1

OVER-ALL SCORE: RATING:

_________________________________________________ _______________________________________
Signature of FS Teacher Date
above Printed Name

Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.