TABLE OF SPECIFICATION IN EDUC 4 (Assessment in Learning 1)
Midterm Finals Others______
2nd Semester, A.Y. 2019 – 2020
Intended Learning Hierarchy of
Content/Topics Time Allotment Relative Weight Number of Items Test Type Item Locator Outcomes Domain
A. Shift of the a. Explain at least 3
Cognitive 5 hours 0.19 10 I. TRUE or FALSE I. 2,3,6,7 educational focus characteristics of from content to outcomes-based learning outcomes II. Multiple Choice II. 1,5,8,12,13,16 education. b. Distinguish among institutional outcomes, program outcomes, course outcomes and learning instructional outcome. c. Formulate learning outcomes based on given educational objectives.
B. Measurement, a. Distinguish among II. Multiple Choice II.19,20,26,27
Assessment and Cognitive 7 hours 0.27 14 measurement, Evaluation in assessment and III.1,2,3,4,5,6,7,8,9,10 Outcomes-Based III. Identification evaluation. Education b. Explain the meaning of Assessment FOR, OF, and AS learning. C. Program a. State the program I. TRUE or FALSE I. 1, 5,9 Outcomes and Cognitive 7 hours 0.27 13 outcomes expected of Learning Outcomes all educational institutions and II. Multiple Choice II. 2,4,6,7,11,17,21, educational institutions 24,28,30 according to type. b. Discuss the programs outcomes of teacher education. c. Distinguish learning outcomes in the 3 domains of learning and in the additional levels of knowledge processing of Kendall and Marzano. d. Formulate learning outcomes in the cognitive, psychomotor and affective domains in the different levels and in the metacognitive and self- system knowledge processing of Kendall & marzano.
D. Assessing a. Explain the I. TRUE or FALSE I. 4,8,10
Student Learning Cognitive 7 hours 0.27 13 principles in assessing Outcomes learning outcomes. b. Illustrate II. Multiple Choice II. 3,9,10,14,15,18,22, constructive alignment 23,25,29 with a diagram. c. Determine whether an assessment task is aligned or not aligned to a given learning outcome. d. Make a complete outline of the different assessment tools and tasks. e. Construct a scoring rubric- analytic and holistic. f. Explain the implication of multiple intelligences to assessment.