Revisiting the

thinking and
learning skills
to be assessed
Objectives for this 1 - hour interaction:
To review and clarify the
revised Blooms Taxonomy of
Cognitive Learning
Competencies
To present and justify test
items based on learning
outcomes under each cognitive
skill
Objectives for this 1 - hour interaction:

To elucidate the
characteristics of a valid
test item
To organize a testing
instrument using
acceptable Table of
Specifications (TOS)
This exercise may
assess your
ability to make
complex matters
simpler.
 This exercise may
assess your ability to
establish connections
between two scenarios
in sequence.
EVER
EVER
EVER
EVER
FOREVER
 GIVE FORGET
GIVE FORGET
GIVE FORGET
GIVE FORGET
FORGIVE & FORGET
 EVER
EVER
EVER
EVER
EVER
FOREVER & EVER
These exercises may
assess your ability to
integrate properties
of two entirely
different situations.
This exercise may
assess your
ability to apply
previously
learned patterns.
Beware
The analytical thinking
skill of a pupil might be
assessed using a test item
on remembering.
 creating
evaluating
analyzing
applying
understanding
remembering
 understanding

remembering applying

creating analyzing

evaluating
 understanding

remembering applying
Assessing
Learning
creating Recalling previously
analyzing
learned information
evaluating
 understanding

remembering applying
Assessing
Learning
Comprehending the meaning,
translation, interpolation, and
creating analyzing
interpretation of instructions
evaluating
and problems; stating a
problem in one's own words
 understanding

remembering applying
Assessing
Learning
Using a concept in a
new situation or
creating analyzing
employing its function
evaluating
in normal activities
 Separating concepts into
understanding
component parts so that
the organizational structure
remembering applying
may be understood;
Assessing
Distinguishing between
Learning
facts and inferences
creating analyzing

evaluating
 understanding
Making judgments about the
remembering applying
value of ideas or materials
Assessing
Learning
creating analyzing

evaluating
 Building understanding
a structure or pattern
from diverse elements;
rememberingputting partsapplying
together
Assessing
to form a whole,with
Learningon crafting
emphasis
creating a new meaning
analyzing
or structure
evaluating
Lets practice
Translating learning outcomes into test items

Obj(R): State that Emilio

Jacinto is the Brain of the
Katipunan

Answer: Emilio Jacinto

Test Item: Who is considered

the Brain of the Katipunan?
Translating learning outcomes into test items

Obj(U): Describe the process

how water can turn to gas

Answer: heating turns water

into vapour

Test Item: How does water

change to gas form?
Translating learning outcomes into test items

Obj(Ap): Determine the GCF of

the given pairs or more
numbers

Answer: GCF of two numbers

Test Item: What is the GCF of 42

and 24?
Translating learning outcomes into test items
Obj(An): Compare the character-
istics of prose and poetry

Answer: <characteristic parts>

Test Item: In which part of writing

makes prose and poetry
different?
A. figure of speech C. rhyme
B. punctuations D. vocabulary
Translating learning outcomes into test items
Obj(An): Compare the
characteristics of prose
and poetry

Answer: poetry as lyrical &

prose as narrative

Test Item: If poetry is to lyrical,

how is it to prose?
Translating learning outcomes into test items

Obj(E): Justify the benefits of

warm-up activities in
sports training

Answer: preventing muscle

cramps

Stem: How could warming up be

helpful in sports training?
Translating learning outcomes into test items

Obj(E): Justify the benefits of

warm-up activities in
sports training

Answer: proper conditioning

Test Item: Why does an athlete

need to warm up first
before formal training?
How to
engineer
a test
Drafting the Table of Specification (TOS)
Garcia (2008)
a matrix of proportioning
- To guide the test constructor in
test items based on learning
balancing the test items
objectives and skills
according to the teaching-
covered
in the testing period
learning circumstances
- To validate teacher-made tests
as per the instructional content
and learning objectives
Drafting the Table of Specification (TOS)
No. of
No. of Item Specification
Content Area % Items/
Hours (Type of Test and Placement)
Points
Introduction to assessment
1.5 4 2.8 (3) MC: 1,6,14
of learning
Principles of assessment and
3 7 4.9 (5) MC: 4,5,8,9,10
evaluation of learning
Forms of test according to
6 14 9.8 (10) MT: 31-40
various purposes
Designing and constructing MC: 2,3,11,16,27
9 21 14.7 (15)
different tests Design: 41-50
Administering and MC: 7,12,13,15,17,18,19,22,23,
12 29 20.3 (20)
appraising test results 29; Comp: 51-55; E: 66-70
MC: 24,26
Assessment and Statistics 4.5 11 7.7 (7)
Comp: 56-60
Using assessment results in MC: 20,21,25,28,30
6 14 9.8 (10)
teaching E: 61-65
TOTALS: 42 100 70
Drafting the Table of Specification (TOS)
No. of
Content Area
No. of
% Items/
Item Specification (Type of Test and Placement)
Hours
Points Remembering Understanding Applying Analyzing Evaluating Creating
Introduction to
2.8
assessment of 1.5 4 (3) MC: 1 MC: 6 MC: 14
learning
Principles of
assessment and 4.9
evaluation of
3 7 (5) MC: 4 MC: 5 MC: 8 MC: 9 MC: 10
learning
Forms of test
9.8
according to various 6 14 (10)
MT: 31 40
purposes
Designing and
14.7 Design: 41-
constructing 9 21 (15) MC: 2 MC: 3 MC: 16 MC: 11 MC: 27
50
different tests
Administering and
20.3 MC: 17,23,29
appraising test 12 29 (20) MC: 7 MC: 12,19 MC: 15, 22 MC: 13, 18
Comp: 51-55
Essay: 66-70
results

Assessment and 7.7

Statistics
4.5 11 (7)
MC: 24,26 Comp: 56-60

Using assessment 9.8

results in teaching
6 14 (10) MC: 20 MC: 21 MC: 25 MC: 28 MC: 30 Essay: 61-65

TOTALS: 42 100 70 5 6 7 16 16 20
After the break
Constructing
Test Items