4

FS
Field
5
Learnin
Study

TABLE OF
SPECIFICATI
ONS (TOS)
CONTENT
VALIDITY
g
and
Name of FS Student:
Glydel P. Rodriguez
Episode
OUTCOMESCourse:
BSE-MAPE
Year and Block :
BASED
EDUCATION
MY LEARNING ACTIVITIES (OBE)

4F

1. Study the sample TOS given below.

2nd Semester SY 20__ - 20__

EDUC. 11
Course Catalog Number

FINAL
Periodical Examination
Table of Specifications
Assessment of Student Learning 2
Course Title
Remembering

TOPICS

Authentic Assessment:
Basic Concepts
Authentic Assessment:
Advance Application

Declarative
#
20

%
33.3%

Item #
1-4,7-15,
20-26

LEVELS/SKILLS
Understanding
(Comprehensing/
Applying)
#
%
Item #

10

17%

Discussion of
Behavioral Objectives/
Intended Learning
Outcomes
Portfolio on Authentic
Assessment
TOTAL

TOTAL
Thinking
(Analyzing/
Evaluating/ Creating
#
%
Item #

5,6,1619 ,2730
10

20

33%

10

17%

17%

20

33%

30

50%

20

33%

10

17%

10

17%

20

33%

60

100%

31

32-35

FS 5- Learning Assessment Strategies

2. Research on other examples of TOS and compare them with the TOS given above.

FS 5- Learning Assessment Strategies

MY ANALYSIS
1. For a TOS to ensure test content validity, what parts must it have?
Test Content Validity is considered as the most important type of validity. It is the
degree to which the test questions fully assess the construct of interest that is intended to
be measured.
Content Validity involves two concepts, the content relevance and content coverage.
Content relevance is the extent to which the aspects of the ability to be assessed are
actually tested by the task and it indicates to specify the ability domain and the method to
which the assessment be given. While the content coverage stresses the extent to which
the test covers the performance in the target context.
Moreover, content validity will be achieved if what is being measured is all that is
supposed to measure. The teacher must make sure that the test items reflect the planned
objectives of the curriculum, arrange test items from easy to difficult level and let students
demonstrate their mastery of the lessons and their essential skills.
2. Among the TOSs that you researched on, which is a better TOS? Why?
The number of sample TOS that I have researched on are about the subject
MAPEH, which is for 3rd year level. Thus, the sample TOS are formatted by the DepEd.
I would say that the better TOSs are those that Ive researched on from the internet
because it is more comprehensive than the given sample above. The sample only shows
the TOPICS while that of I have researched show not just the topics but also the
instructional objective and learning competencies. The number of hours spent and the
percentage in tackling the lesson are also inscribed, while the sample did not indicate
them. The ability domains (knowledge, process/skills and understanding) on my
researched TOS are being reflected with allocated their percentages, (30%, 40% and
30%).
The TOSs for DepED are easily to be understood, thus confusion will be avoided in
using them.

FS 5- Learning Assessment Strategies

3. Can a teacher make a test with content validity even without making a TOS? Why?
Yes, it is possible that a teacher can devise a test with content validity even without
constructing a TOS if the topic covered is only one and thus, the exam covers all that
youve tackled and especially if the teacher discussed the topic and the exam follows
after the class discussion period.
However it is impossible to ensure the test with content validity if the examination
will cover the whole chapter in a subject. Its failure will be evident after checking the
papers of the students. Most probably, the number of the students who got low scores are
high and very few will have the passing rates. This indicates that the test items were very
difficult and it has bad effects for the students. They will get low grades just because the
teacher includes test items which were given less emphasis during the class discussion.
It is important to make a TOS to ensure that the test have content validity in
relevance with what the learners know and to the anticipated learning outcomes. With
this, the performance of the class will be in a normal curve.
4. Explain why the use of a TOS enhances content validity.
TOS serves as a backbone that helps teacher to align objectives, instruction, activity
and assessment, the curriculum development. The main reason of conducting a TOS is to
ensure the validity of the assessment in any means, to avoid mismatch of assessment
material in accordance to what the learners have learned after the number of hours class
discussions intended for a specific lesson.
TOS enhances content validity because it gives assurance that the test instrument to
be used will cover all that the teacher needs to measure on the students learning and the
performance objective at each level of the cognitive domain of Blooms Taxonomy. The
importance of teachers making TOS, is very imperative for it gives clear connection
between planning, implementing and evaluation. Through this we can judge the
effectiveness of your schools curriculum.
With TOS, inclusion of irrelevant test items will be eradicated. The performance of
the students is expected to be in the normal curve. Thus we can say that the test is

But we only talked about Puerto Princesa for - like 2 seconds last week. Why would she
proven
to be
valid.
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.
just not fair. I studied everything we discussed in class about the Philippines and
MYIts
REFLECTIONS

the things she made a big deal about, like comparing the Philippines, and to think all
sheRead
asked
was
Whats the below
capitaland
of Singapore?
the
conversation
reflect on the teachers assessment practices.
Really? Grrr.
(Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3, February 2013)

FS 5- Learning Assessment Strategies

MY LEARNING PORTFOLIO

My
Reflections:
Construct
a sample TOS that reflects the levels of learning by Bloom (Cognitive
Domain).

Yes. I have encountered this problem and I think all of the students did too and might be
experiencing it still.
As a typical student, I saw this as a strategy of the teachers to know who among the
students are knowledgeable and wide-readers. I just realized the reasons of its occurrence by now,
after taking Assessment of Learning. I just found out that it is on the mistake of the teacher, of not
having a TOS or not making one.
It is indeed frustrating on the part of the students and will affect their grades. This will be a
factor why students hate some of their teachers. Reliance on teachers will be jeopardized. According
to a research I have read, it creates a domino effect, wrong teaching + wrong assessment = wrong
grades. This indicates that test results are unreliable, thus objectives of the curriculum is not
achieved.
I have learned that as a future teacher I must observe validity as the most important criteria
of a test. Most of all, I should make my students realize that tests are not intended to punish them
but rather help them to achieve what they may be after their stay in the school.

1st Semester, SY 2016 - 2017

FS 5- Learning Assessment Strategies

EDUC. 11
Course Catalog Number

Midterm
Periodical Examination
Table of Specifications
Facilitating Learning
LEVELS/SKILLS

TOPICS

No.
of
Hour
s

Remembering

Understanding

Declarative

(Comprehending
/ Applying)

#
A. Cognitive and
Metacognitive
Factors of
Learning
1.5

B. Understandin
g Learning

C. The
Developmenta
l Theories

TOTAL

1
8

Item #

18
%

3,1011,
13,16,1
7,29,42
,48,60,
6466,7879,83,8
5-87

12

17
%

1
8

18
%

12

12
%

Item #

TOTAL
Thinking
(Analysing/
Evaluating/
Creating
#
% Item #

5,12,3
0,3435,43,
53,57,
73,7677,84

7
0

70
%

7
0

70
%

1-2,1415,1825,2728,3133,3641,4447,4952,5455,5859,6163,6772,7175,8081,88100

1
8

18%

1
2

12%

7
0

70%

6
0

100%

Course Title

FS 5- Learning Assessment Strategies

MY LEARNING RUBRIC
Field Study 5, Episode 4 Table of Specifications (TOS) Content Validity and Outcomes Based Education (OBE)
Focused on: 1. Constructing a Table of Specifications
2. Applying OBE by formulating test items with content validity
Name of FS Student:
Year and Section:

Over-all
Learning Episodes
Score

Learning Activities

Glydel P. Rodriguez

BSE MAPE/ 4F

Rating Exemplary
4
All episodes were done with
outstanding quality; work
exceeds expectations.

Date Submitted: ___________________

Superior
3
All or nearly all episodes
were done with high
quality.

Satisfactory
2
Nearly all episodes were
done with acceptable
quality.

3
Analysis questions were
answered
completely.
Clear connection with
theories. Grammar and
spelling are superior.
3
Reflection statements are
clear, but not clearly
supported by experiences
from the learning episodes.
3

2
Analysis questions were
not answered completely.
Vaguely related to the
theories. Grammar and
spelling acceptable
2
Reflection statements are
shallow; supported by
experiences from the
learning episodes.
2
Portfolio is incomplete;
supporting
documentations
are
organized but are lacking.

4
Submitted before the deadline

Portfolio is complete, clear,

well-organized;
most
supporting documentations
are available and logical
and
clearly
marked
locations.
3
Submitted on the deadline

Analysis of the
Learning Episode

Reflections/
Insights

Learning Portfolio

Submission of
Learning Episode

All questions / episodes were

answered completely; in-depth
answers; thoroughly grounded
on
theories.
Exemplary
grammar and spelling
4
Reflection statements are
profound and clear; supported
by experiences from the
learning episodes.
4
Portfolio is complete, clear,
well-organized
and
all
supporting;
documentations
are located in sections clearly
designated.

2
Submitted a day after the
deadline.
2

Needs Improvement
1
Fewer than half of
episodes were done; or
most objectives were met
but need improvement.
1
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory.
1
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes.
1
Portfolio is incomplete;
supporting
documentations are not
organized
and
are
lacking.
1
Submitted two days or
more after the deadline.
1

Comme
nt/s:
Score
Grade

20
1.0

19-18
1.25

17
1.5

99

96

93

TRANSMUTATION OF SCORE TO GRADE/RATING

16
15
14
13-12
11
1.75
2.00
2.25
2.50
2.75
90

____________________
Signature of FS Teacher
above printed name

87

84

81

78

10
3.00

9-8
3.5

75

72

7-below
5.00
71below

_______________
Date

FS 5- Learning Assessment Strategies