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Table of Specification in Educ 4

This document provides a table of specifications for an assessment in an Education 4 course on Assessment in Learning 1. It outlines 4 main content areas: (1) the shift from content to learning outcomes in education, (2) measurement, assessment and evaluation in outcomes-based education, (3) program outcomes and learning outcomes, and (4) assessing student learning outcomes. For each content area, intended learning outcomes are listed along with the cognitive domain, time allotment, relative weight, number of items, test type, and item locators. The total time for the assessment is 26 hours and it will contain 50 total items to test students' mastery of the key concepts.

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Jera Obsina
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525 views3 pages

Table of Specification in Educ 4

This document provides a table of specifications for an assessment in an Education 4 course on Assessment in Learning 1. It outlines 4 main content areas: (1) the shift from content to learning outcomes in education, (2) measurement, assessment and evaluation in outcomes-based education, (3) program outcomes and learning outcomes, and (4) assessing student learning outcomes. For each content area, intended learning outcomes are listed along with the cognitive domain, time allotment, relative weight, number of items, test type, and item locators. The total time for the assessment is 26 hours and it will contain 50 total items to test students' mastery of the key concepts.

Uploaded by

Jera Obsina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COLLEGE OFTEACHER EDUCATION

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.

TOTAL 26 hours 1.00 50

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