Table of Specifications (TOS)

FS5
Content Validity and Outcome
Episode 5
Based Education

Name: Khyress Kyla Balala Resource Teacher: Jochelle Mangampo

Year & Course: IV- TEd

My Learning Episode Overview

One mortal sin that teachers commit is giving tests that lack content validity. This means that a number of teachers give tests which are not
aligned to their learning outcomes or objectives. This is contrary to outcomes-based education. The use of a Table of Specifications (TOS) can
help address the problem of tests lacking in content validity.

My Intended Learning Outcome

At the end of this Episode, you must be able to:

Construct a Table of Specifications

Apply OBE by formulating test items with content validity

My Performance Criteria
I will be rated along the following:

a. quality of my observations and documentations,

b. completeness and depth of my analysis,

c. depth and clarity of my classroom observation-based reflections,

d. completeness, organizations, clarity of my portfolio and

e. time of submission of my portfolio.

My Learning Essentials
 A Table of Specifications [TOS] is a table that specifies the learning outcomes/ lesson objectives, the amount of time spent for each outcomes/
objective which will serve as basis in determining the corresponding number of items.

TOS helps teachers align objectives, instruction, and assessment. It is sometimes called a test blueprint. This strategy can be used for a variety of
assessment method but is most commonly associated with constructing traditional summative tests.

Aligning assessment tools and tasks to learning outcomes is a must in Outcomes-Based Teaching- Learning.
A test or any assessment tool or task that matter possesses content validity only when that assessment tool or task measures or assesses what it is
supposed to measure or assess. You are supposed to assess students ability to draw conclusions based on given facts but your assessment tool and
task make the students define a conclusion. It is one thing to draw conclusion. It is another thing to define it.

The assessment task is not aligned to the learning outcome; therefore, it does not possess content validity. The assessment task that has content
validity is to ask the students to draw conclusion from the facts that teacher gives.

Defining a conclusion is in the level of comprehension, perhaps even recall if definition is simply memorized, while drawing

My Map

Step 1 Research My Learning Essentials.

Ask my Resource Teacher for a copy

Step 2 of her TOS.

Step 3 Surf the internet for more samples. Study these

samples of TOS.

Step 4 Answer the LET-like test items. Come up with my portfolio

My Learning Activity
Resource Teacher: Jochelle Mangampo Year & Course: 8- MAPeSchool: Laguna College of Business an
My Analysis
1. For a TOS to ensure test content validity, what parts must it have?
The part of TOS that should take into consideration are the following;
 Topic
 Number of items
 Number of hours
To ensure the validity of the content the topic is top priority. The information that will be the test should be discussed in the given time allotted
for discussion.
2. Among the TOSs that you researched on, which is a better TOS? Why?
As I analyze the given TOS and the other TOS that I have searched, I can say that this TOS provided by my chosen resource teacher is better for
the reason that it is more accurate, organize and it gives all the details like the number of items has content that of each level of Blooms
Taxonomy. Each level in the control has equal number of items.
3. Can a teacher have a test with content validity even without making a TOS?
A teacher cannot have a test with content validity without making TOS. It is because when there is no table of specification, the test will only
cover the information concepts under the knowledge level and there is a tendency that other levels will be neglected

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

TOS is a test map that guides the teacher in constructing a test. A test for that matter possesses content validity only when that assessment tool or
task measures or assesses what it is supposed to measure or assess. TOS is valid if the contents are aligned to the objectives and assessment.
Content validity refers to the content and format of the instrument.

Reflection
What learning have you learned from this activity that you can apply when you become a teacher?
 

As a future teacher I will apply all my teaching strategies in my classroom. I realized that these criteria in making objectives of my future
pupils/student will be my guidelines to better teaching methods for evaluating their learning capacity. Assessing students by using questions
requiring higher-order thinking, teacher questioning moves beyond an assessment tool. I will make questions that classified by application,
analysis, synthesis and evaluation.

My Learning Portfolio

TOPIC TEST ESTIMATED NO. BLOOM’S TAXONOMY % OF ITEM

OBJECTIVES INSTRUCTION OF ITEMS PLACEMENT
AL TIME ITE R U Ap An E C
MS
1 Recall how the
Swine swine industry is 5 50% Test I:
Management divided. 1.5 onscreen 5 1,2,3,4,5,
System 2 Differentiate hours 20
between 5
management Test II:
strategies at 16,18,19,22,23
each stage of
swine Test III: 26-35
production.
3. Explain
different types 5
of housing used
for swine
production.
Feeding 1. Identify major 10
Management diet components 1.5 hours 20 50% Test I: 6-15
in Swine used for swine onscreen hours 5
Production for each life Test II:
stage. . 17,20,21,24,25

2. Explain Test III: 36-40

different feeding
 practices for
each life stage
within the swine 5
industry.

TOTAL 40 15 10 5 10 100%

Name of FS Student:  _______________________________ Dated Submitted: ____________

Year & Section: ________________ Course: _________________

Exemplary
Learning Episodes Superior Satisfactory Needs Improvement
3 2 1
4

Fewer than half of tasks

All tasks were done with
All or nearly all tasks were Nearly All tasks were done were done; or most
outstanding quality; work
Learning Activities done with high quality. with acceptable quality objectives were met but
exceeds expectations
3 2 need improvement
4
1

Analysis questions were Analysis questions were

answered completely. not answered completely
    Analysis questions were
All questions were
answered completely; in not answered.
Clear connection with Vaguely related to the
depth answer; thoroughly  
theories theories
Analysis of the Learning grounded on theories.
Episode Grammar and spelling
Exemplary grammar and    
unsatisfactory
spelling
4 Grammar and spelling and Grammar and spelling
1
superior acceptable

3 2

Reflection statements are

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

Learning Portfolio Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete, Analysis questions were
well-organized and all clear, well-organized and supporting documentations not answered.
 supporting; most supporting;
documentations are located documentations are are organized but are  Grammar and spelling
in sections clearly available and logical and lacking unsatisfactory
designated clearly marked locations 2 1
4 3

Submitted before the Submitted a day after the Submitted two days or
Submission of Learning Submitted on the deadline
deadline deadline more after the deadline
Episode 3
4   1

Overall Score                Rating: (Based on

Comments Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0

  99 96 93 90 87 84 81 78 75 72 71 below

           

1. Teacher Myleen talked all period. She taught the class the steps to undertake in the
conduct of an action research. She also showed a poorly done action research,
discussed why it is poorly done and finally showed a model action research. Which
teaching approach describes Teacher Mylene’s lesson development? Was Teacher
Mylene’s approach learner-centered?
A. Yes, she taught for all learners.
B. Yes, she made things easy for the learners.
C. No, she was more subject matter-centered and teacher-centered.
D. No, because her subject matter was highly technica
1. Teacher Myleen talked all period. She taught the class the steps to undertake in the
conduct of an action research. She also showed a poorly done action research,
discussed why it is poorly done and finally showed a model action research. Which
teaching approach describes Teacher Mylene’s lesson development? Was Teacher
Mylene’s approach learner-centered?
A. Yes, she taught for all learners.
B. Yes, she made things easy for the learners.
C. No, she was more subject matter-centered and teacher-centered.
D. No, because her subject matter was highly technica
1. Teacher Myleen talked all period. She taught the class the steps to undertake in the
conduct of an action research. She also showed a poorly done action research,
discussed why it is poorly done and finally showed a model action research. Which
teaching approach describes Teacher Mylene’s lesson development? Was Teacher
Mylene’s approach learner-centered?
A. Yes, she taught for all learners.
B. Yes, she made things easy for the learners.
C. No, she was more subject matter-centered and teacher-centered.
D. No, because her subject matter was highly technica
 a) constructivist – connected to past experiences of learners; learners constructed new
lesson meaning