5 A’s Lesson Plan in EDUC4

I. Objectives

At the end of the lesson, student should be able to:

1. Identify the steps in test planning;

2. Discuss TOS and its types;
3. Make a sample of the Table of Specification.
4. Share insights on the importance of TOS in test construction.

II. Subject Matter

Topic: Planning the Test

Reference: TEACH EDUC 106: Development of Tools for Classroom-Based

Assessment - Planning the Test. YouTube. (2021, November). Retrieved March 25, 2023,
from https://youtu.be/Yb9oVbqw1JY

III. Materials

● Instructional materials and powerpoint presentation.

IV. Procedure

❖ Preliminary Activities
● Prayer
● Checking of Attendance
● Collecting Assignments
● House rules
● Reading of objectives

A. Awareness

4 PICS, ONE WORD!

Direction:

The teacher will group the class into 3. Below are four pics linked by one
word, each group will work out what the word is, from a set of letters given below
the pictures. Write your answers on the bond paper provided.
1.

S T E P S

2.

P L A N N I N G

3.

T E S T
 4.

L E A R N I N G

5.

O B J E C T I V E S

B. Activity

“Arrange Me”

Direction: With the same group, the teacher will give each group strips of paper with
words. The words present the steps in planning a test. Each group must identify the steps
then post it on their designated stairs on the board. The stairs represent the sequence in
planning the test. It must be posted from the highest to lowest. The group who can finish
the task first will be given additional points.

STEPS IN PLANNING THE TEST G-1 G-2 G-3

1. Identifying Purpose of the Test

2. Specifying Learning Outcomes
3. Preparing Test Blueprint
4. Construct pool of items
5. Review and Revise items

C. Analysis

1. Based on the activity, which of the steps are considered in the planning
phase, item construction phase and review phase?
 2. If you will become a teacher in the future, can we not follow the steps and
jump into constructing the test without planning?
3. Why is planning important in creating an effective and efficient classroom
test?

D. Abstraction

PLANNING THE TEST

- Planning Phase is where the purpose of the test is identified, learning outcomes to
be assessed are clearly specified and lastly a table of specifications is prepared to
guide the item construction phase.

The Planning Phase includes three major steps:

1. Identifying Purpose of the Test

➢ seek to uncover what students know and can do to get feedback.
➢ Teachers can use the result to map out their pedagogical moves to improve
teaching learning for appropriate mentoring.
➢ With this formative purpose of testing, the behaviors to be tested as well
as how the items can be constructed will matter.
➢ Multiple - choice items for instance, lend themselves well in detecting and
diagnosing the source of difficulty of misconceptions and areas of
confusion.
➢ The selection of learning competencies to be tested is determined by the
teacher's purpose in giving the test.

2. Specifying the learning outcomes

- This defines how learning has progressed from being simply an

accumulation of facts to being able to allow the learner to interpret and
apply such facts to create new knowledge.
- The learning outcomes communicate both specific content and nature
tasks to be performed.
 - Learning targets should include knowledge,reasoning,skills, products and
effects which are suggested by the levels of learning outcomes targeted.
- The learning outcomes progress from the lowest cognitive level to the
highest level attainable.
- Classroom tests need to be carefully planned to ensure that they truthfully
and reliably quantify what are intended to be measured.

3. Preparing a Test Blueprint

- This is commonly set up in a two way table of specifications (TOS) that

specifically spells out WHAT will be tested and HOW will it be tested to
obtain information needed. It helps to ensure that sources intended for
learning outcomes assessments and instruction are aligned.
- Different forms of table of specification:
1. One-Way 2. Two-Way 3. Expanded

Table 1. A SIMPLE ONE WAY TOS for a Language Test

OBJECTIVES/SKILLS NUMBER OF ITEMS/POINTS

1. Identify the statement with errors in verb use. 10

2. Supply the correct verb forms in a paragraph. 10

3. Prepare a news article reporting a past school activity. 20

Total Items/Points 40

TABLE 2. SAMPLE TWO - WAY TOS

Content Outcome/Skill Test Format Number of

items/Points

A. Verb usage 1. Identify the statement with errors Objective 10

in verb use.
 2. Supply the correct verb forms Objective 10
in a paragraph.

B. Communicative 3. Prepare a news article reporting Performance 20

writing a past school activity.

Total Points 40

TABLE 3. AN EXPANDED TABLE OF SPECIFICATIONS

E. Application

Direction: With the same group, you are to plan for a test on one unit of study in the
subject chosen by constructing a table of specifications. For secondary level (G-7 students), your
TOS will focus on Subject Verb Agreement. Use the following format.With the same group, you
are to plan for a test on one unit of study in the subject chosen by constructing a table of
specifications. For secondary level (G-7 students) , your TOS will focus on the topic Subject
Verb Agreement.
 Content Outcome/Skill Test Number of
Format items/Points

A. 1.

2.

B. 3.

Total Points
F. Evaluation

Direction: Read and analyze the questions below and write the letter of the correct
answer.

1) What do you call a form of TOS that indicates specific item format to be used in
framing the test questions?
a. One-way TOS
b. Two-way TOS
c. Expanded TOS
2) Which part of the Planning Phase is learning competencies/objectives evident?
a. Identifying purpose of test
b. Specifying learning outcomes
c. Preparing table of specifications
3) WHich is NOT an importance of Table of Specification?
a. Ensure that fair and representative questions appear on the test.
b. Improve the validity of teachers evaluation based on the tests constructed.
c. Help students identify the type of test items they need to include on their
test.
4) With this step of the Planning Phase , the behaviors to be tested as well as how the
items can be constructed will matter.
 a. Identifying purpose of test
b. Specifying learning outcomes
c. Preparing table of specifications
5) What do you call a two way chart or a blueprint that spells out WHAT will be
tested and HOW it will be tested?
a. Type of Specification
b. Table of Specification
c. Test of Students

G. Assignment

Direction: Make a short essay based on the statement below as your guide. Answer it
honestly and concisely.

"The TOS is a tool for every teacher"

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