MIDTERMS completion of an educational activity.

A
well-written learning objective outlines
LESSON 1 the knowledge,skills and/or attitude
APPROPRIATE TARGETS the learners will gain from the
educational activity and does so
I. Competencies, Objectives, in a measurable way. An effective
Outcomes. learning objective should include the
following 5 elements: who, will do, how
According to the American much or how well, of what, by when.
Heritage Dictionary, the learning
The mnemonic SMART—Specific,
terms are defined as follows: Measurable, Attainable, Relevant, and
Time-bound—can be used to describe
➔ Competency: Competence. The the elements of a well-written learning
state or quality of being objective.
competent. Properly or well
qualified, capable.
SPECIFIC
➔ Objective: Something worked - Make sure to use clear and direct
toward or striven for, a goal. language. This makes it easier to
communicate to the learner and let
➔ Outcome: A natural result, them know what exactly he or she
consequence. should learn. It must also give them
a clear idea about the things he or
➔ Competency is a general she should be able to do once
statement detailing the desired
completed. One should not be
knowledge and skills of students
graduating from one course or vague, misleading, or unclear.
program. MEASURABLE
- The basic aim is to determine if it is
➔ Objective is a very general possible for the learners to
statement about the larger goals meet,perform, or satisfy it. This is
of the course or possible only if the objective is
program.Objectives can be measurable. It needs to be an action
general or specific.
you could observe. Here is where
➔ Outcome is a very specific you correct the common mistake of
statement that describes exactly using words which signify actions
what a student will be able to do that could not be observed
in some measurable way. A objectively. Examples are words like
competency may have “know” and “understand”.It must be
several specific learning written in a way so that the objective
outcomes so a course observer is able to closely watch the
typically contains more outcomes
performance of the learner and
than competencies.
come to a consensus about the
Objectives, competencies, and fulfillment of the objective.
outcomes can be written to describe the ATTAINABLE
learning gained by a student in - The smart learning objective needs
individual courses (course to be something that the learners
outcomes) or for the program as stand a chance to complete or
a whole(programmatic outcomes). The satisfy. Enough pre-existing
main distinction between objective or knowledge, resources, and time are
competency and a true learning
outcome is that a learning outcome is the prerequisites for all objectives.
written so that it can be measured or Keep in mind that it should not be
assessed. Thus, learning outcomes are too simple or easy too.
the basis for an assessment program RELEVANT
that focuses on what students can do - The learning objective must be one
either upon completion of a course or in which the learner is able to see
upon graduation from a program. the value in learning. It must be
relevant and not something they will
Characteristics of Objectives
never need at all. It should also be
A learning objective is a results oriented.
description of what the learner
must be able to do upon
TIME-BOUND improved is necessary; situation and
- The learning objective needs to be objectives need then to be revisited. In
something that the learner will use in both cases, lessons learned should also be
a timely fashion. You must explain if shared.
there are time constraints on the
performance of the learner. II. Learning domains and taxonomies
There are three main domains of
A commonly used management learning. These domains of learning are the
method recommends defining SMARTER cognitive (thinking), the affective
criteria for organization's goals. The most (social/emotional/feeling), and the
classical management method for setting psychomotor (physical/kinesthetic)
objectives proposes to follow “SMARTER” domain, and each one of these has a
criteria. Your objectives must be: taxonomy associated with it. Taxonomy is
simply a word for classification.
➔ Specific. The goal must be A. Cognitive Domain- The cognitive
explicitly defined and cannot be domain involves knowledge and the
subjected to individual development of intellectual skills(Bloom,
interpretation of ambiguity. 1956). This includes the recall or recognition
of specific facts, procedural patterns, and
➔ Measurable. The goal must have concepts that serve in the development of
clear quantitative and/or qualitative intellectual abilities and skills.
criteria to evaluate its completion.
BLOOMS’ TAXONOMY
➔ Attainable. The goals must be
challenging yet achievable ● Lorin Anderson, a former student
(available means, level of of Bloom together with Krathwolh,
authority to execute, skills to revised Bloom's Taxonomy of
acquire, resources…) cognitive domain in the mid-90s in
order to fit the more
➔ Relevant. The goal must be tied to outcome-focused objectives.
your organization priorities, strategy, ● There are two major changes:
team mission, and the employee 1. The names in the six
maturity and potential. categories from noun to
active verb, and;
➔ Time-bound. The goal must have a 2. arrangement of the order of
start date and an end date, with the last two highest levels as
possible intermediate milestones shown in the given figure.
and related expected outcomes.
BLOOMS’ TAXONOMY
➔ Evaluated. The execution progress
must be assessed by the manager 1956 2001
through multiple checkpoints that
should include feedback and KNOWLEDGE REMEMBERING
guidance. Remembering or Retrieving,
retrieving recalling, or
previously learned recognizing
➔ Recognized/Rewarded or material. knowledge from
Revisited. When reaching the end Recognizes memory.
of the time frame defined for the goal students’ ability to Remembering is
execution, the final evaluation use rote when memory is
performed against the completion memorization and used to produce
criteria initially set must be shared recall certain facts. definition, facts, or
lists; to recite or
by the manager. If the objective is
retrieve material.
reached, the staff should be
recognized for his accomplishments COMPREHENSIO UNDERSTANDING
and possibly rewarded. N Constructing
The ability to grasp meaning from
On the other hand, if the outcomes are or construct different types of
meaning from functions be they
below expectation, a detailed review of what
material. It involves written or graphic
went wrong and how things could be
students’ ability to message activities put parts into
read course like interpreting, something new and
content, interpret exemplifying, different form or
important classifying, product. This
information and put summarizing, process is the most
other’s ideas into inferring, difficult mental
words. comparing, and function in the new
explaining. taxonomy.

APPLICATION APPLYING
Application refers to Carrying out or B. Affective Domain- describes learning
the use of ideas in using a procedure objectives that emphasise a feeling tone, an
circumstantial and through executing, emotion, or a degree of acceptance or
concrete or implementing. rejection. Affective objectives vary from
circumstances. Applying is relate simple attention to selected phenomena to
Students can take and refers to complex but internally consistent qualities of
new concepts and situations where
character and conscience. Krathwohl’s
apply them to a learned materials
new situation. are used through affective is perhaps the best known of any
products like of the affective domains. The taxonomy is
models, ordered according to the principle of
presentations , internalisation. Internalisation refers to the
interviews and process whereby a person’s affect toward
simulation. an object passes from a general awareness
ANALYZE ANALYZING level to a point where the effect is
Ability to Analyzing involves internalised and consistently guides or
breakdown or breaking materials controls the person’s behaviour. The
distinguish the or concepts into arrangement of the affective domain from
parts of the material parts, determining lowest level to highest level.
into their how the parts relate
components, so to one another or to
Levels of Affective Domain
that their an overall structure
organizational or purpose.
structure may be Level of Affective Sample Verbs
better understood. Domain

SYNTHESIS EVALUATING 1. Receiving. This asks,

Synthesis is an Evaluating involves refers to being chooses,describes,
ability to put making judgments aware or sensitive follows, gives,
together to form based on criteria to the existence of holds,
coherent or unique and standards certain identifies,locates,
new whole. through checking ideas,materials, or names, points to,
Students are able and critiquing. phenomena and selects, sits,
to take various Critiques, being able to erects,replies, use
pieces of recommendations tolerate them.
information and and reports are
form a whole some of the 2. Responding. answers,assists,
creating a pattern products that can This refers to the aids, complies,
where one did be created to commitment in conforms,
previously exist. demonstrate the some measure to discusses,greets,
processes of the ideas,materials, helps, labels,
evaluation. or phenomena performs,
involved by actively practices,presents,
EVALUATE CREATING responding to them. reads, recites,
An ability to judge, Put elements reports, selects,
check, and even together to form a tells,writes
critique the value of new coherent or
material for a given functional whole; 3. Valuing. This completes,demonst
purpose. It involves reorganize refers to the rates, differentiates,
students’ ability to elements into a willingness to be explains,
look at someone new pattern or perceived by others follows,forms,
else:s ideas or structure through as valuing certain initiates, invites,
principle and the generating, ideas,materials, joins,
worth of work and planning, or phenomenon or justifies,proposes,
the value of producing. Creating behavior. It is reads, reports,
conclusion. requires users to based on the selects,
 internalization of a shares,studies, sensor, stimulation
set of specified works. through cue
values, while clues selection to
to these values are translation
expressed in the
learner’s overt 2. Set Readiness to begins, displays
behavior and are act it includes explains moves,
often identifiable mental physical and proceeds, reacts,
emotional sets shows states,
4. Organization. adheres, These three sets volunteers
This refers to the alters,arranges, are dispositions
ability to relate the combines, that predetermine a
value to those compares, person's response
already held and completes,defends, to different
bring it into a explains, situations
harmonious and formulates, (sometimes called
internally consistent generalizes,identifie mindsets)
philosophy s, integrates,
modifies, 3. Guided traces, follows,
orders,organizes, Response The react, reproduce,
prepares, relates, early stages in responds
synthesize learning a complex
skill that includes
5. acts, discriminates, imitation
Characterization displays influences, You sent and trial
by value or value listens modifies and error Adequacy
set .Incorporate performs practices of performance is
ideas completely proposes qualifies, achieved by
into questions, revises practicing
practice,recognized serves solves
by the use of them verifies 4. Mechanism assembles,
the value system (basic calibrates,
that controls their proficiency): This constructs,
behaviour.Instructio is the intermediate dismantles,
nal objectives are stage in learning a displays, fastens,
concerned with the complex skill. fixes, grinds, heats,
students' general Learned responses manipulates,
patterns of have become measures, mends,
adjustment such as habitual and the mixes, organizes
personal, social, movements can be sketches
and emotional. The performed with
Learners are willing some confidence
to change one’s and proficiency
behavior,lifestyle, or
way of life 5. Complex Overt assembles, builds,
Response (Expert) calibrates,
The skillful constructs,
C. Psychomotor Domain- is performance of dismantles,
characterized by the progressive levels motor acts that displays, fastens,
of behaviours from observation to mastery involve complex fixes, grinds. heats,
of physical skills. The psychomotor domain movement patterns manipulates,
(Simpson, 1972) includes physical Proficiency is measures, mends,
movement, coordination, and use of the indicated by a mixes, organizes,
motor-skill areas. Development of these quick, accurate, sketches
skills requires practice and is measured in and highly
terms of speed, precision, distance, coordinated
procedures, or techniques. performance,
requiring a
Psychomotor Sample verbs minimum of energy
level
Alternative to Bloom: Structure of
1. Perception Chooses describes,
(awareness) The detects, Observed Learning Outcome (SOLO)
ability to use differentiates, Taxonomy
sensory cues to distinguishes,
guide motor activity. identifies, isolates, One model that might prove more
This ranges from relates selects useful is the Structure of Observed Learning
Outcome(SOLO) taxonomy. It is a model identification of the most important
that describes levels of increasing components of the concept and the deletion
complexity in a learner's understanding of of any that are insignificant or extraneous.
subjects (Biggs, Collis, 1982). It aids both Level 3: More complex than simple
trainers and learners in understanding the comprehension, the five cognitive
learning process. processes in Analysis are matching,
1. Pre-structural. The learner doesn't classifying, error analysis, generalizing, and
understand the lesson and uses a specifying. By engaging in these processes,
much too simple means of going learners can use what they are learning to
about it—the learner is unsure about create new insights and invent ways of
the lesson or subject. using what they have learned in new
2. Uni-structural. The learner's situations.
response only focuses on one Level 4: The final level of cognitive
relevant aspect—the learner has processes addresses the use of knowledge.
only a basic concept about the Marzano calls these processes Knowledge
subject. Utilization, or Using Knowledge. The
3. Multi-structural. The learner's processes of using knowledge are
response focuses on several especially important components of thinking
relevant aspects but they are treated for project-based learning since they include
independently—the learner has processes used by people when they want
several concepts about the subject to accomplish a specific task.
but they are disconnected. Level 5: The metacognitive system is the
Assessment of this level is primarily “mission control” of the thinking process and
quantitative. regulates all the other systems. This system
4. Relational. The different aspects sets goals and makes decisions about
have become integrated into a which information is necessary and which
coherent whole—the learner has cognitive processes best suit the goal. It
mastered the complexity of the then monitors the processes and makes
subject by being able to join all the changes as necessary.
parts together.This level is what is Level 6: As any teacher knows, providing
normally meant by an adequate learners with guidelines in cognitive
understanding of a subject. strategies, even with metacognitive skills, is
5. Extended abstract. The previous not always enough to ensure that they will
integrated whole may be learn. Teachers also are often pleasantly
conceptualized at a higher level of surprised to discover that a learner has
abstraction and generalized to a new accomplished a task that they considered to
topic or area—the learner is now be far too difficult. These situations occur
able to create new ideas based on because at the root of all learning is the
her mastery of the subject. Self-System. This system consists of the
attitudes, beliefs and feelings that determine
Kendall’s and Marzano’s New Taxonomy an individual’s motivation to complete a
Level 6: Self-system task. The factors that contribute to
Level 5: Metacognitive system motivation are: importance, efficacy, and
Level 4: Knowledge utilization emotions.
Level 3: Analysis
Level 2: Comprehension LESSON 2
Level 1: Retrieva UNPACKING LEARNING
COMPETENCIES
Level 1: Knowledge Retrieval involves
recalling information from permanent I. INTRODUCTION
memory. At this level of understanding, Unpacking learning competencies involves
learners are merely calling up facts, breaking down the knowledge, skills, and
sequences, or processes exactly as they behaviours that are expected of students in
have been stored. a particular subject or area of study. It
Level 2: Comprehension requires involves understanding the specific
identifying what is important to remember components of the competencies and
and placing that information into appropriate identifying the key concepts and learning
categories. Therefore, the first skill of objectives that need to be addressed.
comprehension, synthesis, requires the
 ● How will you remind the children of
II. WHAT IS UNPACKING? previous learning?
In an educational context, "unpacking" ● How will the children know the Success
refers to the process of breaking down Criteria (give SC)?
complex concepts, skills, or standards into
smaller, more manageable components. Preparation
This is typically done to gain a deeper Are you ready to deliver the lesson?
understanding of the underlying ● Do you have the right resources?
components and to make the content more ● Is the classroom fit for purpose?
accessible to learners. ● Do you need any special arrangements
for the lesson?
WHY DO WE NEED TO UNPACK ● Are you safe (risk assessments)?
LEARNING COMPETENCIES? ● How will you establish the appropriate
Unpacking learning competencies helps atmosphere (behaviour for learning)?
educators like us gain a clear and detailed
understanding of the knowledge, skills, and Pitch
behaviours that students are expected to The pitch of the lesson must ensure that all
demonstrate. This clarity allows teachers to pupils can access the materials.
effectively plan instruction and assessment ● Describe the type and range of
aligned with the competencies. differentiation required.
● Identify the range of ‘Levelness’ and what
By unpacking learning competencies, this looks like.
educators can identify the specific learning ● Identify how extensions might be made if
objectives and essential components of the necessary (higher or lower).
competencies. This allows for the ● Are there any ‘Special Needs’ (higher,
development of targeted instructional lower, vulnerable groups) and how will the
strategies that focus on the most critical needs be met?
aspects of the competencies.
Pace
There are several steps to remember in The pace must maintain interest and ensure
unpacking the learnings competencies: learning.
➔ Step 1: Choose a Learning Competency ● What are the activities for the lesson
out of the Most Essential Learning going to be?
Competencies. ● How frequently will the activities change?
➔ Step 2: Identify Target Skills. ● How will the pupils know the time frame
➔ Step 3: Identify Prerequisite Skills for each activity?
➔ Step 4: Develop Learning Objectives out ● What ways will be used for recording such
of Target Skills that pace is maintained?
➔ Step 5: Develop Learning Objectives out
of Prerequisite Skills. Progress
You and children must know that progress
III. UNPACKING LEARNING has been made.
COMPETENCIES USING 5 P's. ● How will you know that progress has been
made?
Purpose ● When will pupils refer to and reflect on the
If a lesson is to be taught there must be a Learning Objectives?
good reason for teaching it. ● How do you know progress has been
● What are you teaching? Why are you made?
teaching this? ● How do the children know they have
● Where does it fit into the made progress?
curriculum/Schemes of Learning? ● Will there be opportunity for peer
● How will it benefit the pupils? assessment?
● Will it increase knowledge, understanding
or skills? IV. A, B, C, D of Objectives
● How will you prepare the children for
learning? Having specific goals help the logical flow of
● How will the children know the Learning a lesson. It’s vital that a lesson is tailored to
objective (give LO)? achieve detailed lesson objectives. In order
for the lesson to have a positive and
constructive outcome. Basically, to make To be realistic, it must represent an
sure that students achieve the aim of the objective toward which you are both
lesson. willing and able to work. Objectives
that are achievable, may not be
This process can be simplified by following realistic, however, realistic does not
a basic formula: The ABCD approach. By mean
using this formula, you will be able to create easy. Your objective is probably realistic if
clear and effective objectives. It consists of you truly believe that it can be
four key elements: (A) Audience, (B) accomplished.
Behavior, (C) Condition, and (D) Degree.

A-Audience: Determine who will achieve ● Time-framed: When will this

the objective. objective be accomplished.
B-Behavior: Use action verbs (Bloom’s This means stating clearly when the
taxonomy) to write observable and objective will be achieved. Deadlines
measurable behaviour that shows mastery create the all- important sense of
of the objective. urgency.
C-Condition: If any, state the condition
under which behavior is to be performed. CONSIDERATION IN MAKING
(Optional) OBJECTIVES
D-Degree: If possible, state the criterion for
acceptable performance, speed, accuracy, 1. Dimension of Competencies
quality, etc. (Optional) What does the unit of competency tell you?
What are the individual tasks that are
V. WRITING OBJECTIVES required to successfully complete the work
● Objectives are like the stepping stones activity? What skills are required to plan and
towards the achievement of our goals. integrate the different tasks associated with
● They are meant to be realistic targets for this work activity?
the program or project. 2. Required Skills and Knowledge
● Objectives are written in an active tense What do you need to know? What are the
and use strong verbs like plan, write, fundamental skäls/elements of
conduct, produce, etc. rather than learn, competency? What knowledge is needed to
understand, feel. perform this work activity? What
● Objectives can help you focus your practical/essential skills. are required
program on what matters. to perform this work activity? What does the
unit of competancy tell you?
SMART OBJECTIVE
● Specific: What exactly are we going 3. Teaching-Learning Context
to do, with or for whom. Specific It finds out information specific for the
means that the objective is concrete, learning environment that applies sto a
detailed, focused and well defined. competency: including relevant evant
The outcome is stated in processes, activities and facilitation skills
numbers,percentages,or frequency.
Objectives should communicate 4. Learners' Characteristic
what you would like to see happen. This will guide and inform how a unit of
● Measurable: Is it measurable and competency or cluster of competencies is
can we measure it? delivered and assessed.
This means that the objective can be
measured and the measurement 5. Employability Skills
source is identified. All activities Communication Skills
should be measurable at some level. Teamwork Skills
● Achievable: With a reasonable Learning Skills
amount of effort and application can
the objective be achieved.

● Realistic: Can you realistically

achieve the objectives with the
resources you have.
 ● Completion (fill in the blanks) - a
statement with a key word/answer
LESSON 3 missing.
DESIGNING AND DEVELOPING Example:
ASSESSMENTS 1. Enumerate the parts of a microscope.
________2. He invented the microscope.
A. Types of Teacher-made Test 3. The microscope is invented in the
year_____.
What is a teacher-made Test?
Teacher-made tests are the major basis for Advantage of Identification Test:
evaluating the progress or performance of • Easy to construct.
the students in the classroom. The teacher • Low probability of guessing the answer.
therefore, had an obligation to provide their • Measure the lowest level of cognitive
students with the best evaluation. taxonomy.
Disadvantages of Identification test:
Types of Teacher-made Test • Only measures rote memory.
• Usually restricted to short words, hence,
1. Fill in the Blanks some items tend to measure the recall of
Consist of phrase, sentence, or paragraph specific facts, names, places, and events.
with a blank space where the students
provide the missing word/s. 3. True or False
True-False items are presented as
Guidelines for Fill in the Blank Test declarative statements which propose
● Be definite enough so that only one something that the student is to decide as to
correct answer is possible. its truthfulness.
Examples: Advantages of writing true-false items:
Correct: The exact number of moons that • When responding to a true-false item,
Jupiter has is____. students react in much the same way as
Incorrect: Jupiter has___moons. they do when answering a real-world
situation.
• Avoid over mutilated statements. • Can be written in relatively few words.
Correct: Anton Von was the first to • Provide a simple direct means of
view____ under the microscope. measuring learning outcomes.
Incorrect: ___________was the first to
view____ under the ____. Guidelines in writing True-False Items:
• The method of marking true or false
• Ideally, blanks for completion type should should be clearly explained before the
be placed on the end or near the end. students begin the test.
• Ensure that all blanks are equal length and
correspond to the lengths desired Simple true or false
responses. ● Modified true or false (underline
the words that make the statement
2. Identification wrong)
The action or process of identifying ● True or false with correction (if it is
someone or something or the fact of being false, write the correct answer)
identified. Identificationtests are a broad ● Cluster True of false (write T if true,
category of tests intended to verify the write F if false)
presence of a specific element, functional • Construct statements that are definitely
group or compound. true or definitely false, within additional
● A recall type of examination. qualifications.
● Usually demands short answers. • Avoid double negative statements.
● Often used to test (remembering) key • Use relatively short statements.
facts and terms. • Should present only one idea, which can
● Restricted response test. be judged as true or false.
4. Matching Type
2 types of short answers: Two lines of items are presented and
● Questions (enumeration) - answer students can select an item from one list
a few short words or phrases. that closely relates to an item on the second
list. It measures the student's ability to
single out pairs of matching phrases, words, • Do not use items directly from the
and other related facts from a separated list. textbook. Test for understanding and
higher-level thinking skills, not
Guidelines in creating matching memorization.
columns.
• Choices have complete names and 6. Essay
choices are organized. It is the most complex construction of a test
• The length of the statements is consistent. item. The essay item demands a fully
• The matching type test falls in one topic developed response from a student. The
only. accuracy and quality of such response can
• Include more options than descriptions. often be judged only by a person skilled and
• The descriptions should contain the longer informed in the subject area being tested.
phrase than the options.
• Each description in the list should be Two types of Essays:
numbered, and the list of options should be 1. Extended Response Essays
identified by letters. Allows the student to select information that
• In the directions, specify the basis for they think is pertinent, to organize they
matching and whether the option can be answer in accordance with their best
used more than once. judgment, and to integrate and evaluate
ideas as they think suitable.
5. Multiple Choice Example:
It is the most widely used form of test item Describe the importance of teacher-made
because of its versatility. It can be used in test.
measuring different kinds of content and
almost any kind of cognitive behavior, from 2. Restricted Response Essays
factual knowledge to analysis of complex Limits both of the content and the response
data. Furthermore, it is easy to score. by restricting the scope of the topic to be
Multiple choice item is composed of a stem, discussed
which sets up the problem and asks a Example:
question, followed by a number of Describe two situations in where
alternative responses. Only one of the teacher-made test can be use. Do not use
alternatives is the correct answer, the other those examples discussed
alternatives are distractors or foils. in class.

Guidelines in writing a multiple-choice Advantages of Essay Items

item: ● Most effective in assessing higher
• The stem of the item should closely cognitive behaviors or analysis, synthesis,
formulate the problem. and evaluation.
• Be sure that there's only one correct or ● Requires less time to construct.
clearly best answer. ● Emphasize essential communication and
• Be sure that the distractors are plausible. writing skills in complex academic
• Eliminate the unintentional grammatical disciplines.
clues. ● Guessing is eliminated
• Keep the length and form of all answer
choices equal. Disadvantages of Essay Items
• Rotate the position of the correct answers ● Difficult to score
randomly. ● The students may result in bluffing in
• Include from three to five options to answering essay items.
optimize testing for knowledge and not ● Disadvantage for students who have poor
guessing. handwriting.
• Use the option "none of the above" only
when the keyed answer can be classified
unequivocally as right or wrong.
• Avoid using "all of the above". It is usually
the correct answer and makes the item too Guidelines in Writing Essay Items.
easy for students with partial information. • Have clearly in mind what mental
• Use language that even the poorer reader processes you want the students to use
could understand. before starting to write the question.
• Write the questions clearly and define the MOST COMMONLY USED TEST FORMAT
task to the students. 1. Multiple Choice
• Start the essay question with such words: 2. True or False
compare, contrast, give reasons for, give 3. Matching type
4. Fill in the blank
original examples.
5. Essay
• Established reasonable time for each
6. Identification
student to finish the question. 7. Enumeration

7. Performance Type IMPORTANT FACTOR TO CONSIDER IN

Performance assessments in which DESIGNING A TEST
students demonstrate their knowledge and
skills in a non-written fashion. These ● Weight to Objectives- indicate the
assessments are focused on demonstration objectives to be tested and what weight
versus written response.Performance has to be given per objective.
● Weight to content- indicate the various
assessment involves the demonstration and
aspects of the content to be tested and
application of knowledge, skills, and work
the weight to be given.
habits through what is known as a ● Weight to form questions- indicate the
performance task. It is important that the form of question to be include the test
task be meaningful and engaging to and its weight.
students.The measurement of performance ● Weight to difficulty level- indicate
is time consuming because each student is weight to be given to different level
testedindividually. A stopwatch or an question.
ordinary watch may be used as timing
device in observing a student's BARRIERS IN TEST CONSTRUCTION
performance. Provide educators with an
● Ms. Alanganin- confusing statement.
alternative method to assess students’
● Mr. Highfalutin- difficult vocabulary.
knowledge and abilities. ● Ms. Madaldal- excessive wordiness.
● Ms. Magulo- complex sentence
Types of Performance Type Test: structure.
1. Product ● Ms. Malabo- unclear construction.
Refers to any tangible materials that the ● Mr. Pulpol- unclear illustrative material.
learners can create. (inventions, arts, ● Ms. Foringer- linguistically bound
portfolio) words.
2. Process ● Ms. Colonial Mentality- culturally
bound words.
Refers to process and behaviors that
students display. (presentation,
GENERAL STEPS
demonstration, short films)
● Outline
Guidelines in creating performance type - The unit learning objectives or
test: - The unit content or major
• Teach students to required knowledge. concept to be covered by the
• Create and distribute rubrics. test.
• Provide freedom within the tasks to foster
creativity. ● Draft
- Draft the question covering the
content outline.
Characteristics of a good test
1. Validity- the extent in which the test
● Order
measures that intends to
- Order the selected questions
evaluate/assess.
logistically.
2. Reliability- the consistency of the test in
relation to the objectives being
meausured.
3. Usability- the test can be administered
● Test
with ease, clarity, and uniformity.
- Set aside the questions for at
4. Interpretability- test results can be
least two days before rereading
properly interpreted and a major basis in
them.
making sound educational decisions.
- Have another person to review
5. Efficiency- the test can be reused
for clarification.
without compromising the validity and
- Take the test first before actually
reliability.
administering it to students.
 2. It helps to insure that the teacher
● Analyze aligns test items with learning
- Analyze the test items to give
objectives (important topics might
you an idea whether the
questions are well constructed include items that test
and to identify possible errors. interpretation, application,
prediction, and unimportant
● Submit topics might be tested only with
simpler recognition items.
LESSON 4
TABLE OF SPECIFICATION (TOS) 3. It also helps insure that the
teacher does not overlook or
● A chart or table that details the content underemphasize an area of
and level of cognitive domain assessed content.
on a test as well as the types and
4. The table can help the teacher
emphases of test items (Gareis and
Grant, 2008). write a test that has content
● TOS is very important in addressing the validity-meaning there is a match
validity and reliability of the test item. between what was taught and
The validity of the test means that the what is tested.
assessment can be used to draw
appropriate result from the assessment
because the assessment guarded THINGS TO REMEMBER
against any systematic error. ● Making a good test takes time.
● TOS provides the test constructor a way ● Teachers have the obligation to
to ensure that the assessment is based provide their students with the
from the intended learning outcomes.
best evaluation.
● It is also a way of ensuring that the
number question on the test is adequate ● Test plays an essential role in the
to ensure dependable results that are life of students, parents,
not likely caused by chance. teachers, and other educator.
● It is also useful guide in constructing test
and in determining the type of test items
POINTS TO PONDER:
that you need to construct.
● A good lesson makes a good
TOS question.
1. Selecting the learning outcomes to be ● A good question makes a good
measured content.
2. Make an outline of the subject matter to
● A good content makes a good
be covered in test.
3. Identify the time spent on every topic test.
(hours). ● A good test makes a good grade.
4. Decide the number items per subtopic ● A good grade makes a good
student.
● A good student makes a good
community.

5. Identify the percentage of time spent on

every topic.

IMPORTANCE OF TABLE OF SPECIFICATION

1. The table helps to ensure that the
teacher stress the same content
emphasises in day-to-day
instruction (more items about
topic X and fewer about topic Y
because you consider X to be
more important and you spent
more time on X).