FS TABLE OF SPECIFICATIONS (TOS)

CONTENT VALIDITY and OUTCOMES-BASED

EDUCATION (OBE)

Episode 5

My FS Learning Episode Overview

One moral 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 leaning
outcomes or objectives. This is contrary to outcomes-based education. The use of a Table
of Specification (TOS) can help address the problem of tests lacking in content validity.

My Intended Learning Outcomes

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:

quality of my observations and documentation,
completeness and depth of my analysis
depth and clarity of my classroom observation-based reflections,
completeness, organization, clarity of my portfolio and
time of submission of my portfolio.

My Learning Essentials

s the learning outcomes/lesson objectives, the amount of time spent for each outcome / objective which will serve as basis in d
comprehension, perhaps even recall if definition is simply memorized, while drawing conclusion from a set of given facts is i
outcome, therefore, it does not possess content validity. The assessment task that has content validity is to ask the students to d
what is supposed to measure or assess. You are supposed to assess students ability to draw conclusions based on given facts b
Aligning assessment tools and tasks to learning outcomes is a must in Outcomes-Based Teaching-Learning.
ent. It is sometimes called a test blueprint. This strategy can be used for a variety of assessment methods but is most commonl
 6
Come up with my portfolio.
Answer the LET-like test 5
items.
4
Study these samples of TOS.
Surf the internet for more 3
samples.
Ask my Resource Teacher 2
for a copy of her TOS
Read My Learning 1
Essentials.
My Map
 My Learning Activities

1. Study Sample TOS

I will study the sample of TOS below.

2nd Semester SY 20__ - 20__

EDUC 11 FINAL

Course Catalog Number Periodical Examination

Tables of Specifications

Assessment of Student Learning 2

Course Title

LEVELS / SKILLS TOTAL

Remembering Understanding Thinking
Declarative (Comprehensing / (Analyzing/ # %
TOPICS Applying) Evaluating /
Creating)
# % Item # # % Item # Item
#
Authentic Assessment: 20 33.3 1-4, 20 33%
Basic Concepts % 7-15,
20-26
Authentic Assessment: 10 17% 5,6,16- 10 17%
Advance Application 19,27-30
Discussion of Behavior 10 17% 31 10 17%
Objectives Intended
Learning Outcomes
Portfolio on Authentic 20 33% 32- 20 33%
35
Assessment

TOTAL 2 33% 1 17 3 50 6 100.0

0 0 % 0 % 0 %

Prepared by

____________

Instructor
2. Comparison of given TOS with other TOS that I reached on.

I will compare the given TOS with other TOS that I researched on.
 My Analysis

1. For a TOS to ensure test content validity, what parts must it have?

2. Among the TOSs that you researched on, which is a better TOS? Why?

3. Can a teacher have a test with content validity even without making a TOS?

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

 My Reflections

Read this conversation and reflect on teachers assessment practices. Write your
reflection here.

But we only talked about Puerto Princesa

for like 2 seconds last week. Why would she 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
Test and dont even care if the information is important.
Its just not fair. I studied everything we discussed in class about the Philippines and the
things she made a big deal about, like comparing the Philippines
And to think all she asked was Whats the capital of Singapore?
Really? Grrr, (Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3, February 2013)

Did you have a similar experience? Reflect on it.

 Integrating Theory and Practice

1. Here is lesson objective / intended learning outcome: illustrate the law of supply and
demand with your original concrete example. For content validity, which test item is
aligned?

A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

2. Teacher Joji wrote this learning outcome: To interpret a given quotation. For content
validity which should she ask?

A. Interpret Nietsches statement: He who has a why to live for can bear with any how.
B. Did you believe in Nietsches statement He who has a why to live for can with almost
any how?
C. What is true in Nietsches statement He who has a why tp live for can bear with almost
any how?
D. Nitsche was an atheist. Do you believe that he can give this statement HE who has a
why to live for can bear with almost any how?

3. After teaching them the process of experimenting, Teacher Joe wanted his students to be
able to set up an experiment to find an answer to a scientific problem. Which will he ask his
students to do?

A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted. Present
your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plants survive when
transferred I soil?

4. Here is an intended learning outcome of a Health teacher: Identify skill-related fitness

and activities suitable for the individual. Does her test item measure this particular outcoe
and therefore has content validity?
Question

1. Identify the components of Physical Fitness under the skill-related activities.

A. Body Composition C. Flexibility

B. Agility D. Organic Vigor

A. Yes, very much.

B. Yes because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.

5. In Teacher Leas Table of Specifications (TOS), 60 percent of the 1st grading test items
are applying questions based on Blooms taxonomy. A review of her test shows that 50%
are remembering items, 20% are analysing questions and 30% are applying questions.

Does Teachers test consist with her TOS?

A. No.
B. No, her analysing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analysing questions, too.
 My Learning Portfolio

Give an example of TOS that reflects of learning either by Bloom or by Kendall

and Marzano.

Which TOS is better? Why?