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The document is a table of specifications for a French 1 quiz that assesses students' abilities related to greetings and self-introductions in French. The quiz contains 18 total items assessing vocabulary, sentences, questions, true/false, multiple choice, identification, and fill-in questions. It is worth a total of 35 points and assesses one standard about engaging in conversations to obtain and provide information.
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TABLE OF SPECIFICATION- DEPED
TABLE OF SPECIFICATION- DEPEDSapphire Tibon
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This document provides guidance on constructing a table of specifications (TOS) for test questions. It discusses the key elements needed for an effective TOS, including: thorough knowledge of Bloom's Revised Taxonomy; reference to budgeted lesson plans; simple mathematical computations; recall of teaching experiences; and preparation of budgeted lessons. The document reviews Bloom's Revised Taxonomy in detail and provides a step-by-step process for developing a TOS, including: determining the desired number of test items, listing topics and time spent, calculating the number of items per topic, adjusting totals, and allocating items across cognitive domains and topics.Table of specifications
Table of specificationsKate Kimberly Alvarez
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The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.Table of specifications
Table of specificationsApril Gealene Alera
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The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.presentation on light phenomena.pptx
presentation on light phenomena.pptxTOP1053
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This document is a report submitted by five students at North Western University in Khulna on the topic of light phenomena. It begins with an introduction to light, defining it as an electromagnetic wave made up of oscillating electric and magnetic fields. It then outlines some key properties of light, including that it travels in straight lines, can be reflected, refracted, undergo diffraction and interference, and has both wave-like and particle-like properties. The report further explains the phenomena of reflection, refraction, diffraction, and constructive and destructive interference. It concludes by thanking the reader.Communicable diseases
Communicable diseases Maninder Handa
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The document defines communicable diseases as those spread between people through various modes of transmission like direct contact, vectors, contaminated food/water, or airborne means. It provides examples of common communicable diseases like chickenpox, diphtheria, filariasis, AIDS, polio, malaria, measles, tuberculosis, tetanus, rabies, and sexually transmitted diseases. For each disease, it discusses symptoms, causes, modes of transmission, and methods of prevention through vaccination, drug treatment, or hygienic measures. The overall document aims to educate about major communicable diseases, how they spread, and ways to prevent infection.PLANNING-INSTRUCTION-ON-DLL.ppt
PLANNING-INSTRUCTION-ON-DLL.pptJecelTanoPostrado
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The document outlines the Department of Education's policy on instructional planning using a Daily Lesson Log (DLL). It emphasizes the importance of lesson planning for ensuring effective teaching and learning. Teachers are required to prepare either a DLL or a more detailed Daily Lesson Plan (DLP) on a regular basis. The DLL is a briefer format used by experienced teachers, while less experienced teachers must use the DLP. Both formats include objectives, content, learning resources, procedures, assessment, and reflection. Compliance is monitored through performance reviews to uphold quality education standards.Hotel codes, rules and regulations
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This document provides information on hotel codes and standards of good housekeeping. It begins with a list of codes used in hotel listings to indicate amenities such as complimentary breakfast, parking, pools, etc. It then outlines typical hotel rules and regulations including policies around payment, check-in/out times, storage of belongings and hazardous materials. Finally, it lists standards for cleanliness, orderliness, sanitation, guest comfort, safety and maintenance that hotels should uphold.ESP 2 LM UNIT 3
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The document provides a detailed lesson plan for teaching the short story "A Worn Path" by Eudora Welty to 10th grade students. The plan includes objectives to identify the main idea and characters of the story, share life experiences related to the story, and understand the moral. Students will analyze the character of Phoenix Jackson, discuss how she overcomes challenges, and apply the moral lesson to their own lives. They will illustrate and present words describing Phoenix Jackson and reflect on the story in a short essay assignment.Detailed Lesson Plan (5A's)
Detailed Lesson Plan (5A's)EMT
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The document outlines a detailed lesson plan for a health class that focuses on educating students about the types of quackery, including having students identify and provide examples of medical, nutrition, and device quackery. The lesson plan involves warm-up activities, a presentation to introduce the topic of quackery, breaking students into groups to discuss and provide examples of different types of quackery, and a concluding individual writing assessment.preparing a TOS
preparing a TOSRoxette Layosa
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The document discusses the importance and process of creating a Table of Specification (TOS) for constructing tests. A TOS is a two-way chart that describes the topics and objectives to be assessed on a test and the number of items or points associated with each. It helps teachers ensure their tests have content validity by covering the appropriate material. The key steps in preparing a TOS include identifying topics and objectives, determining time spent on each topic, calculating the percentage allocation for topics, and distributing test items to objectives based on importance.performance based -product oriented assessment
performance based -product oriented assessmentechem101
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This document discusses product-oriented performance-based assessment. It involves assessing students' actual performance through products they create. Products can include work targeting skills like reading, writing, speaking and listening. Teachers evaluate students' proficiency on tasks based on rubrics. Assessment targets three levels - novice, skilled, and expert. Tasks and products are designed to be at an appropriate complexity, be appealing, encourage creativity, and be goal-based to attain learning objectives.Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
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This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.Integrative lesson plan in science
Integrative lesson plan in scienceAngelie Telesforo
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This lesson plan is for a kindergarten science class and has the following objectives:
1) Identify things plants need to grow
2) Identify common plants in the community
3) Determine the sizes of plants
The lesson will include singing a song about planting seeds, presenting a poem about a plant's growth, discussing what plants need and counting common plants in the school garden. Students will then work in groups to arrange pictures from the poem in order and mold shapes of plants, fruits, leaves or flowers out of clay. Finally, students will sort pictures of plants by size and complete a coloring assignment about caring for plants.Board displays evaluation form (1)
Board displays evaluation form (1)Julie Mae Talangin
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The document describes a board display evaluation form that rates bulletin boards on various criteria such as effectiveness of communication, attractiveness, balance, unity, interactivity, legibility, correctness, and durability. Based on the evaluation, some boards need improvement in areas like clarity of writing and repair. The document recommends repairing damaged boards and using colorful materials to better engage audiences.Fs 1 episode 3 classroom management and learning
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The document describes a classroom observation conducted by a student as part of a field study. It includes observation notes on the classroom layout, rules, routines, seating arrangement, behavior management strategies, and how these aspects affect student learning and behavior. The student observed that the organized classroom with clear rules and routines helped students stay on task. The teacher reinforced positive behaviors and addressed misbehavior appropriately. Overall, the classroom management strategies seemed to create an environment where students could participate and learn effectively.Teaching English in the K to 12
Teaching English in the K to 12Carlo Magno
油
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.Types of test questions
Types of test questionsMa Tamonte
油
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.Fs 1 episode 4
Fs 1 episode 4jordan132587
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The document provides an observation report from a classroom. It notes that there are over 40 students ranging from ages 7 to 8, most are Roman Catholic. It describes interactions between students and the teacher both in and outside of class. Students interact more with classmates and compete, though sometimes cooperate. Those in front participate more while those in back ask for more help. Outside of class, students group based on locality or pre-existing friendships, and interact through play, bullying, or snacks.Sample Detailed Lesson Plan
Sample Detailed Lesson PlanManila Central University
油
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.Strategic intervention material (sim) 102
Strategic intervention material (sim) 102Brian Mary
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The document discusses Strategic Intervention Materials (SIM) designed for remedial teaching to help students master skills not acquired during regular classroom sessions. It outlines the components of SIM, including guide cards, activity cards, assessment cards, enrichment cards, and reference cards, each with specific functions to enhance learning. The document emphasizes that SIMs should be simple, interactive, and aligned with learners' needs for effective individualized instruction.ASSESSMENT ON AFFECTIVE LEARNING
ASSESSMENT ON AFFECTIVE LEARNINGMarben Melencion
油
The document discusses various methods for assessing affective learning outcomes, including constructed-response formats, selected-response formats, and peer ratings. It provides details on using checklists, rating scales, and other assessment tools to measure affect. Key aspects include matching response formats to traits assessed, ensuring anonymity, and considering the context and targets when choosing assessment methods.Field study 1 episode 1
Field study 1 episode 1Alexa Jean Colocado
油
The document summarizes a student's field study assignment to observe a school environment and evaluate how conducive it is to learning. The student is asked to:
1) Visit a school and document facilities using a checklist
2) Observe a classroom and record findings in a matrix
3) Analyze how the school/classroom impacts learning and relate it to child development knowledge
4) Reflect on the observation and note insights into creating an ideal learning environment.Instructional materials (1)
Instructional materials (1)Catherine Matias
油
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.Semi-detailed lesson plan
Semi-detailed lesson plan Yuna Lesca
油
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.Process and product performane-based assessment
Process and product performane-based assessment Dianopesidas
油
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.Alternative-Response Test
Alternative-Response TestMD Pits
油
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.Characteristics of 21st Century Assessment
Characteristics of 21st Century AssessmentSarah Mae Moniva
油
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.TOS in Science III and Sample Test
TOS in Science III and Sample TestMarian Tiempo
油
The document contains a table of specifications outlining the contents, instructional objectives, and knowledge and comprehension levels for a Science and Health class on soil, water, and conservation. It also includes a test on these topics with multiple choice questions addressing the different types of soil, layers of the earth, uses of soil and water, and the importance of conservation.Table of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
油
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.More Related Content
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Semi-Detailed Lesson Plan
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油
The document provides a detailed lesson plan for teaching the short story "A Worn Path" by Eudora Welty to 10th grade students. The plan includes objectives to identify the main idea and characters of the story, share life experiences related to the story, and understand the moral. Students will analyze the character of Phoenix Jackson, discuss how she overcomes challenges, and apply the moral lesson to their own lives. They will illustrate and present words describing Phoenix Jackson and reflect on the story in a short essay assignment.Detailed Lesson Plan (5A's)
Detailed Lesson Plan (5A's)EMT
油
The document outlines a detailed lesson plan for a health class that focuses on educating students about the types of quackery, including having students identify and provide examples of medical, nutrition, and device quackery. The lesson plan involves warm-up activities, a presentation to introduce the topic of quackery, breaking students into groups to discuss and provide examples of different types of quackery, and a concluding individual writing assessment.preparing a TOS
preparing a TOSRoxette Layosa
油
The document discusses the importance and process of creating a Table of Specification (TOS) for constructing tests. A TOS is a two-way chart that describes the topics and objectives to be assessed on a test and the number of items or points associated with each. It helps teachers ensure their tests have content validity by covering the appropriate material. The key steps in preparing a TOS include identifying topics and objectives, determining time spent on each topic, calculating the percentage allocation for topics, and distributing test items to objectives based on importance.performance based -product oriented assessment
performance based -product oriented assessmentechem101
油
This document discusses product-oriented performance-based assessment. It involves assessing students' actual performance through products they create. Products can include work targeting skills like reading, writing, speaking and listening. Teachers evaluate students' proficiency on tasks based on rubrics. Assessment targets three levels - novice, skilled, and expert. Tasks and products are designed to be at an appropriate complexity, be appealing, encourage creativity, and be goal-based to attain learning objectives.Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
油
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.Integrative lesson plan in science
Integrative lesson plan in scienceAngelie Telesforo
油
This lesson plan is for a kindergarten science class and has the following objectives:
1) Identify things plants need to grow
2) Identify common plants in the community
3) Determine the sizes of plants
The lesson will include singing a song about planting seeds, presenting a poem about a plant's growth, discussing what plants need and counting common plants in the school garden. Students will then work in groups to arrange pictures from the poem in order and mold shapes of plants, fruits, leaves or flowers out of clay. Finally, students will sort pictures of plants by size and complete a coloring assignment about caring for plants.Board displays evaluation form (1)
Board displays evaluation form (1)Julie Mae Talangin
油
The document describes a board display evaluation form that rates bulletin boards on various criteria such as effectiveness of communication, attractiveness, balance, unity, interactivity, legibility, correctness, and durability. Based on the evaluation, some boards need improvement in areas like clarity of writing and repair. The document recommends repairing damaged boards and using colorful materials to better engage audiences.Fs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningNoel Parohinog
油
The document describes a classroom observation conducted by a student as part of a field study. It includes observation notes on the classroom layout, rules, routines, seating arrangement, behavior management strategies, and how these aspects affect student learning and behavior. The student observed that the organized classroom with clear rules and routines helped students stay on task. The teacher reinforced positive behaviors and addressed misbehavior appropriately. Overall, the classroom management strategies seemed to create an environment where students could participate and learn effectively.Teaching English in the K to 12
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油
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.Types of test questions
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油
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.Fs 1 episode 4
Fs 1 episode 4jordan132587
油
The document provides an observation report from a classroom. It notes that there are over 40 students ranging from ages 7 to 8, most are Roman Catholic. It describes interactions between students and the teacher both in and outside of class. Students interact more with classmates and compete, though sometimes cooperate. Those in front participate more while those in back ask for more help. Outside of class, students group based on locality or pre-existing friendships, and interact through play, bullying, or snacks.Sample Detailed Lesson Plan
Sample Detailed Lesson PlanManila Central University
油
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.Strategic intervention material (sim) 102
Strategic intervention material (sim) 102Brian Mary
油
The document discusses Strategic Intervention Materials (SIM) designed for remedial teaching to help students master skills not acquired during regular classroom sessions. It outlines the components of SIM, including guide cards, activity cards, assessment cards, enrichment cards, and reference cards, each with specific functions to enhance learning. The document emphasizes that SIMs should be simple, interactive, and aligned with learners' needs for effective individualized instruction.ASSESSMENT ON AFFECTIVE LEARNING
ASSESSMENT ON AFFECTIVE LEARNINGMarben Melencion
油
The document discusses various methods for assessing affective learning outcomes, including constructed-response formats, selected-response formats, and peer ratings. It provides details on using checklists, rating scales, and other assessment tools to measure affect. Key aspects include matching response formats to traits assessed, ensuring anonymity, and considering the context and targets when choosing assessment methods.Field study 1 episode 1
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油
The document summarizes a student's field study assignment to observe a school environment and evaluate how conducive it is to learning. The student is asked to:
1) Visit a school and document facilities using a checklist
2) Observe a classroom and record findings in a matrix
3) Analyze how the school/classroom impacts learning and relate it to child development knowledge
4) Reflect on the observation and note insights into creating an ideal learning environment.Instructional materials (1)
Instructional materials (1)Catherine Matias
油
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.Semi-detailed lesson plan
Semi-detailed lesson plan Yuna Lesca
油
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.Process and product performane-based assessment
Process and product performane-based assessment Dianopesidas
油
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.Alternative-Response Test
Alternative-Response TestMD Pits
油
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.Characteristics of 21st Century Assessment
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油
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.Viewers also liked (20)
TOS in Science III and Sample Test
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The document contains a table of specifications outlining the contents, instructional objectives, and knowledge and comprehension levels for a Science and Health class on soil, water, and conservation. It also includes a test on these topics with multiple choice questions addressing the different types of soil, layers of the earth, uses of soil and water, and the importance of conservation.Table of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
油
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.Math table of Specification sample
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The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.Table of specifications 2013 copy
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This document discusses the importance and components of a Table of Specifications (TOS). It notes that a TOS is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic. It emphasizes that a TOS identifies the objectives and content to be measured, helps ensure a fair test, and should be developed before instruction begins. Using a TOS can improve the validity of teacher-made tests and thereby provide a more valid assessment of student achievement.Preparing The Table of Specification
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The document outlines the 6 steps to prepare a table of specification for a test: 1) List topics, 2) Determine objectives, 3) Specify time spent on each topic, 4) Calculate percentage allocation for each topic, 5) Determine number of test items for each topic, 6) Distribute items to objectives. It provides an example of calculating that 20% of a 50 item test should cover the topic "Early Filipinos and their Society" since it was taught for 2 of the 10 hours on the overall topic.Second periodical test english grade 3
Second periodical test english grade 3Kate Casta単os
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1. The document is a table of specifications for an English test for second graders at Malabon Elementary School.
2. It outlines the objectives, number of items, and percentage of items for each section of the test, including listening, speaking, reading comprehension, phonics, grammar, vocabulary, and spelling/writing.
3. The test will assess students on their understanding of concepts like synonyms, past tense verbs, comprehension of stories, and decoding words with digraphs and long vowels.Tos grade 2
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This document outlines a table of specification for a test on adjectives for first year college students. It includes six levels of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, it lists the specific objective, item numbers that correspond to test questions, the number of items, and the percentage of the total test represented by that section. In total, the test will have 90 items covering all levels of understanding adjectives.Grasp task - 3
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The document provides guidance on creating and using rubrics for grading complex assignments. It defines rubrics as tools that explicitly state criteria for assignments and may be used for grading. The workshop objectives are to describe rubrics, their purpose, types of rubrics, characteristics of good rubrics, and develop a rubric for an assignment. Guidance is provided on creating analytic and holistic rubrics, including identifying criteria and defining performance levels.K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
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SILANGANG ASYA GRADE 9A_FILIPINO ASBURY COLLEGE INC.Billy Caranay
油
Ang proyekto ay naglalaman ng impormasyon tungkol sa mga bansang nasa Silangang Asya, kasama ang kanilang mga sukat, kapital, yunit ng salapi, at mga kilalang tanawin. Kabilang dito ang Tsina, Hapon, Taiwan, Hilagang Korea, Timog Korea, at Mongolia. Ang dokumento ay nagbibigay ng detalyadong paglalarawan ng bawat bansa at kanilang mga pangunahing katangian.Presentation rubric
Presentation rubricJudy Flores
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The rubric evaluates oral presentations on a 100 point scale across several criteria: organization, subject knowledge, graphics, mechanics, eye contact, elocution. Groups will be assessed on how well they present information through a logical role-play, demonstrate knowledge of the subject, use relevant vocabulary, have proper spelling and grammar, maintain eye contact, and speak clearly for all to hear.Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
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This document provides a guide for assessing four domains established by the Philippine Department of Education: knowledge, process, understanding, and performance/product. It defines each domain and provides examples of assessment questions and tasks that could be used to evaluate students in that domain. The knowledge domain focuses on basic facts and information. The process domain assesses cognitive operations used to solve problems. Understanding refers to grasping big ideas and is assessed using six facets. Performance/product evaluates students' ability to apply their understanding through authentic tasks. Formative and summative assessment are both emphasized to help students master standards and improve learning.Constructing Objective Paper And Pencil Test
Constructing Objective Paper And Pencil TestEricson Traje
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The document provides guidelines for constructing various types of objective test items for paper and pencil tests. It discusses guidelines for writing alternate response, matching, completion, arrangement, drawing completion, correction, identification, enumeration, analogy, interpretive, and short explanation items. For each item type, it provides examples of good and poor items and highlights features to consider when writing high-quality objective test questions.Third Periodical Test in English 3 (k to 12)
Third Periodical Test in English 3 (k to 12)Micherose Saladaga
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This document outlines the third summative test in English 3. It is divided into four sections assessing different learning competencies: Knowledge (15% of test), Process (25%), Understanding (30%), and Product/Performance (30%).
The Knowledge section contains 3 multiple choice questions assessing identifying causes and effects, facts versus opinions, and descriptive adjectives. The Process section contains 5 questions comparing and contrasting objects, persons, and places. The Understanding section contains 4 questions about possible consequences of safety procedures during typhoons and following school rules. The Product/Performance section contains 4 reading comprehension questions and 2 questions writing simple sentences with punctuation.Table of Specification and Test Questionnaires about Measurement of Three Dim...
Table of Specification and Test Questionnaires about Measurement of Three Dim...Elton John Embodo
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The document outlines a table of specifications for a test on three-dimensional figures and their measurements, detailing topics, time allotments, and percentage allocations for remembering, analysis, and evaluating. It includes various questions regarding definitions, formulas, and properties related to solid figures such as cones, cylinders, and spheres. The test comprises multiple-choice and completion questions aimed at assessing students' knowledge of geometric concepts and calculations.Kpup assessment
Kpup assessmentCarlo Magno
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This document discusses assessment and provides information about various assessment topics. It begins by outlining an agenda for a workshop on assessment competencies, knowledge, process, understanding and product/performance. It then defines key terms related to assessment such as authentic assessment, alternative assessment, and performance assessment. The document discusses the shift toward alternative and performance-based assessments that measure higher-order skills through open-ended tasks rather than lower-level discrete skills. It provides characteristics and examples of performance-based assessments and discusses constructing performance-based tasks.Ad
Sample tos
- 1. Sample Table of Specifications (Quiz) The following is a table of specifications for a French 1 quiz. The numbers in each box under the item types refer to the item number on the quiz. Standards 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions True/False (1 pt each) Multiple Choice (1 pt each) 1 Objectives 5 2 6, 7 10. 11 17 7 pts 3, 4 8. 9 12, 13, 14, 15 18 10 pts Identification Fill-in (1 pt each) (2 pts each) Correction (2 pts each) Total Points 19, 20 8 pts Demonstrate how the French greet one another formally and informally Identify features of a conversation (self-introduction, greetings, etc) Identify elements of simple sentences and questions with rudimentary vocabulary (selfintroduction, greetings, etc.) 16 CAESL Assessment Modules
- 2. Sample Table of Specifications (Performance Task) The following is a table of specifications for a coil vessel ceramics project in a high school art class. The task components refer to parts of the corresponding rubric. It was created by Iver Henning, a student at San Jos辿 State University. Standards/Objectives Coil built vessel with balanced and even form Task Components Integration and communication of Concept, originality, primary and secondary and design design Artistic perception T S W B AT: Recognize and demonstrate form and primary/ secondary design on a coil pot. Creative expression T S W B AT: C r e a t e a c o i l p o t wi t h even and balanced f o r m o u t o f c l a y. Create a design on the coil pot that has primary and secondary feature. Create original design on pot. Demonstrate good c r a fts m a n s h i p o n t h e coil pot. Historical and Cultural Context T S W B AT: Draw on cultural influences to add content to the project. CAESL Assessment Modules Craftsmanship (Skill level of design and execution)