Make a sentence using your observations on

the following images.

On given metacards, write common
issues or concerns about
departmental or quarterly exams you
usually hear from learners.
1. What answers are common? Which are
unique
2. How do these issues which learners have
about exams affect the test results?
3. Is important to consider these issues?
Why?
 2017 DIVISION MID-YEAR IN-SERVICE TRAINING (INSET) ON TEST CONSTRUCTIONS

CONSTRUCTING THE
TABLE OF SPECIFICATIONS
(TOS)
RINIELLE C. MONTANA
JHS Teacher III
San Francisco Integrated National High School
How do you usually construct your tests?
What steps do you follow?
How do you design your test?
 What is TOS?
A Table of Specifications is a two-way chart
which describes the topics to be covered by a
test and the number of items or points which
will be associated with each topic.

– University of Kansas
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and
thereby computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and
thereby computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and
thereby computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and
thereby computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and
thereby computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and thereby
computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and thereby
computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and thereby
computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Let’s define it using DepEd’s language
A Table of Specifications is a CHART which LISTS the
COMPETENCIES covered during the quarter and thereby
computing for the number of items for each
competency and assigning levels of difficulty based on
other elements such as NUMBER OF DAYS TAUGHT,
TOTAL NUMBER OF SCHOOL DAYS DURING THE
QUARTER, AND TOTAL NUMBER OF ITEMS.
 Why prepare TOS?
to identify the achievement domains
being measured and to ensure that a
fair and representative sample of
questions appear on the test
 Why prepare TOS?
to identify the achievement domains
being measured and to ensure that a
fair and representative sample of
questions appear on the test
 Why prepare TOS?
to identify the achievement domains
being measured and to ensure that a
fair and representative sample of
questions appear on the test
 Why prepare TOS?
to identify the achievement domains
being measured and to ensure that a
fair and representative sample of
questions appear on the test
What do we need before TOS?
 How do we prepare a TOS?
Easy
Number Number Item Average (70%) Difficult (10%) Total
Compet (20%)
of Days of Placem
encies
Taught Items ent Knowled Applicati Compre
Analysis
Synthesi Evaluati
ge on hension s on
 1. Write the competencies
covered based on DLL/DLP
Compet
encies

Total number of days taught: 45 Total number of items: 50

 1. Write the competencies
covered based on DLL/DLP
Compet
encies

EN9G-
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 1. Write the competencies
covered based on DLL/DLP
Compet
encies

EN9G-
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 1. Write the competencies
covered based on DLL/DLP
Compet
encies

EN9G-
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
1. Write the competencies
covered based on DLL/DLP
Please check if
you are using
the latest
revisions of the
CG.
 2. Write the number of days spent on teaching
each competency based on DLL/DLP
Number
Compet
of Days
encies
Taught

EN9G- 2
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 3. Compute for the number of items allotted
for the competency
Get the percentage of the days the competency is taught:
Number Number
Compet
of Days of (No. of Days Taught / Total No. of days Taught) * 100%
encies
Taught Items
that is
EN9G- 2 2
(2/45)*100% = .044
IVa-22:
Use
then
active
and
.044 * total number of items
passive
construct
.044 * 50 = 2 (the number of items allotted for this particular competency
ions
Total number of days taught: 45 Total number of items: 50
 4. Decide on where to place the items in your
test
Easy
Number Number Item Average (70%) Difficult (10%) Total
Compet (20%)
of Days of Placem
encies
Taught Items ent Knowled Applicati Compreh
Analysis
Synthesi Evaluatio
ge on ension s n

EN9G- 2 2 1, 2
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 5. Decide on the level of difficulty
Easy
Number Number Item Average (70%) Difficult (10%) Total
Compet (20%)
of Days of Placem
encies
Taught Items ent Knowled Applicati Compreh
Analysis
Synthesi Evaluatio
ge on ension s n

EN9G- 2 2 1, 2
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 5. Decide on the level of difficulty
Easy
Number Number Item Average (70%) Difficult (10%) Total
Compet (20%)
of Days of Placem
encies
Taught Items ent Knowled Applicati Compreh
Analysis
Synthesi Evaluatio
ge on ension s n

EN9G- 2 2 1, 2
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 5. Decide on the level of difficulty
Easy
Number Number Item Average (70%) Difficult (10%) Total
Compet (20%)
of Days of Placem
encies
Taught Items ent Knowled Applicati Compreh
Analysis
Synthesi Evaluatio
ge on ension s n

EN9G- 2 2 1, 2
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 6. Check if the total is same as the number of items
Easy
Number Number Item Average (70%) Difficult (10%) Total
Compet (20%)
of Days of Placem
encies
Taught Items ent Knowled Applicati Compreh
Analysis
Synthesi Evaluatio
ge on ension s n

EN9G- 2 2 1, 2
IVa-22:
Use
active
and
passive
construct
ions
Total number of days taught: 45 Total number of items: 50
 Let’s review!
1. What is TOS?
2. Why is TOS important?
3. What do we need to prepare before
constructing TOS?
4. What are the parts or elements of TOS?
Just shout…
Test results are essential
data used in evaluating
learning
Test results are obtained
through item analysis
Test results measure the
effectiveness and
efficiency of the teacher
Poor test results means
ineffective teaching and
learning process
The goal of teaching is to
achieve high test results.
1. How did you feel during the
activity?
2. How many yess, nos, and I
don’t knows did you give?
 2017 DIVISION MID-YEAR IN-SERVICE TRAINING (INSET) ON TEST CONSTRUCTIONS

REPORTING AND UTILIZING

TEST RESULTS

RINIELLE C. MONTANA
JHS Teacher III
San Francisco Integrated National High School
Revisiting Standardized and
Teacher-Made Tests
Standardized Test
A standardized test is one that is administered
under standardized or controlled conditions that specify
where, when, how, and for how long children may
respond to the questions or "prompts." They include
specified procedures for administration and scoring.
They have an established format and set of materials.
Teacher-Made Test
 normally prepared and administered for testing classroom achievement of
students, evaluating the method of teaching adopted by the teacher and other
curricular programmes of the school
 one of the most valuable instrument in the hands of the teacher to solve his
purpose. It is designed to solve the problem or requirements of the class for which
it is prepared.
 prepared to measure the outcomes and content of local curriculum. It is very much
flexible so that, it can be adopted to any procedure and material.
Standardized versus Teacher-Made Test
SIMILARITIES
Both are constructed on the basis
of carefully planned table of
specifications, both have the same
type of test items, and both
provide clear directions to the
students.
DIFFERENCES
They differ in the quality of test
items, the reliability of test
measures, the procedures for
administering and scoring and the
interpretation of scores.
Standardised tests are good and
better in quality, more reliable and
valid.
Question:

Which is our concern today:

standardized or
teacher-made test?
Revisiting the Purposes for Testing
 To help assess what students have learned
 To help identify student strengths and weaknesses
 To help measure effectiveness
 To help determine recipients of awards and
recognition
 What are Test Results?

Test results are different

from Item analyses
 What are Test Results?
The outcome of administered test
determined through mean, mean
percentage score, standard deviation,
and percentage of mastery
 Why determine test results?

Go back to the purpose

of testing
Revisiting the Purposes for Testing
 To help assess what students have learned
 To help identify student strengths and weaknesses
 To help measure effectiveness
 To help determine recipients of awards and
recognition
 How to compute the mean?

Total no. of Items: 100

How to compute the for the mean
percentage score (mps)?
Standard Deviation
1 Work out the
Mean (the simple
average of the
numbers)
Standard Deviation
2. Then for each
number: subtract
the Mean and
square the result
Standard Deviation
3. Then work out
the mean of those
squared
differences.
Standard Deviation
4. Take the square
root of that and we
are done!
The SCORES in a class are
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4,
10, 9, 6, 9, 4
Work out the Standard Deviation.
Use the worksheet provided.
TEMPLATES
FOR
TEST
RESULTS
TEMPLATES
FOR
TEST
RESULTS
1.What are test results?
2.Who prepares test results?
3.Why are test results important?
The class shall be divided into 6 groups.

Groups 1 and 2 shall prepare TOS for 3rd departmental or

quarterly exams
Groups 3 and 4 shall prepared TOS for 4th departmental or
quarterly exams
Groups 5 and 6 shall prepare TOS for Division Achievement
Test