FIELD STUDY

1. 5
My Learning Episode Overview
One mortal 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 learning
outcomes or objectives. This is contrary to outcomes-based education. The use of a
Table of Specifications (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:
a. quality of my observations and documentations,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organizations, clarity of my portfolio and
e. time of submission of my portfolio.
FS 5FIELD STUDY
LearningEpisode
TABLE OF SPECIFICATIONS (TOS)
CONTENT VALIDITY and OUTCOMES-
BASED EDUCATION (OBE)

2. My Learning Essentials
A Table of Specifications [TOS] is a table that specifies the learning outcomes/ lesson
objectives, the amount of time spent for each outcomes/ objective which will serve as
basis in determining the corresponding number of items.
TOS helps teachers align objectives, instruction, and assessment. It is sometimes
called a test blueprint. This strategy can be used for a variety of assessment method but
is most commonly associated with constructing traditional summative tests.
Aligning assessment tools and tasks to learning outcomes is a must in Outcomes-
Based Teaching- Learning.
A test or any assessment tool or task that matter possesses content validity only
when that assessment tool or task measures or assesses what it is supposed to
measure or assess. You are supposed to assess students’ ability to draw conclusions
based on given facts but your assessment tool and task make the students define a
conclusion. It is one thing to draw conclusion. It is another thing to define it.
The assessment task is not aligned to the learning outcome; therefore, it does not
possess content validity. The assessment task that has content validity is to ask the
students to draw conclusion from the facts that teacher gives.
Defining a conclusion is in the level of comprehension, perhaps even recall if definition
is simply memorized, while drawing

3. My Map
1.
2.
3.
4.
5.
6.
Research My Learning Essentials.
Ask my Resource Teacher for a copy of her
TOS.
Surf the internet for more samples.
Study these samples of TOS.
Answer the LET-like test items.
Come up with my portfolio.

4. My LearningActivities
1. Study Sample TOS
I will study the sample of TOS below.
2nd
SemesterSY20__-20___
EDUC11 Table of Specification FINAL
Course CatalogNumber Assessmentof StudentLearning2 Periodical Examination
Course Title
TOTALRemembering Understanding Thinking
Declarative (Comprehending/
Applying )
( Analyzing/
Evaluating/
Creating ) # %
# % Item # # % Item # Item #
Authentic
Assessment:Basic
Concept 20 33.3% 1-4,7-
15,20-26
20
33%
Authentic
Assessment:
Advance
Application
10 17% 5,6,16-
19,27-30
10 17%
Discussof
Behavioral
Objective /
IntendedLearning
Outcomes
10 17% 31
10 17%
Portfolioon
Authentic
20 33% 32-35
20 33%
Assessment
TOTAL 20 33% 10 17% 30 50% 60 100.0%
Prepared by:
_____________________
Instructor

5. 2. Comparison of given TOS that I research on.
I will compare the given TOS with other TOS that I research on
My Analysis
1. For a TOS to ensure test content validity, what parts must it have?
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2. Among the TOSs that you researched on, which is a better TOS? Why?
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6. 3. Can a teacher have a test with content validity even without making TOS?
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4. Explain why the use of TOS enhances that content validity?
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7. My Reflections
Read this conversation and reflect on teachers’ assessment practices. Write your
reflections here.
Did you have a similar experience? Reflect on it?
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But we talked about Puerto Princesa
for – like 2 second last week. Why would she put that on the exam?”
“You know how teachers are… they’re always trying to trick you.”
“Yes, they find the most nit-picky little details to put on their
test and don’t even care if the information is important.”
“It’s just not fair. I studied everything we discussed in class about the
Philippines things she made a big deal about, like comparing the
Philippines And to think all she asked was ‘What’s the capital of
Singapore? Really? Grrr”
[Adapted from Practical Assessment, Research and Evaluation, Vol.18
No.3, February 2013]

8. Integrating Theoryand Practice
1. Here is a lesson objective/ intended learning outcome: “illustrate the law of
supply and demand with your original concrete example”. For content validity,
which test items 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 drawing.
C. Illustrate the law of supply and demand with 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 Nietsche’s statement: “He who has a why to live for can bear with
almost any how.”
B. Did you believe in Nietsche’s statement “He who has a why to live for can
bear with almost any how”?
C. What is true in Nietsche’s statement “He who has a why to live for can bear
with almost any how”?
D. Nietsche 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 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 experiment 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.

9. D. Research on the answers to this scientific problem: Can aerial plans survive
when transferred in 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 outcome 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 opinion have nothing to do with skill-related activities
5. In Teacher Lea’s Table of Specifications TOS, 60 percent of the 1st grading test
items are applying questions based on Bloom’s Taxonomy. A review of her test
shows that 50% are remembering items, 20% are analyzing questions and 30%
are applying questions. Does Teacher’s test coincide with her TOS?
A. No
B. No, her analyzing questions is supposed to be 60%
C. Yes
D. Yes, her applying question are also analyzing question, too.

10. My Learning Portfolio
Give an example of TOS that reflects levels of learning either by Bloom or Kendall and
Marzano.
Which TOS is better? Why?
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11. ______________________________________________________________________
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My LearningRubric
FieldStudy5,Episode 5 – Table of Specification(TOS)ContentValidityand
Outcomes-BasedEducation(OBE)
Focusedon:
 Constructinga Table of Specifications
 ApplyingOBEbyformulatingtestitemswithcontentvalidity
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Learning Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodeswere
done with
outstanding
quality;work
exceeds
expectations
4
All or nearlyall
episodeswere
done withhigh
quality.
3
Nearlyall episodes
were done with
acceptable
quality.
2
Fewerthanhalf of
episodesweredoe;
or most objectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1

12. Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1
Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sectionsclearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are available and
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more after the
deadline.
1
COMMENTS Over-all score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Signature of FS Teacher Date