Fs 5 Episode 5
Fs 5 Episode 5
Fs 5 Episode 5
5
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Learning Episode 5
Table of
SpecificationContent
Validity and
Outcome-Based Education
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One mortal sin that the teachers commit is giving test 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 Map
My Learning Activities
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1. Study Sample TOS.
I will study the sample TOS below.
TOTAL 20 33 10 17 30 50 60 100.0%
% % %
Prepared by:
_______________________
Instructor
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The sample TOS is based on Bloom’s taxonomy and the TOS that I
researched is on the DepEd’s KPUP. I think both of them are simple and easy to
use.
My Analysis
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For a TOS to ensure test content validity, what parts must it have?
Among the TOS’s that you researched on, which is a better TOS? Why?
I prefer the TOS with complete of Level of Learning’s and emphasize the
Remembering, Understanding and Thinking, because this TOS has the
Outcomes-Based Teaching-Learning.
Can a teacher have a test with content validity even without making a TOS?
Can a teacher have a test with content validity even without making a TOS?
No, maybe because the test was not aligned with the content. TOS helps
to align objectives, instructions and assessment.
My Reflections/Insights
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Read this conversation and reflect on teacher’s assessment practices. Write your
reflections here.
“It’s 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 ‘What’s the capital of Singapore?
“Really? Grrr.”
Yes, almost in my entire school life I encounter teachers like that. It’s
not so fair for students to take exams like that, because we really studied
our lesson very well from the start to the end of the entire topic and then
all of a sudden the examination was out of this world or out of the
context. As I a future teacher I will really change that dilemma so that my
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.
A. Interpret Nietche’s statement: “He who has a why to live for can bear with
almost any how.”
B. Did you believe in Nietche’s statement “ He who has a why to live for can
bear with almost any how”?
C. What is true in Nietche’s statement “He who has a why to live for can
bear with almost any how”?
D. Nietche 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”?
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 findings 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 in soil?
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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. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
My Learning Portfolio
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Give an example of TOS that reflects levels of
learning either by Bloom or by Kendall and Marzano.
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My Learning Rubric
Field Study , Episode 5- Intended Learning Outcomes/ Lesson Objectives as My
Guiding Star
Name of FS Student: Mark Anthony N. Rafallo Date Submitted: Sep 2, 2018
Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
3 2
4
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (Based on
transmutation)
_____________________
Signature of FS Teacher Date: _________________
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