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FS

5
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Learning Episode 5
Table of
SpecificationContent
Validity and
Outcome-Based Education

Rafallo, Mark Anthony N.


BSED TLE-4B

My Learning Episode Overview

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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

To realize my Intended Learning Outcomes, I will work my way through


these steps.

Read My Learning Essentials.


1

Ask my Resource Teacher for a copy of her TOS


2

Surf the internet for more sample


3

Study these samples of TOS


4

Come up with my portfolio.


5

My Learning Activities

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1. Study Sample TOS.
I will study the sample TOS below.

EDUC 11 2nd Semester SY 20__-20__ FINAL


Course Catalog Number Periodical Examination
Table of Specification
Assessment of Student Learning 2
Course Title

TOPICS LEVELS/ SKILLS TOTAL

Remembering Understanding Thinking


Declarative Comprehending(Applying) Analyzing # %
# % Item # # % Item # Item
Authentic 20 33. 1-4, 7-15, 20 33%
Assessment: 3 % 20-26
Basic Concepts
Authentic 10 17 5,6,1619,27-30 10 17%
Assessment: %
Advance
Application
Discussion of 10 17 31 10 17%
Behavioral %
Objectives/
Intended
Learning
Outcomes
Portfolio on 20 33 32-35 20 33%
Authentic %
Assessment

TOTAL 20 33 10 17 30 50 60 100.0%
% % %

Prepared by:
_______________________
Instructor

2. Comparison of given TOS with other TOS that I researched on.

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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?

To ensure test content validity it must have the competency or the


content/skills/topic, the percentage of facets of understanding that have three
difficulty level which was the easy, average and difficult, the number of days, and
lastly the percentage of item placement.

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?

Yes, because teachers know how to assess what it is supposed to


measure or assess. TOS only helps the teachers align the objectives, instruction
and assessment. They have the ability to draw conclusion based on a given
facts.

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.

But we only talked about Puerto Prinsesa


for like 2 seconds last week. Why would she put that on the exam?
“You know how teacher are… they’re always trying to trick you.”
“Yes, they find the most nit-picky little details to put on their tests 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 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.”

Did you have a similar experience? Reflect on it.

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

Integrating Theory and Practice


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Directions: Read the items given below and choose the correct answer.

1. Here is a lesson objectives/ 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 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”?

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 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?

4. Here is an intended learning outcome of a Health teacher: “Identify

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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. 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 Lea’s Table of Specifications (TOS), 60 percent of the first


grading test 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 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.

Which TOS is better? Why?

It was complete of the Learning levels and skills that learners


should have. This TOS has the Content validity for Outcomes-Based
Teaching-Learning and I can say that for this TOS the teacher can
draw her conclusion of the outcome of the students assessment.

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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)

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 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
Signature of FS Teacher Date: _________________

Above Printed Name

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