Documente Academic
Documente Profesional
Documente Cultură
PATHWAY TO
IMPROVE THINKING
A.VISUAL COMPARISON OF TWO TAXONOMIES
(TERMINOLOGY CHANGES)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
1956 2001
ANALYZING
Breaking information into parts to explore understandings and 10%
relationships
Average
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING 20%
Using information in another familiar situation
Implementing, carrying out, using, executing
Lower- 70%
UNDERSTANDING 20%
order
Explaining ideas or concepts
Thinki Easy Interpreting, summarizing, paraphrasing, classifying, explaining
ng
30%
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
BLOOM’S REVISED TAXONOMY Suggested Percentage
(COGNITIVE PROCESS DOMAINS)
Allocation
CREATING
Generating new ideas, products, or ways of viewing things
10%
Difficult Designing, constructing, planning, producing, inventing
ANALYZING
Breaking information into parts to explore understandings and 30%
relationships
Average
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING 10%
Using information in another familiar situation
Implementing, carrying out, using, executing
Lower- 50%
UNDERSTANDING 10%
order
Explaining ideas or concepts
Thinki Easy Interpreting, summarizing, paraphrasing, classifying, explaining
ng
30%
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
BLOOM’S REVISED TAXONOMY Suggested Percentage
(COGNITIVE PROCESS DOMAINS)
Allocation
CREATING
Generating new ideas, products, or ways of viewing things
15%
Difficult Designing, constructing, planning, producing, inventing
ANALYZING
Breaking information into parts to explore understandings and 20%
relationships
Average
Comparing, organizing, deconstructing, interrogating, finding.
APPLYING 15%
Using information in another familiar situation
Implementing, carrying out, using, executing
Lower- 50%
UNDERSTANDING 15%
order
Explaining ideas or concepts
Thinki Easy Interpreting, summarizing, paraphrasing, classifying, explaining
ng
20%
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding.
How to Construct Table of Specification
1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
TOTAL 50
Percentage (%)
How to Construct Table of Specification
1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
TOTAL 45 50
PERCENTAGE (%)
How to Construct Table of Specification
3. Determine the total number of items per topic by using the formula:
Time Spent / Frequency per topic divided by the total number of
frequency in the grading period times total number of items.
3
45
50 = 3.33
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
21st COGNITIVE PROCESS DOMAINS Total Number
Century Of Test items
Time Lower Order Thinking Higher Order Thinking
Cod Topic/Learning Skills
Spent/
e Competency and
Frequency Rememberi Actual Adjusted
Sub- Understanding Applying Analyzing Evaluating Creating
ng
Skills
1. 3 3.33
2. 4 4.44
3. 1 1.11
4. 6 6.67
5. 8 8.89
6. 5 5.56
7. 8 8.89
8. 2 2.22
9. 4 4.44
10. 4 4.44
TOTAL 45 49.99 50
PERCENTAGE (%)
How to Construct Table of Specification
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1
4. 6 6.67 7
5. 8 8.89 9
6. 5 5.56 6
7. 8 8.89 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
TOTAL 45 49.99 50
PERCENTAGE (%)
How to Construct Table of Specification
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1=2
4. 6 6.67 7
5. 8 8.89 9
6. 5 5.56 6
7. 8 8.89 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
TOTAL 45 49.99 50
PERCENTAGE (%)
How to Construct Table of Specification
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1=2
4. 6 6.67 7
5. 8 8.89 9
6. 5 5.56 6
7. 8 8.89 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
PERCENTAGE (%) 30 10 10 30 10 10
How to Construct Table of Specification
7. On the basis of your experience / analysis start allocating the
items with respect to the total number of items per domain and the
total number of items per topic beginning with the higher-order
thinking domains down to remembering. It is suggested that the
order of complexity from creating to remembering is not altered.
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1=2
4. 6 1 6.67 7
5. 8 2 8.89 9
6. 5 5.56 6
7. 8 2 8.89 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
PERCENTAGE (%) 30 10 10 30 10 10
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
21st COGNITIVE PROCESS DOMAINS Total Number
Century Of Test items
Time Lower Order Thinking Higher Order Thinking
Cod Topic/Learning Skills
Spent/
e Competency and
Frequency Rememberi Actual Adjusted
Sub- Understanding Applying Analyzing Evaluating Creating
ng
Skills
1. 3 3.33 3
2. 4 1 4.44 4
3. 1 1.11 1+1=2
4. 6 1 1 6.67 7
5. 8 2 8.89 9
6. 5 2 5.56 6
7. 8 2 8.89 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
Percentage (%) 30 10 10 30 10 10
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
21st COGNITIVE PROCESS DOMAINS Total Number
Century Of Test items
Time Lower Order Thinking Higher Order Thinking
Cod Topic/Learning Skills
Spent/
e Competency and
Frequency Rememberi Actual Adjusted
Sub- Understanding Applying Analyzing Evaluating Creating
ng
Skills
1. 3 1 3.33 3
2. 4 1 1 4.44 4
3. 1 1 1.11 1+1=2
4. 6 1 1 1 6.67 7
5. 8 3 2 8.89 9
6. 5 1 2 5.56 6
7. 8 2 2 8.89 9
8. 2 1 2.22 2
9. 4 1 1 4.44 4
10. 4 3 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
Percentage (%) 30 10 10 30 10 10
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
21st COGNITIVE PROCESS DOMAINS Total Number
Century Of Test items
Time Lower Order Thinking Higher Order Thinking
Cod Topic/Learning Skills
Spent/
e Competency and
Frequency Rememberi Actual Adjusted
Sub- Understanding Applying Analyzing Evaluating Creating
ng
Skills
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1 1.11 1+1=2
4. 6 1 1 1 1 6.67 7
5. 8 3 2 8.89 9
6. 5 1 2 5.56 6
7. 8 1 2 2 8.89 9
8. 2 1 2.22 2
9. 4 1 1 1 4.44 4
10. 4 3 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
Percentage (%) 30 10 10 30 10 10
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
21st COGNITIVE PROCESS DOMAINS Total Number
Century Of Test items
Time Lower Order Thinking Higher Order Thinking
Cod Topic/Learning Skills
Spent/
e Competency and
Frequency Rememberi Actual Adjusted
Sub- Understanding Applying Analyzing Evaluating Creating
ng
Skills
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1 1 1.11 1+1=2
4. 6 1 1 1 1 1 6.67 7
5. 8 1 3 2 8.89 9
6. 5 1 1 2 5.56 6
7. 8 1 1 2 2 8.89 9
8. 2 1 2.22 2
9. 4 1 1 1 4.44 4
10. 4 3 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
Percentage (%) 30 10 10 30 10 10
TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
21st COGNITIVE PROCESS DOMAINS Total Number
Century Of Test items
Time Lower Order Thinking Higher Order Thinking
Cod Topic/Learning Skills
Spent/
e Competency and
Frequency Rememberi Actual Adjusted
Sub- Understanding Applying Analyzing Evaluating Creating
ng
Skills
1. 3 1 1 1 3.33 3
2. 4 1 1 1 1 4.44 4
3. 1 1 1 1.11 2
4. 6 2 1 1 1 1 1 6.67 7
5. 8 3 1 3 2 8.89 9
6. 5 2 1 1 2 5.56 6
7. 8 3 1 1 2 2 8.89 9
8. 2 1 1 2.22 2
9. 4 1 1 1 1 4.44 4
10. 4 1 3 4.44 4
TOTAL 45 15 5 5 15 5 5 49.99 50
Percentage (%) 30 % 10 % 10 % 30 % 10 % 10 % 102.26 100
Item Placement