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REVISED BLOOM’S TAXONOMY:

(COGNITIVE PROCESS DOMAINS)

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

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.8)


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

Higher- EVALUATING 30%


order Justifying a decision or course of action 10%
Thinking Checking, hypothesizing, critiquing, experimenting, judging

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

Higher- EVALUATING 50%


order Justifying a decision or course of action 10%
Thinking Checking, hypothesizing, critiquing, experimenting, judging

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

Higher- EVALUATING 50%


order Justifying a decision or course of action 15%
Thinking Checking, hypothesizing, critiquing, experimenting, judging

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. Determine the desired number


of test items.
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
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

2. List the topics/learning


competencies with the
corresponding allocation of time.

•The reference is the budgeted


lesson.
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
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.

Time Spent / Frequency per Topic


Total Number of items
Total Frequency in the grading period
Example:

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

4. Round off the value to become


whole numbers.
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 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

5. Adjust or Balance by either


adding or subtracting (any of the
topic totals) so that the sum will
amount to the desired number of
test items.
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 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

6. Distribute the items per topic per


domain.

• Determine the number of items per


complexity / level of cognitive domain.
In this case, we have already a
pre-computed value of 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 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.

• Review the topics, reflect on previous experiences, and imagine


the teaching learning processes (TLP) that can go with the
topics. You may use teaching guides and other similar materials.

• Be mindful of the total points per topic.


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 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

A. Items 1-15 (Type of Question is to measure remembering


which cut across all topics within the grading period.)

B. Items 16-20 (Type of Question is to measure understanding…)

C. Items 21-25 (Type of Question is to measure applying…)

D. Items 26-40 (Type of Question is to measure analyzing..)

E. Items 41-45 (Type of Question is to measure evaluating…)

F. Items 46-50 (Type of Question is to measure creating…)


Benefits of the Table of Specification

1. Test Items are proportionally distributed to all topics in the


grading period (Number of time spent in the topic is proportional
to the number of items from the topic which means that the more
time that the teacher spend in the topic, the more test questions
should be constructed from that topic.)
a. This ensures that the teacher has to cover all topics listed/
budgeted in the grading period.

b. There is therefore sense or urgency.

c. Remediation becomes spontaneous.

d. This assures high “Time on task” rate.


Benefits of the Table of Specification

2. Items are significantly scattered along Bloom’s


Taxonomy (Complexity) / cognitive domain with respect to a
desired percentage which may adhere to the Psychology of
learning and evaluation.

a. Assures that all levels of complexity (R-C) are given emphasis.

b. Assures varied learning activities inside the classrooms.

c. Ensures that Higher-order Thinking skills are developed across


all levels.
Benefits of the Table of Specification

3. It is easier to construct a test question because


the TOS ser ves as a blueprint.

• In fact, the teacher (provided she has master y of her lesson


and with the aid of the TOS), can constr uct test questions
without using any textbooks and there is assurance that test
questions are constructed in her own words and therefore the
test questions appeal or relate better to the pupils/ students.

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