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Assessment in Learning 1 > The Table of Specifications: RM1.B > Flashcards

The Table of Specifications: RM1.B Flashcards

1
Q

What is Anderson & Krathwol’s Taxonomy?

A

It is a toolbox that teachers or students can use to classify and organize learning objectives.

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2
Q

This organization assumes that learning is structure from the easiest to hardest perception of information.

A

Anderson & Krathwol’s Taxonomy of 2001

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3
Q

First Level of Anderson & Krathwol’s Taxonomy: Distinguish & Define.

A

Remembering. Rote memorization and recollecting of facts without much understanding. (memorization of meaningless facts)

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4
Q

First Level of Anderson & Krathwol’s Taxonomy: Give Example

A

Learn about lemons. The shape, size, color, weight and its taste can be identified.

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5
Q

Second Level of Anderson & Krathwol’s Taxonomy: Distinguish & Define.

A

Understanding. The beginning of decoding information.

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6
Q

Second Level of Anderson & Krathwol’s Taxonomy: Give Example

A

Learn that yellow lemons are ripe to eat and this fruit loves sunshine that it becomes rich in Vitamin C which is a great antioxidant that keeps a person healthy.

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7
Q

Third Level of Anderson & Krathwol’s Taxonomy: Distinguish & Define.

A

Applying. We apply what we know

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8
Q

Third Level of Anderson & Krathwol’s Taxonomy: Give Example

A

After understanding the benefit nutrients from lemon, it can be used in a boiling hot water, add honey and becomes a treatment to a sick person.

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9
Q

Fourth Level of Anderson & Krathwol’s Taxonomy: Distinguish & Define.

A

Analyzing. It involves examining and breaking down information into components determining how the parts relate to one another and finding evidence to support generalizations.

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10
Q

Fourth Level of Anderson & Krathwol’s Taxonomy: Give Example

A

Examining the lemon flesh: Looking into its skin and the level of vitamins. Concluding, that everything inside the lemon can be eaten while the skin tastes bitter and contains traces of toxic pesteside that can’t be consumed.

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11
Q

Fifth Level of Anderson & Krathwol’s Taxonomy: Distinguish & Define.

A

Evaluating. Evaluate, analyze, critique and compare

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12
Q

Fifth Level of Anderson & Krathwol’s Taxonomy: Give Example

A

To proof that the lemon is a great source of vitamins, it is compared to oranges and other supplements. Looked into other properties such as vitamin levels, affordability, taste and packaging waste.

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13
Q

Sixth Level of Anderson & Krathwol’s Taxonomy: Distinguish & Define.

A

Creating.

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14
Q

Sixth Level of Anderson & Krathwol’s Taxonomy: Give Example

A

After remembering, understanding, applying, analyzing, evaluating, creating our own lemonade can be done. It is now easy to create a shop with a good name and slogan.

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15
Q

Narrate the origin of Anderson & Krathwol’s Taxonomy

A

First created as by the committe of American psychologists Bloom’s Taxonomy, named after their chairman in 1946. But in 2001, Benjamin Bloom’s students namely, Anderson & Krathwol presented a revised version which serves as a backbone of many teaching philosophies with a certain teaching skills.

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16
Q

Describe Anderson & Krathwol’s Taxonomy

A

Composed of six levels, just like the original version but with the usuage of verbs per level. Each level usually contains a clear learning objective that can be tested.

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17
Q

Remembering in defining terms

A

Recall facts and basic concepts: Define, duplicate, list, memorize, repeate, state

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18
Q

Understanding in defining terms

A

Explain ideas or concepts: Classify, describe, discuss, explain, translate

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19
Q

Applying in defining terms

A

Use information in new situations: Execute, implement, solve, demonstrate, schedule, sketch

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20
Q

Analyzing in defining terms

A

Draw connections among ideas: Differentiate, organize, relate, experiment, question

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21
Q

Evaluating in defining terms

A

Justify a stand or decision: Appraise, argue, defend, judge, select, support

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22
Q

Creating in defining terms

A

Produce new or original work: Design, assemble, invent, conjecture, develop, investigate, formulate

23
Q

A Table of Specifications (TOS) is sometimes called?

A

Test Blueprint

24
Q

What is a Table of Specifications (TOS) or Test Blueprint ?

A

A tool/table used by teachers to design a test that helps to ensure that the teacher does not over look details considered essential to a good test

25
Q

What does the TOS ensures?

A

The course’s intended learning outcomes, assessments and instructions are aligned or parallel

26
Q

Fill in the Blanks: Generally, the TOS is prepare _______ a test is created. However, it is ____ to prepare one even _____ the _____ of instruction.

A

Before, ideal, before, start

27
Q

The TOS & Test are often independent with each other. True or False?

A

True

28
Q

Give at least 4 importantance of Table of Specification?

A
  1. Improves the validity of teacher-made test
  2. Ensures that the instructional objectives and what the test captures match
  3. Ensures that the test developer will not overlook the details that are considered essential to a good test
  4. Makes developing a test easier and more efficient
  5. Ensures that the test will sample all important content areas and processes
  6. Is useful in planning & organizing
  7. Offers an opportunity for teachers and students to clarify achievement expectations.
29
Q

What is the 1st general step in developing a table of specification?

A

I. Determine the objectives of the test

30
Q

Instructional objectives is also known as the ?

A

Intended learning outcomes

31
Q

Intended learning outcomes are identified at the _______?

A

Start. When the teachers creates the course syllabus.

32
Q

I. Determine the objectives of the test are based on the?

A

Instructional objectives (intended learning outcomes)

33
Q

What are the 3 types of objectives?

A

Cognitive Objectives
Affective Objectives
Psychomotor Objectives

34
Q

_______ objectives are designed to increase individual’s knowledge, understanding and awareness

A

Cognitive

35
Q

______ objectives aim to change an individual’s attitude into something desirable

A

Affective

36
Q

______ objectives are designed to build phyisical or motor skills

A

Psychomotor

37
Q

Define Cognitive Objectives

A

are statements of student outcomes in a lesson or unit which pertain to the aquisition of knowledge and the ability to interpret that knowledge

38
Q

Define Affective Objectives

A

are designed to change an individual’s attitude, choices, and relationships.

39
Q

Define Psychomotor Objectives

A

are statements of student outcomes in a lesson or unit which pertain to skill improvement and/or physical fitness development.

40
Q

Cognitive Objectives: Give Example

A

Given a description of a planet, the student will be able to identify that planet, as demonstrated verbally or in writing, with 100% accuracy.

41
Q

Affective Objectives: Give Example

A

Cooperates in group activities (displays teamwork). Displays a professional commitment to ethical practice on a daily basis

42
Q

Psychomotor Objectives: Give Example

A

PE Class: Improvement of the BMI. From obese to normal

43
Q

When planning for assessment, choose only the _____ that can be best captured by a written test.

A

objective

44
Q

There are objectives that are NOT meant for a ____

A

written test

45
Q

Where does this description belong: Only topics that have been discussed in class and are relevant should be included in the test. (general steps in developing a table of specification)

A

Determine the coverage of the test

46
Q

Where does this description belong: The weight assigned per topic in the test is based on the relevance and time spent to cover each topic during instruction. (general steps in developing a table of specification)

A

Calculate the weight for each topic

47
Q

How to calculate the weight for each topic? Formula

A

(Time spent for a topic divided by Total Time Spent) x Total Percent of Time = The percentage of time for a topic

48
Q

General rule, students are given _ to _ seconds for each item in test formats with multiple choices. And what general step is this is developing the TOS?

A

30-60. Determine the number of items for the whole test

49
Q

How to Determine the number of items per topic?

A

Divide the total number of items by the total time spent for each topic (50 divided by 10 =5 items)

50
Q

What are two things that you need to know in making the TOS?

A
  1. How many hours/days did the teacher taught the lesson?

2. How many items does the teacher want to give the students?

51
Q

Objective is defined as?

A

brief statements that describes what students will be expected to learn by the end of the school year, class period, course, unit, lesson, or project.

52
Q

What are the other categories that builds up the TOS?

A

No. of hours spent in each objective, what skill to measure, total of items, percentage

53
Q

They belong to a group of researchers that revised the Bloom’s Taxonomy

A

Anderson & Krathwol

Assessment in Learning 1 (4 decks)

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