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Table of Specifications Format: Test Items Distribution

This document provides information on formatting a table of specifications and distributing test items. It includes a sample table showing how content is distributed across cognitive domains and test items. Formulas are provided to calculate the number of test items per chapter based on the number of days taught and the total number of desired items. The document also includes a table describing cognitive process dimensions to help categorize test items.

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Marlene Tubieros - Inducil
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61 views3 pages

Table of Specifications Format: Test Items Distribution

This document provides information on formatting a table of specifications and distributing test items. It includes a sample table showing how content is distributed across cognitive domains and test items. Formulas are provided to calculate the number of test items per chapter based on the number of days taught and the total number of desired items. The document also includes a table describing cognitive process dimensions to help categorize test items.

Uploaded by

Marlene Tubieros - Inducil
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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TABLE OF SPECIFICATIONS FORMAT

Content

Learning
Competency

No.
of
Days

Rememberin
g

COGNITIVE DOMAIN AND ITEM PLACEMENT


Understandin
Applyin
Analyzin
Creatin
g
g
g
g

Evaluatin
g

No. of
Items

Percent
in Test

50

100%

Chapter 1
Chapter 2
Chapter 3
Chapter 4
TOTAL

35

TEST ITEMS DISTRIBUTION


Content

Number of Days
Easy
60%

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Total

15
8
7
5
35

30

Distribution of Test Items


Average
Difficult
30%
10%

15

Total Number of
Items

50

Basic formula:
How to determine the number of items.

No. of DaYS Taught

Number of Item/s

__________________________________________

Total No. Of Desired items (i.e. 50)

Total No. of DaYS Taught

How to get the Perecentage of the Number of Items

No. of Items

Percentage of the Number of Items

____________________________________
Total No. of DaYS Taught

100

ADAPTIVE COGNITITVE PROCESS DIMENSIONS


Cognitive Process Dimensions
Remembering

Descriptors
The learner can recall information and retriece
relevant knowledge from long-term memory:
identify,
retrieve,
recognize,
duplicate,
list,
memorize, repeat, reproduce
Understanding
The learner can construct meaning from oral,
written and graphic messages: interpret, exemplify,
lclassify, summarize, infer, compare, explain,,
paraphrase, discuss
Applying
The learner can use information to undertake a
precodure in familiar situations or in a new way:
execute,
implement,
demonstrate,
dramatize,
interepet, solve, use, illustrate, convert, discover
Analyzing
The learner can distinguish between xpart and
determine how they relate to one another,and to
the overall structure and purpose: differentiate,
distinguish, compare, contrast, organize, outline,
attribute, deconstruct
Evaluating
The learner can make judgements and justify
decisions: coordinate, measure, detect, defend,
judge, argue, debate, critique, appraise, evaluate
Creating
The learner can put elements together to form a
functional whole, creats a new product or point of
view: generate, hypothesize, plan, design, dvelop,
produce, construct, formulate, assemble, design,
devise
Adapted FROM Table 5.1 :The Cognitive Process Dimensions: (Anderson and Krathwohl 201, pp67-68

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