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definedin outcome based education as a
product of what been intended in the
beginning of the learning process
LEVEL 2 PROCESS – skills that the students use based 1. What do you want your
on facts and information for making meaning student to do, with what they
and understanding know? i.e identify the arts of
the frogs body after
dissecting it.
LEVEL 3 UNDERSTANDING – big ideas or concepts 1. What do you want students to
understand? i.e how do the
elements of weather interact
to produce climate change?
INCOMPLETE SENTENCE
A country in southeast Asia which is not a member
of the ASEAN 2015 economic community is
a. Vietnam c. Malaysia
b. Korea d. Philippines
2. BEST ANSWER TYPE – all the alternatives are
correct but only one is the best.
Example:
DIRECT QUESTION
What do progressive educators consider as the
most important factor in the teaching learning process?
a. Teacher c. Learner
b. Books d. principal
INCOMPLETE SENTENCE:
According to the progressive educators, the
most important factor in the teaching-learning process
is
a. Teacher c. Learner
b. Books d. Principal
MATCHING TYPE TEST - the most common
matching type is made up of two parallel
columns, the first column (A) as the premise
that present the problem and the second
column(B) that provides the answer.
RELATIONSHIP THAT CAN BE USED IN MATCHING
TYPE TEST
PERSONS ACHIEVEMENTS
TERMS DEFINITIONS
PRINCIPLE ILLUSTRATION
PARTS FUNCTIONS
MACHINES USES
DISEASES CAUSES
Perfect Matching Type is the
number of premises in Column A
is less than the number of
responses in Column B. The
response can only be used once.
Example:
InColumn A are popular descriptions of
Presidents during their term of office. Match
them with the names of Philippine Presidents in
Column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power
3. Corazon C. Aquino C. Filipino First Policy
D. Champions of First
Land Reform Law
Imperfect Matching Type is the
number of premises in Column A are
not equal to the number of the
responses in Column B, or the other
way around. The response or the
premise can be used more than once.
Example:
Column A (Premise) Column B (Responses)
1. Consumer Oriented A. Michael Scriven
Model
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa
Model
Learning outcomes which indicate
learner’s ability to originate, and
express ideas is difficult to test
through objective type test. Hence, in
subjective type test, answer through
reflections, Insights and opinion can
be given through essay.
Essay Test items allow students to
freedom of response. Students are
free to select, relate and present ideas
in their own words. The type of
answers would reflect the extent of the
learner’s knowledge of the subject
matter, ability to use higher order
thinking skills and express ideas in an
accurate creative and appropriate
language.
Restricted Response Item is like an
expanded form of short answer type
objective test. There is a limit on both
the content, scope and the form of
student response. It is most useful in
measuring learning outcomes that
require the interpretation and
application of data in a specific area.
Examples:
TOS.docx
Sample Table of specification matrix for a
periodical Test for Third Quarter
Assessment Tools Highest Scores Weights
Level
Developing 75 - 79
Approaching 80 - 84
Proficiency
Proficient 85 - 89
Bilbao,P.,et al(2014).Curriculum
Development for Teachers.Lorimar
Publishing, Inc.,Quezon City, Metro
Manila