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Table of Specifications in MTB-MLE 2

This document provides a table of specifications for an examination in Mother Tongue Based - Multilingual Education (MTB-MLE) 2. It shows that the exam will assess 15 learning competencies through 40 questions. Most questions will assess skills like identifying names and words (8% of questions) and writing letters and sentences (8% of questions). The table also breaks down the cognitive process dimensions assessed, with most questions targeting remembering (4 questions), understanding (2 questions), and applying (1 question).

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Melanie Aplaca
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561 views4 pages

Table of Specifications in MTB-MLE 2

This document provides a table of specifications for an examination in Mother Tongue Based - Multilingual Education (MTB-MLE) 2. It shows that the exam will assess 15 learning competencies through 40 questions. Most questions will assess skills like identifying names and words (8% of questions) and writing letters and sentences (8% of questions). The table also breaks down the cognitive process dimensions assessed, with most questions targeting remembering (4 questions), understanding (2 questions), and applying (1 question).

Uploaded by

Melanie Aplaca
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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First Quarter Examination

Table of Specifications in MTB-MLE 2

Number of Sessions % of Sessions per Number of Cog


Learning Competencies
Taught Competency Items Remembering Understanding

Identify names of persons, places


3 8% 1.13 1
and things
Use the correct noun markers (ang,
ang mga, si, sina, . . .) in identifying 3 8% 1.13 1
common and proper names

Give the correct proper names of


2 5% 0.75
common names

Recall important information in


2 5% 0.75 1
stories and poems read

Identify rhyming words in poems


2 5% 0.75 1
consisting of two to three stanzas.

Supply rhyming words to two-three


2 5% 0.75
stanza poems

Use correct pronouns in talking and


3 8% 1.13 1
in writing.

Identify action words in sentences


3 8% 1.13 1
and stories.

Use correct action words in


narrating and writing about one’s 2 5% 0.75
experiences.

Correctly spell previously studied


2 5% 0.75 1
words

Fill out forms (e.g. school forms) 2 5% 0.75

Write upper and lower case letters


3 8% 1.13
using cursive strokes

Write simple sentences observing


writing mechanics such as
2 5% 0.75
capitalization, punctuation marks
and spelling.
Sequence 3 to 5 events in the story 2 5% 0.75

Give the main idea of a story/poem 3 8% 1.13

Predict possible ending of a story. 2 5% 0.75

Give the meanings of words


presented through illustrations,
2 5% 0.75
demonstration, synonyms and
antonyms
Total: 40 100% 15 7 3

The learner can recall information and retrieve relevant knowledge from long-term memory: iden
Remembering reproduce.
The learner can construct meaning from oral, written, and graphic messages: interpret, exempl
Understanding paraphrase, discuss
The learner can use information to undertake a procedure in familiar situations or in a new way:
Applying solve, use, illustrate, convert, discover
The learner can distinguish between parts and determine how they relate to one another, and to
Analyzing compare, contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend,
The learner can put elements together to form a functional whole, create a new product or point o
Creating produce, construct, formulate, assemble, design, devise
Reference: D.O. No. 8 s. 2015
Cognitive Process Dimensions Item
Applying Analyzing Evaluating Creating Palcement

1
1

4 2 1 1 15

ory: identify, retrieve, recognize, duplicate, list, memorize, repeat,

, exemplify, classify, summarize, infer, compare, explain,

ew way: execute,implement, demonstrate, dramatize, interpret,

r, and to the overall structure and purpose: differentiate, distinguish,

defend, judge, argue, debate, critique, appraise, evaluate


or point of view: generate, hypothesize, plan, design, develop,

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