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Table of Specification in English 9: Tambulig National High School Tuluan Extension First Quarter Examination

The table of specification outlines the learning competencies, number of sessions taught, and cognitive process dimensions for the Science 7 second quarter examination. It covers 12 learning competencies related to cells, microorganisms, reproduction, and ecosystems. A total of 30 multiple choice items will assess students' ability to remember, understand, apply, analyze, evaluate, and create as it relates to the specified competencies. The exam aims to evaluate students' mastery of key concepts in biology leading up to the second quarter.

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130 views

Table of Specification in English 9: Tambulig National High School Tuluan Extension First Quarter Examination

The table of specification outlines the learning competencies, number of sessions taught, and cognitive process dimensions for the Science 7 second quarter examination. It covers 12 learning competencies related to cells, microorganisms, reproduction, and ecosystems. A total of 30 multiple choice items will assess students' ability to remember, understand, apply, analyze, evaluate, and create as it relates to the specified competencies. The exam aims to evaluate students' mastery of key concepts in biology leading up to the second quarter.

Uploaded by

JollyGay Tautoan Ladores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as XLSX, PDF, TXT or read online on Scribd
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Tambulig National High School Tuluan Extension

Table of Specification in English 9


First Quarter Examination
Cognitive Process Dimensions (Item Numbers)
Number of % of Sessions per Number of
Learning Competencies
Sessions Taught Competency Items Remembering Understanding Applying Analyzing Evaluating

5 1,2,4 3
EN9OL-If-2.6.2: Use the appropriate gestures
(hand, face, and body) EN9OL-Id-1.14: Use the
correct pitch, juncture, stress, intonation, rate of
4 14% 5
speech, volume and projection when delivering
lines of poetry and prose in dramatic and
conventional speech choirs

EN9V-Ig-12.3: Note types of context clue 8,9,10,12,13,14 6,7,11


(restatement, definition, synonyms, antonyms) 7 25% 9
used for a given word or expression.
EN9G-If-1.6/1.7: Use appropriate punctuation 16,18,19,20,21, 15,17
4 14% 8 22
marks and capitalization to convey meaning
EN9RC-Ib-16: Share prior knowledge about a 23,24 25
2 7% 3
text topic
28
EN9LT-Ig2.2.3: Determine tone, mood,
1 4% 1
technique, and purpose of the author

EN9LT-Ic-2.2: Explain how the elements specific 27,40 26


to a genre contribute to the theme of a particular 2 7% 3
literary selection
29,30,31,32,33,
EN9LT-Id-14: Analyze literature as a means of
8 29% 12 34,35,36,37,38,
discovering the self
39
28 100% 40
The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize,
Remembering
reproduce.
The learner can construct meaning from oral, written, and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain,
Understanding
paraphrase, discuss
The learner can use information to undertake a procedure in familiar situations or in a new way: execute,implement, demonstrate, dramatize, inter
Applying
solve, use, illustrate, convert, discover
The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distin
Analyzing
compare, contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, devel
Creating
produce, construct, formulate, assemble, design, devise
Reference: D.O. No. 8 s. 2015

Prepared by:
JOLLY GAY O. TAUTO-AN Checked and Approved by:
Teacher BALBINO P. LUZANA, JR
School Head
gh School Tuluan Extension
ification in English 9
rter Examination
Cognitive Process Dimensions (Item Numbers)
Creating

ve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat,

l, written, and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain,

e a procedure in familiar situations or in a new way: execute,implement, demonstrate, dramatize, interpret,


nd determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish,
tribute, deconstruct
decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate
rm a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop,
e, design, devise
Second Quarter Examination
Table of Specification in Science 7
Prepared by: Grade 7 Teachers
Cognitive Process Dimensions (Item Numbers)
Number of % of Sessions
Number
Learning Competencies Sessions per
of Items Remembering Understanding Applying Analyzing Evaluating Creating
Taught Competency

1. Identify parts of the microscope and their


3 6% 2 1, 2
functions (S7LT-IIa-1)

2. Focus specimen using compound


3 6% 2 3, 4
microscope (S7LT-Iib-2)

3. Describe the different levels of biological


organiazation from cell to biosphere (S7LT- 4 8% 2 5 6
IIc-3)

4. Differentiate plant and animal cells


according to preszence or absence of 4 8% 2 7, 8
certain organelles (S7LT - IId-4)

5. Explain why cell is considered the basic


structural and functional unit of all 5 10% 3 9, 10 11
organism
(S7LT-IIe-5)

6. Identify beneficial and harmful 5 10% 3 12, 13 14


7. Differentiate asexual from sexual
microorganisms (S7LT-IIf-6)
reproduction in terms of:

7.1: number of
indiciduals involved 7 13% 4 15, 16, 17, 18
7.2: similarities
of offspring to parents (S7LT-IIg-7)
8. Describe the process of fertilization 5 10% 3 19, 20 21
(S7LT-Iig-8)
9. Differentiate biotic from abiotic
3 6% 2 22, 23
components of an ecosystem
(S7LT-Iih-9)

10. Describe the different ecological 5 10% 3 24, 25 26


relationships found in an ecosystem (S7LT-
Iih-10)

11. Predict the effect of changes in one


population on other populations in the 4 8% 2 27 28
ecosystem (S7LT-Iii-11)

4 8% 2 29 30
12. Predict the effect of changes in abiotic
factors on the ecosystem (S7LT-Iij-12)
Total: 52 100% 30

The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize,
Remembering
repeat, reproduce.
The learner can construct meaning from oral, written, and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain,
Understanding
paraphrase, discuss
The learner can use information to undertake a procedure in familiar situations or in a new way: execute,implement, demonstrate, dramatize,
Applying
interpret, solve, use, illustrate, convert, discover
The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate,
Analyzing
distinguish, compare, contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop,
Creating
produce, construct, formulate, assemble, design, devise
Reference: D.O. No. 8 s. 2015

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