Showing posts with label Table of Specifications (TOS). Show all posts
Showing posts with label Table of Specifications (TOS). Show all posts

Tuesday, January 1, 2019

Review Plan for BLEPP 2019





It is never too early to review!  That's 299 days to go as of posting (1 January 2019) . Often a reviewee would complaint that he was not able to cover as much and feels unprepared when the exam date is near. For the reason that he only prepared and reviewed 4-3 months ahead of the exam date. So better to prepare ahead than worry and complain later on.

So first thing first we hope that you have an appreciation of the law RA 10029 or the Philippine Psychology Act of 2009, which you can read from this link. (http://psychometricpinas.blogspot.com/p/ra-10029-or-philippine-psychology-act.html


Also, we have a Frequently Ask Questions which you can read from this link, although not updated but most of the items remain relevant today, and we hope even for #BLEPP2019.  Do inform for important changes. (http://psychometricpinas.blogspot.com/p/faq-madalas-na-ta.html)


Below is a suggested calendar for your game plan - strategy for BLEPP 2019.  The plan is to spend a week each month to review a particular topic/subject (Theories of Personality, Abnormal Psychology, Industrial Psychology, Psychological Assessment). So spend time reading and reviewing for the month of January until June and drill (quiz/test) for the month of July leading to exam month in October. 

Depending on your preference you may want to review each month a particular subject and then do the drills at the end of each month. But it is highly suggested that 2 months before the exam spend more time doing drills than reading and reviewing so you get to practice reading questions and answering them accurately.



Below is a monthly review plan for a particular topic/subject. Fill those empty cells with keywords you've learned and number of hours spent to monitor your progress.


The matrix below is a monthly review plan but different  topic/subject is tackled each week. This is suggested so you don't get saturated with a particular topic or subject and the tendency to look forward to doing a new topic. But again it depends on your preference.



Often a reviewee would asks, "what to review"? The PRC Board of Psychology issued in 2014 a Table of Specifications (TOS)  which has not changed as of this posting. The TOS is the supposed to be coverage of the licensure exam containing outcome, its equivalent percentage and number of items. Although some would complain that the TOS is not representative of what appeared in their licensure exam, but then again, better to have a clue than clueless on what to review.

So below is a table of the TOS and a suggested review plan. Suit yourself as to how you want to do it (make your own strategy/diskarte). One strategy is to pay particular attention to the number of items especially for Psych Assessment it is 150 items. Should you be able to learn and master by heart at least 150 items then you have a good chance. Provided that all those items you learned would appear in the exam so better to learn at least 200 or more items to make sure you cover widely on the subject. Again the TOS should serve as a guideline on what to include in your review, but you are not precluded to cover as much as you can.
  




Qualitatively fill those blank spaces with: keywords, concepts, ideas, theories, names that you have encountered in your reading. Be sure that you are able to repeat/explain to yourself these things. Also, quantitatively you should monitor the number of chapters you have covered, pages read and hours spent on a daily, weekly or monthly basis.

In any examination is not only the familiarity with terms and concepts or cognitive accumulation that matters, but it also takes building and gaining confidence. So that on the exam day, you may get anxious at first but with confidence you are able to deliver and answer your test paper accurately. So it is both cognitive and affective preparations that matters for your success for BLEPP 2019. Good luck! 

=====================================================================
Should you want to download the links in pdf or excel format - check links here:

Excel File (several sheets embedded)
https://drive.google.com/file/d/1LsnIyQMasdvp-9VexEFRYoWnuzzxFev7/view?usp=sharing

PDF File
https://drive.google.com/open?id=1QyEPOVqn_nyTrxptm55wLgSCZJle1NUA

Friday, June 17, 2016

2016 Proposed Revision of TOS for BLEPP


Dear PAP members,

The PRB/Professional Regulatory Board of Psychology (PRBP) recently sent a proposed revision of the TOS (Table of Specifications for Psychology) for the licensure exams (see embedded file).  

We are requesting our PAP members to read and comment on the revisions made re: TOS.  We hope to receive your comments within next week for  PAP collation, comments will then be forwarded to the PRB board.

Kindly direct your emails to Dr. John Manuel Kliatchko (jmr_kliatchko@yahoo.com) and Dr. Ma. Paz A. Manaligod  (mariepazm@yahoo.com).

We appreciate your kind attention.

Sincerely,

Ma. Paz A. Manaligod, PhD, RP
Executive Secretary





Unlike the weights for Psychologist Board Exam, for Psychometricians the weights remain the same. The 2016 proposed TOS is observed to be expanded adding more items to the former enumerated out. So it will be more challenging for the examinees to answer. However, the TOS is now more specific and clearer since it was expanded. Some of the outcomes if not the same were restated to make them clearer. 

The use of words such as assess, compare, evaluate, explain, analyze and distinguish belong to the higher level  in the hierarchy of Bloom's Taxonomy of Learning categorized in the level of Application, Analysis, Synthesis and Evaluation.

As such, the BLEPP as an outcome based exam, examinees should pay more attention on the kind of questions they are required to answer and employ corresponding skills necessary to pass the exam.  Since the exam is not simply recall or memorizing and remembering data or facts.

We hope that readers will do as requested by PAP to provide them comment about the TOS that they will forward to the PRB. So we provided a table and our comments comparing the 2014 (old) TOS with the 2016 (proposed) TOS. You can comment both on the comment section of this blog and in our FB page/groups.



TOS items 1, 2, and 5 are restatements, although higher level of thinking is required. Item No. 3 on theories and models is more explicitly than its 2014 version. Item No. 4 perhaps the use of "multipath model" is more appropriate than "multipath theory" per David Sue's (Understanding Abnormal Behavior, 9th Ed.) "The multi-path model is not a theory, but a way of looking at the variety and complexity of contributors to 
mental disorders."




Mostly carry over of the previous TOS except for item 2, it is explicit on group test results and item 5 added outcome is the implication to test interpretations when there's deviations committed and non-standardized practices. 


 TOS for item 2 the outcome task is more on evaluation (determine and appraise) unlike the previous one which is just to identify factors affecting personality. Also, in item 3 is more expanded to include research methods and including behavior, attitude and values of Filipinos (which may form part of personality). 




TOS for item 1 is expanded to include tools and methods in employee selection (outcome is on analysis).  Items 2 and 3 are also expanded particularly on the aspect of major considerations, strategies and methods. Item 4 added compensation systems. Item 5 is expanded to include leadership and organizational development. Item 6 also expanded to include functional units of Human Resource Management System. Item 7 expanded to include also implications of work life balance and well being to I/O Psychology.  



Related links

http://psychometricpinas.blogspot.com/2014/06/comparison-bloom-and-tos-required.html

http://psychometricpinas.blogspot.com/2014/06/outcomes-assessment-faq-examples-and.html

Wednesday, March 11, 2015

Review and Recall: THEORIES OF PERSONALITY

...the psychological study of personality, the application of the methods of science to the riddles posed by man's own behavior,is a relative newcomer. The answers produced by psychology are bound to be measured against those produced by the collective experience and wisdom civilized man down through the ages.

For there seem to be almost as many definitions of personality as there have been writers about it. 

Personality

... the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought (Allport, 1961).

... a person's unique pattern of traits (Guilford, 1959).

... those habits and habit systems of social importance that are stable and resistant to change (Guthrie, 1944).

... the organization of unique behavior equipment an individual has acquired under the special conditions of his development (Lundin, 1961). 

...the most adequate conceptualization of a person's behavior in all its detail (McClelland, 1951).


Source: Conceptions of Personality:Theories and Research by Leon H.Levy, Random House, 1970















(First posted 10/23/14 - h=655)

Tuesday, March 10, 2015

Recall and Review: Abnormal Psychology



  1. Abnormal psychology is the branch of psychology that studies unusual patterns of behavioremotion and thought, which may or may not be understood as precipitating a mental disorder. Although many behaviours could be considered as abnormal, this branch of psychology generally deals with behavior in a clinical context.[1] There is a long history of attempts to understand and control behavior deemed to be aberrant or deviant (statistically, morally or in some other sense), and there is often cultural variation in the approach taken. The field of abnormal psychology identifies multiple causes for different conditions, employing diverse theories from the general field of psychology and elsewhere, and much still hinges on what exactly is meant by "abnormal". There has traditionally been a divide between psychological and biological explanations, reflecting a philosophicaldualism in regard to the mind body problem. There have also been different approaches in trying to classify mental disorders. Abnormal includes three different categories, they are subnormalsupernormal and paranormal.[2]
    The science of abnormal psychology studies two types of behaviors: adaptive and maladaptive behaviors. Behaviors that are maladaptive suggest that some problem(s) exist, and can also imply that the individual is vulnerable and cannot cope with environmental stress, which is leading them to have problems functioning in daily life.[3] Clinical psychology is the applied field of psychology that seeks to assess, understand and treat psychological conditions in clinical practice. The theoretical field known as 'abnormal psychology' may form a backdrop to such work, but clinical psychologists in the current field are unlikely to use the term 'abnormal' in reference to their practice. Psychopathology is a similar term to abnormal psychology but has more of an implication of an underlying pathology (disease process), and as such is a term more commonly used in the medical specialty known as psychiatry.  Source - http://en.wikipedia.org/wiki/Abnormal_psychology








(First posted on 10/23/14, h=208)

Monday, March 9, 2015

Recall and Review: Psychological Assessment




Most licensure exam takers in the BLEPP 2014 got low score if not failed  on this subject. Special focus and attention should be given to this subject since it is 150 items and it consists of 40% or double of any of the three other subjects (20%) in weight. In some school Psychological Assessment is named as Psychological Testing or Psychological Measurement.










(Posted 10/23/14 h=280)

Sunday, March 8, 2015

Review and Recall - Industrial Psychology


An infographics based on the 2014 TOS for Industrial Psychology and chart to help you review. Identify those keywords and terms and understand them. Share with us those terms in the comment section and let's discuss. Review and Recall.











(2014/h=349)

Sunday, June 22, 2014

Comparison Bloom and TOS Required Competence

(Updated June 24, 2014Note - Bloom's Taxonomy is not part of the exam - but it will make use of Bloom's taxonomy in framing questions for the exam. Always refer to the TOS for the exam's coverage. Please refer to the links below to know more about the context of this blog post.) 


Based on the above table, Comparing Bloom and the TOS Required Competence, we can categorized the skills demonstrated or questions cues according to: more frequent occurring, less and least. 

The following Frequent Occurring in the 3 subjects:
Apply/use  -Application
Identify      -Knowledge
Recognize  -Knowledge

The following Less Occurring in 2 subjects:
Differentiate  -Analysis
Describe        -Comprehension

The following Least Occurring in 1 subject:
Assess          -Evaluation
Evaluate      -Evaluation
Distinguish  -Comprehension
Discuss        -Comprehension
Explain        -Comprehension
Use             - Application

As to subjects Abnormal Psychology uses 6 various skills or questions cues, while Industrial Psychology uses 5, Psychological Assessment uses 5, and Theories of Personality uses 3. 

It can be observed that question cues like identify and recognize considered belonging to the basic and least complex of the cognitive system categories are still the more dominant in at least 3 subjects. Although question cue on application or knowledge utilization is appearing in the 3 subjects as well.

Examinees should therefore pay attention on these skills demonstrated or questions cues. The TOS should be referred back in order to familiarize with the possible framing of board exam questions and make use of the TOS as review guide.

To be updated of our blog posts and other review information consider signing-up here - http://psychometricpinas.blogspot.com/2014/06/sign-up-and-get-download-links-to-our.html


Longer version of the matrix - Table of Comparison





Bloom’s Taxonomy

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Competence

Skills Demonstrated

Knowledge
  • observation and recall of information
  • knowledge of dates, events, places
  • knowledge of major ideas
  • mastery of subject matter
  • Question Cues:
    list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension
  • understanding information
  • grasp meaning
  • translate knowledge into new context
  • interpret facts, compare, contrast
  • order, group, infer causes
  • predict consequences
  • Question Cues:
    summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application
  • use information
  • use methods, concepts, theories in new situations
  • solve problems using required skills or knowledge
  • Questions Cues:
    apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis
  • seeing patterns
  • organization of parts
  • recognition of hidden meanings
  • identification of components
  • Question Cues:
    analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis
  • use old ideas to create new ones
  • generalize from given facts
  • relate knowledge from several areas
  • predict, draw conclusions
  • Question Cues:
    combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation
  • compare and discriminate between ideas
  • assess value of theories, presentations
  • make choices based on reasoned argument
  • verify value of evidence
  • recognize subjectivity
  • Question Cues
    assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
* From Benjamin S. Bloom Taxonomy of educational objectives.
Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education.
Adapted by permission of the publisher.


Bloom’s Taxonomy is a hierarchy of six cognitive skills arranged from less to more complex.

Knowledge

Recognizes students’ ability to use rote memorization and recall certain facts.
Action verbs to help write objectives or exam questions for this domain:
cite, define, identify, label, list, match, name, recognize, reproduce, select, state.
EXAMPLE
Learning objectivesExam questions
The students will recall the four major food groups without error.
Name the four major food groups.
The students will list at least three characteristics peculiar to the Cubist movement.
List  three characteristics that are unique to the Cubist movement.
The students will be able to definegram-positive bacteria.
Define gram-positive bacteria.

Comprehension

Involves students’ ability to read course content, understand and interpret important information and put other’s ideas into their own words.
Action verbs to help write objectives or exam questions for this domain: 
classify, convert, describe, distinguish between, explain, extend, give examples, illustrate, interpret, paraphrase, summarize, translate.
EXAMPLE
Learning objectivesExam questions
The students will summarize the main events of a story in grammatically correct English.
Using grammatically correct English, please summarize the main events – in three or four sentences - from the news story given below.
The students will describe in prose what is shown in graph form.
Given a graph of production trends in automobiles, describewhat the graph represents in a memo to your boss.
From a “story-problem” description, students will convert the story to a mathematical manipulation needed to solve the problem.
A researcher wonders whether attending a private high school leads to higher or lower performance on an exam of social skills.  A random sample of 100 students from a private school produces a mean score of 71.30 on the exam, and the national mean score for students from public schools is 75.62 (s x = 29.0). Convert the information in this word problem into a mathematical representation that will enable you to solve the problem.

Application

Students take new concepts and apply them to another situation.
Action verbs to help write objectives or exam questions for this domain:
apply, arrange, compute, construct, demonstrate, discover, modify, operate,predict, prepare, produce, relate, show, solve, use.
EXAMPLE
Learning objectivesExam questions
The students will multiply ractions in class with 90 percent accuracy.
Solve for the ten following fraction multiplication problems.  Please make sure to show all your work.
The students will apply previously learned information about socialism to reach an answer.
According to our definition of socialism, which of the following nations would be considered to be socialist?
The students will demonstrate the principle of reinforcement to classroom interactions.
In a teaching simulation with your peers role-playing 6th grade students, demonstrate the principle of reinforcement in classroom interactions andprepare a ½ page description of what happened during the simulation that validated the principle.

Analysis

Students have the ability to take new information and break it down into parts to differentiate between them.
Action verbs to help write objectives or exam questions for this domain: analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, infer, order, outline, point out, separate, subdivide.
EXAMPLE
Learning objectivesExam questions
The students will read a presidential debate and point outthe passages that attack a political opponent personally rather than the opponent’s political programs.
From the short presidential debate transcribed below:  Differentiatethe passages that attacked a political opponent personally, and those that attacked an opponent’s political programs.
The students will point out the positive and negative points presented in an argument for the abolition of guns.
From the argument given below,analyze the positive and negative points presented concerning the abolition of guns and write a brief (2-3 page) narrative of your analysis.
Students will discriminate among a list of possible steps to determine which one(s) would lead to increased reliability for a test.
Determine which of the following steps would most likely lead to an increase in the reliability estimate for a test:
  • Increasing the number of persons tested from 500 to 1,000.
  • Selecting items so that half were very difficult and half very easy
  • Increasing the length of the test with more of the same kinds of items
  • Increasing the homogeneity of the group of subjects tested.

Synthesis

Students are able to take various pieces of information and form a wholecreating a pattern where one did not previously exist.
Action verbs to help write objectives or exam questions for this domain:combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, organize, plan, propose, rearrange, reorganize, revise, rewrite, tell, write.
EXAMPLE
Learning objectivesExam questions
The students will write a different but plausible ending to a short story.
Develop one plausible ending for all three short stories below.
After studying the current economic policies of the United States, student groups will designtheir own goals for fiscal and monetary policies.
Working in your groups and considering the current economic policies of the US that we have been studying, develop your goals for employment, price levels, and rate of real economic growth for the next three years.  Write these goals on the newsprint and be ready to discuss why your goals are feasible.
The students will design a series of chemical operations to separate quantitatively the elements in a solution.
In the lab, you will be given a solution to analyze to see what elements make up the solution.  Then design a series of chemical operations to separate quantitatively the elements in the solution.

Evaluation

Involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusions.
Action verbs to help write objectives or exam questions for this domain:
appraise, assess, compare, conclude, contrast, criticize, discriminate, evaluate, judge, justify, support, weigh.
EXAMPLE
Learning objectivesExam questions
The students will use the principles of socialism to evaluate the US economic system.
Using the basic principles of socialism discussed in this course,evaluate the US economic system by providing key arguments to support your judgment.
Given any research study,evaluate the appropriateness of the conclusions reached based on the data presented.
For years, misinformation about negative effects of aspartame has proliferated on the internet. The committee evaluated peer-reviewed research from the scientific literature on this topic and concluded: “Aspartame consumption is not associated with adverse effects in the general population”.  -- Given the data we’ve looked at on this topic,evaluate how appropriate this conclusion is and defend your answer.
The students will compare two pieces of sculpture, giving reasons for their positive evaluation of one over the other.
Two pieces of sculpture from different eras and artists are displayed.  Study these two pieces, use the compare-contrast method to determine which piece you prefer and write a 2-3 page report that describes your thinking process as you studied these pieces.  Utilize the skills you have learned as we have studied various pieces of sculpture over the past two weeks.

Additional information

Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. R., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition)New York: Longman.
Bloom, Benjamin S., et. al. (1956). Taxonomy of Educational Objectives, New York: David McKay Company, Inc.
Gronlund, N. E. (1998). Assessment of student achievement. Boston: Allyn and Bacon.
Hellyer, S. (n.d.). A teaching handbook for university faculty. Chapter 1: Course objectives. Retrieved October 1, 1998 from Indiana University Purdue University Indianapolis Web site: http://www.iupui.edu/~profdev/handbook/chap1.html
Krathwohl, D.R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Kubiszyn, K., & Borich, G. (1984). Educational testing and measurement:
Classroom application and practice. Glenview, IL: Scott, Foresman, pp. 53-55.