Content Development and Classification of Test Items for English Language (JHS)
This guide outlines the content areas, competencies, descriptive statements, and test specifications for English Language at the Junior High School (JHS) level. It includes a Table of Specifications (ToS) to ensure balanced assessment across cognitive levels.
Content Areas and Competencies
1. Oral Language
Competencies:
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Articulate English speech sounds accurately.
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Understand stress patterns in words and sentences.
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Engage in meaningful conversations.
Descriptive Statements:
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Identify and produce correct speech sounds (vowels & consonants).
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Differentiate between minimal pairs (e.g., ship vs. sheep).
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Determine stress patterns in words (e.g., 'record vs. re'cord).
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Apply appropriate intonation in conversations.
2. Reading
Competencies:
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Extract meaning from texts at different levels (literal, inferential, critical).
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Use context clues to understand unfamiliar words.
Descriptive Statements:
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Summarize a given passage.
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Identify synonyms and antonyms in context.
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Analyze figurative language (similes, metaphors).
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Recognize topic sentences and supporting details in paragraphs.
3. Writing
Competencies:
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Apply grammar rules in writing (punctuation, spelling, coherence).
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Compose well-structured essays (narrative, descriptive, argumentative).
Descriptive Statements:
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Correct errors in capitalization and punctuation.
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Organize ideas logically in a paragraph.
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Write formal letters, reports, and speeches with the appropriate register.
4. Grammar
Competencies:
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Use parts of speech correctly (prepositions, conjunctions).
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Apply tense consistency, concord, and reported speech.
Descriptive Statements:
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Identify and correct faulty sentence structures (e.g., dangling modifiers).
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Convert active voice to passive voice.
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Explain idioms and phrasal verbs in context.
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Use appropriate question tags (e.g., She’s coming, isn’t she?).
5. Literature
Competencies:
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Identify literary genres (prose, poetry, drama).
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Analyze themes, characters, and literary devices.
Descriptive Statements:
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Differentiate between simile and metaphor.
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Discuss the plot and setting of a given prose text.
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Interpret an unseen poem.
Table of Specification (ToS)
| Content Area | Level 1 (Recall) | Level 2 (Skill/Concept) | Level 3 (Strategic Thinking) | Level 4 (Extended Thinking) | Total |
|---|---|---|---|---|---|
| Oral Language | 2.25 | 3.75 | 4.5 | 4.5 | 15% |
| Reading | 3 | 5 | 6 | 6 | 20% |
| Writing | 3 | 5 | 6 | 6 | 20% |
| Grammar | 4.5 | 7.5 | 9 | 9 | 30% |
| Literature | 2.25 | 3.75 | 4.5 | 4.5 | 15% |
| Total | 15% | 25% | 30% | 30% | 100% |
Depth of Knowledge (DoK) Levels Explained:
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Level 1 (Recall):Â Memorization (e.g., defining terms).
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Level 2 (Skill/Concept):Â Basic application (e.g., identifying synonyms).
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Level 3 (Strategic Thinking):Â Analysis (e.g., interpreting figurative language).
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Level 4 (Extended Thinking):Â Creativity & evaluation (e.g., writing an original poem).