MASTER PROMPT - DEPED-ALIGNED TERM EXAMINATION GENERATOR

MASTER PROMPT: DEPED-ALIGNED TERM EXAMINATION GENERATOR

Act as an expert DepEd curriculum specialist, assessment designer, subject-area teacher, psychometric reviewer, test-item writer, and document formatter.

I will attach the following files:

DepEd Order No. 15, s. 2026 – Policy Guidelines on the Assessment and Grading System for the K to 12 Basic Education Program

Sample Table of Specifications and Test Questions

Official Budget of Work (BOW) for the subject

Your task is to analyze these attachments and create a complete, accurate, editable, and classroom-ready Term Examination Package.

USER-SPECIFIED INFORMATION

Use the following information when provided:

Grade Level: [INSERT GRADE LEVEL]

Subject: [INSERT SUBJECT]

Term: [INSERT TERM NUMBER]

School Year: [INSERT SCHOOL YEAR]

Examination Language: [ENGLISH/FILIPINO/AUTOMATICALLY DETERMINE]

Name of School: [OPTIONAL]

Region and Division: [OPTIONAL]

Prepared by: [INSERT NAME AND POSITION]

Additional Instructions: [OPTIONAL]

If some information is not supplied but can be reliably identified from the attached BOW, determine it automatically.

Do not ask unnecessary follow-up questions when the required information can be obtained from the attachments.

I. HIERARCHY OF REFERENCES

Use the attachments according to the following hierarchy:

DepEd Order No. 15, s. 2026 is the controlling reference for:

required number of examination items;

assessment requirements for the grade level or key stage;

applicable assessment principles;

grading and examination guidelines; and

other mandatory provisions.

The Official Budget of Work is the controlling reference for:

Term coverage;

learning competencies;

content standards;

performance standards;

topics and subtopics;

instructional days or hours;

sequencing of competencies; and

intended depth of instruction.

The Sample Table of Specifications and Test Questions will serve only as a guide for:

format;

organization;

presentation;

wording style;

cognitive-level classifications; and

general examination structure.

Do not copy the sample questions verbatim. Generate original questions based only on the attached BOW.

If the references appear inconsistent, follow DepEd Order No. 15, s. 2026 for the assessment policy and the Official BOW for curriculum content. Explain any important discrepancy in the Attachment Analysis Summary.

II. ATTACHMENT ANALYSIS

Before creating the examination, examine all attachments carefully and identify:

Grade level

Subject

Term

Key stage

Required number of examination items

Total instructional days or hours

Term learning competencies

Content and performance standards, when provided

Values, skills, or processes to be developed

Suggested activities or applications

Language appropriate for the subject

Format and useful features found in the sample TOS and test questions

Do not use competencies from another term.

Do not invent competencies, topics, weekly assignments, or instructional durations that are not supported by the BOW.

III. REQUIRED NUMBER OF ITEMS

Determine the required number of examination items from the applicable table or provision in DepEd Order No. 15, s. 2026.

Do not automatically assume that every grade level requires 50 items.

Explicitly state:

the applicable key stage or grade-level category;

the required number of items;

the specific table, section, or provision used as the basis; and

how the requirement was applied.

If the term examination item count is not directly stated, carefully apply the closest relevant provision and clearly explain the basis.

IV. CONTENT COVERAGE AND ITEM ALLOCATION

Use only the competencies assigned to the specified term.

Allocate the test items proportionally according to the instructional time stated in the BOW.

Use this general method:

Item Allocation =

Instructional Time for the Competency ÷ Total Instructional Time × Required Number of Test Items

Apply a mathematically sound rounding method so that the final allocations add up exactly to the required total.

When rounding is necessary:

Calculate the unrounded allocation.

Assign the whole-number portions.

Distribute the remaining items according to the largest decimal remainders.

Confirm that the total equals the required examination length.

If the BOW gives equal instructional time to major components, divide the items accordingly.

If the BOW permits flexible weekly assignment of competencies, use competency-weighted allocation rather than inventing fixed weekly coverage.

V. TABLE OF SPECIFICATIONS

Create a complete Table of Specifications before writing the examination.

The TOS must include the following columns:

Number

Topic or Competency Cluster

Learning Competency

Knowledge Dimension

Number of Instructional Days or Hours

Percentage Weight

Number of Items

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating, when objectively assessable through multiple-choice format

Item Numbers

Use the Revised Bloom’s Taxonomy classifications accurately.

Use the following knowledge dimensions when applicable:

Factual

Conceptual

Procedural

Metacognitive

Ensure that:

every examination item is mapped to a competency;

every competency allocation agrees with the instructional weight;

item numbers in the TOS match the actual examination;

cognitive-level totals equal the total number of examination items;

no item number is omitted or repeated;

no competency outside the specified term is included; and

the total weight is exactly 100%, subject only to clearly disclosed rounding.

Present the TOS in landscape orientation for readability.

VI. DIFFICULTY DISTRIBUTION

Follow the difficulty distribution prescribed by DepEd Order No. 15, s. 2026 or clearly established by the supplied sample and applicable assessment guidelines.

If no different distribution is explicitly required, use:

Easy – 60%

Average – 30%

Difficult – 10%

Convert the percentages into whole numbers that add up exactly to the required number of examination items.

Difficulty must be based on the cognitive demand, reasoning required, number of steps, unfamiliarity of the context, and complexity of the evidence—not merely on lengthy wording.

VII. EXAMINATION FORMAT

Create a multiple-choice term examination.

Each question must have exactly four options:

A.

B.

C.

D.

The examination must:

contain the exact required number of items;

use only the specified Term competencies;

use language appropriate for the learners’ grade level;

use English or Filipino according to the subject and BOW;

contain original questions;

be technically and grammatically correct;

measure meaningful understanding rather than trivial recall;

include realistic school, home, community, workplace, environmental, cultural, digital, financial, health, scientific, mathematical, or civic contexts when appropriate;

avoid unnecessary complexity not related to the competency; and

avoid culturally insensitive, discriminatory, unsafe, or biased situations.

VIII. PISA-LIKE AND CONTEXTUALIZED ITEM REQUIREMENTS

Make the examination contextualized and PISA-like.

PISA-like does not mean making every question unnecessarily long. It means requiring learners to interpret information, apply concepts, reason from evidence, solve authentic problems, or make justified decisions.

Include an appropriate combination of:

real-life situations;

short scenarios;

informational passages;

tables;

schedules;

graphs or charts;

simple diagrams;

measurements;

numerical information;

advertisements;

messages or social-media situations;

school and community problems;

decision-making situations;

case-based questions; and

stimulus-based question clusters.

Where appropriate, use one common stimulus for two or more related questions. Each question must still be independently answerable from the stimulus and the learner’s understanding of the competency.

For Mathematics and Science:

verify every calculation;

use correct units;

check formulas and numerical answers;

ensure graphs and tables are accurate; and

provide only one mathematically or scientifically defensible answer.

For languages and humanities:

use age-appropriate original or properly acknowledged passages;

avoid excessive copyrighted text;

require interpretation, analysis, evidence, and application;

avoid relying only on isolated definitions; and

verify historical, cultural, linguistic, and social information.

For TLE, ICT, MAPEH, Values Education, and other applied subjects:

use authentic performance, safety, ethical, practical, and decision-making contexts;

align questions with the actual practices and competencies in the BOW;

avoid unsafe instructions; and

present culturally respectful and inclusive situations.

IX. QUALITY OF THE OPTIONS

Write four plausible, parallel, and grammatically consistent options for every question.

The correct answer must not be obvious because of:

greater length;

more specific wording;

repeated terms from the question;

different grammatical construction;

absolute or exaggerated language;

technical detail not found in the other options;

positive wording while all distractors are negative;

clues from another question; or

predictable answer patterns.

Distractors must represent realistic:

misconceptions;

common mistakes;

incomplete reasoning;

computational errors;

incorrect interpretations;

unsafe practices;

inappropriate decisions; or

partially correct but insufficient responses.

Avoid:

“All of the above”

“None of the above”

“Both A and B”

overlapping options;

obviously humorous choices;

repeated options;

options with more than one defensible answer;

vague terms such as “always” or “never” unless conceptually necessary;

trick questions;

negative stems when a positive stem can be used; and

double negatives.

When a negative stem is necessary, emphasize words such as NOT, EXCEPT, or LEAST.

X. ANSWER-KEY DISTRIBUTION

Distribute the correct answers as evenly as mathematically possible across A, B, C, and D.

If the total number of items is divisible by four, use an equal number of A, B, C, and D answers.

If the total is not divisible by four:

distribute the remainder fairly;

ensure that the difference between the highest and lowest answer frequency is no more than one; and

report the exact distribution.

Randomize the sequence so that:

there is no obvious repeating pattern;

there is no predictable A-B-C-D cycle;

no answer letter appears more than three consecutive times;

correct answers are not concentrated in one section;

correct answers are not consistently the longest options; and

each competency cluster contains varied answer positions.

After assigning the answer key, rearrange the options without changing the meaning or correctness of the question.

XI. ITEM-WRITING QUALITY CHECK

Before finalizing, review every question and confirm:

The item measures a competency in the Term BOW.

The item is mapped correctly in the TOS.

The cognitive level is accurate.

The difficulty classification is reasonable.

The stem is clear and complete.

There is exactly one best answer.

All distractors are plausible.

Options are parallel in structure.

No grammatical or logical clue reveals the answer.

The correct option is not regularly the longest.

Facts, computations, names, laws, dates, formulas, and units are correct.

The question is age-appropriate.

The language is grammatically correct.

The situation is culturally sensitive and inclusive.

The item does not require information outside the BOW unless that information is supplied in the stimulus.

The item does not promote unsafe, unlawful, discriminatory, or unethical behavior.

There is no duplicate or substantially repeated question.

No question unintentionally reveals the answer to another question.

Revise any item that fails a quality check.

XII. REQUIRED OUTPUT

Produce the examination package in this exact order:

A. ATTACHMENT ANALYSIS SUMMARY

Provide a concise table showing:

grade level;

subject;

term;

key stage;

applicable provision of DepEd Order No. 15, s. 2026;

required number of items;

total instructional days or hours;

Term coverage;

item-allocation method;

difficulty distribution;

answer-key distribution; and

language of the examination.

B. TABLE OF SPECIFICATIONS

Provide the complete competency-weighted TOS in landscape orientation.

C. TERM EXAMINATION

Use the following editable header:

REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION

[REGION]

[SCHOOLS DIVISION]

[SCHOOL NAME]

TERM [NUMBER] EXAMINATION IN [SUBJECT]

GRADE [LEVEL] | SCHOOL YEAR [YEAR]

Name: ______________________________

Grade and Section: __________________

Date: _______________________________

Score: ______________________________

GENERAL DIRECTIONS:

Write clear directions appropriate for the subject and grade level.

Present all multiple-choice questions in numbered order.

D. ANSWER KEY

Place the complete answer key only after the last examination question.

Use a compact table containing:

item number; and

correct answer.

Do not place answers immediately after individual questions.

E. QUALITY-ASSURANCE REPORT

Provide a final audit table showing:

required number of questions;

actual number of questions;

number of four-option questions;

answer distribution for A, B, C, and D;

difficulty distribution;

number of items mapped to the TOS;

number of unmapped items;

number of duplicate questions;

number of questions with more than one defensible answer;

number of “All of the above” or “None of the above” options;

longest consecutive run of one answer letter;

confirmation that calculations or factual information were checked;

confirmation that language and cultural sensitivity were checked; and

confirmation that the final examination follows the supplied BOW and assessment guidelines.

F. PREPARED-BY INFORMATION

Prepared by:

[NAME, ACADEMIC DEGREE]

[POSITION]

XIII. DOCUMENT FORMAT

Create the final output as an editable Microsoft Word document.

Apply the following formatting:

US Letter paper size;

portrait orientation for the examination;

landscape orientation for the TOS;

readable professional font such as Arial;

10- to 12-point body text;

clear section headings;

consistent margins and spacing;

page numbers;

school year in the footer;

four options arranged clearly;

no clipped questions or answer choices;

no question separated improperly from its options; and

answer key and QA report placed at the end.

Render and visually inspect the completed Word document before submitting it.

Correct any:

clipped text;

overlapping elements;

broken tables;

missing characters;

inconsistent spacing;

split questions;

blank pages;

unreadable options; or

incorrect page orientation.

XIV. FINAL VALIDATION

Before submitting the examination, verify that:

the correct grade-level item requirement was obtained from DepEd Order No. 15, s. 2026;

the total number of questions is exact;

the TOS totals are correct;

the BOW coverage is complete and limited to the specified term;

instructional weights and item allocations are defensible;

the difficulty distribution is correct;

every question has four options;

every question has one best answer;

correct answers are evenly distributed;

the answer key agrees with the actual option positions;

no correct answer is made obvious by wording or length;

the examination is contextualized and PISA-like;

the answer key appears only after the examination;

all pages have been visually checked; and

the editable Word document is classroom-ready.

Do not submit an incomplete draft.

Do not provide only an outline or sample questions.

Generate the complete examination package with the exact required number of items.