A Philosophical Analysis of the Cognitive Process Dimensions of the Table of Specifications in the Context of the Wittgenstein’s Philosophy and Its Impact on the Teaching Process

Abstract

This study intended to demonstrate that, based on the notions presented by Ludwig Wittgenstein, not all the cognitive process dimensions contained in the Table of specifications per DepEd order no. s. 2015 are applicable to assessments given to pupils from pre-school until grade 3. These grade levels, according to Wittgenstein’s ideas, should only undergo tests that manifest the cognitive process dimensions of Remembering and Applying in so far as these aforementioned group’s learning ability falls within the purview of his concept of training (Abrichtung). Thus, these are the only logically suitable dimensions for the learners at these group levels. Given this, teachers should then evaluate their pre-school until grade 3 pupils the extent to which they have achieved these dimensions. Within this particular activity the remaining dimensions of Understanding, Analysis, Evaluating and Creating could not be imposed since these involve a higher level of teaching approach and which can only be achieved through what Wittgenstein calls the idea of explanation (Erklärung). Students from grades 4 to Senior High School are thus expected to be appraised using all of these cognitive process dimensions.