Preparing

Table of Specification (TOS)

RICHARD B. PAULINO
ILOCOS NORTE REGIONAL SCHOOL OF FISHERIES
LAOAG CITY
General Steps in Test Construction
DRAFT
PRODUCE A
T.O.S.
ORDER

TEST ANALYZE

SUBMISSION
◊ Test map that guides teacher in constructing
a test.
◊ Two-way chart which describes the topics to
be covered by a test and the number of items
or points which will be associated with each
topic.
◊ Table of specification is a plan prepared by a
classroom teacher as a basis for test
construction especially a periodic test.
What is the
importance
of TOS ?
• Help teachers frame the decision making
process of test construction and improve
the validity of teachers’ evaluations based
on tests constructed.
• Helping teachers to identify the types of
items they need to include on their tests.

*Validity – the extent to which the test measures what it intends to measure
• Identify the achievement domains
being measured and to ensure that a
fair and representative sample of
questions appear on the test.

• provides the teacher with evidence

that a test has content validity, that it
covers what should be covered.
 Consist of seven columns
• Lesson/Unit
• Competencies
• Number of days/hours spent for teaching
• Percentage of Item
• Number of items
• Item placement
• Cognitive (Objectives)
and Difficulty Level
 Table of Specification
COGNITIVE LEVELS
Number of % of Number of Item Remembering Understanding Applying Analyzing Evaluating Creating
LESSON COMPETENCIES
Days Item Item(s) Placement LEVEL OF DIFFICULTY
Easy (30%) Average (50%) Difficult (20%)
SEQUENCE 1. generates patterns.***
2. illustrates an arithmetic sequence
3. determines arithmetic means and
Arithmetic nth term of an arithmetic
Sequence sequence.***
4. finds the sum of the terms of a
given arithmetic sequence.***
5. illustrates a geometric sequence.
6. differentiates a geometric
sequence from an arithmetic
sequence.
7. differentiates a finite geometric
Geometric sequence from an infinite geometric
Sequence sequence.
8. determines geometric means and
nth term of a geometric sequence.***
9. finds the sum of the terms of a
given finite or infinite geometric
sequence.***
10. illustrates other types of
HARMONIC sequences (e.g., harmonic, Fibonacci).
and FIBONACCI
SEQUENCE 11. solves problems involving
sequences.
12. performs division of polynomials
using long division and synthetic
division.
13. proves the Remainder Theorem
and the Factor Theorem.
14. factors polynomials.
POLYNOMIAL
15. illustrates polynomial equations.
16. proves Rational Root Theorem.
17. solves polynomial equations.
18. solves problems involving
polynomials and polynomial
equations.
TOTAL
Tips in Preparing the Table
of Specifications (TOS)
Don’t make it overly detailed.
It's best to identify major ideas and skills rather than
specific details.
Use a cognitive taxonomy that is most appropriate to
your discipline, including non-specific skills like
communication skills or graphic skills or
computational skills if such are important to your
evaluation of the answer.
MATCH the question level appropriate to the level of
thinking skills (Level of difficulty)
 Table of Specification
COGNITIVE LEVELS
Number of % of Number of Item Remembering Understanding Applying Analyzing Evaluating Creating
LESSON COMPETENCIES
Days Item Item(s) Placement LEVEL OF DIFFICULTY
Easy (30%) Average (50%) Difficult (20%)
SEQUENCE 1. generates patterns.***
2. illustrates an arithmetic sequence
3. determines arithmetic means and
Arithmetic nth term of an arithmetic
Sequence sequence.***
4. finds the sum of the terms of a
given arithmetic sequence.***
5. illustrates a geometric sequence.
6. differentiates a geometric
sequence from an arithmetic
sequence.
7. differentiates a finite geometric
Geometric sequence from an infinite geometric
Sequence sequence.
8. determines geometric means and
nth term of a geometric sequence.***
9. finds the sum of the terms of a
given finite or infinite geometric
sequence.***
10. illustrates other types of
HARMONIC sequences (e.g., harmonic, Fibonacci).
and FIBONACCI
SEQUENCE 11. solves problems involving
sequences.
12. performs division of polynomials
using long division and synthetic
division.
13. proves the Remainder Theorem
and the Factor Theorem.
14. factors polynomials.
POLYNOMIAL
15. illustrates polynomial equations.
16. proves Rational Root Theorem.
17. solves polynomial equations.
18. solves problems involving
polynomials and polynomial
equations.
TOTAL
Examples of Student Activities and Verbs for Revised
Bloom’s Cognitive Levels (Jacobs & Chase, 1992:19)
Example matrix :
The Knowledge
Remember Understand Apply Analyze Evaluate Create
Dimension

Facts list para-phrase classify outline rank categorize

Concepts recall explains show contrast criticize modify

Processes outline estimate produce diagram defend design

Procedures reproduce give an example relate identify critique plan

Principles state converts solve different-iates conclude revise

Meta-cognitive proper use interpret discover infer predict actualize

 Steps in Preparing
Table of Specification
1. List down the topics /competencies covered for
inclusion in the test.
2. Specify the number of days/hours spent for
teaching a particular topic or competency (Refer
to the CG)
3. Determine percentage allocation of the test
items for each of the topic or competency
covered. The formula applied is as follows:

% for a topic = Total Number Of Days/ Hours Spent . X 100%

The total number of days/hours spent teaching the topic
 Example:
Mrs. Garcia utilized 10 hours for teaching
the unit on Measures of Central Tendency. She
spent 2 hours in teaching the topic, “Mean of
Grouped Data”. What percentage of test items
should she allocate for the topic?
% for a topic = Total Number Of Days/ Hours Spent . X 100%
The total number of days/hours spent teaching the topic

2
% for a topic = = 0.20 (20%)
10
 4. Determine the number of the items for
each topic. This can be done by
multiplying the percentage allocation for
each topic by the total number of items to
be constructed.

Number of items for each topic = % for a topic x total number of items
EXAMPLE
• Mrs. Garcia decided to prepare a 50- item
test on the unit, “Measures of Central
Tendency”. How many items should she
write for the “Mean of Grouped Data”?

Number of items for each topic = % for a topic x total number of items

50 items x 0.20 = 10 items

5. Distribute the numbers to the objectives
(cognitive level). The number of items
allocated for each objective depends on the
degree of importance attached by the
teacher to it.
 Unless assessment
improves
the teaching-learning
process,
it serves no purpose at all.
OTHER REFERENCES
• http://www.eajournals.org/wp-
content/uploads/Table-of-Specification-and-
its-Relevance-in-educational-development-
Assessment.pdf
• http://pareonline.net/pdf/v18n3.pdf
• http://www.slideshare.net/MarcianoMelchor/
table-of-specifications-2013-copy-18908380
• http://www.slideshare.net/daenice/preparing
-the-table-of-specification