Table of Specifications

Table of Specification is a plan prepared by a

classroom teacher as a basis for test.
It is a 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.
Steps in Preparing Table of
Specifications

1. List down the topics

covered for inclusion in the
test.
2. Determine the
objectives to be assessed
by the test.

3. Specify the number of

days/hours spent for
teaching a particular topic.
4. Determine percentage allocation of the test items
for each of the topics covered.
The formula applied is as follows:

Total Number of Days/Hours Spent

% for a topic =
The total number of hours/days spent
teaching the topic
Example:
Mrs. Ramos utilized 40 hours for teaching
Module 3 on English 10. She spent 8 hours in
teaching Lesson 1, “Recognizing the Gift of
Nature”. What percentage of test items should
she allocate for the topic?

% for a topic = 8
40 = 0.2 (20%)
5. 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.
Example: Mrs. Ramos decided to
prepare a 60 item test on the Unit
3 of English 10.
How many items should she write
for the Lesson 1, “Recognizing the
Gift of Nature”?

60 items x 0.20 = 12 items

6. Distribute the
numbers to the
objectives. The
number of items
allocated for each
objective depends on
the degree of
importance attached
by the teacher to it.
Topic Competencies No. of No. of % of Item Remem- Under- Applying Analyzing Evaluating Creating
Hours Items Items Place- bering standing
Taught ment
Listening: Noting details
Story about about the topic 3 4 7% 1,2,3, 1,2,3,4
Communication 4
Vocabulary Getting meaning
Enrichment through context 5,6,7, 5,6,7,
clues 5 6 10% 8,9, 8,9,10
10
Reading: Identifying Main
Golden Rule Idea 1 2 4% 11,12 11, 12

Sound Devices Distinguishing end

rhyme and internal 13, 13,
rhyme in a given 3 4 7% 14,15 14,15, 16
statements 16
Days of Destiny Differentiate
Mother to Son statements with 4 5 8% 17, 17,
Psalm of Life TRUE or FALSE 18,19, 18,19,20,
20, 21 21
Beowulf Sequencing details
from the story 5 6 10% 22,23, 22,23,
24, 24,
25,26, 25,26, 27
27
Topic Competencies No. of No. of % of Item Remem- Under- Applying Analyzing Evaluating Creating
Hours Items Items Place- bering standing
Taught ment
Grammar: Use of correct
Subject-Verb Subject-Verb 4 5 8% 28,29, 28,29,
Agreement Agreement in 30, 30,
Sentences 31,32 31,32

Synonyms Distinguishing
synonymous 4 5 8% 33,34, 33,34,35,
words 35, 36,37
36,37
Literature: Identifying the
Figures of Speech right literary 4 5 8% 38,39, 38,39,
devices 40, 40,
41,42 41,42
Poetic Devices Identifying the
speaker, 43,44, 43.44 45,46
symbolism, 3 4 7% 45,
imagery 46

Elements of a Identifying
Short Story elements of short 2 3 5% 47,48, 47,48,49,
story 49, 50 50

TOTAL 36 50 100% 8 6 13 11 7 5
The Levels of Cognitive Domain
The levels are the guiding posts in constructing
test items. Regardless of what type of teacher-
made tests the teacher will prepare, the items
must follow the pattern set for evaluation.
Knowledge (Remembering)
Includes those objectives that deal
with recall, recognize facts,
terminology, etc.
Answers the question what, where,
and when.
Comprehension ( Understanding)
Understanding the meaning of
material. Explain, interpret,
summarize, give examples, predict,
and translate.
Application (Applying)
It is selecting a concept or skill and
urging it to solve a problem.
Compute, solve, apply, modify, and
construct.
Grammar
Subject – Verb Agreement
Underline the correct verb from the choices given in the parentheses, to
make the subject agrees to its verb perpendicularly.
28.(Is, Are) the ninth-graders organizing the school Nutri Jingle?
29.The Fangs of the Rattlesnake (carries, carry) poison to its prey.
30. A Nest of Hornbill (was, were) in the barn.
31. Our English teacher and friendly adviser (is, are) Ms. Cruz.
32.Everybody (donates, donate) something for the benefits of the survivors
from the recent typhoon Glenda in Southern Luzon.
 Analysis (Analyzing)
It requires the learners to identify the logical
errors, differentiate among facts, opinions,
assumptions, hypothesis or conclusions, draw
relationships among ideas or to compare and
contrast.
Answers the question how.
Synthesis ( Creating)
Objectives at this level require the
learners to produce something unique
or original. Test questions at this level
require the students to solve unfamiliar
problems or combine parts to form a
unique or novel whole.
Evaluation (Evaluating)
Under this objective, the learners
are required to form judgements
about the value of methods, ideas,
people or products that have a
specific purpose.
For every problem there is a solution.
If you are not part of the solution
then you are part of the PROBLEM.

-Chinkee Tan
“To be able to prepare a GOOD TEST, the
teacher has to have a mastery of the subject
matter, knowledge of the learners to be
tested, skill in verbal expression and the use
of the different test format.”

-Evaluating Educational Outcomes

(Oriondo & Antonio, 1984)