TABLE OF

SPECIFICATION
(TOS)
DARWIN C. GONZALES
TEACHER I
Student A: Bakit may ganung tanong sa
exam?
Student B: Di naman related sa lesson yung number
3 sa exam!
Student A: Diniscuss ba ni maam
yon?
Student B: Unfair naman yon nireview ko naman
lahat ang nasa notes, bakit di naman lumabas sa
exam?
Student A: Bakit naman sobrang hirap ang
test?
Di sila maka-
move on
 Common Experience
As a student have you ever felt that
the test was completely or partially
unrelated to the class activities you
experienced?

As a teacher have you ever heard

these complaints from students?
 Why Do We Give Test?
Diagnose student strengths and weaknesses.
Monitor each students progress.
Assign grades.
Determine the teachers own instructional
effectiveness.
Provide information to inform instructional
and curricular decisions.
Help teachers clarify their instructional
intentions.
 When Do We Give Test?
Formative Testing/Assessment for Learning.
After each lesson - to ascertain whether each objective
has been met.
After each topic - to gauge if each student has grasped
the concept taught.
After each module - to determine if we have to modify
our methods or strategies used to get information
across.

Summative Testing/Assessment of Learning.

At the end of the teaching of the syllabus.
To assign a mark or grade?
 What is a Table of
Specifications?
A Table of Specifications 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.

The Table of Specifications identifies the

achievement domains being measured and ensures
that a fair and representative sample of questions
appear on the test.
 What is a Table of
Specifications?
Test blueprint
plan
drawing
design
proposal
outline
draught
scheme
 Why a Table of Specifications
A Table of Specifications allows the teacher to
construct a test which focuses on the key areas
and weights those different areas based on
their importance.

A Table of Specifications provides the teacher

with evidence that a test has content validity,
that it covers what should be covered.
 How do you
prepare your own

table of
specification?
Step 1- Determine the coverage of
your exam
The first rule in making exams and therefore
in making a table of specification is to make
sure the coverage of your exam is something
that you have satisfactorily taught in class.
Select the topics that you wish to test in the
exam.
It is possible that you will not be able to cover
all these topics as it might createa test that
is too long and will not be realistic foryour
studentsin thethe
So select only given time.
most important topics.
Step 2- Determine your testing
objectives for each topic area
Level of Percentag
Assessme Definition e Weight
nt
Knowledg Substantive content of the curriculum , the
15%
e facts & information that the student acquires.
Skills or cognitive operations that students
performs on facts and information for the
Process 25%
purpose of constructing meanings or
understanding
Enduring big ideas, principles and
generalizations inherent to the discipline,
Under which may be assessed using the facets of
30%
standing understanding or other indicators of
understanding which may be specific to the
discipline
Products/ Real-life application of understanding as
Step 2- Determine your testing
objectives for each topic area
Level of Percenta
Assessme Questions That Must Be Answered ge
nt Weight
What do we want students to know? How do
Knowledg
we want them to express or provide evidence 15%
e
of what they know?
What do we want students to do with what they
know? How do we want them to provide
Process 25%
evidence of what they can do with what they
know?
Understan What do we want students to understand? How
d do we want them to provide evidence of their 30%
ing understanding?
What product(s) or performance(s) do we want
Products/ students to produce as evidence of their
Performan learning or understanding? Or, how do we want 30%
ce them to provide evidence that they can use or
Step 3- Determine the duration
for each content area
The next step in making thetable
ofspecificationsis to write down how
long you spent teaching a particular
topic.
This is important because it will
determine how many points you should
devote forthe
Logically, each topic.
longer time you spent on
teaching a material, then the more
questions should be devoted for that
area.
Step 4- Determine the Test Types
for eachobjective
determine the test types that will accomplish
your testing objectives. For example, knowledge
questions can be accomplished easily through
multiple choice questions or matching type
exams.
If you want to test evaluation or synthesis of a
topic, you will want to create exam type
questions or perhaps you will ask the students to
create diagrams and explain their diagrams in
their analysis.
The important thing is that the test type should
reflect your testing objective.
Step 5- Polish your terms of
specification
After your initial draft of thetable ofspecifications,
its time to polish it.
Make sure that you have covered in your table of
specification the important topics that you wish to test.
The number of items for your test should be sufficient
for the time allotted for the test.
You should seek your academic coordinator and have
them comment on yourtable of specification.
They will be able to give good feedback on how you can
improve or modify it.
 Formulas
number.of .days.taught
Percentage x100
total.number.of .days

Percentage
Number of
=
test items
number
of test x of each
topic or
items competenci
es