The document discusses the preparation phase of test construction and describes the purpose and benefits of creating a table of specifications. A table of specifications serves as a blueprint for ensuring a valid, reliable, and objective test. It provides a systematic way to determine an adequate representative sample of learner behaviors and objectives to measure within a given time frame. Creating a table of specifications also allows the test constructor to determine which objectives need more emphasis and coverage. The document provides an example of a simplified table of specifications for a 4th year math test, explaining the different columns for objectives, skills, test item types, number of items, item numbers, and scoring.

1. Preparation Phase

2. Making a Table of Specifications
The table of specifications is the design or blueprint that serves as a guide to
the test constructor in ensuring a valid, reliable and objective test. Through
such a device, we are in a better position to assure a fair and just measurement
of the outcomes of instruction enunciated in our curriculum guides.
Advantage of the use of such a device is that it ensures an adequate coverage
of instructional objectives and content taken up within a certain prescribed
time frame, say , one academic quarter.

3. Cont.
It provides a systematic procedures for determining a representative sample of
expected learner behavior gains in each of the areas to be measured.
Another advantage is that it enables the test constructor to determine which of
the different TPO’s covered within a period need to be given emphasis and
which could be glossed over. The balance of the test can be given to the
“wants” or enrichment matter meant to challenge the more advanced students
and will serve as a basis for determining honors and distinctions.
A third benefit to be derived from the used of a table such as this is that it
helps in attaining and equitable distribution of skills measurement.

4. For the purpose of testing, cognitive skills can be categorized into the following:
Remembering
which is defined as the ability to simply recall previously learned
information, facts, ideas and principles.
Comprehending
defined as the ability to restate or interpret previously learned information.
Thinking
defined as a more or less complex intellectual activity involving analysis,
synthesis, and judgment.

5. Simplified table of specification for a test in Science

6. Table of Specifications
YEAR: 4TH SCHOOL YEAR: 1982-1983
SUBJECT: Math QUARTER: First
Instructional Objectives/
Content
Skills/ Concepts Type of Test
Item
No. of Item Item
Number
Score/Count
Percentage
I Sets:
1. Specify relationships
defined over sets
Comprehension True or false 2 I 1,2 2 pts.
2. Perform operations
defined over sets
Analysis,
Application
Multiple Choice 2 II 3,4 4 pts.
II. Real Number System
1. Identify properties of the
Natural No. System
Comprehension True or false 2 I 5 2 pt.
2. Identify the properties of
the whole No. System
Comprehension True or false 2 I 6,7 2 pts.
III. Algebraic Expressions:
1. Simplify algebraic
expression involving rational
exponents and radicals
Analysis,
Application Problem Solving
2 II 8,9 10 pts.
Summary: I. True or false - 6 nos. x 1 pt. = 6 pts.
II. Multiple Choice - 2 nos. x 2 pts. = 4 pts.
III. Problem Solving - 2 nos. x 5 pts. = 10 pts.
Highest Possible Score 20 pts.

7. Following is a brief description of each of the column heading in this format:
Objectives/Content
This portion corresponds to the minimum objectives set for the academic period
concerned.
Skills/ Concepts
This column will include the specific skills corresponding to the objectives. These
could fall under the broader headings of remembering, understanding and thinking.
Type of Test items
This will indicate the particular test item type to be used, i.e., objective or essay, and
if objective , the specific form, i.e., Completion, Matching, Multiple Choice, etc.

8. No. of Items
For each type of test, the entry indicates the number ]of test items, e.g., 5 or 10
items, as the case may be.
Item no.
This indicates the number sequence of the item type as it will appear in the
final form of the test, e.g., Test I, No. 1 to 9.
Score Count/Percentage
This will include the corresponding weight for the items, e.g., 6 x 1 =6 pts., that
is , 6 items, 1 points per item.