Table of Specification

1. TABLE OF
SPECIFICATION
( TOS )
Reporters: John Laurence Salvo
Eden Grace A. Ramirez
BSED 3 - C

2. Match the test questions in column A with their corresponding domains in
column B.
A B
1. Where did the story take place? A. Remembering
2. From whose point of view is the story told? B. Understanding
3. Which stories have openings like this? C. Applying
4. What evidence can you use to
support your view? D. Analyzing
5. Which text/story is better? Why? E. Evaluating
6. If you were the main character, how
would you have reacted to this? F. Creating

3. What is Table of Specification?
It is a tool used by teachers to design a test. It is a table
that maps out the test objectives, contents, or topics covered by
the test; the levels of cognitive behavior to be measured; the
distribution of items, number, placement and weights of test item
and the test format. It helps ensure that the course's intended
learning outcomes, assessments, and instructions are aligned.

4. Importance of TOS

5. General Steps
in Developing a
Table of Specification
(TOS)

6. 1. Determine the objectives of the test
The first step is to identify the test objectives. This
should be based on the instructional objectives.
There are three types of objectives:
• Cognitive - designed to increased individual's knowledge,
understanding and awareness
• Affective - aims to change an individual's attitude into
something desirable
• Psychomotor - designed to build physical and motor skills

7. 2. Determine the coverage of the test
The next step in creating a TOS is to determine the contents
of the test. Only topics or contents that have been discussed in class
and are relevant should be included in the test.

8. 3. Calculate the weight of each topic
The weight assigned per topic in the test is based on the
relevance and the time spent to cover each topic during instruction.
The percentage of time for a topic in a test is determined by
dividing the time spent for that topic during instruction by the total
amount of time spent for all topics covered in the test.

9. TOPIC No. of Sessions Time Spent Percent of
time(Weight)
Theories and
Concepts
0.5 class session 30 min 10.0
Psychoanalytic
Theories
1.5 class sessions 90 min 30.0
TraitTheories 1 class session 60 min 20.0
Humanistic
Theories
0.5 class session 30 min 10.0
Cognitive
Theories
0.5 class session 30 min 10.0
Behavioral
Theories
0.5 class session 30 min 10.0
Social Learning
Theory
0.5 class session 30 min 10.0
TOTAL 5 class sessions 300 mins or 5
hours
100

10. 4. Determine the number of items for the whole test
To determine the number of items to be included in the test,
the amount of time needed to answer the items are considered. As a
general rule, students are given 30-60 seconds for each item in the
test formats with choices.

11. 5. Determine the number of items per topic
To determine the number of items to be included in the
test, the weights per topic are considered. Using the examples
above, for a 60-item final test, Theories & Concepts, Humanistic
Theories, Cognitive Theories, Behavioral Theories and Social
Learning Theories will have 5 items, Trait Theories -10 items,
Psychoanalytic Theories - 15 items.

12. TOPIC Percent of Time
(Weight)
No. of Items
Theories & Concepts, 10.0 5
Psychoanalytic Theories 30.0 15
Trait Theories 20.0 10
Humanistic Theories 10.0 5
Cognitive Theories 10.0 5
Behavioral Theories 10.0 5
Social Learning Theories 10.0 5
TOTAL 100 50

13. Different Formats
of a
Test Table of Specification

14. 1. One-Way TOS
A one-way TOS maps out the content or topic, test
objectives, number of hours spent, and format, number and
placement of items. This type of TOS is easy to develop and use
because it just works around the objectives without considering
the different levels of cognitive behavior.

15. TOPIC Test Objective No. of Hours
Spent
Format and
Placement of
Items
No. and
Percent of
Items
Theories and
Concepts
Recognize
important
concepts in
personality
theories
0.5 Multiple Choice
Items #s 1-5
5
(10.0%)
Psychoanalytic
Theories
Identify the
different
theories of
personality
under the
Psychoanalytic
Model
1.5 Multiple Choice
items #s 6-20
15
(30.0%)
Etc.
TOTAL 5 50%

16. 2. Two-Way TOS
Two-way TOS reflects not only the content, time spent and
number of items but also the levels of cognitive behavior targeted per
test content based on the theory behind cognitive testing. For
example, the common framework for testing at present in DepEd
Classroom Assessment Policy is the Revised Bloom’s Taxonomy(DepEd
2015). One advantage of this format is that, it allows one to see the
levels of cognitive skills and dimensions of knowledge that are
emphasized by the test. It also shows the framework of assessment
used in the development of the test. However, this format is more
complex that the one-way format.

17. Content Time
Spent
No. &
Percent of
Items
KD Level of Cognitive Behavior Item Format, No. and
Placement of Items
R U AP AN E C
Theories and
Concepts
0.5 hours 5 (10.0%) F 1.3
#1-3
C
1.2
#4-5
Psycho- analytic
Theories
1.5 hours 15 (30.0%) F 1.2
#6-7
C 1.2
#8-9
1.2
#10-11
P 1.2
#12-13
1.2 #14-
15
1.13
#16-18
ll.1 #41
M ll.1 #42
etc.
Scoring 1 point per item 3 points per item 5 points per item
OVERALL TOTAL 5 50
(100.0%)
20 20 10

18. Another presentationis shown below:
Content Time Spent No. of Items Level of Cognitive Behavior and knowledge Dimension*,
Item Format, No. and Placement of Items
R U AP AN E C
Theories and
Concepts
0.5 hours 5 (10.0%) 1.3
#1-3 (F)
1.2 #4-5
(C)
Psycho- analytic
Theories
1.5 hours 15 (30.0%) 1.2 #6-7
(F)
1.2 #8-9
(C)
1.2
#10-
11(C)
1.2
#12-
13 (P)
1.2 #14-15
(P)
1.3 #16-18
(M)
ll.1 #41
(M)
ll. 1
#42
(M)
etc.
Scoring 1 point per item 3 points per item 5 points per item
OVERALL TOTAL 50
(100.0%)
20 20 10

19. 3. Three-way TOS
This type of TOS reflects the features of one-way and two-
way TOS. One advantage of this format is that, it challenges the
test writer to classify the objectives based on the theory behind
the assessment. It also shows the variability of thinking skills
targeted by the test. However, it takes a much longer to develop
this type of TOS.

20. Content Learning
Objective
Time
Spent
No. of
Items
Level of cognitive Behavior and knowledge
dimension*, Item Format, No. and Placement of items
R U AP AN E C
Theories
and
Concepts
Recognize
important
cocept in
personality
theories
0.5 hours 5 (10.0%) 1.3
#1-3 (F)
1.2 #4-
5 (C)
Psycho-
analytic
Theories
Identify the
different
theories of
personality
under
psychoanalyti
c model
1.5 hours 15 (30.0%) 1.2 #6-
7 (F)
1.2 #8-
9 (C)
1.2
#10-
11(C)
1.2
#12-13
(P)
1.2 #14-
15 (P)
1.3 #16-
18 (M)
ll.1 #41
(M)
ll. 1
#42
(M)
etc.
Scoring 1 point per
item
3 points per item 5 points per
item
OVERALL
TOTAL
50
(100.0%)
20 20 10

21. THANK YOU !