The document discusses the table of specification (TOS), which is a plan prepared by teachers to ensure tests are aligned with content and evenly distributed across topics based on time spent teaching. It describes the objectives of developing a TOS using Bloom's taxonomy, and explains how a TOS helps teachers construct valid assessments that measure learning at different cognitive levels and proportionally assess all topics covered. A TOS also benefits teachers by providing a blueprint for easily creating questions and encouraging mastery of all lesson content.

1. Table of Specification
(TOS)
JOCELYN M. CABATBAT
Master Teacher I

2. Session Objectives
At the end of the session the participants are expected
to:
• describe the table of specifications prescribed by the
Department of Education
• ensure alignment among the items/elements of an
assessment, content and specification
• apply the policy guidelines on the development of
Table of Specification using the Bloom’s Taxonomy of
Learning Outcomes in the development of TOS

3. Table of Specification
Table of Specification is a plan prepared by a
classroom teacher as a basis for test
construction. It is important that this be
carefully prepared by the teacher. This tools
allow us to ensure that our test focuses on
the most important areas and weights
different areas based on their
importance/time spent teaching.

4. What is the importance of table
of specification?
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.

5. PREFATORY
1. The TOS requires a thorough knowledge of Bloom’s Revised
Taxonomy.
2. The TOS requires, as reference, the budgeted lessons
(allocation of time per topic in every grading period with
respect to the desired total number of days / time to be spent for
the grading period.)
3. The TOS requires some simple mathematical computations
that will result to proportional allocation of test items per topic.

6. PREFATORY
4. The TOS requires that previous experiences are recalled and
to some extent, it requires likewise the imagination of the TOS
constructor to concretize the actual teaching-learning process
based on previous encounters in the classroom in order to
determine more or less the domain/s where he would based
from his questions
5. The TOS constructors shall likewise prepare the budgeted
lesson to accompany the TOS from first grading to fourth
grading period

8. What is Bloom’s Taxonomy?
•Bloom’s Taxonomy is a classification of
thinking organized by levels of complexity. It gives
teachers and students an opportunity to learn and
practice a range of thinking and provides a simple
structure for many different kinds of questions

9. What is REVISED BLOOM’S TAXONOMY?
The Revised Bloom’s Taxonomy provides the
measurement tool for thinking. The changes
in RBT occur in three broad categories
•Terminologies
•Structure
•Emphasis

12. Six Learning / Thinking Skills
• “Better learning” (Isaacs, et al., 2013, p.22) is equated with
teaching using relevant assessment that properly and
orderly addresses the six learning/thinking skills. It is an
important basic competency for a teacher to master the
distinction of these skills and translate them into designing
a curriculum and learning activities suited to the needs and
interests of the students with respect to the expected
learning concepts in class. It is, therefore, a prerequisite for
a teacher to determine appropriate learning objectives and
outcomes to be assessed toward optimal learning.

13. LEVEL ONE:
The learner is able to RECALL, RESTATE AND
REMEMBER learned information
• LISTING
•
• LOCATING

14. LEVEL TWO:
The learner grasps the meaning of information by
INTERPRETING and TRANSLATING what has been learned
• EXEMPLIFYING
•
• COMPARING

15. LEVEL THREE:
The learner makes use of information in a context different
from the one in which it was learned
• CARRYING OUT

16. LEVEL FOUR:
The learner breaks learned information into its parts to best
understand that information
• ORGANIZING
•
• INTEGRATING

17. LEVEL FIVE:
The learner makes decisions based on in-depth reflection,
criticism and assessment
• HYPOTHESIZING
•
• DETECTING
• MONITORING

18. LEVEL SIX:
The learner creates new ideas and information using what
has been previously learned
• CONSTRUCTING
•
• MAKING

19. HIGHER-ORDER
LEARNING/THINKING SKILLS:
• Creating - Building a structure or pattern from diverse elements;
putting parts together to form a whole, with emphasis on crafting a
new meaning or structure
• Evaluating - Making judgments about the value or significance of
ideas or materials
• Analyzing - Separating concepts into component parts so that the
organizational structure may be understood; distinguishing between
facts and inferences

20. LOWER-ORDER
LEARNING/THINKING SKILLS:
• Applying - Using a concept in a new situation or employing its
function in normal activities; giving examples of a learned concept
that reflect its characteristics
• Understanding - Comprehending the meaning, translation,
interpolation, and interpretation of instructions and problems;
stating a problem in one's own words
• Remembering - Recalling previously learned information, no more,
no less

40. Benefits of the Table of Specification
1. Test Items are proportionally distributed to all topics in the
grading period (Number of time spent in the topic is proportional to
the number of items from the topic which means that the more time
that the teacher spend in the topic, the more test questions should
be constructed from that topic)
a. This ensures that the teacher has to cover all topics listed/
budgeted in the grading period.
b. There is therefore sense or urgency.
c. Remediation becomes spontaneous.
d. Assures high “Time on task” rate.

41. Benefits of the Table of Specification
2. Items are significantly scattered along Bloom’s
Taxonomy (Complexity) / cognitive domain with respect to
a desired percentage which may adhere to the Psychology
of learning and evaluation.
a. Assures that all levels of complexity (R-C) are given
emphasis.
b. Assures varied learning activities inside the classrooms.
c. Ensures that Higher-order Thinking skills are developed
across all levels

42. Benefits of the Table of Specification
3. It is easier to construct a test question because the TOS
serves as a blueprint.
• In fact the teacher, (provided she has mastery of her
lesson and with the aid of the TOS), she can construct test
questions without using any textbooks and there is
assurance that test questions are constructed in her own
words and therefore the test questions appeal or relate
better to the pupils/ students.

43. Benefits of the Table of Specification
3. It is easier to construct a test question because the TOS
serves as a blueprint.
• In fact the teacher, (provided she has mastery of her
lesson and with the aid of the TOS), she can construct test
questions without using any textbooks and there is
assurance that test questions are constructed in her own
words and therefore the test questions appeal or relate
better to the pupils/ students.