The document provides guidance on planning a written test by setting objectives and developing a table of specifications (TOS). It discusses the importance of setting clear instructional objectives and designing a TOS to ensure the test adequately measures the intended outcomes. The TOS should map objectives to content areas, cognitive levels, item formats, and weights. It then provides steps for creating a TOS, including determining objectives, topic coverage, weights, item numbers, and formats like one-way, two-way, and three-way tables. Sample test questions and exercises are included to help understand applying the concepts when developing assessments.

1. LESSON 4:
PLANNING A WRITTEN TEST TEST
A.
B.
…

2. DESIRED
SIGNIFICANT
LEARNING
OUTCOMES
Set appropriate instructional
objectives for a written test and,
Prepare a table of specifications(TOS)
for a written test.

3. PERFORMANCE TASK SUCCESS INDICATORS
 Select the right assessment
objectives for a written test
 In a set of competencies defined in
the k to 12 curriculum of a chosen
subject area, you should be able to
select the right learning competencies
that could be assessed through written
test.
 Design a table of specifications for
a written test
 Design a test table of specifications for
one quarterly test, covering the
chosen competencies for testing in
the k to 12 curriculum document
referred to for instruction.

4. PREREQUISITE OF
THIS LESSON
 In this lesson it is assumed that , the
competencies for instruction that are
cognitive in nature they are the ones you
can identify as the targets in developing a
written test which should be reflected in the
test table of specifications that you will
create.
 Requires specific skills and experience.
 To successfully perform the above
culminating performance task , you should
be able to distinguish the different levels
of cognitive behavior and identify the
appropriate assessment method for
them.

5. Why do we need to define the test
objectives?
• Learning objectives or outcomes are measureable statements that articulates.
• Setting objectives for assessment is the process of establishing direction to
guide both the teacher In teaching and the student in learning.

6. WHATARETHEOBJECTIVESFORTESTING?
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Create
Evaluate
Analyze
Apply
Comprehension
Remember
FIG.4.1 TAXONOMIES OF INSTRUCTIONAL OBJECTIVES
BLOOM(1956)
ANDERSON &
KRATHWOHL(2001)

7. WHAT IS A TABLE OF SPECIFICATION?
 A tableof specifications(TOS), sometimes called a test
blueprint,is a tool used by teachers to design a test. It is a table
that maps out the test objectivescontents,or topicscovered by
the test; The levels of cognitive behavior to be measured; the
distribution items, number, placement, and weights of test
items; and the test format. It helps ensure the courses
intended learning outcomes and instructions are aligned.

8.  Generally the TOS is prepared before a test is created. However, it is
ideal to prepare one even before the start of instruction. Teachers need
to create a TOS for every test that they intend to develop. The test TOS is
important because it does the following
 Ensure that the instructional objectives and what the test captures
match
 Ensure that the test developer will not overlook details that are
considerate essential to a good test.
 Make developing a test easier and more efficient.
 Ensure that the test will sample all important content areas and
processes
 Is useful in planning organizing
 Offers an opportunity for teachers and students to clarify
achievement expectations.

9. GENERAL STEPS IN DEVELOPING A
TABLE OF SPECIFICATIONS
1. DETERMINE THE OBJECTIVES OF THE TEST
 This must be based on the instructional objectives.
 There are three types of objectives: (1) Cognitive, (2) Affective, and (3)
Psychomotor.
 Cognitive Objectives
 Designed to increase an individuals knowledge, understanding, and awareness.
 Affective Objectives
 Aims to change an individual’s attitude into something desirable.

10. Psychomotor Objectives
Designed to build physical or motor skills.
Example;
• If your test is at psychomotor domain, it is better to do a performance-based
assessment.
• If your test is in cognitive domain, you can do a written test ranging from
remembering to creating of ideas, that could be measured using common
formats for testing, such as multiple choice, alternative response test,
matching type, and even essays or open-ended tests.
2. DETERMINE THE COVERAGE OF
THE TEST
 Only topics or contents that have been discussed in class and are relevant
should be included in the test.

11. 3. CALCULATE THE WEIGHT
FOR 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 the topic during instruction by the total amount of time spent for all
topics covered in the test.
 Example;
 For the test on theories of Personality for General Psycholog 101 class, the teacher spent
¼ to 1½ hours class sessions.

12. Topic No. of Sessions Time Spent Percentage of
Time
Theories and
Concepts
0.5 class session 30 min 10.0
Psychoanalytic
Theories
1.5 class session 90 min 30.0
Trait Theories 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
Theories
0.5 class session 30 min 10.0
Total 5 class session 300 min or 5
hours
100

13.  The amount of time needed to answer the items are considered.
 As a general rule, students are given 30-60 seconds to answer each
item with test formats with choices.
 For a one-hour class , this means that the test should not exceed 60
items.
4. DETERMINE THE NUMBER OF ITEMS FOR
THE WHOLE TEST
• The weight per topics should be considered.
• Let us use the example in Step 3.
5. DETERMINE THE NUMBER
OF ITEMS PER TOPIC

14. Topic Percentage of Time
(Weight)
No. of Items
Theories and 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

15. What are the different formats of a table of
specification(TOS)
TYPES
ONE WAY
TWO WAY
THREE-WAY

16. 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 behaviors
• However, one-way TOS cannot ensure that all levels of
cognitive behaviors that should have been developed by
course are covered in the test.

17. TOPIC TEXT
OBJECTIVE
NO. OF
HOURS
SPENTS
FORMAT AND
PLACEMENT
OF ITEMS
NO. AND
PERCENT OF
ITEMS
theories and
concept
Recognize
important
concepts in
personality
theories.
0.5
Multiple
Choice Item
#s 1-5
5
(10.0%)
Psychoanalytic
Theories
Identify the
different theories
of personality
under the
psychoanalytic
Model
1.5
Multiple
Choice Item
#s 6-20
15
(30.0%)
etc
TOTAL
5 50
(100%)

18. TWO-WAY TOS
• A 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.
• One advantage of this format is that it allows
one to see the levels of cognitive skills and
dimension of knowledge that are
emphasized by the test
• It also shows the the framework of assessment
used in the development of the test. However,
this format is more complex than the one-way
format
Example.
The common framework for
testing at present in the
DepEd classroom
Assessment Policy is the
Revised Bloom's Taxonomy
(DepEd 2015).

19. *LEGEND:
• KD=knowledge dimension
(factual,conceptual,procedural,metacogni
tive)
• I-multiple choice ; II- open-ended.

22. 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 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.

24. Prepare a 1/8 sheet of
lengthwise paper individually


25. CHOOSE THE LETTER OF THE CORRECT ANSWER.
1.The instructional objective focuses on the development of learner’s knowledge. Can
this objective be assessed by a multiple choice format?
a) No, this objective requires an essay format.
b) No, this objective is better assessed through matching type test.
c) Yes, as multiple choice is appropriate in assessing knowledge
d) Yes, as multiple choice is the most valid format when assessing learning
2. You prepared your objective for your quarterly test in mathematics. Which of the
following could NOT have been your test objective?
a) Interpret a line graph
b) Construct a line graph
c) Compare the information presented in a line graph
d) Draw conclusions from the data presented in a line graph.

26. 3. Teacher Myrna prepared a TOS as her guide in developing test. Why is it
necessary?
a) To guide the planning of instruction
b) To satisfy the requirement in developing a test
c) To have test blueprint as accreditation usually requires this plan.
d) To ensure that the test is designed to cover what it intends to measure.
4. Ms. Zamora prepared a TOS that shows both objectives and different level of
cognitive behavior. What format could she have used?
a) One-way format
b) Two way format
c) Three way format
d) Four way format.

27. 5. The school principal wants the teachers to develop
a TOS that uses a two way format then a one-way
format. why do you think it is the principal’s preferred
format?
a) So that, the dfferent level of cognitive behavior to be tested
are known.
b) So that the format of the test are known by just looking at the
TOS.
c.) so that the test writer would know the distribution of the test
items
d). So that objectives for instructions are also reflected on the
TOS.

28. Below are the set of competencies targeted for instruction taken from a
particular subject area in the k-to-12 curriculum. Check the assessment
method appropriate for the given competencies.
Sample 1 in Mathematics:
Check the competencies appropriate for the given test format/method.
Competencies Appropriate for
objective test
format
Appropriate for
constructed type
of test format
Appropriate for
methods other
than a written test
1. Order fractions less than one
2. Construct plane figures using ruler and
compass
3. Identify cardinal numbers from 9001 to
900,000.
4. Solve 2-3 step word problem on
decimals involving four operations.
5. Transform a division sentence into
multiplication sentence and vice versa.

29. Sample 1 in Science:
Check the competencies appropriate for the given test format/method.
Competencies Appropriate for
objective test
format
Appropriate for
constructed type
of test format
Appropriate for
methods other
than a written test
1. Infer that the weather changes during
the day and from day to day.
2. Practice care and concern for animals.
3. Participate in campaigns and activities
for improving/ managing one’s
environment.
4. Compare the ability of land and water to
absorb and release heat.
5. Describe the four types of climate in the
Philippines.

30. Sample 1 in language :
Check the competencies appropriate for the given test format/method.
Competencies Appropriate for
objective test
format
Appropriate for
constructed type
of test format
Appropriate for
methods other
than a written test
1. Use words that describes person,
places , animals and events.
2. Draw conclusions on based on pictures,
stimuli or passages.
3. Write a different story ending.
4. Write simple friendly letter observing
the correct format.
5. Compose riddles, slogans, and
announcements from the given stimuli.

31. A given TOS for a long exam of abnormal psychology class is shown below. Some parts
are missing. Complete the table below.
CONTENT TIME SPENT NO. OF ITEMS Level of cognitive behavior, item format,
no. And placement of items
Disorders usually first
diagnosed in infancy,
childhood, or
adolescence.
3HOURS ? I.10 I.10 I.10
#1-10 #? ?
Cognitive disorders 3 HOUR ? I.10 I.10 I.10
? # ? # ?
Substance related
disorder
1 HOURS 10/10% I.5 I.5
#? #?
Schizophrenia and other
psychotic disorder
3HOURS ? I.10 I.10 I.10
#? #? #?
total ? ? ? ? ? ? ?
Overall total 10 100/100% 45 25 30
R U AP E C
AN

32. Let us now go back to the targets that were set at the start of the lesson. You are
expected to design your own test TOS reflective of the learning outcomes appropriate for
testing.
1. TASK 1: Select the right assessment objectives for a written test for
one quarter competencies in k-to-12 curriculum of any subject area and
level of your choice. Use the table below as your guide.
Grade level
Quarter covered domain/s covered
Content standards
Performance standards

33. CODE STATEMENT OF
COMPETENCY
TOPIC TEST FORMAT
TARGETED
1.
2.
3.
COMPETENCIES SELECTED

34. 2. TASK 2:Design a TOS for a written test covering the
competencies selected in task 1, where you know testing is
appropriate method. Use the three-way TOS for this test. Prepare
this in Microsoft excel format.

35. THANK YOU FOR
LISTENING!
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