The document provides information on how to construct a Table of Specification (TOS). It discusses the importance of a TOS in test construction and outlines the steps to prepare a one-way and two-way TOS. The key steps include determining the learning outcomes and content to be covered, allotting the number of hours and test items per topic, and assigning items to different difficulty levels (e.g. easy, average, difficult). Sample one-way and two-way TOS matrices are also presented to illustrate how the content, skills, and item distributions can be organized in a TOS.

1. TABLE OF
SPECIFICATION
(TOS)
TABLE OF
SPECIFICATION
(TOS)

2. Contents:
1. TOS Definition and Its Importance
2. Steps in Preparing TOS
3. Two Formats of TOS
4. TOS Construction (Write-shop)

3. Objectives:
At the end of the session, the participants can:
A. define Table of Specification;
B. discuss the importance of TOS in test construction;
and
C. apply the steps in preparing TOS

4. What is a Table of
Specification
(TOS)?

5. What is a Table of Specification?
 It is a test blue print.
 It is a matrix.
 It is a tool used to ensure that a test
measures the content and thinking skills
that the test ensures to measure.

6. What are the
Importance of
TOS?

7. What are the importance of TOS?
 Ensures that the fair and representative
questions appear on the test.
 Improves the quality of teacher’s
evaluations based on the tests constructed.
 Helps teachers identify the type of items they need
to include on their tests.

8. What are the Importance of TOS?
 Provides the teacher with the evidence that a test
has content validity, that it covers what should be
covered.
 Helps measure higher thinking skills and
lower thinking skills of students.

9. Components of TOS?
 Content Outline – lists of topics and important
objectives/learning outcomes under the topic.
 Categories – serves as a reminder or a
check on the cognitive complexity of the
test.
 Number of items – serves as a check as to
the number of items for each objective or
content topic listed.

10. Forms of TOS?
ONE-WAY TOS TWO-WAY TOS

11. One-Way TOS
Here, only the basic
components of the
equation are needed and
the placement of the test
items in the test is
created.

12. Sample of One-Way TOS
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
1. Identify the Man’s Basic Needs 1.5 6 1-6
2. Identify the different Values of Mother Goose
Rhymes
1.5 6 7-12
3. Apply the criteria for book selection 3 12 13-24
4. Analyze the steps of reading program and
teaching poetry
3
12
25-36
5. Make inference or conclusion on child's
developmental reading preferences
3
12
37-48
6. Make an illustration that summarizes the
development of literature in the Philippines.
3 12 49-60
Total 15 60

13. Two-Way TOS
Shows two elements:
what (Subject matter,
objectives/learning
outcomes or skills) and
how (types of test format,
items distribution).

14. Sample of Two-Way TOS
Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 2 5 3 10 16.67
2. Identify the different Values of
Mother Goose Rhymes
1.5 1 3 2 6 8.33
3. Apply the criteria for book selection 3 2 5 3
10
16.67
4. Analyze the steps of reading
program and teaching poetry
4.5 3 7 4 14 25
5. Make inference or conclusion on
child's developmental reading
preferences
3 2 5 3 10 16.67
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 2 5 3 10 16.67
Total 18 12 30 18 60 100%

15. Steps in
Constructing TOS
One-Way TOS

16. Steps in Constructing TOS (One-Way TOS)
Determine the
coverage/topic/
Learning
Outcomes to be
included in the
test/exam.
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
Total
1
1. Identify the Man’s Basic Needs
2. Identify the different Values of Mother
Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading program and
teaching poetry
5. Make inference or conclusion on child's
developmental reading preferences
6. Make an illustration that summarizes the
development of literature in the
Philippines.

17. Steps in Constructing TOS (One-Way TOS)
Decide on
the
number of
items to
give in the
test.
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
Total
2
1. Identify the Man’s Basic Needs
2. Identify the different Values of Mother
Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading program and
teaching poetry
5. Make inference or conclusion on child's
developmental reading preferences
6. Make an illustration that summarizes the
development of literature in the
Philippines.
60

18. Steps in Constructing TOS (One-Way TOS)
Review the
number of
hours spent
in teaching
the whole
unit.
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
Total
3
1. Identify the Man’s Basic Needs
2. Identify the different Values of Mother
Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading program and
teaching poetry
5. Make inference or conclusion on child's
developmental reading preferences
6. Make an illustration that summarizes the
development of literature in the
Philippines.
60
1.5
1.5
3
3
3
3
15

19. Steps in Constructing TOS (One-Way TOS)
Decide how
many items
should be
allotted for
each
objective.
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
Total
4
1. Identify the Man’s Basic Needs
2. Identify the different Values of Mother
Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading program and
teaching poetry
5. Make inference or conclusion on child's
developmental reading preferences
6. Make an illustration that summarizes the
development of literature in the
Philippines.
1.5
1.5
3
3
3
3
15 60

20. Steps in Constructing TOS (One-Way TOS)
Decide how
many items
should be
allotted for
each
objective.
4
Formula:

21. Steps in Constructing TOS (One-Way TOS)
Decide how
many items
should be
allotted for
each
objective.
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
Total
4
1. Identify the Man’s Basic Needs
2. Identify the different Values of Mother
Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading program and
teaching poetry
5. Make inference or conclusion on child's
developmental reading preferences
6. Make an illustration that summarizes the
development of literature in the
Philippines.
60
1.5
1.5
3
3
3
3
15
6
6
12
12
12
12
60
15
= 4
= 6
4 X 1.5

22. Steps in Constructing TOS (One-Way TOS)
Decide what
item
numbers you
will assign
for questions
or items that
cover the
particular
objective.
Learning Outcomes
No. of
Hours
No. of
Items
Item
Placement
Total
5
1. Identify the Man’s Basic Needs
2. Identify the different Values of Mother
Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading program and
teaching poetry
5. Make inference or conclusion on child's
developmental reading preferences
6. Make an illustration that summarizes the
development of literature in the
Philippines.
60
1.5
1.5
3
3
3
3
15
6
6
12
12
12
12
1-6
13-24
7-12
25-36
37-48
49-60

23. Steps in
Constructing TOS
Two-Way TOS

24. Determine the
coverage/topics.
Steps in Constructing (Two-Way) TOS?
1 Remember:
 Prepare the Learning Outcomes
to be included in the test/exam.
 It is possible that you will not
be able to include all the LOs of
the lessons discussed.
 Select only the most essential
Learning Outcomes.

25. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy Average Difficult
Total
1. Identify the Man’s Basic Needs
2. Identify the different Values of
Mother Goose Rhymes
3. Apply the criteria for book selection
4. Analyze the steps of reading
program and teaching poetry
5. Make inference or conclusion on
child's developmental reading
preferences
6. Make an illustration that
summarizes the development of
literature in the Philippines.
Total

26. Determine the
coverage/topics.
Prepare the Learning
Outcomes to be included
in the test/exam.
1
Determine the number
of hours allotted or you
spent for each topic.
2
Steps in Constructing (Two-Way) TOS?

27. Determine the
number of hours
allotted or you
spent for each
topic.
2 Remember:
 Specify the number of meetings
(hours/days) spent for teaching
a particular topic or Learning
outcomes/objectives.
 Go back to your Lesson plan,
modules, or course syllabi.
Steps in Constructing (Two-Way) TOS?

28. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy Average Difficult
1. Identify the Man’s Basic Needs 3
2. Identify the different Values of
Mother Goose Rhymes
1.5
3. Apply the criteria for book selection 3
4. Analyze the steps of reading
program and teaching poetry
4.5
5. Make inference or conclusion on
child's developmental reading
preferences
3
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3
Total 18

29. Determine the
coverage/topics.
Prepare the Learning
Outcomes to be included
in the test/exam.
1
Determine the number of
hours allotted or you
spent for each topic.
2
Determine the
total number of
test items.
3
Steps in Constructing (Two-Way) TOS?

30. Determine the
total number of
test items.
3 Remember:
 There are prescribe number of
items depending on the grade
level.
 Prerogative of a teacher or an
institution.
Steps in Constructing (Two-Way) TOS?

31. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy Average Difficult
1. Identify the Man’s Basic Needs 3
2. Identify the different Values of
Mother Goose Rhymes
1.5
3. Apply the criteria for book selection 3
4. Analyze the steps of reading
program and teaching poetry
4.5
5. Make inference or conclusion on
child's developmental reading
preferences
3
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3
Total 18 60

32. Determine the
coverage/topics.
Prepare the Learning
Outcomes to be included
in the test/exam.
1
Determine the number
of hours allotted or you
spent for each topic.
2
Determine the
total number of
test items.
3
Determine the
number of
items per
content area.
4
Steps in Constructing (Two-Way) TOS?

33. Formula:
total no. items (no. of
days/hours
the topic/LO
was taught)
total number
of hours/days
Determine the
number of
items per
content area.
4
= x
Steps in Constructing (Two-Way) TOS?

34. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy Average Difficult
1. Identify the Man’s Basic Needs 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 6
3. Apply the criteria for book selection 3
10
4. Analyze the steps of reading
program and teaching poetry
4.5 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 10
Total 18 60

35. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy Average Difficult
1. Identify the Man’s Basic Needs 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 6
3. Apply the criteria for book selection 3
10
4. Analyze the steps of reading
program and teaching poetry
4.5 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 10
Total 18 60
60
18
= 9.99 or 10
X 3
= 3.33

36. Determine the
coverage/topics.
Prepare the Learning
Outcomes to be included
in the test/exam.
1
Determine the number
of hours allotted or you
spent for each topic.
2
Determine the total
number of test items.
3
Determine the
number of
items per
content area.
4 Determine the
level of
difficulty and
their percentage
in the
examination.
5
Steps in Constructing (Two-Way) TOS?

37. Determine the level of difficulty and their percentage in the
examination.
5
Remember:
 Easy (20%)
 Average (50%)
 Difficult (30%)
 Under Revised Bloom’s Taxonomy:
 Remembering & Understanding (20%)
 Applying & Analyzing (50%)
 Evaluating & Creating (30%)
Steps in Constructing (Two-Way) TOS?

38. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 6
3. Apply the criteria for book selection 3
10
4. Analyze the steps of reading
program and teaching poetry
4.5 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 10
Total 18 12 30 18 60
60 =12
X 0.20

39. Determine the
coverage/topics.
Prepare the Learning
Outcomes to be included
in the test/exam.
1
Determine the number
of hours allotted or you
spent for each topic.
2
Determine the total
number of test items.
3
Determine the
number of
items per
content area.
4 Determine the
level of
difficulty and
their percentage
in the
examination.
Determine the
no. of items for
each topic per
level of
difficulty.
5 6
Steps in Constructing (Two-Way) TOS?

40. Determine the no.
of items for each
topic per level of
difficulty.
6 Formula:
No. of items per topic = (total no. items per
content area/topic) (level of difficulty)
Example:
No. of items per difficulty = (10) (30%)
= 3
Steps in Constructing (Two-Way) TOS?

41. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 6
3. Apply the criteria for book selection 3
10
4. Analyze the steps of reading
program and teaching poetry
4.5 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 10
Total 18 12 30 18 60
No. of items per topic = (total no. items per content area/topic) (level of difficulty)
(10) (20% or 0.20) = 2
2

42. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 2 5 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 1 3 2 6
3. Apply the criteria for book selection 3 2 5 3
10
4. Analyze the steps of reading program
and teaching poetry
4.5 3 7 4 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 2 5 3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 2 5 3 10
Total 18 12 30 18 60 100%

43. Determine the
coverage/topics.
Prepare the Learning
Outcomes to be included
in the test/exam.
1
Determine the number
of hours allotted or you
spent for each topic.
2
Determine the total
number of test items.
3
Determine the
number of
items per
content area.
4 Determine the
level of
difficulty and
their percentage
in the
examination.
Determine the
no. of items for
each topic per
level of
difficulty.
5 6 Solve for the
percentage of
items per
objective or
topic.
7
Steps in Constructing (Two-Way) TOS?

44. Solve for the
percentage of
items per
objective or
topic.
7 Formula:
no. of hours/days per
topic/objective
= x 100
total number of
hours/days
Steps in Constructing (Two-Way) TOS?

45. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 2 5 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 1 3 2 6
3. Apply the criteria for book selection 3 2 5 3
10
4. Analyze the steps of reading program
and teaching poetry
4.5 3 7 4 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 2 5 3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 2 5 3 10
Total 18 12 30 18 60 100%

46. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 2 5 3 10
2. Identify the different Values of
Mother Goose Rhymes
1.5 1 3 2 6
3. Apply the criteria for book selection 3 2 5 3 10
4. Analyze the steps of reading program
and teaching poetry
4.5 3 7 4 14
5. Make inference or conclusion on
child's developmental reading
preferences
3 2 5 3 10
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 2 5 3 10
Total 18 12 30 18 60 100%
3
18
=16.67
X 100
8.33
16.67
16.67
16.67
16.67

47. Learning Outcomes
No. of
Hours
Categories of Skills
Total No.
of Items
Percentage
Easy
(20%)
Average
(50%)
Difficult
(30%)
1. Identify the Man’s Basic Needs 3 2 5 3 10 16.67
2. Identify the different Values of
Mother Goose Rhymes
1.5 1 3 2 6 8.33
3. Apply the criteria for book
selection
3 2 5 3 10 16.67
4. Analyze the steps of reading
program and teaching poetry
4.5 3 7 4 14 25
5. Make inference or conclusion on
child's developmental reading
preferences
3 2 5 3 10 16.67
6. Make an illustration that
summarizes the development of
literature in the Philippines.
3 2 5 3 10 16.67
Total 18 12 30 18 60 100%

48. Thank you!