3. Objective
• Define Table of Specification TOS
• Discuss the Importance of Table of Specification
• Construct a Table of Specification
4. Preparing for an examination paper to be
taken up by students can be a little bit tricky
especially when you want it to be
methodological and compliant with the
guidelines set by your school or institution.
5. As a teacher, you cannot be so careless in
preparing for an examination paper because a
considerable amount of factors must be
overviewed in crafting the whole assessment
were clear, that in preparing for a good test, one
must have a mastery of the subject matter,
knowledge of the pupils to be tested, skills in
verbal expression and the use of the different
test format.”
7. Practice Test
1. Which table helps teachers align objectives, instruction,
and assessment?
A. Table of Contents
B. Table of Specifications
C. Periodic Table of Elements
D. Multiplication Table
8. Pre- Test
2. If the original length of the paper is 60cm, what is
now the length of the crosswise in millimeters?
A. Remembering
B. Understanding
C. Applying
D. Creating
9. Pre- Test
3. Trisha unintentionally measured the length of their classroom by
centimeters but her Math teacher told her that it should be
measured in meters. If she obtained 2, 018 centimeters, what
should be the converted value in meters?
A. Remembering
B. Understanding
C. Applying
D. Creating
10. Pre- Test
4. Create a real-life problem in which the conversion of units
in a Metric System is applied. Then solve the problem.
A. Remembering
B. Understanding
C. Applying
D. Creating
11. Pre- Test
5. Which of the following things should be taken into account
when building a table of specification answer choices
A. course learning outcomes/objectives
B. amount of time spent in class
C. assessment plan
D. all of the above
12. Pre- Test
6. Open discussion and negotiations can encourage higher levels of
understanding while also modeling good learning and study skills. Which
of the following are its implications for constructing a TOS?
A. Teachers can collaborate with the students
B. Let the students create a TOS for their test
C. Always ask the students which topics should be on the test
D. TOS can help students at all ability levels learn better.
13. Pre- Test
7. Which of the following is the first step to making a TOS?
A. Get your test questionnaire
B. Determine the coverage of your exam
C. Know the objectives for each topic area.
D. Determine the Test Types
14. Pre- Test
8. Why is the preparation of TOS important?
A. Allows the teacher to construct a test that focuses on the key areas and
weights those different areas
B. Provides the teacher with evidence that a test has content validity
C. Helps the curriculum writers with the evaluation of the program
D. All of the Above
15. Pre- Test
9. How can the use of a Table of Specifications benefit your students?
A. ensures that there is a match between what is taught and what is tested
B. be a collaborator in constructing the TOS
C. outline the subject matter into smaller components
D. design plans, strategies, and schedules based on an outline of the
content
16. Pre- Test
10. Which of the following would be a possible effect of testing without
careful planning?
A. just choosing questions from the last two weeks before the exam
B. all have got answers to one chapter but not another
C. students getting all lower-level questions but missing higher level
D. All of the Above
20. - a plan prepared by a
classroom teacher as a
basis for test
construction.
- a tool used to ensure
that a test measures the
content and thinking
skills that the test
intends to measure.
22. - Ensures that a fair and
representative questions
appear on the test.
- Improves the validity of
teachers’ evaluations
based on the test
constructed.
23. - Helps the teachers
identify the type of items
they need to include on
their test.
- Provides the teachers
with evidence that a test
has content validity, and
that it covers what
should be covered.
24. - Helps measure higher
thinking skills and lower
thinking skills of
students
25. This Photo by Unknown Author is licensed under CC BY-NC
What are the things
you need to know
before constructing
a TOS?
26. 1. The TOS requires a thorough
knowledge of Blooms’ revised
Taxonomy.
40. 1. Secure a copy of Most Essential
Learning Competencies.
3. Copy the Learning
Competencies for each grading
period in the table of specification
2. Copy the Code of the
Learning Competencies
41. 4. Determine the different 21st
Century Skills
4C’s
Critical Thinking
Creativity & Innovation,
Collaboration
Communication
42. 4. Determine the different 21st
Century Skills
Information Literacy,
Media Literacy,
Technology Literacy
43. 4. Determine the different 21st
Century Skills
Flexibility and Adaptability,
Leadership and Responsibility,
Initiative,
Productivity And Accountability
Self-Direction, Social and Cross-
Cultural Interaction
44. 5. Determine the Actual Number
of Items
Using the Formula
No. of Days Spent
AI= X No. of Items
Total No. of Days
45. TABLE OF SPECIFICATIONS
Code Most Essential Learning
Competencies
21st Century
Skills
Sub-Skills/
Attributes
Days
Spent
Cognitive Process Dimensions Total Number of Items
Item
Placemen
t
Lower Order Thinking
Skills (LOTS)
Higher Order Thinking
Skills (HOTS)
Actual Adjusted
R
20%
R
20%
A
20%
A
20%
E
10%
C
10%
EN6RC-
IIIa-3.2.8
Identify the purpose, key
structural and language
features of various
types of informational/
factual text
Communic
ation
Be
Responsible 15 4 3 3 3 2 2
16.67 17 1-17
EN6LC-
IIIb-3.1.12
Recognize evaluative word
choices to detect biases and
propaganda
devices used by speakers
Communic
ation
Be
Responsible 15 3 3 4 3 2 2 16.67 17 18-
34
EN7VC-
IV-c-15
Compare and contrast
content of materials viewed
to other sources of
information (print, online and
broadcast)
Information
Literacy
Be
Responsible 15 3 4 3 4 1 1 16.67 16 35-50
TOTAL 45 12 10 10 10 5 5 50.01 50
PERCENTAGE 60% 40%
46. TABLE OF SPECIFICATIONS
Code Most Essential Learning
Competencies
21st Century
Skills
Sub-Skills/
Attributes
Days
Spent
Cognitive Process Dimensions Total Number of Items
Item
Placemen
t
Lower Order Thinking
Skills (LOTS)
Higher Order Thinking
Skills (HOTS)
Actual Adjusted
R
20%
R
20%
A
20%
A
20%
E
10%
C
10%
S3FE-IIIa-
b-1
Describe the position of a
person or an object in
relation to a reference
point such as chair, door,
another person
Critical
Thinking
Observant
20 4 4 4 4 2 1
17.77 18 1-18
Describe the different
uses of light, sound, heat
and electricity in everyday
life
Critical
Thinking
Observant
25 4 4 4 4 2 3 22.22 22 19-40
45 8 8 8 8 4 4 39.99 40
PERCENTAGE 60% 40%
