The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.

1. Process in
Developing
Assessment
Instrument

2. TABLE OF
SPECIFICATIONS
(TOS)

3. Table of Specifications (TOS)
sometimes called a test blueprint, is
a table that helps teachers align
objectives, instruction, and assessment
(e.g., Notar, Zuelke, Wilson, & Yunker,
2004).
is a chart or table that details the
content and level of cognitive assessed
on a test as well as the types and
emphases of test items (Gareis &
Grant, 2008).

4. PURPOSE OF
TABLE OF
SPECIFICATION

5. Purpose of Table of Specifications
1. It serves as the guide as to WHAT
TOPIC should be included
2. It indicates HOW many ITEMS
should be asked in each particular
level.

6. PREPARING A
TABLE OF
SPECIFICATION

7. Preparing a Table of Specifications
1. Selecting the learning outcomes to
be measured.
2. Make an outline of the subject
matter to be covered in test.
3. Decide on the number of items per
subtopic.
4. Make the two-way chart.
Number
of
Items
= Number of class sessions X Desired total
numbers of items
Total number of class session

8. FORMAT OF TABLE
OF SPECIFICATION

9. Format of Table of Specifications
TWO-WAY TABLE OF SPECIFICATIONS
OBJECTIVES/
COMPETENCIES
NO.
OF
DAYS
%
NO. OF
ITEMS
ITEM SPECIFICATION (Type of Test and Placement)
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
TOTAL

10. Two-way Table of Specifications
OBJECTIVES/COMPETENCIES
 refer to the intended learning
outcomes stated as specific
instructional objective covering a
particular test topic.

12. Two-way Table of Specifications
NO. OF DAYS
 The number of session(s)/day(s) you
taught each of the learning
objectives/competencies

13. Two-way Table of Specifications
PERCENTAGE (%)
% = No. of Days (specific
objective/competency)
Total number of Days
x 100
OBJECTIVES/ COMPETENCIES NO. OF DAYS %
Identify the meaning of unfamiliar words
through structural analysis (words and
affixes)
3
Identify the meaning of unfamiliar words
according to structure (inflections)
3
Identify the meaning of words with multiple
meaning
4
TOTAL 10 100%
30%
30%
40%
3 ÷ 10 = 0.3
.3 X 100 = 30%
4 ÷ 10 = 0.4
.4 X 100 = 40%

14. Two-way Table of Specifications
NO. OF ITEMS
OBJECTIVES/ COMPETENCIES NO. OF DAYS % NO. OF ITEMS
Identify the meaning of unfamiliar
words through structural analysis
(words and affixes)
3 30%
Identify the meaning of unfamiliar
words according to structure
(inflections)
3 30%
Identify the meaning of words with
multiple meaning
4 40%
% x TOTAL NO. OF
ITEMS
= NO. OF
ITEMS
30% = .3
.3 X 30 = 9
9
9
12
40% = .4
.4 X 30 = 12

15. Two-way Table of Specifications
ITEM SPECIFICATION
 Pertains to the intellectual skill or
ability to correctly answer a test
item using Bloom’s Taxonomy of
educational objectives.
OBJECTIVES/
COMPETENCIES
NO.
OF
DAYS
%
NO. OF
ITEMS
ITEM SPECIFICATION (Type of Test and Placement)
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
Identify the
meaning of
unfamiliar words
through
structural
analysis (words
and affixes)
3 30% 9 3 2 2 2
Identify the
meaning of
unfamiliar words
according to
structure
(inflections)
3 30% 9 5 4
Identify the
meaning of
words with 4 12 12

16. Tips in Preparing the TOS
 Don’t make it overly detailed.
 It’s best to identify major ideas and
skills rather than specific details.
 Use a cognitive taxonomy that is
most appropriate to your discipline.
 Weigh the appropriateness of the
distribution of checks against the
student’s level, the importance of
the test and the amount of time

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