The document discusses the importance and process of creating a table of specifications (TOS) for teacher-made tests. A TOS is a tool that helps teachers align learning objectives, instruction, and assessment by mapping objectives to content and cognitive levels. It ensures assessments adequately cover material and test an appropriate range of thinking. The summary outlines the key components of a TOS and the steps teachers should take to construct one, including listing topics, determining time spent on each, calculating the number of test items per topic, and organizing items under cognitive domains.

4. Table of Specifications
“Classroom tests provide teachers with
essential information used to make
decisions about instruction and student
grades. A table of specification (TOS) can
be used to help teachers frame the decision
making process of test construction and
improve the validity of teachers’ evaluations
based on tests constructed for classroom
use.”
- Fives and DiDonato-Barnes (2013)

5. Table of Specifications (TOS)
A TOS, sometimes called a test blueprint, is a
table that helps teachers align objectives,
instruction, and assessment.
(Notar, Zuelke, Wilson, & Yunker,2004)
A table of specifications or TOS is a test map that
guides the teacher in constructing a test. (Navarro
and Santos, 2012)

6. Table of Specifications (TOS)
The TOS can be used in conjunction
with lesson and unit planning to help
teacher make clear the connections
between planning, instruction, and
assessment.
A TOS is one tool that teachers can use
to support their professional judgment
when creating or selecting test for use
with their students.
- Fives and DiDonato-Barnes (2013)

7. Importance of TOS
 useful to organize the planning process of
designing a test which allows the teacher to
determine the content of the test.
 helps teachers align objectives, instruction
and assessment
 ensures proper emphasis given to all elements
of a course of study

8. Importance of TOS
 ascertains content validity
 clearly defines the scope and relates objectives
to the content in order to ensure a balanced
test items.
 it helps to provide for optimal learning on the
part of students and optimal teaching
efficiency on the part of the teacher.

9. Significance and Components
of Table of Specifications
- Kubiszyn and Borich (2003) as cited by Melchor (2013)
1. A table of specifications (TOS)
consists of a two-way chart or grid
relating instructional objectives to the
instructional content.
- The column of the chart lists the
objectives or levels of skills to be
addressed
- The rows list the key concepts or
content the test is to measure

10. Significance and Components
of Table of Specifications
- Kubiszyn and Borich (2003) as cited by Melchor (2013)
2. A table of specifications identifies not only the
content areas covered in class but also the
performance objectives at each level of the cognitive
domain of Bloom’s Taxonomy.
3. A table of specifications is developed before the test
is written. In fact, it should be constructed before the
actual teaching begins.

11. Significance and Components
of Table of Specifications
- Kubiszyn and Borich (2003) as cited by Melchor (2013)
4. The purpose of a TOS is to identify the
achievement domains being measured and to
ensure that a fair and representative sample of
questions appear on the test.
5. A TOS benefits students in two ways – it
improves the validity of teacher-made tests, it
can improve student learning as well.

12. Significance and Components
of Table of Specifications
- Kubiszyn and Borich (2003) as cited by Melchor (2013)
6. A TOS helps to ensure that there is a match between what
is taught and what is tested.
-Classroom assessment should be driven by classroom
teaching which itself is driven by course goals and objectives
-TOS provides the link between teaching and testing
(University of Kansas, 2013)

13. Constructing the Table of Specifications
To align the assessment process with the
K to 12 Basic Education Program, the
adapted Cognitive Process Dimensions by
Anderson and Krathwohl (2005) will be
adopted in constructing the table of
specifications (TOS) for summative
assessment specifically for the quarterly
examinations.

15. Steps in Constructing TOS
List all the topics/learning competencies covered
within the prescribed term.

17. Steps in Constructing TOS
Indicate the number of teaching days hours spent for each
topic/learning competency.
45

18. Steps in Constructing TOS
Compute for the number of items each topic using the formula
No. of Days (Column B)
Total No. of Days
X No. of items
Number of items =
Note: The total number of test items will be
determined by the subject teacher.

19. No. of Days
Total No. of Days
Number of items =
Number of items = 2 = 0.1818
11
No. of Days Taught
No. of Days Taught
Total No. of Days
Total No. of Days
No. of items
No. of items
X No. of items
x 50 = 9.1

22. Steps in Constructing TOS
5. Determine the item placement based on the number of items align to the
behavioral domains.

23. Steps in Constructing TOS
Add the items (horizontally and vertically)

24. Steps in Constructing TOS
Compute the percentage per domain.
% = total number per domain
No. of items x 100

25. Steps in Constructing TOS
Compute the percentage per domain.

29. REFERENCES
DepEd Order No. 79, series 2003
DepEd Order No. 82, series 2003
DepEd Order No. 73, series 2012
Deped Order No. 8, series 2015
Downing, S. M., T. M. Haladyna (editors), Handbook of Test Development,
Mahwah, NJ: Lawrence Erlbaum, 2006
Tarrant, M., J. Ware, A. Mohammed, An assessment of functioning and
nonfunctioning distractors in multiple-choice questions: a descriptive analysis,
http://www.springerlink.com/content/e8k8618552465484/fulltext.pdf, 2009

30. REFERENCES
Alade, O.M. and Omoruyi, I.V. (2014). Table of Specification and Its
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Devine, M. & Yaghlian, N. Test Construction Manual (Construction of
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Rivera, A. (2016). Table of Specifications with an Overview of Test
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Rivera, A. (2016). Test Construction: The Art of Effective Evaluation.
Accessed November 3, 2017 from http://www.slideshare.net/ArnelSSI

31. REFERENCES
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,
Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New
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Fives, Helenrose & DiDonato-Barnes, Nicole (2013). Classroom Test Construction: The Power
of a Table of Specifications. Practical Assessment, Research & Evaluation, 18(3). Available
online: http://pareonline.net/getvn.asp?v=18&n=3
Notar, C.E., Zuelke, D. C., Wilson, J. D. & Yunker, B. D. (2004). The table of specifications:
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https://polguart.wordpress.com/2010/03/17/module-3-teacher-made-test-construction/