Table of Specification (TOS)

Table of
Specification
(TOS)
For every problem
there is a solution. If
• you are not part of
the solution then you
are part of the
PROBLEM.
•Chinkee
Tan Chink
Positive
13% of students who got low grades
in exams are caused by faulty test
questions.
WORLDWATCH, The Philadelphia Trumpet (August
Common observation of students
on test questions
 Not included in the lessons.
 Questions and options are too
long
 Test lay-out is not good,
 Sentences are cut too many
times.
 Questions are misleading.
 Answers are not in the options.
Possible reasons for faulty test
questions:
Questions are copied verbatim from the

book or other resources.
Not consulting the course outline.
Much consideration is given to reduce
printing cost.
No TOS or TOS was made after making
the test.
Factors to consider in preparing test
questions (Oriondo & Antonio, 1984)
Purpose of the test

Time available to prepare, administer
and score the test.
Number of students to be tested.
Skill of the teacher in writing the test.
Facilities available in reproducing the
test.
“To be able to prepare a
GOOD TEST, one has to have
a mastery of the subject
matter, knowledge of the
pupils to be tested, skill
in verbal expression and
the use of the different
test format”
Evaluating Educational Outcomes
(Oriondo &
Antonio,1984)
Characteristics of Good Tests
Validity – the extent to which the
test measures what it intends to
measure
Reliability – the consistency with
which a test measures what it is
supposed to measure
Usability – the test can be
administered with ease, clarity
and uniformity
Other Things to Consider
• Scorability – easy to score
• Interpretability – test results
can be properly interpreted and
is a major basis in making
sound educational decisions
• Economical – the test can be
reused without compromising the
validity and reliability
General Steps in Test Construction
DRAFT
PRODUCE A
T.O.S.
O
R
D
E
R TEST ANALYZ
E
SUBMISSION
TABLE OF
SPECIFICATIONS
(TOS)
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).
Table of Specifications (TOS)
A two way chart that relates the

learning outcomes to the
course content
It enables the teacher to prepare a test
containing a representative sample of
student knowledge in each of the areas
tested.
DETERMINING THE
NUMBER OF TEST
ITEMS
Consider the following average time in constructing the
number of test items. The length of time and the type of item
used are also factors to be considered in determining the
number of items to be constructed in an achievement test.
PURPOSE OF
TABLE OF
SPECIFICATION
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.
Steps in Preparing
the Table of
Specification:
1. List down the

topics covered for
inclusion
in the test.
2. Determine the
objectives to be
assessed by the test.
3. Specify the
number of days/
hours spent for
teaching a particular
topic.
4. Determine percentage allocation
of the test items for each of the
topics covered. The formula applied
is as follows:
𝑛𝑢𝑚𝑏𝑒𝑟
𝑜𝑓 𝑑𝑎𝑦𝑠 𝑜𝑟 h𝑟𝑠 𝑠𝑝𝑒𝑛𝑡 𝑓𝑜𝑟 𝑡h𝑒𝑡𝑜𝑝𝑖𝑐
% for the topic = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑦𝑠 𝑜𝑟 h𝑜𝑢𝑟𝑠
Example: Mrs. Garcia
decided to prepare a 50-
item test on the unit,
“Pre Spanish Philippines” in
which she taught for 35 days.
How many items should
she write for the topic
“Early
Filipinos and their Society”
in which she taught for 7
days?
50 items x 0.20 = 10 items

5.Determine the number of the items for
each topic.
This can be done by multiplying the

percentage allocation for each topic by the
total number of items to be constructed.
6. Distribute the numbers to
the objectives. The number
of items allocated for each
objective depends on the
degree of importance
attached by the teacher to
it.
FORMAT OF TABLE
OF SPECIFICATION
Two-way Table of Specifications
OBJECTIVES/COMPETENCIES
 refer to the intended learning outcomes stated as

specific instructional objective covering a
particular test topic.
NO. OF DAYS
 The number of session(s)/day(s) you taught each

of the learning objectives/competencies
OBJECTIVES/
NO.
OF
% I NO.
EM OF SPECIFICATION
ITEM SPECIFICATION (Type of Test and Placement)
COMPETENCIES IITEM
DAY REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING
S CREATING
S
Identify the
meaning of
 Pertains to the intellectual or
unfamiliar words
3 30 %
abil
9
ity 3 correc
2
tly
2 2
skill
through
structural to m ng Blo om’s answer a es
analysis (words
and affixes) iteusi l ives. Taxot t
Identify the cationa object nomy o
meaning of
unfamiliar words 3 30% edu
9 5 4 f
according to
structure
(inflections)
Identify the
meaning of 12
words 4 40 % 12
with
 Don’t make it Preparing
Tips in overly detailed.
the TOS
 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 available.
Note:
The number of item for each level will depend on
the skills the teacher wants to develop in his
students. In the case of tertiary level, the teacher
must develop more higher-order thinking skills
(HOTS) questions.
For elementary and secondary levels, the guidelines

in constructing test will be as stipulated in the
DepEd Order 33, Series 2004 must be followed. That
is, factual information 60%, moderately difficult or
more advanced questions 30% and higher order
thinking skills 10% for distinguishing honor
students.
Sample TOS
8% 24% 20% 20% 20% 8%

Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so! (emphasis mine)
POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good
COMMUNITY Jesus Ochave Ph.D.
VP Research Planning &
Development Philippine Normal
University

Table of Specification (TOS)

Uploaded by

Copyright:

Available Formats

Table of Specification (TOS)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Table of Specification (TOS)

Uploaded by

Copyright:

Available Formats

What are some common observations students have about faulty test questions?

What are some possible reasons for faulty test questions?

Table of

Questions are copied verbatim from the

Purpose of the test

A two way chart that relates the

1. List down the

50 items x 0.20 = 10 items

This can be done by multiplying the

 refer to the intended learning outcomes stated as

 The number of session(s)/day(s) you taught each

For elementary and secondary levels, the guidelines

8% 24% 20% 20% 20% 8%

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.