TABLE OF SPECIFICATION

Project research #2
A.) Meaning of ta!e of s"ecification #T.O.S.)
Table of specification is a plan prepared by a classroom teacher as a basis for
test construction especially a periodic test. It is important that this be carefully
prepared because it contributes to the development of the quality teat which per
see is a good instrument for diagnostic and remedial teaching. Table of
specification is to ensure the valid measure of the most rational objective and
course contents. We use representative samples of pupils performance in each
of the area to be measured the instrument that that is widely used for this
purpose.
Is a devise for describing test items in terms of the content and the process
dimensions that is, what a student is expected to know and what he or she i s
expect ed t o do wi t h t he knowl edge. I t i s descr i bed by
combi nat i on of content and process in the table of specification Table of
!pecifications is a two"way chart which describes the topics to be covered by a
test and the number of items or points which will be associated with each topic.
!ometimes the types of items are described, as well.
The content of a course or curriculum may be broadly defined both subject
matter content and instructional objectives. The former is concerned with the
topics to be learned and the latter with the types of performance pupils are
expected to demonstrate. #oth these aspects are of concern in determining
content validity. Table of specification is a chart that aids in obtaining a sample of
test tasks that represent both dimensions. table of specification would have
every learning objective listed for every lesson for the whole year
The table of specification basically is like a table chart that goes over topic that
will be on a test. This table chart is split into two charts and each sub topic is
numbered under the main topics that are being covered for the test. This type of
table is mainly used by teachers to help break down their outline on a specific
subject. !ome teachers use this particular table as their teaching guideline by
breaking the table into subjects, the teacher$s main points, how much time spent
on the point, and what assignment% project can be done to help the student learn
the subject.
B.) I$"ortance % re!e&ance of Ta!e of s"ecification #T.O.S) in test constr'ction
&onstructing fair tests that give teachers accurate information about
students learning is an important skill for teachers. The table of
specification is often useful to organi'e the planning process of designing
a test allows the teacher to predetermine the content of the test. (sing a
table of specification to organi'e a teacher ) made test helps alleviate
content validity problems because it helps the teacher create good
balance in several areas.
Table of !pecifications allows us to ensure that our test focuses on the
most important areas and weights different areas based on their
importance % time spent teaching. Table of !pecifications also gives us
the proof we need to make sure our test has content validity.
To identify the achievement domains being measured.
To ensure that a fair and representative sample of questions appear on
the test.
To al l ow t he t eacher t o const r uct a t est whi ch f ocuses on
t he key ar eas and weights those different areas based on their importance.
To pr ovi des t he t eacher wi t h evi dence t hat a t est has
cont ent val i di t y, t hat i t covers what should be covered.
C.) Sa$"!es each of One ( )a* c!assification an+ t)o ( )a* c!assification of
Ta!e of s"ecification #T.O.S.)
,. Sa$"!es each of one ( )a* c!assification of Ta!e of s"ecification #T.O.S.)
TABLE ,
!ample of *ne Way T*! in &ommunity +ealth ,ursing
Topics &overed ,umber of &lass ,umber of Test Item
!essions Items -istribution
.. /amily +ealth ,ursing
a. #ag Technique
b. +ome 0isit
1 2 ."2
1. 3rimary +ealth &are and
&ommunity *rgani'ing
1 2 4"5
6. &ommunity -iagnosis 1 2 7".1
2. +ealth !tatistics 1 2 .6".8
4. 3ublic +ealth 3rograms 6 8 .9"11
8. &ommunicable -iseases 2 5 16"6:
9. Integrated ;anagement of
&hildhood Illnesses
4 .: 6."2:
T*T< 1: 2: 2:
,umber of Items = ,umber of class sessions x desired total number of items
Total number of class sessions
>xample? ,umber of items for the topic @/amily +ealth ,ursingA
,umber of class sessions = 1
-esired number of items = 2:
Total number of class sessions = 1:
,umber of Items = ,umber of class sessions x desired total number of items
Total ,umber of &lass
= 1 x 2:
1:
,umber of Items = 2
TABLE 2
*ne ) way table of specification in >lementary ;athematics II, indicating areas of
instructions and number of class sessions
&+3T>B 6 ) !(#!TB(&TI*, */ W+*<> ,(;#>B
&*,T>,T ,(;#>B */
&<!! !>!!I*,
,(;#>B */
IT>;!
T>!T 3<&>;>,T
..!ubtraction
concepts
2 4 . ) 4
1. !ubtraction as
the inverse of
addition
2 4 8 " .:
6. !ubtraction
without regrouping
5 8 .. " 1:
2. !ubtraction with
regrouping
4 8 1. " 18
4. !ubtraction
involving 'eros
2 4 19 " 68
8. mental
computation
through estimation
2 4 69 " 2.
9. problem solving 9 7 21 ) 4:
5. total 2: 4: . ) 4:
2. Sa$"!es of t)o ( )a* c!assification of Ta!e of s"ecification #T.O.S.)
TABLE ,
Two ) way table of specification in high school 3hysics, indicating content, number of
class sessions and objectives to be tested.
Instr'ctiona! Ojecti&es
&ontent &lass
!ession
Cnowle
dge
&ompre
hension
pplicati
on
nalysi
s
!ynthesi
s
>valu
ation
Total no.
*f items
s
..
conversio
n of units
6 . . . . . 8
1. speed
and
0elocity
6 . . 1 . . 8
6.cceler
ation
1 . . . . 2
2.free
falling
bodies
. . . 1
4.projectil
e motion
. . . 1
8.force . . . 1
9.vector 1 1 . . 2
5.work,
energy
and
power
6 . . 1 . . 8
7.conserv
ation of
energy
1 1 . . 2
.:.conser
vation of
momentu
m
1 . 1 . 2
T*T< 1: 2 8 5 5 9 9 2:
TABLE 2
!ample of Two Way Table of !pecification for
&ommunity +ealth ,ursing
Topics &overed &las
s
+our
Cno
w"
ledg
&ompr
e"
hensio
ppli"
cation
nalys
is
!ynthes
is
>valuat
ion
Total
s e n
.. /amily +ealth ,ursing
a. #ag Techniques
b. +ome 0isits
1 . . . . 2
1. 3rimary +ealth &are and
&ommunity *rgani'ing
1 . . . 1 . 8
6. &ommunity -iagnosis 1
2. +ealth !tatistics 1 . . . . 2
4. 3ublic +ealth 3rograms 6 . . . . . . 8
8. &ommunicable -iseases 2 . . 1 . . 1 5
9. Integrated ;anagement
of &hildhood Illnesses
4 . . 6 2 . 1 .1
T*T< 1: 8 8 5 7 6 5 2:
TABLE 2
Table of !pecifications for a &hemistry (nit Test on *xygen
Content #-) .no)!e+ge Co$"rehension A""!ication Tota! #-)
3hysical 3roperties 5 8 8 1:
&hemical 3roperties .1 7 7 6:
3reparation 2 6 6 .:
(ses .8 .1 .1 2:
Total 2: 6: 6: .::
/eference0
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