LM02-PRED

Module Overview
Introduction

AssignmentAssignment
Learning Module 2 is all about the development of varied assessment tools. The knowledge

you have acquired in the previous module is an initial step in test construction. It is now the

time to utilize the knowledge and skills you have acquired in identifying and classifying the

learning objectives according to levels of cognitive learning as well as general principles of

testing and principles of high quality assessment.

This module comprises the planning the test, preparation of a Table of Specifications, a

systematic procedure in determining the number of items to be constructed in each topic by

considering the number of hours or days spent in discussing a particular lesson. Next is the

types of test according to different classifications and the different types of objective and

subjective paper and pencil test, the general and specific guidelines in writing test items and

item analysis.

 
 Topic 01: Planning a Test and the Construction of a Table of Specification

 Topic 02: Types of Test

 Topic 03: Guidelines in Constructing Paper and Pencil Tests: Objective and Subjective

 Topic 04: Item Analysis

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Pre-Assessment

Read each item carefully. Select the best answer for each item by choosing the letter that
corresponds to your answer.
AssignmentAssignment
1. What is the meaning of TOS in the parlance of test construction?
a. Table of Specifics c. Table of Specific Test Item
b. Table of Specifications d. Team of
specifications

2. In planning an achievement test, what should be the first step?

a. Decide on the Length of the test
b. Define the instructional objective
c. Construct a Table of Specification
d. Select the type of test items to use

3. Which of the illustrations below shows that there is a match between what is taught and
what is tested?
a. Teaching Objectives Testing
b. Objectives Testing Teaching
c. Objectives Teaching Testing
d. Teaching Testing Objectives

 4. It is considered as the blueprint in writing test items.

a. Direction c. Objectives
b. Item Analysis d. Table of Specifications

5. What is true about Table of Specification?

a. Table of Specification spells out WHAT will be tested and HOW it will be
tested?
b. Table of Specification is a test map that guides the teacher in constructing the
test.
c. It is a chart which describes the topics to be covered by a test and the points
associated with each topic.
d. All of the above

6. The following are important aspects to be included in constructing the Table of

Specifications EXCEPT:
a. Writing the test items
b. Selecting the learning outcomes to be tested
c. Outlining the subject matter
d. Making a two-way chart

7. A One-Way Table of Specifications has the following components:

a. Topics / Number of days/hours teaching the topic /
Levels of Objectives/Number of Items
b. Number of items/ Topics/ Levels of Objectives
c. Topics/ No. of hours/days teaching the topic/ Percentage/ Number of Items
d. Number of Items/ Topics/ Item placement/ Percentage

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8. A Two -Way Table of Specifications has the following components:

AssignmentAssignment
a. Topics / Number of days/hours teaching the topic / Percentage/ Levels of
Objectives/Number of Items
b. Number of items/ Topics/ Levels of Objectives
c. Topics/ No. of hours/days teaching the topic/ Percentage/Number of Items
d. Number of Items/ Topics/ Item placement/ Percentage

9. Which items show the benefits of Table of Specifications to students?

1. Provides the evidence that the test covers what it should be covered
2. Serve as a guide what should be given and leave out in a test
3. Improves the validity of a teacher made tests
4. Improves student learning

a. Items 1 and 3 c. Items 2 and 4

b. Items 1 and 2 d. Items 3 and 4

10. The following are steps in constructing the table of specifications. Determine the
proper arrangement.

1. Define the content categories/topics included in the test

2. Write the number of days spent in teaching each topic
3. Determine the percentage of topic and the number of items for each topic
4. Distribute the number of items to the levels of objectives
5. Item Placement

a. 1, 3, 2, 5, 4 c. 1, 2, 3, 4, 5
b. 1, 2, 4, 3, 5 d. 1, 3, 4, 2, 5

11. Which of the following test formats does not belong to the group?

a. Short answer
b. Multiple choice
c. True or False
d. Matching Type

12. Which of the following best describes standardized test?

a. It is considered as chapter test.

b. It compares student achievements to mastery level
c. It engages in easy and objective scoring
d. It serves as a unit test

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13. Which type of test is most appropriate for measuring learning difficulties?

a. Formative
b. Placement
c. Summative
AssignmentAssignment
d. Diagnostic

14. The results of National Assessment Test (NAT) are interpreted against a set mastery level.
This means that NAT is categorized as what type of test?
I. Criterion-referenced II. Norm-referenced

a. I only
b. II only
c. Either I or II
d. Neither I or II

15. Which of the following is an example of supply test item?

a. Short-answer item
b. True or False item
c. Multiple choice
d. Matching item

16. Which of the following types of test can measure broad range of achievement better?

a. Short-answer
b. True or False
c. Multiple choice
d. Matching type

17. Which of the following is NOT a characteristic of an objective test?

a. can cover a large sampling of content areas
b. time consuming to prepare a good objective test
c. there is a single or best answer
d. can measure higher order thinking skills such as organized original ideas

18. What type of tests that measures student’s performance using a pre-established 75%
level?

a. Achievement
b. Aptitude
c. Norm-referenced
d. Criterion-referenced

19. In a multiple choice type of test, the problem or the question is called:

a. Term
b. Stem

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 c. foil/distractor
d. alternative response

b. Formative
AssignmentAssignment
20. When the teacher administers a quiz after the lesson, what type of test he/she is giving?
a. Achievement c. Summative
d. Aptitude

21. To which of the guideline for objective type of test, “Spaces for the writing of answers
have to be provided and should be of the same length” is applicable?

a. Identification
b. Completion statement
c. Enumeration
d. All of the above

22. Which of the following item is a guideline in constructing multiple choice type of test?

a. Underline or italicize the word or phrase to be corrected in a sentence.

b. Write a correct answer or best answer and several plausible distracters.
c. Both the premises and responses in the same general category or class.
d. The direction of the test should indicate clearly what has to be identified

23. The guideline for test construction, avoid quoting exact statements from the textbook, is
intended for ___.

a. Matching type
b. Completion statement
c. Multiple choice
d. All of the above

24. Which of the following should be avoided in writing matching type of test?
a. Both the premises and responses in the same general category or class
b. Arranged alphabetically the premises or responses composed of one or two
c. Splitting the exercise
d. All of the above

25. Why is the alternate-response type of test most disadvantageous?

a. the possibility of guessing is high

b. the recall of facts is encouraged
c. the opportunity to think critically is possible
d. the demand for analytical thinking is strong

26. The principle of parallelism must be observed in writing the options is a test construction
guideline for __.

a. Matching type
b. Analogy
c. Completion statement

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 d. Identification

27. It can measure different kinds of context and any type of cognitive behavior
a. Matching type
AssignmentAssignment
b. Identification type
c. Completion type
d. Multiple choice type

28. The Araling Panlipunan teacher constructed a matching type test. In the column of
descriptions are combinations of senators, cabinet members, heroes, current issues and
sports. Which rule of constructing a matching type of test is NOT followed?

a. The options must be greater than the descriptions.

b. The descriptions must be heterogeneous.
c. The descriptions must be homogenous.
d. The options should be arranged in order.

29. What guideline in constructing multiple choice test is NOT included?

a. makes the options homogenous

b. makes all options grammatically consistent
c. makes sure the length of the keys varies to avoid giving clues
d. makes sure there is only one correct answer

30. __________ is an example of vegetable. This question is an example of poorly constructed

completion item. What makes the test item poor?
a. It is not a significant test item
b. The blank is at the beginning of the sentence
c. It is a very easy test item
d. It is a short question

31. It is a procedure that can enhance the technical quality of an examination.

a. Table of Specification c. Assessment

b. Measurement d. Item Analysis

32. The following are elements of item analysis EXCEPT:

a. Effectiveness of Distractors
b. Positive Discriminating Power
c. Index of Discrimination
d. Difficulty Index

33. Teacher Ernest conducted an item analysis in his first periodical test. His test item no.
12 has a difficulty index of 60 and a discrimination index of .40. What should Teacher
Ernest does with the item?
  a. Retain
b. Reject

vii
 c. Revise
d. Make it a bonus item
34. A positive discrimination index means that

a. AssignmentAssignment
The test item does not give any distinguishing point between the lower and
upper groups.
b. More students from the upper group got the answer to the test item correctly.
c. More students from the lower group answered the test item correctly.
d. The test item has low reliability.

35. The discrimination index of a test item is 0. It means that

a. More students from the lower group got the answer to the test item correctly
b. An equal number of students from the lower and upper groups got the
answer to the test item correctly
c. More students from the upper group got the answer to the test item correctly
d. More students from the upper group got the wrong answer to the test item

36. Teacher Maureen conducted an item analysis in her periodical test. She found out that

item number 10 is non-discriminating. What does this item imply?

I. The item is very difficult and nobody got the correct answer
II. The instruction is effective
III. The item is very easy and everybody got the correct answer

a. I only c. I and III

b. I and II d. III only

37- 40. Below is the table of the item analysis based on the result of a multiple choice
Test in English. Note that the letter with asterisk is the correct answer.

Item No. 8 A B* C D
Upper Group 3 14 2 1
Lower Group 10 7 3 0

37. How many students got the correct answer?

a. 7 c. 17
b. 14 d. 21

38. What is the level of difficulty of the given item?

a. Very easy c. Average

b. Easy d. Difficult

viii
39. The table shows that the item analyzed

a.
b.
c.
AssignmentAssignment
has a positive discriminating power
has a negative discriminating power
has zero discriminating power
d. has positive and zero discriminating power

40. What should be done with the item?

a. Reject the item c. Retain the item

b. Revise the item d. None of the above

Learning Outcomes

1. Construct a Two-way Table of Specification (TOS)

2. Recognize the different types of tests

3. Assess and construct assessment tools based on the guiding principles on test construction

4. Determine the quality of a test item by its difficulty index, discrimination index and

plausibility of options for a selected response type 

Learning Management System

To be announced link for the class that will be used in Google Classroom. Likewise, links of other

learning materials stored will be shared using the Google Drive.

 
Duration
 
 Topic 01: Planning a Test and Construction of a Table of Specification - 3 hours
 Topic 02: Types of Test - 3 hours
 Topic 03: Guidelines in Constructing Paper and Pencil Tests:
Objective and Subjective - 4.5 hours
 Topic 04: Item Analysis - 4.5 hours

Delivery Mode

Flexible Learning (Synchronous and asynchronous)

 

ix
Module Requirement with Rubrics

AssignmentAssignment
The course requirements are Two-Way Table of Specifications and the Construction of

a 50-item Paper and Pencil Test. Below is the rubrics for the course output.

x
AssignmentAssignment

xi
AssignmentAssignment

xii
 AssignmentAssignment

xiii
 Course
Packet
LM02-PRED

Learning Module 02
 
Assessment in
Learning 1
 
Course Packet 01
 
Planning a Test and
Construction of Table of
Specification (TOS) 
 
 
 

This is a property of
Bataan Peninsula State University
Knowledge Area Code : PRED NOT FOR SALE
Course Code : PRED0713
Learning Module Code : LM02- PRED0713
Course Packet Code : LM02- PRED0713-01

Learning Module: Assessment in Learning 1 3

 Course Packet 01

Planning a Test and Construction of

Table of Specification
 

Introduction

Testing as a form of assessment aims to gather valid and reliable information useful to both learners and

teachers for formative as well as summative assessment. The construction of valid test items begins with

the Table of Specification (TOS). It is a two-way chart that guides the teacher in constructing a test. The

writing of test items should be accompanied with carefully prepared set of test specifications. It ensures

that there is a balance between items that test the lower level thinking skills and those test the higher

order thinking skills. (Navarro,2019), A Table of Specifications provides the teacher with evidence that a

test has content validity, that it covers what should be covered. The actual construction of the test follows

the TOS. The table of specifications is valuable to teachers for two reasons: first, it helps the teachers

decide what to include and leave out in the test. Second, it helps them determine how much weight to

give for each topic covered and the objective to be tested.

Objectives

Construct a Two-way Table of Specification (TOS) 

Learning Management System

Google Classroom will be utilized as Learning Management System; and Google meet for Synchronous

Mode of delivering instruction and meeting the class.

 
Duration
 
 Topic 01: Planning a Test and Construction of Table of Specification = 3 hours
(2 hours self-directed learning with practical exercises
and 1-hour assessment)
 
Delivery Mode

Learning Module: Assessment in Learning 1 4

The delivery of instruction is online through synchronous or asynchronous mode.
 
Assessment with Rubrics

The students will be given sample activities on how to determine the values that will complete the

necessary data for the Table of Specifications. Another activity will be given as mental exercise where the

students will construct a TOS for the test grading period. The students can freely choose any subject and

based the TOS on the test quarter of a subject from the K to 12 Curriculum Guide.

 
Requirement with Rubrics

The final requirement for this topic is a Table of Specification with a minimum of 50- item test. The topics

that will be included will cover the competencies for the 1st quarter under the K to 12 Curriculum Guide.

Table 1

Rubrics for Table of Specifications

TABLE OF SPECIFICATIONS/Two-Way Chart (Total: 11 points) SCORE

Good Readings
1 Chart specifically shows Could be Improved
which Bloom level and (2 points) (1 point)
 http://educ
specific learning outcome
5let2012.blo
each question measures.
gspot.com/2
012/08/table
The proportion of multiple- Excellent Good Could be -of-
2 choice items measuring (3 points) (2 points) Improved
outcomes at the (1 point)
"knowledge" level is limited <12 items <20 items

3 Chart is clear and complete Excellent Good Could be Improved

(3 points) (2 points) (1 point)

4 Essay questions (or parts Excellent Good Could be Improved

(3 points) (2 points) (1 point)
thereof) are targeted to the
most complex levels of
Bloom’s Taxonomy.

specification_15.htm

https://www.k-state.edu/assessment/Revised%20Blooms%20Handout.pdf

Learning Module: Assessment in Learning 1 5

http://profdrayubent.com/files/ppt/1/EPEV-2-3-TABLE-OF-SPECIFICATION.pdf

https://www.spideylab.com/k-12-philippines-curriculum-guides/

https://www.academia.edu/35966397/The_K_to_12_Curriculum_The_K_to_12_Philippine_Basic_Educatio
n_Curriculum_Framework_DEPARTMENT_OF_EDUCATION

https://prezi.com/k7bdylml8j-t/table-of-specification-tos/

https://prezi.com/kqqli4iaq2t7/table-of-specifications-as-per-blooms/

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

https://www.spideylab.com/k-12-philippines-curriculum-guides/

Major Components of the Learning Module per Topic or Concept  

Key Points:

 Table of Specifications or
test blue prints spells out
WHAT will be tested and
HOW it will be tested
Learning Module: Assessment in Learning 1 6
 Table of Specifications
can show the breakdown
of learning outcomes by
 Introduction

Table of Specification (TOS) is a two- way table showing the topics to be

covered and the objectives to be measured in the test. It also shows the

number of items associated with each topic. It is said to be the blueprint of

the teacher in constructing a test.

The construction of test items starts with a Table of Specifications (TOS).

The writing of test items should be accompanied with a carefully prepared

set of test specifications. The purpose of a Table of Specifications is to

identify the achievement domains being measured and to ensure that a fair

and representative sample of questions appear on the test. A Table of

Specifications benefits students in two ways. First, it improves the validity

of teacher-made tests. Second, it can improve student learning as well.

Lesson Proper
 
 Review

LEVELS OF COGNITIVE OBJECTIVES.

Learning Module: Assessment in Learning 1 7

 Activity.
An activity may be used in introducing new topic or lesson.

REACT!!!!

13 percent of students who got low grades in exams are

caused by faulty test questions

List common observations of students on test questions

 

 

 

Learning Module: Assessment in Learning 1 8

 

 

 Processing of the Activity.

There are possible reasons why there are faulty test questions

-Questions are copied verbatim from the textbook

-The coverage is not within the instructional objectives

-Much consideration is given to reduce printing cost

-No Table of Specifications (TOS )

- TOS was made after the test

 Brief Lesson. A brief discussion of the lesson.

GENERAL STEPS IN TEST CONSTRUCTION

1. Identification of instructional objectives and learning outcomes

The teacher has to identify instructional objectives which will serve as
guide in writing test items

2. Listing of the topics to be covered by the test

Learning Module: Assessment in Learning 1 9

 A teacher needs to outline the topics to be included in the test

3. Preparation of Table of Specification (TOS)

TOS is a two-way table showing the content coverage of the test and the
objectives to be tested. It serves as blueprint in writing the test items later.
4. Selection of the Appropriate Types of Tests
Based on the TOS, the teacher has to select test types
that will enable him/her to measure the instructional objectives in the
most effective way.
5. Writing of Test Items- the teacher proceeds to write
the suitable test items
6. Sequencing the Items
the teacher has to arrange the items based on difficulty ,that is from the easiest to the
most difficult item.
7. Writing the Directions or Instructions
the teacher has to write clear and simple directions, which the students will follow in
answering the test questions
8. Preparation of the Answer Sheet and Scoring Key
the teacher has to provide answer sheets and prepare a scoring
key in advance.

PREPARING THE TABLE OF SPECIFICATION (TOS)

TOS is a two-way table showing the content coverage of the test and the
objectives to be tested. It serves as the blueprint in writing the test items. It
ensures that there is a balance between items that test lower level thinking
skills and those which test higher order thinking skills.

It helps teachers decide on what to include and leave out in a test and
determine how much weight to give for each topic covered and objective to
be tested. The simple one is called One-way TOS and the more complex
one is Two-way TOS.

ONE-WAY TABLE OF SPECIFICATIONS

Percenta
No. of
ge No. of
Topic days/h
Allocati items
rs
on

TWO- WAY TABLE OF SPECIFICATION

Learning Module: Assessment in Learning 1 10

 LEVELS OF COGNITIVE
OBJECTIVES/ ITEM PLACEMENT
No. of
Perc Ap
days/ho Und
enta Kno An Sy
Topi urs erst pli Evalu
ge wle aly nth Total
c teachin andi cat ation
Alloc dge sis esis
g the ng ion
ation
topic

STEPS IN PREPARING THE TABLE OF SPECIFICATION

1. List down the topics covered for inclusion in the test

Topic
The Nature of Economics

Economic Systems

Law of Demand & Supply

Price Elasticity of Demand

& Supply

2. Specify the number of days/hours spent for a particular topic

No. of
Topic
days/hrs
The Nature of Economics 2

Economic Systems 3

Law of Demand & Supply 3

Price Elasticity of Demand

2
& Supply

Total 10

Learning Module: Assessment in Learning 1 11

 3. Determine percentage allocation of test items for each of topic

Percentage (%) for a topic = Total no. of days/hrs spent teaching a particular topic x 100

Total no. of days/hrs spent in teaching all the topics

No. of
Percentage
Topic days/
Allocation
hrs
The Nature of Economics 2 .2 or 20%

Economic Systems 3 .3 or 30%

Law of Demand & Supply 3 .3 or 30%

Price Elasticity of Demand

2 .2 or 20 %
& Supply

Total 10 100%

4. Determine the number of items to construct for each topic

No. of items = percentage allocation x total no. of items to be constructed

Note : Percentage should be in decimal number before multiplying to the desired number of items.)
Desired number of items is the total number of items decided by the teacher to construct

No. of Percentage
Topic No. of items
days/hrs Allocation

The Nature of Economics 2 .2 or 20% 10

Economic Systems 3 .3 or 30% 15

Law of Demand &

3 .3 or 30% 15
Supply

Price Elasticity of
2 .2 or 20 % 10
Demand & Supply

Total 10 100% 50

Learning Module: Assessment in Learning 1 12

 5. Determine the objectives to be assessed in the test
Note: The minimum number of objectives to be tested is three (Knowledge,
Understanding , Application). It depends upon the teacher or the nature of the course
which objectives he/she includes

6. Place the Item to the objectives it corresponds.

No.
of Perc
days/ enta Sy Ev
Kno Unde Appl
hours ge Ana nth alu
Topic wled rstan icatio Total
teachi Allo lysis esi ati
ge ding n
ng catio s on
the n
topic

The 2 5
Nature of .2 or 2 1
2 I 1- I 22- 0 0 10
Economic 20% I 8-9 I 16
s 2 26
 Enh
3 3 7
a Economic .3 or 2
n 3 I 19- I 30- I 44- 0 0 15
Systems 30% I 6-7
c 21 32 50
e Law of 3 3 3 6
m Demand .3 or
3 I 27- I 10- I 35- 0 0 15
e and 30%
n Supply I 3-5 29 12 40
t Price
elasticity
.2 or 3 2 3 2
of 2 0 0
20 % 10
Demand I 13- I 17- I 41- I 33-
& Supply 15 18 43 34

TOTAL 10 100 10 10 10 20 0 0 50

Activity.

Problem:

Two weeks before the Periodical Test. Teacher Precy is preparing for an 80-item test. She listed down

the topics included in the test and the number of days each topic was taught. Help Teacher Precy

supply the needed data. (Refer to the table below)

Do the following:

Learning Module: Assessment in Learning 1 13

1. Find the percentage allocation for each topic. Reflect answers in decimal and in percent.

2. Determine the number of items allotted for each item if the test constructor decided to make an

eighty –item test.

3. Write the total number of days, percentage and number of items.

4. Distribute the number of items to the given objectives to be tested.

.
No. Applic
No. of
of Percentag Comprehe a Anal
Topic days/hr Total
Item e nsion ysis
s. tion
s

Introduction
2
to Fraction

Similar/Diss
imilar/mixed 1
fraction

Addition of
2
fraction

Subtraction
4
of Fraction

Multiplicati
on and
5
Division of
Fraction

Application/
Problem 3
Solving

 Generalization
.
Question 1: What is Table of Specifications?

Question 2: In constructing a test, what comes first? The TEST or the TOS? Expound your answer?

Question 3: How is One Way Table of Specification differ from Two- way table of Specification?

Question 4: Why do we need to construct Table of Specifications?

 Application.

Construct a two-way table of specifications based on the given topics or units. Include the

Learning Module: Assessment in Learning 1 14

 necessary elements that will guide you in preparing the 60- item test. Label the columns

appropriately.

Topic No. of days/hrs

teaching each
topic
Whole Numbers 3
Rational Numbers 4
Geometry 5
Measurement 2

Course Packet Discussion Forum

Analyze and discuss the illustration cited below.

USES OF TABLE OF STUDENT

TEACHER
SPECIFICATIONS

______________________________

______________________________________________________________________________
Learning Module: Assessment in Learning 1
______________________________________________________________________________ 15

______________________________________________________________________________
______________________________________________________________________________
Additional Activity
 
Given the table below, Complete the Table of Specifications by supplying the needed data. Follow the

specific instructions on how to complete the task.

 Find the percentage allocation for each topic. Reflect your answer in decimal numbers and in

percent.

 Determine the number of items allotted for each item if the test constructor decided to make an

eighty-item test.

 Distribute the items to the specified levels of cognitive objectives.

Learning Module: Assessment in Learning 1 16

 No. of Percent No. of Knowledg Understa Anal
Topic Total
days/hrs. age Items e nding ysis
Introduction
3
to Assessment
Assessment AS,
OF, FOR 1
Learning
Types of
Assessment 2
Procedure
Principles of
4
Assessment
Modes of
2
Assessment
Taxonomy of
Educational 3
Objectives
Table of
5
Specifications

 References.

Buendicho, Flordeliza C., (2015) Assessment of Student Learning 1,Rex Bookstore Inc.

Navarro, R, Santos, R, Corpuz, B. (2017), Assessment of Learning 1, Lorimar Publishing Inc.

Navarro, Rosita et al., (2019) .Assessment in Learning, Lorimar Publishing Inc

.
De Guaman, E. A. (2015). Assessment of Learning. Quezon City: Adriana Publishing Co., Inc.

Garcia, C. D. (2013). Measuring and Evaluating Learning Outcomes: A textbook in Educational

Assessment 1 & 2. Mandaluyong City: Books Atbp. Publishing Corp.

Gabuyo, Yonardo A. ( 2012 ). Assessment of Learning 1. Quezon City. Rex Printing Company Inc.

Learning Module: Assessment in Learning 1 17

Learning Module: Assessment in Learning 1 18
 Activity Sheet

Determine what percentage of test items should be allotted for each of the topics in the matrix, based on
the total teaching time used for each of them. Complete the matrix by specifying the number of items to
construct for each topic based on your computed percentages, if the test constructor decides to come up
with a 90-item test.

Topic Teaching Time Percentage No. of Items

Scientific
Measurement 2 hours
Matter and Its 2 hours
Properties
Atoms, Molecules
and Ions 3 hours
Mole, Percent,
Composition 5 hours
Empirical Formula
and Molecular 4 hours
Formula

Gases 3hours

The Gas Laws 3 hours

Total 20 hours

Learning Module: Assessment in Learning 1 19

Learning Module: Assessment in Learning 1 20
 Assessment
Determine what percentage of test items should be allotted for each of the topics in the matrix, based on
the total teaching time used for each of them. Complete the matrix by specifying the number of items to
construct for each topic based on your computed percentages, if the test constructor decides to come up
with a 100- item test.

Topic Teaching Time Percentage No. of Items

The Importance of
Statistics in Research 3 hours
Data Collection and 5 hours
Presentation
Frequency
Distribution and 4 hours
their Graphic
Presentation
Measures of Central 6 hours
Tendency
Total 18 hours

Learning Module: Assessment in Learning 1 21

 Assignment

Task. Prepare your own Table of Specification

Follow the given instructions below.

A. The test constructor decided to prepare a-50 item test.

B. Provide the topics and number of items for each topic

C. Determine the percentage and the number of items for each topic

D. Indicate the levels of Objectives to be tested. (At least 3)

E. Present the data/ values in a matrix.

Learning Module: Assessment in Learning 1 22

Learning Module: Assessment in Learning 1 23