College of Teacher Education

Second Semester, A.Y. 2020-2021

MODULE 8
Table of Specifications

Introduction

This module entitled ‘Table of Specifications’ would discuss pointers on how to create proper test
questions in multiple types of tests.

Date and Time Allotment

April 12 (6 hours)

I. Objectives

At the end of the end of this module, students should be able to:
1. Enumerate the parts of the table of specifications.
2. List the principles, guides, and frameworks used in creating a Table of Specifications.
3. Partition topics into sub-topics.
4. Create a table of specifications following the frameworks set by DepEd or the Bloom’s Revised
Taxonomy.

II. Lecture
Pen-and-paper test has been, for better or for worse, an integral part of the teaching-learning process
as one of the most recognizable and implemented piece of assessment tool. Throughout the years, this
assessment tool has enjoyed a reputation of being used to test the skills and knowledge of a wide set of
learners in a standardized manner.
In a smaller scale, teachers and other practitioners in education has systematically formulated
regulated pen-and-paper tests through the use of an assessment tool called Table of Specifications (ToS).
But before tackling that tool, let us first establish the steps of test planning which are, according to Navarro,
Santos, and Corpuz (2017):
• Identifying test objectives/lesson outcomes
• Deciding on the type of objective test to be prepared
• Preparing a ToS
• Constructing the draft test items
• Try-out and validation
As we have already established at this point, objective serves as the first consideration for the
teaching-learning process. The assessment tool is not an exception to this adage. In addition to setting out
the lesson objective, the teacher must also choose which domain in cognitive learning would be assessed at
the end of the lesson.
After setting the objectives of the lesson and what particular taxonomies will be considered in
assessment, the teacher may proceed to choosing the type of objective test to be used. As we have
discussed in the previous module, multiple choice test and essays are capable of assessing higher-order
thinking skills (HOTS) while binary choice, matching type, and short-answer tests are suitable for lower-order
thinking skills (LOTS). Note that the teacher may use multiple types of test in order to measure the totality of
the cognitive skills of learners.
If the decision on what type of tests will be used has been made, the teacher can proceed to making
the table of specifications (ToS) which is essentially a guide as to what test questions will be made in terms
of the cognitive level that they are supposed to assess as well as the topic of the said question. A ToS usually
has 4 crucial elements which are the objectives, their cognitive level, the item numbers allotted for each level,
and the number of items and percentage for each objective. An example is provided below by Navarro,
Santos, and Corpuz (2017):
 Table 1. Sample Table of Specifications (retrieved from Navarro, et. al., 2017)

LEVEL OBJECTIVE ITEM NUMBERS NO. OF ITEMS PERCENTAGE

Identify subject-
1. Knowledge 1,3,5,7,9 5 14.29%
verb
Form appropriate
2. Comprehension 2,4,6,8,10 5 14.29%
verb forms
Write sentences
observing rules
3. Application 11,13,15,17,19 5 14.29%
on subject verb
agreement
Determine subject
4. Analysis 12,15,18,21,23 5 14.29%
and predicate
Evaluate whether
or not a sentence
5. Evaluation observes rules on 13,16,19,22,24 5 14.29%
subject-verb
agreement
Formulate rules
6. Synthesis on subject-verb Part II 10 pts. 28.57%
agreement
TOTAL 35 points 100%

The common conception when creating a ToS for learners is to allot a majority of the items for HOTS.
For example, allotting 60% of the test items to HOTS while 40% to LOTS. The emphasis on HOTS is only
recommended if the learners are in higher levels of education as it can be assumed that their cognition has
been more developed already compared to their counterparts in the lower levels of education. Thus, it is
better to emphasize on LOTS if your learners are in the primary or secondary levels.
As one may observe, the item numbers are arranged in such a way that the items belonging to the
same taxonomy are positioned closed to each other. This is to show a consistent progression in difficulty
through the pen-and-paper test as well as to reduce confusion and testing fatigue to learners brought about
by abrupt changes in the difficulty should each item be placed in a random order.
Also, notice that the highest level of cognitive learning or synthesis is allotted more points compared
to the other levels. This is due to the notion that teachers want learners to express their highest levels of
learning in the exam, thus choosing to emphasize and enlarge the points for synthesis.
The importance of the ToS lies in ensuring that all levels of cognitive learning, instructional objective,
and their respective timeframe is represented in an exam; resulting in a comprehensive and appropriate
exam. The lack of ToS may lead to inconsistencies in balance of the content due to possible focus on a
singular level or objective in teaching.
Table 1 only shows a basic ToS. Some departments such as DepEd use a more complicated and
advanced table such as the one in Table 2.
 Table 2. Sample ToS for DepEd
Table of Specification in GENERAL MATHEMATICS
2nd Quarter Test

Skills

Comprehension

Application
No. of No. of

Knowledge

Analysis
No Topics/Competencies Days % Item/ Item Placement
Taught Points

1 Represents real-life situations using logarithmic functions. 1 3% 1 1 0 0 0 1

Distinguishes logarithmic function, logarithmic equation, and
2 1 3% 1 0 0 0 1 2
logarithmic inequality.
3 Illustrates the laws of logarithms 1 3% 1 0 0 0 1 3

4 Solves logarithmic equations and inequalities. 2 7% 5 0 0 0 5 4, 5, 6, 7, 8

Represents a logarithmic function through its: (a) table of values,
5 1 3% 1 0 0 0 1 9
(b) graph, and (c) equation

6 Finds the domain and range of a logarithmic function. 1 3% 1 0 0 0 1 10

Determines the intercepts, zeroes, and asymptotes of logarithmic

7 1 3% 1 0 0 0 1 11
functions, graphs logarithmic functions

8 Illustrates simple and compound interests. 2 7% 5 4 0 0 1 12, 13, 14, 15, 16

9 Distinguishes between simple and compound interests 2 7% 5 0 0 0 5 17, 18, 19, 20, 21

Computes interest, maturity value, future value, and present

10 3 9% 6 0 0 0 6 22, 23, 24, 25, 26, 27
value in simple interest and compound interest environment

11 Solves problems involving simple and compound interests. 2 7% 5 0 0 0 5 28, 29, 30, 31, 32

12 Illustrates simple and general annuities 1 3% 1 0 0 0 1 33

13 Distinguishes between simple and general annuities 3 3% 1 0 0 0 1 34

Finds the future value and present value of both simple annuities
14 1 9% 6 5 0 0 1 35, 36, 37,38, 39, 40
and general annuities.

Calculates the fair market value of a cash flow stream that

15 1 3% 1 0 0 0 1 41
includes an annuity

Calculates the present value and period of deferral of a deferred

16 1 3% 1 0 0 0 1 42
annuity
17 Illustrate stocks and bonds 1 3% 1 0 0 0 1 43

18 Distinguishes between stocks and bonds 1 3% 1 1 0 0 0 44

19 Describes the different markets for stocks and bonds 1 3% 1 1 0 0 0 45

20 Analyzes the different market indices for stocks and bonds 1 3% 1 1 0 0 0 46

Interprets the theory of efficient markets 1 3% 1 1 0 0 0 47

21 Illustrates business and consumer loans 1 3% 1 0 0 0 1 48

Distinguishes between business and consumer loans. 1 3% 1 0 0 0 1 49

Solves problems involving business and consumer loans
22 1 3% 1 1 0 0 0 50
(amortization, mortgage)

32 100% 50 15 0 0 35 50

Notice that the main consideration of the ToS in Table 2 in on the objectives and how each objective
may or may not have an item based on each level of the Bloom’s Revised Taxonomy. This is due to the fact
that the objectives are specific and will not always fall under all levels of the taxonomy.
One of the main considerations of making a quarterly exam is the time spent teaching particular
objectives. This is why there is a column in Table 2 dedicated for the number of days taught and notice that
the larger that number is, the larger percentage the particular objectives are represented in the exam. Another
noteworthy feature is that the items are placed in the test according to the objectives they represent. This is
to again reduce confusion as students will no longer need to remember different lessons after each item.
After the ToS has been made, the teacher may proceed with making test questions. That was the
lesson encoded in the previous module. It is advisable to make twice the test questions prescribed in the ToS
as some questions will have to be refined and validated. This would make some questions useless, hence
the need for backup questions. In short, if your ToS requires 30 items, you will have to make 60 items.
The final step of preparing tests is try-out and validations. This is similar to pilot testing where a
different group of students similar to your target audience will try answering your exam draft. Afterwards, a
certain validity and reliability test will be administered to determine if your test could move on to a properly
standard test. Another consideration in the test is the plausibility of distracters which is done through item
and choice analysis. These types of tests will be discussed further on the following subjects on your course.
However, for your activity and assessment, you will only focus on creating a ToS.
III. Activity
For your activity, your group of 4 will make two (2) ToS, following the format found in Table 1. The
ToS should contain at least 1 objective per taxonomy. Ensure that the HOTS contain the majority of the test
items and points (If you are in EEd, then the majority should be in LOTS). Feel free to customize your table
as you see fit. You may consult your Curriculum Guides to find the list of competencies for a given topic. Be
sure to paraphrase these competencies to be specific objectives under a particular taxonomy.
Put your ToS in a document and don’t forget to put your name of your groupmates in the document
as well as in the private comment.

IV. Assessment
You are going to do your assessment in groups of 4. Your task is to create a ToS following the format
in Table 2. This ToS should cover an entire quarter of your subject of specification under your selected grade
level. The ToS should be composed of 50 points distributed properly (majority HOTS for BSEd students,
majority LOTS for BEEd students). Feel free to consult with your curriculum guide to know which
competencies are inside a chosen chapter. Note that you will have to designate the number of days for the
achievement of each competency. Consider how many meetings or days does a particular competency need
to be achieved. Some competencies may be aimed for LOTS; thus, you will have to rephrase them to be
aimed for HOTS.
Put your ToS in a document and don’t forget to put your name of your groupmates in the document
as well as in the private comment.

V. Other References
• Navarro, Rosita L., Santos, Rosita G., and Corpuz, Brenda B. (2017) Assessment of
Learning 1 (3rd Edition) Lorimar Publishing, Inc. Quezon City, Metro Manila

Prepared by:

ALLEN CHRISTIAN V. TORRES, MSEd

Instructor, CTE

Checked by:

GLORIA C. NEMEDEZ, MAEd

Program Head, CTE

Approved by:

EVELYN ABALOS-TOMBOC, DBA

President, University of Eastern Pangasinan