Learning Episode 3:

THE TABLE OF
SPECIFICATIONS (TOS)

Group Leader: Odani, Jacquelyn

Members: Asentista, Rechel Mae P. Badilla, Melanie F.
Cepada, Joselito Palingcod, Rica C.

1. Is the distribution of the items in the TOS expected to measure the learning
competencies of students?
• The distribution of the items in our resource teacher's Table of Specification is
expected to measure the learning competency of his or her students because the
learning competencies are arranged from simple to complex order. In this kind of
ordering, the student will be unable to perform the first objective, and to be able to
perform the next ones. It will also expect to allow the learners to be assessed in a
variety of contexts. The items also are required to be constructed in a way that allows
for generalization of the knowledge. This will enable learners to apply the knowledge
in a variety of contexts. All of this is possible because the items are not too specific.

2. Were the items in the TOS favorably or unfavorably assessing students’ performance?
• I think the items were favorably assessing the students’ performance because the
teacher only included those learning competencies that are suitable for the students’
grade level and given each a time spent base on the difficulties of each learning
competency. For example, the teacher allotted more items in lower order thinking
skills compared to higher order thinking skills because the teacher want to evaluate
students’ performance more in that domain. therefore, giving more items and fewer
time spent to it. The rule is that teachers give more weight to skills that are deemed
important. In terms of time spent, she only gives one hour to lower order thinking
skills because this domain is not that complex to answer compared to higher order
thinking skills that requires more time. Giving fewer number of items and more time
allotment to Higher Order Thinking Skills give the students more time to answer
difficult questions while fewer item and time spent on Lower Order Thinking Skills
because it is not that difficult to answer compared to Higher Order Thinking Skills.

3. What would be the effect of TOS in the teaching-learning process?

• The purpose of Table of Specification is to maximize learning and to improve the
validity of teacher-made tests therefore, beneficial in the teaching-learning process.
Since students are in the course to learn, they should be provided with the
opportunity to learn everything that is relevant for taking part in the course they
enrolled in. This means that they should have the opportunity to become able to do
 so. This is the main reason why Table of Specification is introduced in the teaching-
learning process. That is to provide students with more opportunities for learning by
focusing on the relevant key areas and ensuring that the test covers what should be
covered.

Make a brief reflection on … How would attainment of learning outcomes be affected if TOS
were not employed?
Table of specifications, often known as a test blueprint, is a table that helps teachers
align objectives, instruction, and assessment. It can be used to assist teachers in framing the
test construction decision-making process and improving the validity of teachers’ evaluation
based on tests created for classroom use.

The attainment of learning outcomes would almost certainly be poor for both students and
teachers if the Table of Specification were not use in the classroom. It will not improve the
validity of a test created by a teacher. The teacher struggled to create a test that focuses on
the important topics and weights those sections according to their value. There would be no
proof that a test is content valid, that it covers everything that should be covered. It will have
no effect on students’ learning. students have a harder time disguising between main ideas,
critical abilities, and relationship between concepts. Furthermore, what is taught and what is
tested would be incompatible.

Based on my personal experience, I have felt or experienced that the test I was
studying for had nothing to do with the class activities. It’s not always fair, in my opinion.
Teacher in that situation also received complaints from students. In most classrooms, though,
this is not a typical occurrence. There is frequently a real or perceived mismatch between the
subject covered in class and the material tested at the end of the chapter or unit. This lacks
coherence results in a test that does not present sufficient evidence for teacher to make
accurate assessment of students’ progress.

However, there is one strategy teachers can use to avoid this incident. They can use
it to mitigate this problem. They can develop a Table of Specification. With that the use of
TOS, the learning outcomes would meet the objectives.
Quiz on TOS Distribution

GRADE 8 – TABLE OF SPECIFICATION

TOPIC/ Time Domains Total number of

UNIT Spent/ Test items
Frequency Remembering Understanding Applying Analyzing Evaluating Actual Percent
Per Hour
1. Literature 3 1 1 2 1 1 6 11
(1) (2) (3,4) (5) (6)
2. African 4 1 2 2 1 1 7 15
Literature (7) (8,9) (10,11) (12) (13)
3. African Poetry 4 2 1 1 2 1 7 15
(14,15) (16) (17) (18,19) (20)
4. African Prose 5 2 1 2 3 2 10 19
(21,22) (23) (24,25) (26,27,28) (29,30)
5. African 5 2 2 2 1 2 9 18
Folklore (31,32) (33,34) (35,36) (37) (38,39)
6. African 6 2 2 2 2 3 11 22
Mythology (40,41) (42,43) (44,45) (46,47) (48,49,50)
Total 27 10 9 11 10 10 50 100
LOTS = 30 ITEMS (60%) HOTS = 20 ITEMS (40%)
 EXAMPLES Questions for EACH DOMAINS:

Remembering:
• It is a term for novels or writing such as poems by people from mixed African Asian.
A. African-Asian Literature
B. Anglo-American Literature
C. African- American Literature
D. South-East Asian Literature
Understanding:
• This empire was ruled by Ashoka promoted Buddhism and preached goodness,
nonviolence, and righteousness’ although this period was known for warfare and
iron-fisted rule.
A. Gupta Empire
B. Vysasa Empire
C. Maurya Empire
D. Arjuna Empire

Applying:
• Who is the forefather of contemporary African writers?
A. Liela Aboulela
B. Chimanda Ngozi
C. Chinua Achebe
D. Lounes Matuob
Analyzing:
• It is very popular as a method of crime detection. The soothsayer who specializes in
it sets a pot of boiling oil, drops a stone into it and asks the suspects
to attempt to retrieve the stone.
A. Ukang
B. Gita
C. Upanishads
D. Heita
Evaluating:
• Which does not explain Afro-Asian literature?
A. It is the term that refers to the literary outputs of the various countries and cultures
in Africa and Africa
B. It is a term for writing, written by people from mixed African-Arab ethnicity, or
African-Asian ethnicity.
C. It is the term that refers to the literary outputs of the various countries and cultures
in Africa and Asia
D. It is a term for writing, written by people from mixed African-Islam ethnicity, or
Eastern-Asian ethnicity.
OBSERVE
1. One thing that went well in the development / making of the TOS is it helps to ensure
that a test or assessment measures the content and thinking skills that the test intends
to measure.
2. One thing that did not go well in the development or in the making of the TOS is the
distribution of the items and the alignment of domain and topics.
3. One good thing observed in the TOS is help teachers frame the decision-making
process of test construction and improve the validity of teachers' evaluations based on
tests constructed for classroom use.
4. One thing in TOS format that needs improvement based on what we have observed is
none.
REFLECT
1. The making of TOS went well because we brainstorm ideas in crafting test questions
that is really align on its learning competencies and we make sure the right percentage
for HOTS and LOTS.
2. The making of TOS did not go well because you need to align the test question with
its learning competencies.
ACT

• To guide us by making and developing TOS, we will ensure to look for other sources
for compare idea. Research must do to avoid errors and take guides from the
teachers.
PLAN

• To help improve the TOS practices and implementation, I plan to conduct action
research on the impact of TOS based test questions to students learning.
Learning Excellent Above Average Sufficient Minimal Poor %
Episodes
50 40 30 20 10 Weighte
d Ave.

All episodes All or nearly all Nearly all Few activities of the Episodes were
were done with episodes were episodes were episodes were not done; or
Learning outstanding done with high done with done; only few objectives were
Activities quality; work quality acceptable objectives were not met
exceeds quality met
40%

All questions/ Analysis Half of Analysis Few parts of the Analysis was not
questions were questions were Analysis were answered.
episodes were answered answered. answered.
answered completely.
completely; in
depth answers;
Analys Vaguely related Grammar and
thoroughly
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theories.
Learni with theories
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superior 30%

Reflection Reflection Reflection Few reflection Reflection

statements are statements are statements are statements contain statements are
profound and clear; but not good and is minimal supports of poor, and no
clear; clearly supported by concrete real-life personal
supported by supported by experiences experiences as experiences were
Reflectio experiences experiences from the relevance to the stated as
n/ from the from the learning learning episodes relevance to the
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Portfolio is Portfolio is Portfolio is Few No

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Total
 100%

COMMENT/S

3.0 (50-51) 2.0 (70-75)

2.75 (52-57) 1.75 (76-81)

2.5 (58-63) 1.5 (82-87)

2.25 (64-69) 1.25 (88-93)

1.0 (94-100)

Over-all Score Rating: (Base on transmutation)