Module 5: Table of Specification

INTENDED LEARNING OUTCOME

At the end of the lesson, the students can:

A Develop a Table of Specification and test questions

Engage

According to the WORLDWATCH, The Philadelphia Trumpet (2005) , 13% of students who got low grades in
exam is caused by faulty test questions.

Do you agree on this finding? Why or why not?

Explore

What are your observations on some of the test questions you have encountered? What frustrates you to
answer some of the test questions? Search in google on the possible reasons for faulty test questions.
 Explain
Common observation of students on test questions

• Hindi kasama sa lessons.

• Masyadong mahaba ang question at mga pagpipilian.
• Hindi maayos ang layout ng test, putol- putol ang mga sentence.
• Nakakalito ang mga tanong.
• Minsan wala sa pagpipiliaan ang sagot.

https://www.slideshare.net/sirarnelPHhistory/table-of-specifications-tos-and-test-construction-review

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.

TABLE OF SPECIFICATION

➢ is a plan prepared by a classroom teacher as a basis for test construction especially a periodic test
o 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
➢ Blue print for test
Factors to consider in preparing test questions (Oriondo & Antonio, 1984)

• Purpose of the test

• Time available to prepare, administer and score the test.
• Skill of the teacher in writing the test.
• Facilities available in reproducing the test.

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 appears on the test.
- A Table of Specifications provides the teacher with evidence that a test has content validity, that it covers what
should be covered.
- A Table of Specifications helps to ensure that there is a match between what is taught and what is tested.
- Teachers cannot measure every topic or objective and cannot ask every question they might wish to ask. A TOS
allows the teacher to construct a test that focuses on the key areas and weights those different areas based on
their importance.

THE LEVELS OF COGNITIVE DOMAIN

The levels are the guiding posts in constructing test items. Regardless of what type of teacher-made tests the teacher will
prepare, the items must follow the pattern set for evaluation. The following items are features of levels with regards to
the objectives of the lessons.

1. KNOWLEDGE (Remembering) – includes those objectives that deal with recall, recognize facts, terminology, etc.
Example: Sino ang kauna-unahang bayani ng Pilipinas na nakipaglaban sa mga Kastila?

2. COMPREHENSION (Understanding) – includes some level of understanding. It requires the learners to change the form
of communication to see the connection or relations among parts of a communication (interpretation) or draw a
conclusion (inference). Example: Bakit sa tabing dagat naninirahan ang mga sinaunang Pilipino?

3. APPLICATION (Applying) – it requires the pupils to use previously acquired information in a setting other than the one
in which it was learned. Example: Alin sa mga sumusunod ang uri ng pamumuhay noong panahon ng Martial Law?

4. ANALYSIS (Analysing) – It requires the pupils to identify the logical errors (point out the prediction or erroneous
inference), differentiate among facts, opinions, assumptions, hypothesis or conclusions, draw relationships among ideas
or to compare and contrast. Example: Alin sa mga sumusunod ang dapat ginawa ng mga Pilipino upang makamit ang
inaasam na kalayaan laban sa mga Kastila?

5. SYNTHESIS (Creating) – objectives at this level require the pupils to [produce something unique or original. Test
questions at this level require the pupils to solve unfamiliar problems or combine parts to form a unique or novel whole.
Example: Bilang mag-aaral, paano ka makakatulong sa pagpapanatili ng kalinisan n gating kapaligiran?

6. EVALUATION (Evaluating) – Under this objective, the learners are required to form judgments about the value of
methods, ideas, people or products that have a specific purpose. Example: Alin sa mga sumusunod ang higit na mabisang
paraan ng pagsugpo sa ipinagbabawal na gamot?
Designing a Table of Specifications

Tables of Specification typically are designed based on the list of course objectives, the topics covered in class, the amount
of time spent on those topics, textbook chapter topics, and the emphasis and space provided in the text. In some cases a
great weight will be assigned to a concept that is extremely important, even if relatively little class time was spent on the
topic. Three steps are involved in creating a Table of Specifications:

1) choosing the measurement goals and domain to be covered,

2) breaking the domain into key or fairly independent parts- concepts, terms, procedures, applications, and

3) constructing the table.

Teachers have already made decisions (or the district has decided for them) about the broad areas that should be taught,
so the choice of what broad domains a test should cover has usually already been made. A bit trickier is to outline the
subject matter into smaller components, but most teachers have already had to design teaching plans, strategies, and
schedules based on an outline of content. Lists of classroom objectives, district curriculum guidelines, and textbook
sections, and keywords are other commonly used sources for identifying categories for Tables of Specification. When
actually constructing the table, teachers may only wish to use a simple structure, as with the first example above, or they
may be interested in greater detail about the types of items, the cognitive levels for items, the best mix of objectively
scored items, open-ended and constructed-response items, and so on, with even more guidance than is provided in the
second example.
Evaluate

Choose any textbook related to your field of specialization. Choose 5 topics or a chapter with 5 subtopics and
construct a Table of Specification. Construct a test question with 30 items. You are free to choose any type of test
to use in your exam.