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Preparing Table of Specifications

Bachelor of Secondary Education (The College of Maasin)

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Definition of Table of Specification

 Blue print for test
 Guide for writing items
 A plan prepared by a teacher as a basis for test construction especially a periodic test.
 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.
 Gregory (2006) Sees table of specification as an activity which enumerates the information and cognitive tasks
on which examinees are to be assessed. It is clearly defined as possible scope which laid emphasis of the test and
relates other objectives to the content in order to ensure a balanced test items.
 Gronlund and Linn (2000) assert that table of specification may be referred to as content of a course or curriculum
that can be broadly defined to include both subject matter content and instructional objectives. This simply
means the performance of students is expected to demonstrate.
 Mehrens and lehmann (1993) See table of specification as a (blue print) of a test, the content areas to be covered
and the relative emphasis to be placed on each areas and instructional objectives.
 Akem (2006) views the table of specification as a guide to assist a teacher or examiner in the evaluation system.
 Okpala, Onocha and Oyedeji (2003) noted that table of specification enables the test developers to complete
the cells in the table and decide the percentage of the total number of items that will go to each of the cell.
 Ughamadu (2000) stated that a table of specification or test blue print is a device that enables the teacher to
arrive at a representative sample of the instructional objectives and the subject matter treated in the class.

Purpose of Table of Specification

 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. Teachers cannot measure every topic or
objective and cannot ask every question they might wish to ask.
 A Table of Specifications allows the teacher to construct a test which focuses on the key areas and weights those
different areas based on their importance. A Table of Specifications provides the teacher with evidence that a test
has content validity, that it covers what should be covered.

Tables of Specifications are designed based on:

 course objectives
 topics covered in class
 amount of time spent on those topics
 textbook chapter topics
 emphasis and space provided in the text

A table of specification could designed in 3

simple steps:
1. Identify the domain that is to be assessed.
2. Break the domain into levels (e.g knowledge, comprehension, application, analysis, synthesis and evaluation)
3. Construct the table
 Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide
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range of material, from specific facts to complete theories, but all that is required is the bringing to mind of
the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive
domain.

 Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating
material from one form to another (words to numbers), by interpreting material (explaining or
summarizing), and by estimating furture trends (predicting consequences or effects). These learning
outcomes go one step beyond the simple remembering of material, and represent the lowest level of
understanding.

 Application refers to the ability to use learned material in new and concrete situations. This may include the
application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in
this area require a higher level of understanding than those under comprehension.

 Analysis refers to the ability to break down material into its component parts so that its organizational
structure may be understood. This may include the identification of the parts, analysis of the relationships
between parts, and recognition of the organizational principles involved. Learning outcomes here represent
a higher intellectual level than comprehension and application because they require an understanding of
both the content and the structural form of the material.

 Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of
a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract
relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with
major emphasis on the formulation of new patterns or structures.

 Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research
report) for a given purpose. The judgments are to be based on definite criteria. These may be internal
criteria (organization) or external criteria (relevance to the purpose) and the student may determine the
criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they
contain elements of all the other categories, plus conscious value judgments based on clearly defined
criteria.

Steps in Making Table of Specification

1. List down the topic for inclusion in the test.
2. Determine the objectives to be assessed by the test
3. Specify the number of days/hours spent in teaching a particular topic.
4. Determine percentage allocation of the test items for each of the topics covered. The formula
applied is as follows:

% for a topic = Total number of hours spent

Total number of hours spent teaching the topic

5. Determine the number of the items for each topic. This can be done by multiplying the percentage
allocation for each topic by the total number of items to be constructed.
6. Distribute the numbers to the objectives. The number of items allocated for each objectives depends on
the degree of importance attached by the teacher to it.

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Formula A

 Relative weight for the importance of content = (number of class period for one subject + total class period) x
100 %

Formula B

 Relative weight the objectives = (Number of objectives in each level / Objectives of the unit) x 100%

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Formula C

 Identify the number of questions in each topic for each level of objectives
= Total number of questions x Relative weight of the topics x Relative weight of Objectives

One – way classification of Table of specification (T.O.S.)

Sample of One Way TOS in Community Health Nursing

Number of Class Number of Test Item

Topics Covered
Sessions Items Distribution
1. Family Health Nursing a. Bag
Technique 2 4 1-4
b. Home Visit
2. Primary Health Care and
2 4 5-8
Community Organizing
3. Community Diagnosis 2 4 9-12
4. Health Statistics 2 4 13-16
5. Public Health Programs 3 6 17-22
6. Communicable Diseases 4 8 23-30
7. Integrated Management of
5 10 31-40
Childhood Illnesses
TOTAL 20 40 40

Number of Items = Number of class sessions x desired total number of items

Total number of class sessions

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Example: Number of items for the topic “Family Health Nursing”

Number of class sessions = 2
Desired number of items = 40
Total number of class sessions = 20

Number of Items = Number of class sessions x desired total number of items

Total
Number
of Class
= 2 x 40
20
Number of Items = 4

How can the use of a Table of Specifications benefit your students, including those with special
needs?

 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.

 A Table of Specifications helps to ensure that there is a match between what is taught and what
is tested. Classroom assessment should be driven by classroom teaching which itself is driven by
course goals and objectives. In the chain below, Tables of Specifications provide the link
between teaching and testing.

A table of specification has been developed, the test constructor will have the direction required
to build a test that has a high degree of content validity. It is advisable that in selecting the test type
to be included in the test, both objective and essay items should be used depending on the
course objective and the behavior outcomes to be measured Essay items – Classroom teachers are
familiar with the essay test item or question. This is the item type commonly used by the teacher’s
because of ease of construction among other considerations. The essay items allow a student to
select, organize, integrate and synthesize and present his answer or response in his own style in his
own words (Ughamadu, 2000). The questions could be extended or restricted, depending on the
amount of freedom given to a student to organize his ideas or facts.

REFERENCES:
 https://www.montclair.edu/profilepages/media/6109/user/fivesbarnes2018tableofspecsageen
cyclopediaofeducationalresearchmeasurementevaluationi20540.pdf
 https://www.researchgate.net/publication/257822687_Classroom_Test_Construction_The_Po
wer_of_a_Table_of_Specifications

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