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TABLE OF
SPECIFICATIONS (TOS)
PREPARATION
What is TOS?

A table of specifications (TOS)

is a list of instructional
objectives and expected levels
of understanding that guide
test development. (Slavin,
1994)
Gronlund’s Principles of Achievement Testing

1. Achievement tests should

measure well-specified
objectives.
Gronlund’s Principles of Achievement Testing

2. Achievement tests should measure a

representative sample of the learning
tasks.
Gronlund’s Principles of Achievement Testing

3. Achievement tests should include

the types of test items that are most
appropriate for measuring the desired
learning outcomes.
Gronlund’s Principles of Achievement Testing

4. Achievement tests should fit the

particular uses that will be made of
the results.
Gronlund’s Principles of Achievement Testing

5. Achievement tests should be as

reliable as possible and should be
interpreted with caution.
Gronlund’s Principles of Achievement Testing

6. Achievement tests should improve

learning.
Why make a TOS?

The table can help you write a

test that has content validity—
there is a match between what
was taught and what is tested.
The TOS helps insure that you

1. emphasize the same content you

emphasized in day-to-day instruction
(e.g., more items about topic X and fewer
about topic Y because you consider X to
be more important and you spent more
time on X)
The TOS helps insure that you

2. align test items with learning objectives

(e.g., important topics might include
items that test interpretation, application,
prediction, and unimportant topics might
be tested only with simpler recognition
items)
The TOS helps insure that you

3. do not overlook or
underemphasize an area of
content
How to make TOS? (Format)
Step 1. Writing the Topic and Objectives

 Write all the topics covered within the period (midterm or final),
with subtopics written in behavioral terms (using Bloom’s
taxonomy of educational objectives)
 Example:

CONTENT/TOPIC/OBJECTIVES
Definition of set
1. Define set
2. Give an example of a set
Ways of describing a set
3. Describe sets using roster method
4. Describe sets using rule method
Step 2. Indicate the time spent for teaching the topic

 Indicate the no. of hrs. spent for teaching the content area as
found in the syllabus
 Example:

CONTENT/TOPIC/OBJECTIVES NO. OF HRS.

Definition of set 1
1. Define set
2. Give an example of a set
Ways of describing a set 2
3. Describe sets using roster method
4. Describe sets using rule method
Step 3. Determine the percentage of the no. of items
per topic

 Find the total no. of hrs. spent for teaching all the topics. Divide
the no. of hrs. spent for each topic by the total time, and multiply
the quotient by 100.
 Example: (Here, the total is 24)

CONTENT/TOPIC/OBJECTIVES NO. OF HRS. %

Definition of set 1 4.17
1. Define set
2. Give an example of a set
Ways of describing a set 2 8.33
3. Describe sets using roster method
4. Describe sets using rule method
Step 4. Find the no. of items per topic

 Decide on the total number (N) items of your test. Find the
proportionate no. of items per topic by multiplying the N by
the percentage (in decimals).
 Example: (Here, N=50)

TOPIC/OBJECTIVES NO. OF HRS. % No. of Items

Definition of set 1 4.17 2
1. Define set
2. Give an example of a set

Ways of describing a set 2 8.33 4

3. Describe sets using roster method
4. Describe sets using rule method
Step 5. Write the item placement
Determine the level of difficulty of the test item corresponding
to the given objective, and write the item number under the
cognitive process column where it is categorized. For
example,
TOPIC/OBJECTIVES Re Un An Ap Ev Cr
Definition of set
1. Define set I-1
2. Give an example of a set I-2
Ways of describing a set
3. Describe sets using roster method I-3 I-5
4. Describe sets using rule method I-4 I-6
Step 6. Construct your test items
 Using the TOS as your guide, it is now time to
write your test items.
Thank you!