MAKING TABLE OF SPECIFICATIONS

1. Determine the desired number of test items.

2. As per Division Memo No. 208, s. 2018, the
suggested number of items per Grade Level is:
a) Grade 1 – 2 – 30 items
b) Grade 3 – 4 – 40 items
c) Grade 5 – 10 – 50 items
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Of Test items
Time
Spent/
Competency Frequenc Rememberi Understand
y ng ing Applying Analyzing Evaluating Creating
Actual Adjusted

1.
2.
3.
4.
5.
6.
7.
8.
9.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________
_________________
Subject Grade Grading period School Year

3. List the topics/competencies with the

corresponding allocation of time

The reference is the budgeted lessons per quarter

in the CG.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________
_________________
Subject Grade Grading period School Year
DOMAINS Total Number
Time Of Test items
Competency Spent/
Frequency Rememberin Understandi
g ng Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3
2. 4
3. 1
4. 6
5. 8
6. 5
7. 8
8. 2
9. 4
10. 4
3. Determine the total number of items per competency using the
formula:
Time Spent / Frequency per topic divided by the total number
of frequency in the grading period times total number of
items.
Time Spent / Frequency per Topic
Total Frequency in the grading period X Total No. of Items = I
Example:
3
x 50 = 3.333
45
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________
_________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Spent/
Competency Frequenc Rememberin Understandin
y g g Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 3.33
2. 4 4.44
3. 1 1.11
4. 6 6.66
5. 8 8.88
6. 5 5.55
7. 8 8.88
8. 2 2.22
9. 4 4.44
10. 4 4.44
45 49.95
TOTAL
50
4. Round off the values to become whole numbers.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________
_________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Spent/
Competency Frequenc Rememberin Understandi
y g ng Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49
5. Adjust or Balance by either adding or subtracting
(any of the test item totals) so that the sum will be equal
to the desired number of test items.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Spent/
Competency Frequenc Rememberin Understandi
y g ng Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 49.95 49+1
6. Scatter the items per topic per domain

• Determine the number of items per complexity / level

of cognitive domain.

As per Division Memo No. 208, s. 2018, we have a

pre-computed value of 30-20-20-30 (10-10-10)
 BLOOM’S REVISED TAXONOMY Suggested Percentage
CREATING Allocation
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing 10%

Higher-order EVALUATING

Thinking
Justifying a decision or course of action
10% 30%
Checking, hypothesizing, critiquing, experimenting, judging

ANALYZING
Breaking information into parts to explore understandings and
relationships 10%
Comparing, organizing, deconstructing, interrogating, finding.

APPLYING
Using information in another familiar situation
Implementing, carrying out, using, executing
20%

UNDERSTANDING
Explaining ideas or concepts 20%
Interpreting, summarizing, paraphrasing, classifying, explaining

REMEMBERING
Recalling information 30%
Recognizing, listing, describing, retrieving, naming, finding.
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year
DOMAINS
Total Number
Time Of Test items
Spent/
Competency Frequenc Rememberi Understandi
y ng ng Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 6.66 7
5. 8 8.88 9
6. 5 5.55 6
7. 8 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49+1
TOTAL
30% 20% 20% 30% ( Higher-order Thinking) 50
7. Allocate the items with respect to the total number of items
per domain and the total number of items per competency
beginning with the higher-order thinking domains down to
remembering. It is suggested that the order of complexity from
creating to remembering is not altered.

8. Review the competencies, reflect on previous experiences,

and imagine the teaching learning processes (TLP) that can go
with the competencies. You may use teaching guides and other
similar materials.

9. Be mindful of the total points per competency.

 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Time Spent/ Of Test items
Competency Frequency
Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 3.33 3
2. 4 4.44 4
3. 1 1.11 1+1
4. 6 1 6.66 7
5. 8 2 8.88 9
6. 5 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49+1
TOTAL
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Time Spent/ Of Test items
Competency Frequency
Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 3.33 3
2. 4 1 4.44 4
3. 1 1.11 1+1
4. 6 1 1 6.66 7
5. 8 2 8.88 9
6. 5 2 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 4.44 4
45 15 10 10 5 5 5 49.95 49+1
TOTAL
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Time Spent/ Of Test items
Competency Frequency
Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 1 3.33 3
2. 4 1 1 4.44 4
3. 1 1.11 1+1
4. 6 1 1 6.66 7
5. 8 2 2 8.88 9
6. 5 2 5.55 6
7. 8 2 8.88 9
8. 2 2.22 2
9. 4 1 4.44 4
10. 4 1 4.44 4
45 15 10 10 5 5 5 49.95 49+1
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Time Spent/ Of Test items
Competency Frequency
Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted
1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1.11 1+1
4. 6 2 1 1 6.66 7
5. 8 2 2 8.88 9
6. 5 2 5.55 6
7. 8 2 2 8.88 9
8. 2 1 2.22 2
9. 4 2 1 4.44 4
10. 4 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49+1
TOTAL
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Time Spent/ Of Test items
Competency Frequency
Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 1 1 3.33 3
2. 4 1 1 1 4.44 4
3. 1 1 1.11 1+1
4. 6 2 2 1 1 6.66 7
5. 8 2 2 2 8.88 9
6. 5 2 2 5.55 6
7. 8 2 2 2 8.88 9
8. 2 1 2.22 2
9. 4 2 1 4.44 4
10. 4 1 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49+1
 TABLE OF SPECIFICATIONS
_________________ _________________ _________________ _________________
Subject Grade Grading period School Year

DOMAINS
Total Number
Time Spent/ Of Test items
Competency Frequency
Remembering Understanding Applying Analyzing Evaluating Creating
Actual Adjusted

1. 3 1 1 1 3.33 3
2. 4 1 1 1 1 4.44 4
3. 1 1 1.11 1+1
4. 6 2 2 2 1 1 6.66 7
5. 8 3 2 2 2 8.88 9
6. 5 2 2 2 5.55 6
7. 8 3 2 2 2 8.88 9
8. 2 1 1 2.22 2
9. 4 1 2 1 4.44 4
10. 4 1 1 1 1 4.44 4
45 15 10 10 5 5 5 49.95 49+1
 Item Placement

A. Items 1-15 (Type of Question is to measure remembering which cut across all
topics within the grading period.)

B. Items 16-25 (Type of Question is to measure understanding…)

C. Items 26-35 (Type of Question is to measure applying…)

D. Items 36-40 (Type of Question is to measure analyzing..)

E. Items 41-45 (Type of Question is to measure evaluating…)

F. Items 46-50 (Type of Question is to measure creating…)

 Benefits of the Table of Specification

1. Test Items are proportionally distributed to all the competencies in the

grading period (The more time the teacher spent in the competency, the
more test questions should be constructed from that competency.)

a. This ensures that the teacher has to cover all topics listed/ budgeted
lessons in the grading period.

b. There is therefore sense or urgency.

c. Remediation becomes spontaneous.

d. Assures high “Time on task” rate.

 Benefits of the Table of Specification

2. Items are significantly scattered along Bloom’s Taxonomy

(Complexity) / cognitive domain with respect to a desired
percentage.
a. Assures that all levels of complexity (R-C) are given emphasis.

b. Assures varied learning activities inside the classrooms.

c. Ensures that Higher-Order Thinking skills are developed
across all levels.
 Benefits of the Table of Specification

3. It is easier to construct a test question because the TOS serves as

a blueprint.
• In fact the teacher, (provided he/she has mastery of her lesson and
with the aid of the TOS), he/she can construct test questions
without using any textbooks and there is assurance that test
questions are constructed in his/her own words.
 ACTIVITY 4

Using the Budget of Work and Curriculum Guide, make

the Table of Specification for the Third Quarter
following the steps that we had.
PRESENTATION OF OUTPUT
THANK YOU
Product A Product B
• Feature 1 • Feature 1
• Feature 2 • Feature 2
• Feature 3 • Feature 3