Good

morning
Prepared by: Group 4
Good
morning
Prepared by: Group 4
MEET THE REPORTERS
MEET THE REPORTERS

ELAINE S. DELES
MEET THE REPORTERS
MEET THE REPORTERS

HERCHELLE NOVALES
MEET THE REPORTERS
MEET THE REPORTERS

JASTINE BAJA
MEET THE REPORTERS
MEET THE REPORTERS

CHARLES REYES
Planning a Test and
Construction of
Table of
Specifications (TOS)
 The important steps in planning for a test are:
Identifying test objectives

Deciding on the type of objective test to be prepared

Preparing a Table of Specifications (TOS)

Constructing the draft test items

Try-out and validation

 The important steps in planning for a test are:
Identifying test objectives
Deciding on the type of objective
test to be prepared
Preparing a Table of Specifications
(TOS)
Constructing the draft test items
Try-out and validation
Identifying test objectives
An objective test, if it is to be
comprehensive, must cover the
various levels of Bloom's taxonomy.
Each objective consists of a
statement of what is to be achieved
and, preferably, by how many
percent of the students.
The following are the typical objectives:
The following are the typical objectives:

KNOWLEDGE

The students must be able to identify the

subject and the verb in a given sentence.
The following are the typical objectives:
Comprehension.
The students must be able to
determine the appropriate form of a
verb to be used given the subject of a
sentence.
The following are the typical objectives:

Application.

The students must be able to write

sentences
The following are the typical objectives:
Analysis.

The students must be able to break

down a given sentence into its subject
and predicate.
The following are the typical objectives:
Synthesis.

The students must be able to

formulate rules to be followed
regarding subject-verb agreement
 The important steps in planning for a test are:
Identifying test objectives
Deciding on the type of objective
test to be prepared
Preparing a Table of Specifications
(TOS)
Constructing the draft test items
Try-out and validation
Identifying test objectives
An objective test, if it is to be
comprehensive, must cover the
various levels of Bloom's taxonomy.
Each objective consists of a
statement of what is to be achieved
and, preferably, by how many
percent of the students.
 The important steps in planning for a test are:
Identifying test objectives

Deciding on the type of objective

test to be prepared
Preparing a Table of Specifications
(TOS)
Constructing the draft test items
Try-out and validation
Deciding on the type of
objective test to be prepared
The test objectives dictate the
kind of objective tests that will
be designed and constructed
by the teacher.
 The important steps in planning for a test are:
Identifying test objectives
Deciding on the type of objective
test to be prepared
Preparing a Table of Specifications
(TOS)
Constructing the draft test items
Try-out and validation
Preparing a table of
specifications (TOS).
A table of specifications or TOS is a
test map that guides the teacher in
constructing a test. The TOS
ensures that there is a balance
between items that test lower level
thinking skills and those test
higher-order thinking skills (or
alternatively, a balance between
easy and difficult items) in the test.
 The important steps in planning for a test are:
Identifying test objectives
Deciding on the type of objective
test to be prepared
Preparing a Table of Specifications
(TOS)
Constructing the test items
Try-out and validation
Constructing the test items.
The actual construction of
the test items follow the TOS.
As a general rule, it is advised
that the actual number of
items to be constructed in
the draft double the desired
number of items.
 The important steps in planning for a test are:
Identifying test objectives
Deciding on the type of objective
test to be prepared
Preparing a Table of Specifications
(TOS)
Constructing the test items
Try-out and validation
Item analysis and try-out. The
test draft is tried out to a group
of pupils or students. The
purpose of this try out is to
determine the: (a.) item
characteristics through item
analysis, and (b) characteristics
of the test itself-validity,
reliability, and practicality.
 Definition of TOS
 A plan prepared by a classroom
teacher as basis for test
construction
 Test blueprint
 Chart
 Two-way chart
 Purpose of TOS
 What topic

 How many items

 Importance of TOS
 Fair and improve the validity
of teacher's evaluation
TWO KINDS OF TABLE OF SPECIFICATION
TWO KINDS OF TABLE OF SPECIFICATION

ONE WAY TABLE OF SPECIFICATION

TWO KINDS OF TABLE OF SPECIFICATION

TWO WAY TABLE OF SPECIFICATION

What is meant by one-way table?
When a table presents data for one, and only one,
categorical variable , it is called a one-way table. A one-
way table is the tabular equivalent of a bar chart. Like a
bar chart, a one-way table displays categorical data in
the form of frequency counts and/or relative
frequencies .
 Table of Specification or
Test Blue Print
 helps the teacher remember the
objectives and the test items at different
levels.
 Designed based on the list of course
objectives, the topics covered in class, the
amount of time spent on those topics.
 Table of Specification or
Test Blue Print
 It also allows the teacher to construct a test
which focuses on the key areas and weighs
those different areas based on their
importance.
 Provides the teacher with evidence that a
test has content validity, that it covers what
should be covered.
 Table of Specification or
Test Blue Print
o chart or table that details the content and cognitive level assessed
on a test.
o It provides a test constructor a way to ensure that the assessment
is based from the intended learning outcomes.
o This table ensures that learning has taken place across the range
of:

✓Content areas covered in the class.

✓The cognitive process considered by the teacher as important.
 Components of Table of
Specification
o Content Outline- lists the topic and the important objectives
included under the topic.
o Categories- serve as a reminder or a check on the cognitive
complexity of the test. These refer to the levels of cognitive
processes that are emphasized in the test.
o Number of items- serves as check as to the number of items for
each objective/content topic listed. It also reflects a balanced
picture of what was taught or whether all topics and objectives will
be tested.
QUIZ!