Preparing Table of

Specifications
Table of Specifications – plan of the test or the
test blueprint
Importance of TOS
1. It enhances content validity.
2. It enhances construct validity.
3. It serves as the blueprint in test construction.
How to prepare TOS?
1. List down all the topics or learning competencies
2. Reflect the total number of hours consumed in
discussing each topic.
3. Decide on the total number of items (right side at
the last column of the sample which is 50 items)
4. Determine the percentage of each topic based on
the total number of hours spent in discussing all the
topics. (For example: for basic concepts, 4 hours
were spent. 4 hours divided by total number of
hours which is 16 equals 25%)
5. Complete the percentage of all topics.
6. Make sure that the total percentage will not be less
or more than 100%.
7. To determine the total number of test items per
topic, multiply the desired total number of test
items to the percentage. (For example, for the first
topic, it is 25% , convert percent to decimal = .25 x
50 the number of test items for the first topic is 13.
8. Do the process in number 7 until all topics are done.
9. Be sure that the total number of test items will not
exceed the desired total number of test items.
10. Distribute the test items to the different taxonomy
of cognitive objectives provided that the total lower
level which are remembering, understanding and
applying will not exceed 70% but not less than 50%. For
the higher order of thinking skills which are analyzing,
evaluating and creating, it should not exceed 50% but
should not be lower than 30%.
11. Reflect the total number of test items for each level
and determine the percentage.
12. Take note that the total percentage should not be less
or more than 100%
13. The ideal distribution is 60% lower level (the first three
levels) and 40% higher order of thinking skills. (the last
three levels) It could be 65-35, 70-30, 50-50 or others
14. The above example has a distribution of 66% lower and
34% higher order.
Kinds of TOS
1. One-way TOS
2. Two-way TOS
 Levels of Learning Outcomes
No. of Percentage
TOPIC Contact R U An Ap E C Total
Hours (%)

1. The Child and Adolescent

Learners 4 15.38% 1 1 1 1 1 1 6

2. Physical and Motor

Development 5 19.23% 3 3 1 1 0 2 10

3. Theories of Personality 6 23.08% 3 2 3 1 2 2 13

4. Theories of Motivation 6 23.08% 2 4 2 2 1 2 13

5. Theories of Learning 5 19.23% 3 1 1 1 1 1 8

Total 26 12 11 8 6 5 8 50

Percentage (%) 100% 24% 22% 16% 12% 10% 16% 100%
 No. of Contact Level of Learning Competencies Total No. of Test
Topics Hrs. % Items
R U Ap An E C

1. Basic Concepts 6 25 6 2 2 1 2 13
(1-6) (7-8) (9-10) (11) (12-13)

2. Test and Their Uses 3 12 1 4 1 6

(14) (15-18) (19)

3. Test Development 6 5 2 4 4 2 1 13
(20-21) (22-25) (26-29) (30-31) (32)

4. Qualities of a Good 4.5 19 4 2 1 2 9

Measuring Instrument (33-36 (37-38) (39) (40-41)

5. Teacher-Made Test 4.5 19 2 3 1 1 2 9

Construction

Totals 24 100 8 13 11 8 5 5 50
16% 26% 22% 16% 10% 10% 100%
 No. of Contact Level of Learning Competencies Total No. of Test
Topics Hrs. % Items
R U Ap An E C

1. Synonyms 4 17 3 2 2 1 8
(1-3) (4-5) (6-7) (8)

2. Nouns 3.5 14 2 1 2 2 7
(9-10) (11) (12-13) (14-15)

3. Punctuation 6 25 3 2 3 2 3 13
(16-18) (19-20) (21-23) (24-25) (26-28)

4. Tenses 4.5 19 1 3 2 1 2 9
(29) (30-32) (33-34) (35) (36-37)

5. Poetry 6 25 3 2 2 1 2 3 13
(38-40) (41-42) (43-44) (45) (46-47) (48-50)

Totals 24 100 10 11 10 5 7 7 50
20% 22% 20% 10% 14% 14% 100%