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The Table of Specifications

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for a
Traditional Test Construct

PREPARED BY DR. INGRID HUNT-ANDERSON 2021

UPDATED SEPT 2023
 Ingrid Hunt Anderson PhD.
2

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Building your House
Planning for Construction 3

►Identify the Lot /land

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►Weigh Options for Cost of Construction
►Consider the Components for the Design
►Prepare a Blueprint-
to manipulate details of the design &
guide the Construction process
must include foundational elements eg. Foundation
to build on, framework
Test Blueprint/TOS 4

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Specifies what the test should cover for a Test and not what the curriculum covers
► An explicit plan that guides test construction
► Should describe the objectives and classify taxonomy levels
► Specifies sampling of content and how it will be covered

► Try these:
► What is the main purpose for a TOS?
► How will it help in ensuring the quality of a TEST paper?
►
What is a Table of Specification? 5

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► A two-way grid or matrix that guides the construction of a ‘quality’ test
► It weights the major content areas of the test in one direction and
taxonomic levels /skills of specific objectives in the other direction.

► Also called a Blueprint – What does a Blueprint do?

 1. it is impossible to sample all the 6
content learned in a construct of

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learning or at the end of a period of
Why is a TOS important teaching –
in constructing a ‘quality’
a TOS provides a judicious plan of
Test paper?
action/guide for constructing a ‘quality
test’ paper – it helps to ensure balance
between the taxonomy levels of
‘thinking’ , content sampling, quantity
&type of items and scores.

2. relevant content sampling & balance

assures CONTENT validity of the test
 ► A test blueprint should have 7
► Title

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► Purpose of the test
► Aspects of curriculum/content to be covered by
the test
► An indication of the students (grade level) for
Test Blueprint whom the test will be used
► The weighting/quantities of items on the test
► Types of tasks that will be used on the test
► Note: there are different approaches to setting up
a TOS : ex. items quantities/ ratios; or score
points may be weighted based on teaching time
spent &/or importance placed on content area or
taxonomy-
 Example of an (oversimplified)Test 8

Ingrid Hunt Anderson PhD.

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Blueprint (weighted/ based on item quantities
only)
ABILITY TO BE Magnetic Effect of Effect of Force on a Electromagnetic Number of
TESTED a current conductor Induction Questions
Factual Knowledge 4 3 3 10

Comprehension 5 6 4 15

Knowledge of Laws 1 2 2 5
and Principles

Total Marks 10 11 9 30
An example in English 9
Identify the Content /Subtopics to be assessed in

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the Unit/s of learning

►Content/Subtopics to be assessed:
►A. Story
►B. Characters
Step 1 – For each Subtopic, set out your Specific Objectives/Learning 10
Outcomes for Test Assessment that are plausible. & Give objectives a key
for purposes of following the test construct process eg A1, A2 etc.

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► SUBTOPIC A : STORY ► SUBTOPIC B : CHARACTERS

► Specific Objs: Students will:

► Specific Objs. Students will:
► A1. State certain facts about the plot -
remembering ► B 1. Write character sketches-
► A2. Explain certain words & phrases remembering
in their own words -understanding ► B2. Compare two characters -
► A3 Make a critical appraisal of the analysing
storyline- evaluating
► B3. Evaluate the characters -
► A4. Write a similar short story in evaulating
Jamaican context - creating
Step 2: Classify your Objectives acc. To Bloom’s/Webb’s Taxonomy levels 11

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► A1. State certain facts about the plot - ► A1 Remembering
► A2. Explain certain words & phrases ► A2 Understanding
in their own words
► A3 Evaluating
► A3 Make a critical appraisal of the
storyline ► A4 Creating
► A4. Writea similar short story in
Jamaican context

►B 1. Write character sketches ► B1 Remembering

► B2. Compare two characters ► B2 Analysing
► B3. Evaluate the characters ► B3. Evaluating
 Taxonomy Total Subtopic- Story Subtopic- Characters Total Wt Item Quan. & types
Levels Wt. Specific Objectives Specific Objectives Item x scores
Quan i
12
Remember
ing

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Understanding

Applying

Analysing

Evaluating

Creating

Totals

Step 3:Draw up your TOS Grid to accommodate Taxonomy Levels along the left Vertical column
and Sub-Content Headings along the Horizontal as shown with Specific Objectives
Also insert columns for weightings (Wt). for Item Quantities, Item Types & Score Points as
shown.
Step 4 - Arrange your Objectives into their respective boxes to align with subtopics and taxonomies Insert your total
item quantity and total score points as shown.
The total item quantity/wt. assigned in this example is 15 items (i) worth 60 marks 13
Note Well: an objective must be used only ONCE. Your Objectives may not have included ALL of the Taxonomy
levels. However a balance of L/O & H/O is expected. (eg Application is not included here)

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Taxonomy Wt. Story Characters Total Item TYPES xQuan.
Levels Items x scores

Remember A1. State certain facts about B 1. Write character sketches

ing the plot

Understanding A2. Explain words & phrases

in own words
Analysing B2. Compare two characters

Evaluating A3. make a critical appraisal B3. Evaluate the characters

of the storyline

Creating A4. Write a similar short

version in Jam context

Totals 11515 15i 15i = 60 marks

5i
Step 5:Weight EACH Content area( horizontally) using item quantities based on time spent, content
load, &/or focus ‘importance’ of the sub-topic.
…….Then weight EACH Taxonomy Level (vertically) 14
NOTE: Weightings must add up to Totals on both horizontal and vertical axes.
Taxonomy Wt/Time/ratios Story Characters Wt/ Item TYPESx

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Levels Importance ITEM QUAN
QUAN (i) x scores
Remember 40% A1. State/Identify certain facts B 1. Write character sketches 6
ing about the plot

Understanding 30% A2. Explain words & phrases in 5

own words

Analysing 7% B2. Compare two characters 1

Evaluating 14% A3. make a critical appraisal of B3. Evaluate the characters 2
the storyline

Creating 9% A4. Write a similar short 1

version in Jam context

Totals 100% 70% = 10i 30%=5i 15 i 15 I = 60

marlks
Step 6: Decide on the quantities of item types under subtopics working horizontally &
vertically. Make adjustments to Totals as necessary. * (see Totals)
NOTE: Weightings must add up to Totals on both horizontal and vertical axes. 15
Taxonomy Wt. Story Characters Wt/ITEM Item TYPESx QUAN
Levels QUAN i x scores

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Remember 40% A1. State/Identify certain facts B 1. Write character sketches 6
ing =6 about the plot (4MC) (2SA)

Understanding 30% A2. Explain words & phrases 5

=5 (5 Matching)

Analysing 7%= B2. Compare two characters 1

1 (1SA)

Evaluating 14% A3. make a critical appraisal B3. Evaluate the characters 2
=2 of the storyline (1RE) (1RE)

Creating 9%= A4. Write a similar short 1

1 version in Jam context
(1RE)
Totals 15i 73%= 11 i 27%= 4i 15 i 15 i = 60 marks
Step 7: This shows how teaching times may be used to calculate item quantities on the horizontal plane at the
base. Once the matrix has been balanced throughout you may then work out your item scores (far right). Allot
marks to the Item type quantities set out for each section /taxonomy level as shown. NOTE: Marks allotted to
different item types must seem balanced/realistic and Total 60 marks in this example
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Taxonomy Wt. Story = 24hrs Characters =12hrs Wt/ITEM Item TYPESx QUAN

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Levels QUAN i x scores

Remember 7 A1. State/Identify certain facts about B 1. Write character sketches (3SA) 7 A1. 4MCx1 = 4
ing 40% the plot (4MC) B1. 3SA x2= 6

Understanding 4 30% A2. Explain words & phrases 4 4 A2. 4 Ma x2 = 8

Matching)

Analysing 1 13% B2. Compare two characters (1SA) 1 B2. 1SAx 5=5

Evaluating 2 10% A3. make a critical appraisal of the B3. Evaluate the characters 2 A3. 1RE x10 =10
storyline (1RE) (1RE) B3. 1REx10=10

Creating 1 7% A4. Write a similar short version in 1 A4. 1RE x 17 = 17

Jam context
(1RE)

Totals 15i (24hrs/36hrs x 15i) = 10i 5i 15 i 15 i = 60 marks

12/36x15= 5
 Tutorial – Group Work
17
► Part 1 : TOS Development
► Use ALL the 12 Objectives (shown in next slide) from a Classroom Assessment Course syllabus

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to create a TOS for a Summative Test based on 2 Modules (Module A=12hrs& Module
B=24hrs) .
► Total teaching time for this Topic= 36 hrs.
► Start by identify the taxonomies for each Objective. Then organize your Objectives under
their respective Sub-topics and in alignment with their (Bloom’s)Taxonomies.
► Then calculate and insert your Item Weightings using Time spent on each Module
► Make the total items 25 (for select & supply responses). Make your total score points 100.
► You must always indicate the subject, topic, grade level at top of TOS

► Part 2: Item Writing

► ***Practice item construction by using 4 Objectives ABOVE from 4 taxonomy levels to
construct 4 Question ITEMS (3 types of select eg. Mcq /matching/Binary PLUS 1 supply
item) for a traditional test . (NO key is required)
► Below each item, provide a sentence or two to explain/justify the approach used in
constructing the item with references/citations to support. See marking guide below
 Topic – Basics in Classroom Assessment
► Module A-The Nature of Assessment
► 12 HRS. of teaching time
1. Explain the importance of classroom
assessment to stakeholders- ………..– A1
2. Distinguish between the concepts -
assessment, test, measurement and
evaluation.- ………..-A2
3. Differentiate the use/purposes of different
forms of classroom assessment-
……………….-A3
4. Interpret norm and criterion-referenced test
scores– …………….. A4
5. Evaluate the roles of classroom vs
standardized assessment - ………….-A5
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► Module B- TECHNICAL REQUIREMENTS OF
ASSESSMENT
► 24 HRS TEACHING TIME
1. Identify Characteristics of a ‘good test’/ assessment –
……………… B1
2. Match Assessment methods to Assessment Targets-
………………. B2
3. Distinguish between types of Validity and Reliability
evidence and how these are obtained i.e. Content,
Criterion, Construct & Test- retest, Alternate- form,
Inter-rater scorer – ……………B3
4. Explain the purpose/importance of a TOS/Blueprint in
assessment – …………….. B4
5. Utilize the GRASPS Model in creating Authentic forms
of assessment- …………………. B5
6. Discriminate between select and supply response
criteria in developing traditional tests …………..B6
7. Evaluate the roles of Peer and Self Assessment in
Classroom Practices– ……………… B7
Insert your objectives into the table to align with their respective sub-topics & taxonomies

Taxonomy
Levels
TOT
AL
Module A-
The Nature of Assessment
Module B-
TECHNICAL REQUIREMENTS OF
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ITEM QUAN i
/TYPES x
Wt. ASSESSMENT SCORES

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Remembering

Understand
ing

Applying

Analysing

Evaluating

Creating

Totals 25 i=100
 Marking Guide for Tutorial - 40marks (this will not be recorded) 20
TOTALS
• TOS matrix adheres to the Model provided showing 12 objectives, correctly aligned with their taxonomy levels 6

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and subtopics.

• TOS matrix is properly balanced horizontally & vertically using item weightings (quantities) totalling 25 items.. 5

• Item types are clearly specified alongside the respective item quantities throughout and appropriate for each 5
Objective and Taxonomy level

• Item scores are appropriately assigned to item types and summate to total of 100 marks 4

• Four objectives from four taxonomy levels are identified and used to construct four Question items for a 4
traditional test .

• Each item construct, is appropriate for its choice of select or supply type, its objective content and taxonomy 4
level

• Each item construct meets all the criteria for its type, format & ‘good’ item writing guidelines 4

• The explanation of all 4 Item Constructs highlights the correct guidelines for item writing and Is supported by 8
literature where possible