Table of Specifications

TABLE
OF
SPECIFICATIONS
Learning Outcome:
A. Construct Table of Specification using
different format
Table of Specifications
 a test blueprint that guides the teacher in
constructing the test.
 A table that maps out the test objectives,
contents, or topics covered by the test; the
levels of cognitive behavior to be measured;
the distribution of items, number, placement,
and weights of test items; and the test format.
Importance of TOS
 Ensures that the instructional objectives and what the test
captures match
 Ensures that the test developer will not overlook details that
are considered essential to a good test
 Makes developing a test easier and more efficient
 Ensures that the test will sample all important content areas
and processes
 Is useful in planning and organizing
 Offers an opportunity for teachers and students to clarify
achievement expectations
Steps in Developing Table of Specifications
1. Determine the objectives of the test.
2. Determine the coverage of the test.
3. Calculate the weight for each topic.
Percent
of time =
Topic No. of Sessions Time Spent Percent of Time
(Weight)
Theories and Concepts 0.5 class session 30 min 10.0
Psychoanalytic Theories 1.5 class sessions 90 min 30.0
Trait Theories 1 class session 60 min 20.0
Humanistic Theories 0.5 class session 30 min 10.0
Cognitive Theories 0.5 class session 30 min 10.0
Behavioral Theories 0.5 class session 30 min 10.0
Social Learning Theories 0.5 class session 30 min 10.0
TOTAL 5 class sessions 300 min or 5 100
hours
4. Determine the number of points for the whole test.
5. Determine the number of points per topic.
No.
of items =
Topic Percent of Time (Weight) No. of Points

Theories and Concepts 10.0 5
Psychoanalytic Theories 30.0 15
Trait Theories 20.0 10
Humanistic Theories 10.0 5
Cognitive Theories 10.0 5
Behavioral Theories 10.0 5
Social Learning Theories 10.0 5
TOTAL 100 50 points
Different Formats
of Table of
Specifications
1. One Way Table of Specifications
 Maps out the content or topic, test objectives,
number of hours spent, and format, number,
and placement of items
 Easy to develop and use because it just works
around the objectives without considering the
different levels of cognitive behavior
Topic Test Objective No. of Format and No. and
Hours Placement of Items Percent of
Spent Points
Theories and Recognize important 0.5 Multiple Choice 5

Concepts concepts in personality Item #s 1-5 (10%)
theories
Psychoanalytic Identify the different 1.5 Multiple Choice 15

Theories theories of personality Item #s 6-20 (30%)
under the Psychoanalytic
Model
Etc.
TOTAL 5 50
(100%)
%
of items =
Two – Way Table of Specification
 Reflects not only the content, time spent, and
number of items but also the levels of
cognitive behavior targeted per test content
based on the theory behind cognitive testing
 Allows one to see the levels of cognitive skills
and dimensions of knowledge that are
emphasized by the test
No. & Level of Cognitive Behavior, Item Format, No. and Placement of Items
Time Percent
Content Spent of Points KD* R U AP AN E C
Theories and 0.5 5 F I.3

Concepts hours (10%) #1-3
C I.2
#4-5
Psycho- 1.5 15 F I.2
analytic hours (30%) #6-7
Theories C I.2 I.2
#8-10 #11-12
P I.2 I.2
#13-14 #15-16
M I.3 II. 1 II. 1
#17-20 #21 #22
Etc.
Scoring 2 points per item 5 points per item
OVERALL 5 50 40 10
TOTAL (100%)
Three-Way TOS
 Reflects the features of one-way and two-way TOS
 It challenges the test writer to classify objectives based on
the theory behind the assessment
 Shows the variability of thinking skills targeted by the test
 It takes a much longer time to develop
No. & Level of Cognitive Behavior, Item Format, No. and Placement of Items
Content Learning Time Percent
Objective Spent of Points
R U AP AN E C
Theories and Recognize 0.5 5 I.3 I.2

Concepts important hours (10%) #1-3 #4-5
concepts in (F) (C)
personality
theories
Psycho- Identify the 1.5 15 I.2 I.2 I.2 I.2 II. 1 II. 1
analytic different hours (30%) #6-7 #8-10 #11-12 #15-16 #21 #22
Theories theories of (F) (C) (C) (P) (M) (M)
personality
under psycho- I.2 I.3
analytic #13-14 #17-20
model (M)
Scoring 2 points per item 2 points per item 5 points per item
OVERALL 5 50 20 20 10
TOTAL (100%)
“When it rains, look
for rainbows, when
it’s dark, look for
stars.” -Fiona Childs-

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TABLE

Topic Percent of Time (Weight) No. of Points

Theories and Recognize important 0.5 Multiple Choice 5

Psychoanalytic Identify the different 1.5 Multiple Choice 15

Theories and 0.5 5 F I.3

Scoring 2 points per item 5 points per item

Theories and Recognize 0.5 5 I.3 I.2

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