Planning a Test and

Construction of the
TABLE OF SPECIFICATION
Discussant:
Julie Ann Acosta Sison
BSE II-3 (Social Studies Major)
 13% of students who got low grades
in exams are caused by faulty test
questions.
WORLDWATCH, The Philadelphia
Trumpet (August 2005)
Common observation of students
on test questions
Hindi kasama sa lessons.
Masyadong mahaba ang question at mga
pagpipilian.
Hindi maayos ang layout ng test, putol-putol ang
mga sentence.
Nakakalito ang mga tanong. Minsan wala sa
pagpipilian ang sagot.
 Possible reasons for faulty test
questions:
Questions are copied verbatim from the
book or other resources.
Not consulting the course outline.
Much consideration is given to reduce
printing cost.
No TOS was made after making the test.
 To be able to prepare a
GOOD TEST, one has to have a
mastery of the subject
matter, knowledge of the
students to be tested, skill in
verbal expression and the use
of the different test format
Evaluating Educational Outcomes
(Oriondo & Antonio,1984)
 Table of Specifications (TOS)
A two way chart that relates the
learning outcomes to the course
content.
It enables the teacher to prepare a
test containing a representative
sample of student knowledge in
each of the areas tested.
 Steps in PLANNING for a TEST
DECIDING on the
IDENTIFYIN TYPE of Objective
G Test test to be prepared
Objectives

Try-out and
validation PREPARING the
Table of
CONSTRUCTING Specification
the Draft Test
Items
 Identifying Test Objectives
As an objective test, if it is to comprehensive,
must cover the various levels of Blooms
taxonomy. Each of the objective consist of a
statement of what is to be achieved and,
preferably, by how many percent of the
students.
 KPU Paradox
Knowledge (Remembering) answers the
question what, where and when? (ano, saan at
kailan)
Process (Application & Analysis) answers the
question how? (paano)
Understanding (Analysis) answers the question
why ?(bakit)
 THE LEVELS OF COGNITIVE
DOMAIN

The levels are the guiding posts in

constructing test items. Regardless of
what type of teacher-made tests the
teacher will prepare, the items must
follow the pattern set for evaluation.
 1. Knowledge (Remembering)

Includes those objectives that deal

with recall, recognize facts,
terminology etc.
Example: Sino ang kauna-unahang
bayani na nakipaglaban sa mga
Kastila?
 2. Comprehension (Understanding)

Includes some level of understanding. It

requires the learners to change the form of
communication to see the connection or
relations among parts of a communication
(interpretation) or draw a conclusion
(inference).
Example: Bakit sa tabing dagat naninirahan
ang mga sinaunang Pilipino?
 3. Application (Applying)

It uses previously acquired information

in a setting other than the one in which
it was learned.
Example: Alin sa mga sumusunod na uri
ang pamumuhay noong Martial Law?
 4. Analysis (Analyzing)

It requires the pupils to identify the logical errors

(point out the prediction or erroneous inference),
differentiate among facts, opinions, assumptions,
hypothesis or conclusions, draw relationships
among ideas or to compare and contrast.
Example: Alin sa mga sumusunod ang dapat
ginawa ng mga Pilipino upang makamit ang
inaasam na kalayaan laban sa mga Kastila?
 5. Synthesis (Creating)

Objectives at this level require the students to

[produce something unique or original. Test
questions at this level require the pupils to solve
unfamiliar problems or combine parts to form a
unique or novel whole.
Example: Bilang mag-aaral, paano ka
makakatulong sa pagpapanatili ng kalinisan ng
ating kapaligiran?
 6. Evaluation (Evaluating)

Under this objective, the learners are

required to form judgments about the value
of methods, ideas, people or products that
have a specific purpose.
Example: Alin sa mga sumusunod ang higit
na mabisang paraan ng pagsugpo sa
ipinagbabawal na gamot?
 Deciding on the type of Objective Test

The test objective guide the

kind of objective test that will
be designed and constructed
by the teacher.
 Preparing the Table of Specification

It is a test map that guides the

teacher in constructing the test.
It ensures that there is a
balance between the LOTS and
the HOTS.
 Table of Specification Prototype
LEVEL Objective Item Numbers No. %

1. Knowledge Identify 1,3,5,7,9 5 16.67%

2. Form 2,4,6,8,10 5 16.67%

Comprehension
3. Application Determining 11,13,15,17,19 5 16.67%

4. Analysis Formulation 12,14,16,18,20 5 16.67%

5. Writing Part II 10 pts 33.32%

Synthesis/Evalu
ation
TOTAL 30 100%
 Tips in Preparing the Table of
Specifications (TOS)
Dont make it overly detailed.
It's best to identify major ideas and skills rather
than specific details.
Use a cognitive taxonomy that is most appropriate
to your discipline.
Weigh the appropriateness of the distribution of
checks against the students' level, the importance
of the test, the amount of time available.
 Constructing Test Items

It is advised that the actual number of

items to be constructed in the draft
should be double the desired number
of items.
 Item Analysis and Try-out

The test draft is tried out to a group of

pupils or students.
Its purpose is to:
(a.) Item characteristic through item
analysis
(b.) characteristics of the test itself-
validity, reliability, and practicality.
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good
COMMUNITY