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Arbie's Powerpoint On Table of Specifications and Test Constructions

The document discusses the importance of developing a table of specifications for constructing valid and reliable classroom tests. It provides examples of one-way and two-way tables of specifications that list content areas, instructional objectives, number of class sessions, and number of test items. The steps for preparing a table of specifications are outlined, including determining content coverage, objectives, class time spent on topics, and allocating test items proportionally. Types of objective tests like true-false, matching, and multiple choice are also briefly described.

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788 views19 pages

Arbie's Powerpoint On Table of Specifications and Test Constructions

The document discusses the importance of developing a table of specifications for constructing valid and reliable classroom tests. It provides examples of one-way and two-way tables of specifications that list content areas, instructional objectives, number of class sessions, and number of test items. The steps for preparing a table of specifications are outlined, including determining content coverage, objectives, class time spent on topics, and allocating test items proportionally. Types of objective tests like true-false, matching, and multiple choice are also briefly described.

Uploaded by

aharon_boquia
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Table of Specifications & Test

Construction

Presented by:
Arbaya A. Haron-Boquia
Table of Specifications
After the teacher has covered a number of
lessons for a certain period of time, the next
important task that he is expected to perform
is the assessment of performance of the
students in the class. He is now to assess
whether or not the students have absorbed
the lesson taken.
For the teacher to get the correct feedback of
the extent the students have understood the
lessons, a test should be conducted. However,
while the test is deemed to be the appropriate
measurement, the teacher should see-to-it
that the test is valid and reliable so that
meaningful and desirable results that are
reflective of the academic standing of the
students in the lessons taken can be properly
drawn.
Both contents and objectives hold a very
important place.
Questions in the test should cover all the
lessons taken and should answer the stated
objectives.
Be sure that the test questions are the
representative samples of all the lessons
covered and are rightly distributed to the
stated levels of objectives.
Thus, it should be prepared prior to the test
constructions.
Meaning of Table of Specifications
It is a plan prepared by a classroom teacher as
a basis for test construction especially a
periodic test.
It is important that this be carefully prepared
because it contributes to the development
of the quality test which per se us a good
instrument for diagnostic and remedial
Teaching.
It can also provide an assurance that the test
will measure representative samples of the
instructional objectives and the contents
included in the instruction.
There were two most commonly
prepared tables of specifications

1. One-way table of specifications


In one-way table of specifications, only the
contents are listed down the left side.
2. Two-way table of specifications
In the two-way table of specifications, the
instructional objectives across the top and just like
one-way table, the content areas are listed down
the left side.
In general , the one-way and two-way tables
of specifications have some commonalities.
Among them are course content, number of
class sessions, number of test items, and
placement of an item.
Sample Tables of Specifications
A. One-way table of specifications indicating areas of
instructions and number of class sessions
Content No. of class No. of Items Test
sessions Placement
1. Algebraic Expressions 4 5 1-5
2. Addition of Algebraic 5 6 6-11
Expressions
3. Subtraction of Algebraic 5 6 12-21
Expressions
4. Multiplication of 8 10 22-31
Algebraic Expressions
5. Division of Algebraic 7 9 32-40
Expressions
6. Simple Equations 4 5 41-45
7. Simple Probability 4 5 46-50
8. Total 40 50 1-50
B. Two-way table of specifications indicating content, number of
class sessions and objectives to be tested.
Content/Objectives CS K C Ap An Sy Ev T TP

1. Conversion of Units 3 1 1 1 1 1 1 6 1-6


2.Speed and Velocity 3 1 1 2 1 1 6 7-12
3. Acceleration 2 1 1 1 1 4 13-16

4. Free Falling Bodies 1 1 1 2 17-18


5. Projectile Motion 1 1 1 2 19-20

6. Force 1 1 1 2 21-22
7. Vector 2 2 1 1 4 23-26

8. Work, Energy & Power 3 1 1 2 1 1 6 27-32

9. Conservation of energy 2 2 1 1 4 33-36


10. Conservation of 2 1 2 1 4 37-40
Momentum
Total 20 4 6 8 8 7 7 40
Steps in Preparing the table of
specifications (TOS)
1. List down the topics covered for inclusion in
the test.
2. Determine the objectives to be assessed by
the test.
3. Specify the number of days/hours spent for
teaching a particular topic.
4. Determine percentage allocation of test
items for each of the topics covered.
The formula to be applied is as follows:
% for a topic = total number of days/hours
spent divided by the total number of
days/hours spent teaching the topic.
Example: Mr. Alim utilized 10 hours for
teaching system of Linear Equation. He spent
2 hours in teaching the topic, Solving linear
equation in one unknown. What percentage
of test items should he allocate for the
aforementioned topic?
Solution: 2/10(100)=20%
5. Determining the number of items to construct for
each topic. This can be done by multiplying the
percentage allocation for each topic by the total
number of items to be constructed.
Example: He decided to prepare a 50-item test on the
unit. How many items should he write for the topic
mentioned in step number 4?
Solution: 50 items x 0.20 (20%)= 10 items
6. Distribute the number of items to the objectives to
be tested.
The number of items allocated for each objective
depends on the degree of importance attached it by
the teacher.
Test Constructions

Types of Tests
1. Objectives tests- are item types that can be
scored objectively.
Two Types: Recall and Recognition Types
a. Recall type: the answer is not part of the test.
This includes completion test and
enumeration test items.
Completion Test Items consists of a series of
items, which requires the students to fill a
word or words on the blanks provided.
Good for:
Measuring knowledge of factual information.
They are applicable to the measurement of
concepts and skills at the lower level of
cognitive domain.
Suggestions for constructing
completion test items:
Avoid lifting sentences directly from the book.
Make the blanks of uniform length to prevent
length as a clue.
The blank as much as possible is placed in the
column that precedes the numbers of the
item.
State the items so that the answer is limited to
a word or brief phrase.
For numerical answer, indicate the degree of
precision expected.
Whenever the article a or an is written
immediately before the blank, write it in the
form a(n).
Allot one point for each correctly filled blank.

2. Recognition type of objective test, the answer


is part of the test.
a. True-False-simply stated in declarative form,
which the students must judge as either true
or false.
b. Matching type- These test items consist of
two columns in which each item in the first
column has a corresponding answer in the
second column.
c. Multiple Choice- items consist of three or
more choices in each item.
Essay tests consist of questions purposely to
asses the students ability to express their
ideas accurately and to think critically written
a certain period of time.
Thanks for Listening

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