Definition of Table of Specification

Blue print for test

Guide for writing items
A plan prepared by a teacher as a basis for test construction especially a periodic test.
Is a two-way chart which describes the topics to be covered by a test and the number of
items or points which will be associated with each topic.
Gregory (2006) Sees table of specification as an activity which enumerates the
information and cognitive tasks on which examinees are to be assessed. It is clearly
defined as possible scope which laid emphasis of the test and relates other objectives to
the content in order to ensure a balanced test items.
Gronlund and Linn (2000) assert that table of specification may be referred to as content
of a course or curriculum that can be broadly defined to include both subject matter
content and instructional objectives. This simply means the performance of students is
expected to demonstrate.
Mehrens and lehmann (1993) See table of specification as a (blue print) of a test, the
content areas to be covered and the relative emphasis to be placed on each areas and
instructional objectives.
Akem (2006) views the table of specification as a guide to assist a teacher or examiner in
the evaluation system.
Okpala, Onocha and Oyedeji (2003) noted that table of specification enables the test
developers to complete the cells in the table and decide the percentage of the total
number of items that will go to each of the cell.
Ughamadu (2000) stated that a table of specification or test blue print is a device that
enables the teacher to arrive at a representative sample of the instructional objectives
and the subject matter treated in the class.

Purpose of Table of Specification

The purpose of a Table of Specifications is to identify the achievement domains being

measured and to ensure that a fair and representative sample of questions appear on the
test. Teachers cannot measure every topic or objective and cannot ask every question
they might wish to ask. A Table of Specifications allows the teacher to construct a test
which focuses on the key areas and weights those different areas based on their
importance. A Table of Specifications provides the teacher with evidence that a test
has content validity, that it covers what should be covered.

Tables of Specifications are designed based on:

course objectives
topics covered in class
amount of time spent on those topics
textbook chapter topics
emphasis and space provided in the text

A table of specification could designed in 3 simple steps:

Identify the domain that is to be assessed.

 Break the domain into levels (e.g knowledge, comprehension, application, analysis,
synthesis and evaluation)
Construct the table
Knowledge is defined as remembering of previously learned material. This may involve
the recall of a wide range of material, from specific facts to complete theories, but all that
is required is the bringing to mind of the appropriate information. Knowledge represents
the lowest level of learning outcomes in the cognitive domain.
Comprehension is defined as the ability to grasp the meaning of material. This may be
shown by translating material from one form to another (words to numbers), by
interpreting material (explaining or summarizing), and by estimating furture trends
(predicting consequences or effects). These learning outcomes go one step beyond the
simple remembering of material, and represent the lowest level of understanding.
Application refers to the ability to use learned material in new and concrete situations.
This may include the application of such things as rules, methods, concepts, principles,
laws, and theories. Learning outcomes in this area require a higher level of understanding
than those under comprehension.
Analysis refers to the ability to break down material into its component parts so that its
organizational structure may be understood. This may include the identification of the
parts, analysis of the relationships between parts, and recognition of the organizational
principles involved. Learning outcomes here represent a higher intellectual level than
comprehension and application becasue they require an understanding of both the content
and the structural form of the material.
Synthesis refers to the ability to put parts together to form a new whole. This may
involve the production of a unique communication (theme or speech), a plan of operations
(research proposal), or a set of abstract relations (scheme for classifying information).
Learning outcomes in this area stress creative behaviors, with major emphasis on the
formulation of new patterns or structures.
Evaluation is concerned with the ability to judge the value of material (statement, novel,
poem, research report) for a given purpose. The judgements are to be based on definite
criteria. These may be internal criteria (organization) or external criteria (relevance to the
purpose) and the student may determine the criteria or be given them. Learning
outcomes in this area are highest in the cognitive hierarchy because they contain
elements of all the other categories, plus conscious value judgements based on clearly
defined criteria.

Steps in Making Table of Specification

List down the topic for inclusion in the test.

Determine the objectives to be assessed by the test
Specify the number of days/hours spent in teaching a particular topic.
Determine percentage allocation of the test items for each of the topics covered. The
formula applied is as follows:
% for a topic = Total number of hours spent
Total number of hours spent teaching the topic
Determine the number of the items for each topic. This can be done by multiplying the
percentage allocation for each topic by the total number of items to be constructed.
Distribute the numbers to the objectives. The number of items allocated for each
objectives depends on the degree of importance attached by the teacher to it.
Formula A

Relative weight for the importance of content = (number of class period for one subject +
total class period) x 100 %

Formula B

Relative weight the objectives = (Number of objectives in each level / Objectives of the unit)
x 100%
Formula C

Identify the number of questions in each topic for each level of objectives
= Total number of questions x Relative weight of the topics x Relative weight of Objectives

One way classification of Table of specification (T.O.S.)

Sample of One Way TOS in Community Health Nursing

Number of Class Number of Test Item

Topics Covered
Sessions Items Distribution
1. Family Health Nursing
a. Bag Technique 2 4 1-4
b. Home Visit
2. Primary Health Care and
2 4 5-8
Community Organizing
3. Community Diagnosis 2 4 9-12
4. Health Statistics 2 4 13-16
5. Public Health Programs 3 6 17-22
6. Communicable Diseases 4 8 23-30
7. Integrated Management of
5 10 31-40
Childhood Illnesses
TOTAL 20 40 40

Number of Items = Number of class sessions x desired total number of items

Total number of class sessions
Example: Number of items for the topic Family Health Nursing
Number of class sessions = 2
Desired number of items = 40
Total number of class sessions = 20

Number of Items = Number of class sessions x desired total number of items

Total Number of Class
= 2 x 40
20
Number of Items = 4

How can the use of a Table of Specifications benefit your students, including those with special
needs?

A Table of Specifications benefits students in two ways. First, it improves the validity of
teacher-made tests. Second, it can improve student learning as well.

A Table of Specifications helps to ensure that there is a match between what is taught and
what is tested. Classroom assessment should be driven by classroom teaching which itself
is driven by course goals and objectives. In the chain below, Tables of Specifications
provide the link between teaching and testing.

A table of specification has been developed, the test constructor will have the direction
required to build a test that has a high degree of content validity. It is advisable that in selecting
the test type to be included in the test, both objective and essay items should be used
depending on the course objective and the behavior outcomes to be measured Essay items
Classroom teachers are familiar with the essay test item or question. This is the item type
commonly used by the teachers because of ease of construction among other considerations.
The essay items allow a student to select, organize, integrate and synthesize and present his
answer or response in his own style in his own words(Ughamadu, 2000). The questions could be
extended or restricted, depending on the amount of freedom given to a student to organize his
ideas or facts.