TABLE OF

SPECIFICATIONS
(TOS)
CONSTRUCTION
 This session aims to equip
teachers with an updated input on
developing critical thinking under the
Revised Bloom’s Taxonomy and
strategies and skills on TOS
construction. More specifically given
the inputs in this session, they should
be able to:
1.Recognize the
importance of critical
thinking in processing
information;
2.Identify the levels
within the cognitive
domains of the
Bloom’s taxonomy;
3.Employ critical thinking and
the Revised Bloom’s
Taxonomy in the construction
of TOS;
4.Construct a functional TOS;
5.Appreciate the importance
of properly constructed TOS.
Try this…
 How far do you have
to count before using
the letter A in spelling
a number?
Answer: one thousand
How much grammar do you
know? A lot? Let’s see.
Must we say “ the yolk is
white” or “ the yolks are
white”?
Answer: neither
 Which is the
loudest vowel?
Answer: “I”, it is in the
middle of noIse
 How many pairs of
animals did Moses take
with him into the Ark?
Answer: None. It was Noah.
 Plane crash— A plane is flying from
Madrid to Paris. Just over the
Pyrenees it falls down and crashes on
the border between Spain and France.
Where would you bury the survivors?
In France or in Spain? Why?
Answer: None. You do not bury the survivors.
 How close a relative
would the sister-in-law
of your father’s only
brother be?
Answer: Close. It would be your
mother.
 Nine crows sat on a
limb of a tree. Farmer
Jones shot three of
them. How many crows
remained?
Answer: None.
 Have we asked
these types of
questions to our
students?
Why are we
biased or
prejudiced?
Why is much of our thinking
distorted or partial?
Do we question the
quality of what we
produce, what we
make, or the quality of
our thought?
DEVELOPING CRITICAL
THINKING UNDER THE
REVISED BLOOM’S
TAXONOMY
Critical thinking (CT) is the art
of applying knowledge,
analyzing, synthesizing, and
evaluating information which is
gathered from observations,
experiences, and reflections.
 ELEMENTS
OF CRITICAL
THINKING
 Observation:
From a series of
observations, we can
come to establish:
Facts: From a
series of facts, or
an absence of, we
make:
 Inferences:
Testing the validity
of our inferences,
we make:
Assumptions:
From our
assumptions, we
form our:
 Opinions: taking
our opinions, we use
the principle of logic
to develop:
 Arguments:
When we want to
challenge the
arguments of others,
we employ:
Critical Analysis, through
which we challenge the
observations, facts,
inferences, and so on in the
arguments that we are
analyzing.
Which element/s of
Critical Thinking do
students have little
difficulty with?
More difficulty with?
 The TABLE OF
SPECIFICATIONS
(TOS)
A Table of Specifications is
a two-way chart which
describes the objectives,
competencies, topics to be
covered by a test and the
number of items or points
which will be associated with
each of them.
 What does a Table of
Specifications cover?
Deped Order No. 08, s. 2015 provides the
three major components of summative
assessment:
1.The Written Work
2.The Performance Tasks
3.Quarterly Assessment
 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.
HOW TO CONSTRUCT A
TABLE OF
SPECIFICATIONS?
STEP 1
All competencies shall
be included in the TOS
however, determine the
competencies to be
included in the test.
 STEP 2
Determine the no. of
sessions allotted (or
you spent) for each
competency.
 STEP 3
Determine the total number
of test items. This step is
either the prerogative of the
principal or the institution.
 STEP 4
Determine the
number of items per
COMPETENCY.
 STEP 5
Determine the level of
difficulty where each of
the competency falls.
 STEP 6
Determine the number of
items for each
competency per level of
difficulty.
 STEP 7
Make sure the vertical
and the horizontal sum
of the items are
correct.
 STEP 8
Write the item
placement for each
number of items.
 STEP 9
Complete the table of
specifications, making
sure everything is in
place.
 STEP 10
Always have your TOS side by
side your examination draft.
Always make sure you have the
number of items, levels of difficulty,
and levels in the Bloom’s Taxonomy as
basis for your test construction.
LET’S DO THIS(30 mins.)
1. Using the Curriculum
Guides in each subject area
across all grade levels,
identify the competencies that
should be included in the TOS
for quarterly assessment.
LET’S DO THIS (30 mins.)
2. Using the given
competencies identified
from the prior task,
construct a 30-item TOS
taking into consideration the
steps in TOS construction
CRITIQUING
“Don’t simply measure whether students
can fill in a bubble on a test, but whether
they possess 21st century skills like
problem-solving and critical thinking.”

•-Barack Obama