A Table of Specifications (TOS) is the blueprint of a test. It guarantees the two things checkers look for: that the test covers competencies in proportion to how long you taught them, and that the items span all cognitive levels, not just memorization. This guide builds one from scratch — every column explained, a complete 50-item worked example, the Bloom’s distribution, and the errors that get a TOS sent back for revision.
Why bother? A TOS turns test-writing from guesswork into a fill-in-the-blanks exercise. Once it’s done, you know exactly how many items to write, on which competency, at which thinking level, in which position. It’s also your defense: when a parent questions a grade, a TOS proves the test was fair and aligned.
The columns of a DepEd TOS
| Column | What it contains |
|---|---|
| Learning Competency | The MELC/competency statement, as written in the curriculum |
| Code | The competency code (e.g., S4LT-IIIa-b-3) |
| No. of Days Taught | Class days you actually spent on that competency |
| % of Items | Days for this competency ÷ total days × 100 |
| No. of Items | % of items × total test items (rounded sensibly) |
| Cognitive Domain Distribution | How that competency’s items spread across Bloom’s levels (R, U, Ap, An, E, C) |
| Item Placement | Which item numbers on the test belong to this competency |
📥 Free download: Blank TOS Template (editable Word) — the exact table above, ready to fill in.
The principle behind it: time-on-task
The logic of a TOS is simple and fair: the more class time a competency got, the more items it deserves. If you spent half the quarter on one competency, it shouldn’t be worth two questions. This is why “No. of Days Taught” is the engine of the whole table — everything else is computed from it. It also forces an honest accounting: if a typhoon ate a week, your days column should reflect the lesson you actually taught, not the one you budgeted.
Step 1 — List competencies and days taught
Suppose your quarter covered three competencies over 25 teaching days:
| Competency | Code | Days |
|---|---|---|
| Describe the parts and functions of the digestive system | S5LT-IIa-1 | 5 |
| Explain how food is digested and absorbed | S5LT-IIb-2 | 8 |
| Practice habits that keep the digestive system healthy | S5LT-IIc-3 | 12 |
Step 2 — Convert days into items
For a 50-item test, each competency’s share of items mirrors its share of days:
| Competency | Days | % of Items | No. of Items |
|---|---|---|---|
| Parts & functions | 5 | 20% | 10 |
| Digestion & absorption | 8 | 32% | 16 |
| Healthy habits | 12 | 48% | 24 |
| Total | 25 | 100% | 50 |
The math: 5 ÷ 25 = 20%, and 20% of 50 items = 10 items. Repeat per row.
Rounding tip: round each line to a whole number, then adjust the largest competency up or down by one so the total still equals your item count exactly. The total must hit 50 on the nose — a column that sums to 49 or 51 is the single most common reason a TOS comes back.
Step 3 — Distribute the cognitive levels (Bloom’s)
Now spread each competency’s items across Bloom’s six levels. A common, defensible split keeps roughly 60% in the lower levels (Remembering, Understanding, Applying) and 40% in the higher levels (Analyzing, Evaluating, Creating) — adjust to your purpose and your division’s guidance.
Quick reference for what each level demands:
| Level | The learner must… |
|---|---|
| R Remembering | recall a fact |
| U Understanding | explain in their own words |
| Ap Applying | use it in a new situation |
| An Analyzing | break it apart, find relationships |
| E Evaluating | judge with criteria |
| C Creating | produce something new |
Example for the 24 “healthy habits” items:
| R | U | Ap | An | E | C |
|---|---|---|---|---|---|
| 4 | 5 | 6 | 4 | 3 | 2 |
Do this per competency, and check that each row’s levels sum to that row’s item count (4+5+6+4+3+2 = 24 ✓). Need help writing items at each level? Our Bloom’s taxonomy question stems guide has ready-to-use templates.
Step 4 — Assign item placement
Place items in competency order so the test flows with your teaching sequence:
| Competency | Items | Placement |
|---|---|---|
| Parts & functions | 10 | 1–10 |
| Digestion & absorption | 16 | 11–26 |
| Healthy habits | 24 | 27–50 |
Your TOS is done — and writing the test is now mechanical: for items 11–26 you know exactly which competency and cognitive level each must hit. You’re no longer inventing a test; you’re filling a plan.
The full picture: one completed TOS row
Putting it together, a single finished row looks like this:
| Competency | Code | Days | % | Items | R | U | Ap | An | E | C | Placement |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Healthy habits | S5LT-IIc-3 | 12 | 48% | 24 | 4 | 5 | 6 | 4 | 3 | 2 | 27–50 |
Every number traces back to one input — 12 days taught. That traceability is exactly what makes a TOS defensible.
Common TOS mistakes (and how checkers catch them)
- Items don’t match the placement. If the TOS says item 14 is Analyzing, item 14 on the test can’t be a recall question. Checkers cross-check the actual paper against the TOS.
- Percentages that don’t total 100, or items that don’t total the test length — the most common returned-for-revision error.
- Everything is Remembering. A TOS with 80% recall defeats its purpose; spread the levels into the higher tiers.
- Budgeted days instead of actual days taught. Your days column should reflect reality, including disruptions.
- Inflating a minor competency. If a competency got two days, two items is correct — don’t pad it to look “balanced.”
Frequently asked questions
Is a TOS required for all tests?
Generally for summative tests and term/quarterly exams. Short formative quizzes usually don’t need one — but your school may have its own policy.
One competency only got 1–2 items. Is that OK?
Yes — that’s the system working. Items are proportional to instruction time. Don’t inflate a minor competency to make the table look even.
Where do Easy/Average/Difficult fit in?
Some divisions add a difficulty distribution on top of the cognitive one. Bloom’s lower levels usually map to Easy/Average and higher levels to Average/Difficult, but follow your local template.
Do I attach the TOS when I submit the test?
Almost always, yes — the TOS and the test paper are submitted together so the checker can verify alignment. If you make parallel forms, one TOS governs both.
What’s the difference between a competency and a cognitive level?
The competency is what is being tested (the digestive system); the cognitive level is how deeply (recall it vs. analyze it). Every item has both.
Build the TOS — and the test — automatically
Skoolari’s TOS-Based assessment generator does this entire article in one screen: enter your competencies, codes, and days taught, set the item count, and it computes the proportions, balances the cognitive distribution (one click), generates the actual test items to match the plan, and prints both the TOS and a DepEd-format test paper as Word documents — answer key included.