Table of Specifications
Table of Specifications One way of Creating It
A Table of Specifications is a blueprint for an
objective selected response assessment. The purpose is to coordinate the
assessment questions with the time spent on any particular content area, the
objectives of the unit being taught, and the level of critical thinking
required by the objectives or state standards. The use of a Table of
Specifications is to increase the validity and quality of objective type
assessments. The teacher should know in advance specifically what is
being assessed as well as the level of critical thinking required of the
students. Tables of Specifications are created as part of the preparation
for the unit, not as an afterthought the night before the test. Knowing
what is contained in the assessment and that the content matches the standards
and benchmarks in level of critical thinking will guide learning experiences
presented to students. Students appreciate knowing what is being assessed
and what level mastery is required.
Also, a table of specification is a table chart that
breaks down the topics that will be on a test and the amount of test questions
or percentage of weight each section will have on the final test grade. This
kind of table chart is usually split into two charts, and each sub topic is numbered
under the main topics that are being covered for the test. This type of table
is mainly used by teachers to help break down their testing outline on a
specific subject. Some teachers use this particular table as their teaching
guideline by breaking the table into subjects, the teachers main points, how
much time should be spent on the point, and what assignment or project can be
done to help the student learn the subject. For many teachers, a table of
specification is both part of the process of test building and a product of the
test building process. This table provides teachers and their students with a
visual approximation of the content that will tested and the amount of weight
it is given on a test. As part of the entire teaching process, many education
experts advise constructing a table of specification early in the lesson plan
building process in order to ensure that the content of lessons and projects
match what will ultimately appear on the test. By offering students the
opportunity to view a table of specification, teachers offer their students the
opportunity to view a certain kind of rubric against which they will be graded.
This opportunity allows students to have full knowledge over what they will be
tested over and which sections or topics of their study will be tested.
Gallia D. Assessment of Learning. Far Eastern University [Blog].
Retrieved February 14, 2017, from
Table of Specifications One way of Creating It
Table of Specifications Using Bloom’s Revised
Taxonomy
Instructions: Look at the first question on your
test. First determine which of your objectives it is correlated with. Second,
look at the verb in the question to determine which level of the taxonomy it is
correlated with. Put the number of the question in the box that corresponds to
the correct objective and level. Complete this process for each question on
your test.
Table 1: Table of Specifications for a Summative Test
Remember
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Understand
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Analyze
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Apply
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Evaluate
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Create
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Objective 1:
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Objective 2:
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Objective 3:
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Objective 4:
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View other examples via these links:
Table 2: Outline of Bloom's Taxonomy of Educational Domains
Cognitive Domain – involves
the knowledge and the development of intellectual skills.
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Affective Domain – includes the manner in which we deal with
things emotionally.
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Psychomotor Domain
– includes physical movement, co-ordination and the use of motor-skill
areas.
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Remembering – Recall information previously learned.
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Receiving – Awareness, willing to hear, selected
attention.
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Imitation - Observing and patterning behavior after
someone else.
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Understanding – comprehending the meaning, translation,
interpolation, and interpretations of instructions and problems
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Responding – requires the learner to comply to preset
expectations by attending or reacting to stimuli.
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Manipulation - Being able to perform certain actions by
following instructions and practicing.
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Applying – use a concept in a new situation or unprompted
use of an abstraction.
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Valuing – show consistent behaviour showing attachment to
a single belief or attitude without force or preset expectations.
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Precision - Refining, becoming more exact. Few errors are
apparent.
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Analyzing – separates materials or concepts into component
parts so that its organizational structure may be understood.
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Organization – Requires commitment to a set of values.
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Articulation - Coordinating a series of actions, achieving
harmony and internal consistency.
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Creating – builds a structure or pattern from diverse
elements.
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Characterization – Require that all behaviour displayed by
the learner be consistent with his or her values.
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Naturalization - Having high level performance become
natural, without needing to think much about it.
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Evaluating – make judgments about the value of ideas or
materials.
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