Unit 5.3.2 Table of Specifications


Table of Specifications
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


Understand

Analyze

Apply

Evaluate

Create
Objective 1:






Objective 2:






Objective 3:






Objective 4:







Table 2: Outline of Bloom's Taxonomy of Educational Domains


Cognitive Domain – involves the knowledge and the development of intellectual skills.
Affective Domain – includes the manner in which we deal with things emotionally.
Psychomotor Domain – includes physical movement, co-ordination and the use of motor-skill areas.
Remembering – Recall information previously learned.
Receiving – Awareness, willing to hear, selected attention.
Imitation - Observing and patterning behavior after someone else.
Understanding – comprehending the meaning, translation, interpolation, and interpretations of instructions and problems
Responding – requires the learner to comply to preset expectations by attending or reacting to stimuli.
Manipulation - Being able to perform certain actions by following instructions and practicing.
Applying – use a concept in a new situation or unprompted use of an abstraction.
Valuing – show consistent behaviour showing attachment to a single belief or attitude without force or preset expectations.
Precision - Refining, becoming more exact. Few errors are apparent.
Analyzing – separates materials or concepts into component parts so that its organizational structure may be understood.
Organization – Requires commitment to a set of values.
Articulation - Coordinating a series of actions, achieving harmony and internal consistency.
Creating – builds a structure or pattern from diverse elements.
Characterization – Require that all behaviour displayed by the learner be consistent with his or her values.
Naturalization - Having high level performance become natural, without needing to think much about it. 
Evaluating – make judgments about the value of ideas or materials.


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