Seenu Atoll Education Centre S.

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Developing Table of Specifications

Introduction:
This document is adapted from the work by Dr. Pietro J. Pascale, from Youngstown State University. The purpose of this document is to help teachers develop a table of specification for use in both classroom and terminal testing . The common elements of tables of specifications are presented and explained. Specific emphasis is placed on content-process validity. There are 5 tables of specifications in the appendix. The tables serve as examples.

Table of Specifications:
A table of specification (TOS) is the technical term given to the plan for writing items for a test. A table of specification should reflect what has been taught in the instructional sequence. In other words, the testing mode is a mirror of the instructional mode. Since the instructional mode has basically two dimensions content matter and intellectual process, the TOS should likewise reflect both content and process. By process we mean the intellectual level with which the students engage a specific content or unit of information. We can use the categories of Blooms taxonomy to help define the process. In developing the TOS proceed with a plan which reflects not only what has been taught, but also at what intellectual level the students are functioning. Furthemore the test is designed to test achievemenet. All Achievement tests should be content-process valid. Lets take time out to explain content-process valididty. Validity is a term which can be best explained by the question: Does the question measure what it is supposed to measure? The term validity can also be equated somewhat with the term purpose. The content validity of a test means that the test items should be representative of the materials taught in the class. In other words , tehere should be an adequate sampling of the domain of information presented in the instructional mode. How about an example? Suppose you teach a course called History of Civilization and your test consists of one essay question: Describe the evemnts leading up to the first world war. That one question does not seem to represent the content of the course. This problem of adequately sampling is a disadvantage of the essay question and this is one reason why a test paper requires a varied format of testing questions. The process part of content-process validity means that the level of intellectual reasoning that we use in the instructional mode should find its way into the testing mode. Seenu Atoll Education Centre Phone: 6885048 Fax: 6886773 email: info@saec.edu.mv 1

For example, if you never ask a synthesising question in class (instructional mode), its probably inappropriate to include a synytheisng question in the testing mode. If you require students to memorize facts most of the time (level 1, knowledge of Blooms taxonomy) its unfair to to require students to apply information (Application, level 3 of Blooms taxonomy) or to intergrate information (level 5, synthesis of Blooms Taxonomy) on a test. The TOS is a two dimensional array (sometimes called a matrix). That sounds terribly technical but its actually very simple. Look at the sample TOSs given at the end. One dimension is dedicated to the content and the other dimension is dedicated to process. You will have noticed that a TOS contains just one page that has a clear lable. The TOS specifies what items that the teacher must construct. Each cell of the matrix can specify a test item or test items. In other words, cells in the matrix get interpreted into test items identified by particular level of intellectual reasoning (process) Its a good idea for teachers to give a copy of the TOS to stduents. It is an outline of a sort which delineates what has been going on in the class instruction. Students can use the TOS as a study guide as well as a testing guide.

Notice the following points about the TOS

1. There are two dimensions to this. One dimension is called the content. The other is called the objectives. 2. Now look at the TOS in appendix 3. Notice that not all of the cells need to be filled. Also the instructor should not feel bound to develop the exact number of items indicated for a cell. The TOS is a plan which is flexible. Many things can happen from the time a plan is set on paper until the time of implementation. Also the teacher must not be bound to the exact number of items in a chart since the chart is meant to be an estimation. 3. There some major differences in the examples of TOS sited in here: a. The TOSs in appendix 1 has the decided advantage of conveying more specific information to the student and therfore is a better guide for the student. Furthermore, the teacher is likely to have an esier time writing items with the more descriptive method. b. The TOS in appendix 2 does not convey content specific information. However, it does explain the number of test items that will be included in each of the topic covered. c. The TOS in appendix 3 focuses on the weightage in terms of percentage. This can be a helpful method to cater for a curriculum that specifies weightage for individual modules. This is somewhat similar to the TOS in appendix d. TOSs in appendix 4 and 5 are most suited for the terminal examination for which you are now going to make the TOS. 4. This brings us to the purpose of TOSs. The table should help the teacher write items for a test. The table specifies the appropriate number of items in the appropriate content categories. Due attention is also given to the level of intellectual functioning. The table may aslo suggest to the instructor the format of the test item. For example, look at the TOS in appendix 1. There is a cell which relates to

Seenu Atoll Education Centre

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knowing common terms such as the list of ten minerals given. A matching test containing eight to ten of these items could easily be he way to test for the information in that cell. The significant point is that the teacher develops test items to meet the requirements of each cell. Now the question at hand is which of these styles is the teacher required to stick to in preparing the TOS for the teerminal examination for this year, 2009. For the purpose of this examination you may stick to TOS structure given in appendix 4 and 5. And in preparing the TOS think of the following points. 1. 2. 3. 4. 5. The various concepts that have been taught. The concepts which may be intergrated for the purpose of testing. The conact time assigned for various concepts as per the curriculum design. Is there any guidance in the curriculum about weightage for topics. Is there guidance in the curriculum about weightage to be assigned in terms of level of testing. For instance some curricular assign 50% to knowledge and comprehension, 30 % to Application and analysis, and 20% to synthesis and evaluation.

I hope this document is of some help for the teachers. Mohamed Haleem SAEC 13 th October 2009

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Appendix 1
Table of Specification for senior high school home economics Objectives Knows specific concepts Solvability naming

Content area

Knows common terms Vitamin A Vitamin B Vitamin C Vitamin D Vitamin E Vitamin G Vitamin H Vitamin K Calcium Iron Iodine Phosphorous Potassium Sodium Chlorine Flourine Magnesium Copper Monosaccharides Disaccharides Polysaccharides oils

Vitamins

Understands principles and generalizations Sources Recommended Allowances

Interprets charts and graphs Order of development

Minerals

Function

Sources Recommended Allowances

Chemical elements and percentages in human body

Carbohydrates

Fats

Proteins

Amino acids

Conversions Digestion Energy value Consumption Energy value Blood fats Nutritive value Kwashiorkor Solvent Rentention Distribution in body

Water

roughage

Sources Recommended Allowances Sources Recommended Allowances Sources Recommended Allowances Sources Recommended Allowances

Classification of carbohydrates Percentages of fats in typical foods Essential amino acids Water balance of an average person

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Appendix 2
Table of specification for a junior high test in weather Objectives Understands Influence of Use of each factor measuring on weather devices formation 3 Observe pupils 8 using 2 measuring 2 devices 1 (rating 16 scale) 32

Content

Knows Symbols Specific and facts terms 2 4 2 2 2 12 24 3 2 2 1 2 10 20

Skills in Constructing Interpreting Total weather weather number maps maps of items Evaluate maps constructed by pupils (check list) 3 2 2 5 12 24 11 16 8 10 5 50 items

Air pressure Wind Temperature Humidity Clouds # of items % of items

Appendix 3
Table of specification for a third grade social studies test (in percentage) Objectives Content area Knows common terms 2 2 4 4 4 4 20 Knows specific facts 6 6 2 2 2 1 20 Understands principles and generalizations 2 2 2 2 5 6 6 25 Applies principles and generalizations Interprets charts and graphs Total

Food Clothing Transportation Communication Sheltor City life Farm life Total

2 2 5 8 8 25

5 5

10

10 10 15 15 10 20 20 100

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Appendix 4
Table of Specification for grade 8 physics Content area Length and time Linear motion Mass and weight density Forces Moments Scalars and vectors Energy Work Power Pressure Kinetic molecular model Evaporation Heat transfer Wave properties Sound Light Total objectives knowledge Q M comprehension Q M application analysis Q M Q M 2 2 3 2 4 1 2 1 4 1 2 3 2 1 2 2 1 2 1 3 6 3 2 1 2 2 1 2 2 1 4 2 2 4 2 1 3 2 2 2 2 2 2 3 synthesis Q M evaluation Total Q M Q M 1 2 3 4 5 3 3 7 2 3 4 4 4 5 5 7 5 4 13 2 3 4 4 6 7 8

2 1 2 2 1 2 2

1 2 2 2 1 22

1 2 2 2 1 22 1 2

2 2 2 4 1 2 1 4 2

2 4 7

3 6 12

1 10

3 20

2 13

4 21

1 10

2 15

12

10

2 2 5 10 68 100

Seenu Atoll Education Centre

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Appendix 5
Table of Specifications for Diagnostic Test grade 7 Dhivehi

m 20 7 6 5 6 8 6 12 30

s 12 1 1 1 6 2 4 1 2

m 3

s 1

m 4 7

s 2 1

m 8

s 4

m 5

s 5

6 5

1 1 6 4 3 1 1 4 1 3 3 6

/ /

12 30

1 2

10 0

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Appendix 6
Blooms Taxonomy

Category
Knowledge: Recall data or information.

Example and Key Words

Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Examples: Use a manual to calculate an employees vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

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Category
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Example and Key Words

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Seenu Atoll Education Centre

Phone: 6885048

Fax: 6886773 email: info@saec.edu.mv