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Table of Specifications

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Hunyana Maryaàe
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3 views

Table of Specifications

Uploaded by

Hunyana Maryaàe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 23

What is a Table of

Specifications?

A Table of Specifications is a
two-way chart which describes the
topics to be covered by a test and
the number of items or points
which will be associated with each
topic.
Table of Specification
First Quarter Assessment in Araling
Panlipunan 7
SY 2021-2022
Significance and components
of a Table of Specification

Kubiszyn & Borich, (2003) emphasized the following


significance and components of TOS:
1.A Table of Specifications consists of a two-way chart
or grid relating instructional objectives to the
instructional content.
The column of the chart lists the objectives or "levels
of skills" (Gredlcr, 1999) to be addressed;
The rows list the key concepts or content the test is to
measure.
According to Bloom, et al. (1971),
"We have found it useful to
represent the relation of content
and behaviors in the form of a two
dimensional table with the
objectives on one axis, the content
on the other”.
2. A Table of Specifications identifies not
only the content areas covered in class, it
identifies the performance objectives at
each level of the cognitive domain of
Bloom's Taxonomy.

Teachers can be assured that they are


measuring students' learning across a wide
range of content and readings as well as
cognitive processes requiring higher order
thinking.
A Table of Specifications is
3.

developed before the test is


written. In fact it should be
constructed before the
actual teaching begins.
. The purpose of a Table of
4
Specifications is to identify the
achievement domains being
measured and to ensure that a
fair and representative sample of
questions appear on the test.
Carey (1988) pointed out that
the time available for testing
depended not only on the
length of the class period but
also on students' attention
spans.
long it takes most students to
answer various types of questions
according to Linn & Gronlund
(2000):

1. A true-false test item takes 15 seconds


to answer unless the student is asked
to provide the correct answer for false
questions. Then the time increases to
30-45 seconds.

2. A seven item matching exercise takes


60-90 seconds.
. A four response multiple choice
3
test item that asks for an answer
regarding a term, fact, definition,
rule or principle (knowledge level
item) takes 30 seconds. The
same type of test item that is at
the application level may take 60
seconds.
. Any test item format that
4

requires solving a problem,


analyzing, synthesizing
information or evaluating
examples adds 30-60
seconds to a question.
. Short-answer test items take
5

30-45 seconds.

6. An essay test takes 60


seconds for each point to be
compared and contrasted.
If an individual can perform the most
difficult aspects of the objective, the instructor
can "assume" the lower levels can be done.
However, if testing the lower levels, the
instructor cannot "assume" the individual can
perform the higher levels.
The cornerstone of classroom
assessment practices is the validity of the
judgments about students’ learning and
knowledge.
A TOS is one tool that teachers can
use to support their professional judgment
when creating or selecting test for use with
their students.
In order to understand how to best modify a
TOS to meet your needs, it is important to
understand the goal of this strategy: improving
validity of a teacher’s evaluations based on a given
assessment. Validity is the degree to which the
evaluations or judgments we make as teachers
about our students can be trusted based on the
quality of evidence we gathered (Wolming
& Wilkstrom, 2010).
From the literatures we have known that
standardized tests are valid.
The question needs to he asked if GPAs are a
valid measures of student achievement?
GPAs are based in large measure on teacher
made tests. If teacher made tests are not valid, how
can a students GPA be valid?
The use of a Table of Specifications can
provide teacher made tests validity (Notar, Charles,
2004).
Lei, Bassiri and Schultz,(2001) found
that a college GPA was an unreliable
predictor of student achievement. Since we
assume that norm referenced tests are valid
measures, the tendency is to put more
weight on those results concerning student
achievement.
According to Ooster (2003) the
faculty made tests will likely have
poor content validity, "cause for
concern because each assessment
instrument depends on its validity
more than on any other factor."
How can the use of a Table of
Specifications benefit your
students, including those with
special needs?

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.
A Table of Specifications helps to ensure that
there is a match between what is taught and what
is tested. Classroom assessment should be driven
by classroom teaching which itself is driven by
course goals and objectives.

Tables of Specifications provide the link


between teaching and testing. (University of
Kansas, 2013)
Teachers can collaborate with students ,
teachers or colleagues on the construction of the
Table of Specifications:
 what are the main ideas and topics,
 what emphasis should be placed on each topic,
 what should be on the test?

Open discussion and negotiation of these


issues can encourage higher levels of
understanding while also modeling good learning
and study skills.
THANK YOU …..

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