The document discusses how to build a table of specification for assessment. It defines a table of specification as a two-way chart that describes the topics covered by a test and the number of items or marks associated with each topic. The purpose is to ensure a fair and representative sample of questions on the test and that the test has content validity by covering the intended subject matter. The document provides examples of using Anderson's and Bloom's taxonomies to design tables of specification by listing learning outcomes for topics at different cognitive levels and assigning test items to each cell.

1. UNIVERSITY OF EDUCATION,WINNEBA
DEPARTMENT OF SCIENCE EDUCATION
GDSc 517: PRINCIPLESAND PRACTICES OF INTEGRATED SCIENCE TEACHINGAND ASSESSMENT
PRESENTATION ON HOW TO BUILD A TABLE OF SPECIFICATION
BY
FRANCIS ANANI-AMEKO
7140130042

2. By the end of this presentation, participants should be
able to:
Define the term “table of
specification”.
State the importance of
the table of specification.
ii. Design table of
specification.
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3. TABLE OF SPECIFICATIONS
A table of specifications is a two-
way chart which describes the
topic to be covered by a test and
the number of items or marks
which will be associated with
each topic.
The purpose of a table of
specifications is to identify the
achievement domain being
measured and to ensure that a
fair and representative sample
of questions appear on the test.
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4. The table of specification allow
the teacher to construct a test
which focuses on the key areas
and weigh those different areas
based on their importance.
It provides the teacher with
evidence that a test has
content validity, that is, it
covers what should be covered.
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5. ANDERSON’S AND BLOOM’S TAXONOMIES
(Cognitive levels the table of specification measures)
ANDERSON’S TAXONOMY (NEW VERSION) BLOOM’S TAXONOMY (OLD VERSION)
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6. ANDERSON’S TAXONOMY
Remembering: can the student recall or remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select,
translate, paraphrase
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write.
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7. ANDERSON’ TAXONOMY
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.
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8. BLOOM TAXONOMY
Knowledge: The remembering of previously learnt materials.
Define, describe, identify, label, list, locate, match, name, outline,
reproduce, select, state.
Comprehension: The ability to grasp the meaning of materials.
Alter, classify, convert, defend, distinguish, estimate, explain, extend,
generalize, give example, infer, paraphrase, predict, rewrite, summarize,
extrapolate, demonstrate, illustrate.
Application: The ability to use learned material in new and concrete
situations.
Change, compute, compare, discover, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve, use, apply, differentiate.
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9. BLOOM TAXONOMY
Analysis: The ability to break materials into its component parts so that
its organizational structure may be understood.
Breakdown, diagram, differentiate, discriminate, distinguish, identify,
illustrate, infer, outline, point out, relate, select, separate, sub-divide,
analyze, compare, construct, devise, design.
Synthesis: The ability to put parts together to form a new whole.
Categorize, combine, compile, create, devise, design, explain, generate,
modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise,
rewrite, summarize, synthesize.
Evaluation: The ability to judge the value of a material for a given
purpose.
Appraise, assess, compare, conclude, contrast, criticize, describe,
discriminate, explain, justify, interpret, relate, summarize, support.
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10. Three steps are involved in creating a table of specifications:
1. Choosing the measurement goal and domain to be covered.
2. Breaking the domain into key or fairly independent part-concepts, terms,
procedures, applications
3. Constructing the table.
N.B. The choice of what broad domain a test should cover has already been
made by the Ghana Education Service, under the auspices of Ministry of
Education; i.e. the TEACHING SYLLABUS.
BUILDING THE TABLE OF SPECIFICATION
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11. DESIGNING TABLE OF SPECIFICATION USING BLOOM’S TAXONOMY
Tables of specifications typically are designed based on the list of course
objectives, the topic covered in class, the amount of the time spent on those
topics, textbook chapter topic and the emphasis and the space provided in
the text.
In some cases, a great weight will be assigned to a concept that is extremely
important even if relatively little class time was spent on the topic.
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12. DESIGNING TABLE OF SPECIFICATION USING BLOOM’S TAXONOMY cont’
1. List Specific Learning Outcomes (SLOs) for each major topic area. The
purpose is to make sure that you do not inadvertently focus too much or
too little on just part of your overall achievement domain.
2. There need not be an SLO for every Bloom level under each topic.
3. You can use the same SLO for different topics (e.g., “Identify, definitions”)
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13. DESIGNING TABLE OF SPECIFICATION USING BLOOM’S TAXONOMY cont’
4. Give each different SLO a different identifying number (1.1, 1.2, etc.).
5. Make it clear what Bloom level each SLO applies to. You can do this by the way
you number it (e.g., 1.x for knowledge, 2.x for comprehension—or K1, K2, C1, C2,
etc.), or by simply writing (“knowledge,” etc. in parentheses at the end of the SLO.
6. It is common to have SLOs that cut across topics, so you may want to have a
final topic category of “Relations among the Topics.”
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14. TOPIC/SLO Knowledge Comprehension Application Analysis Synthesis Evaluation
Definition of and
examples compounds X
Uses of compounds
X
Formation and types
of compounds X X
Formulae of
compounds X
Systematic naming of
compounds X
Chemical equations of
compounds X X
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15. Note:
The X’s will be replaced by question numbers after the 20 MC questions
and 3 essay type questions were actually created. Majority of the 20 MC
questions will be under the first 3 Bloom levels. The essay type questions
are targeted at the highest 3 levels (though pieces of them might be at the
first 3 levels).
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16. Level Objective Item Number Number Percentage (%)
Knowledge Define the term “compound” and give examples.
Multiple choice No. 1-5
Essay 3 (b)
1 mark each
5 marks
20
Comprehension
1. Explain the formation of compounds.
2. State uses of compounds.
Essay 1 (b)
Multiple choice No. 18-20
5 marks
1 mark each
16
Application Compare ionic and covalent compounds Multiple choice No. 6-12 1 mark each 14
Analysis
1. Write chemical formulae of compounds
2. Write IUPAC/Systematic Names of Binary and
Oxo compounds.
Multiple choice No. 15
Essay 1 (a)
Multiple choice No. 13 and
14
Essay 2 (b)
1 mark
5 marks
1 mark each
5 marks
26
Synthesis Complete and balance chemical equations.
Multiple choice No. 16
Essay 3 (a)
1 mark
5 marks
12
Evaluation
Write and balance chemical equations Multiple choice No. 17
Essay 2 (b)
1 mark
5 marks
12
50 100
A SAMPLE OF TABLE OF SPECIFICATIONS USING BLOOM’S TAXONOMY
20 Multiple choice and 3 essay type questions
CLASS: JHS TWO
TOPIC: CHEMICAL COMPOUNDS
REFERENCE: ASIEDU, P. (2011). INT. SCIENCE FOR JHS. AKI-OLA PUBLICATION, ACCRA. PAGE 124-140
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17. ASSIGNMENT
Level Objective Item Number Number Percentage (%)
Knowledge
Application
Evaluation
100
TABLE OF SPECIFICATIONS USING BLOOM’S TAXONOMY
40 Multiple choice and 6 essay type questions CLASS: JHS ONE TOPIC: LIGHT ENERGY
REFERENCE: ASIEDU, P. (2011). INT. SCIENCE FOR JHS. AKI-OLA PUBLICATION, ACCRA. PAGE 124-140
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