The document discusses a Table of Specifications (TOS), which is a tabular format used to map instructional goals and learning outcomes to assessments and activities. A TOS correlates each course unit to specific Bloom's taxonomy levels and learning outcomes. It is developed by identifying key topics, extracting concepts and terms, listing suggested readings, and noting formative assessments. The TOS provides transparency by communicating the expected intellectual rigor and content to students. It ensures assessments are aligned with course goals and outcomes.

1. Table of Specifications
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Prepared by Elaine Oxamendi Vicet

2. What is a Table of Specifications
(TOS)?
• It is a tabular format that expresses the instructional goals and the
intellectual reach of the students that will be reflected as an assignment,
learning activity, examination or final project, as such each unit correlates
to a specific measurement that relates to one or more of Bloom’s
taxonomy as address a specific learning outcome.
• Intellectual goals speak to the level of rigour, critical thinking and analysis
that the student is required to demonstrate at a particular academic level.
Hence in the assessment column the activities and assignment need to
reflect the appropriate level.
• Content, refers to the material that is to be covered in the particular
course.

3. Why do we need a T.O.S.?
• The T.O.S. is an instrument that is consistent with the student
centred approach.
• It provides a study and examination guide for students.
• It solidifies the teacher/student contract.
• It ensures integrity and transparency for all concerned.
• Provides a plan of action that is consistent with the Institution's
academic goals.

4. How do you develop the T.O.S.?
• Identify the key or critical subject areas, topics or unit that are to be
examined by either formative or summative evaluation.
• Extract those elements which would have been expressed as unit
headings. These comprise the entries for the first column. In the column
across the specific content area is to be noted.
• The next column lists the key concepts or terminologies to be covered as
well as those that students should be exposed to and be familiar with.
• In the next column the assessment activities that will be used to validate
the content and intellectual process are entered. Identify which of the
taxonomy applies: skill ( tactile), knowledge (cognate) or attitude
(affective).

5. How do you develop the T.O.S.? contd.
• In the next column chapter readings from texts, journals or other academic
publications are entered. These readings must also be listed as either
required, recommended or suggested readings on the course outline.
• The second to last column has entries that speak to the application to faith
based learning and the specific learning outcome that is to be met.
• The final column identifies the SL component that bears relevance to the
subject area, topic or key component.
• On completion the T.O.S. provides a comprehensive plan that maps for the
student the content and intellectual rigour required and how that knowledge
is relevant to and supported by service and faith based activities or
assignments. It is the study road map for final examinations and other forms of
formative or summative assessment. ( project, portfolio, debate, case analysis,
production)

6. The T.O.S.
Unit title: Content Concepts/Terms Activities/Assessment Suggested Application- Application to
History of… readings Faith and Service
History and S K
Content of Mass Learning Learning
Communication Outcomes
Chap 1- 3
Lecture 1
Topic:
Mass
Extract
Communica Media, Learning to
Understanding FM/AM learning
tion Knowledge: Quiz 10% John Bolt work in teams.
the evolution of outcomes
process 11th ed
mass pertinent as
communication Types of well as faith
media Understanding
based ones
how to effect
(already on
Sub topics: media coverage
Digital old course
Changes in Affective: Mount an for community
Difference the millennium, new outline
between exhibition. Work in project
environme media, social
traditional and groups of 4…20% For faith
ntal
digital media media, based make
landscape
sure that the
biblical
chapter or
E.G.White
text is quoted

7. Conclusion
• Review original course outline
• Highlight course and learning outcomes
• Extract unit headings
• Extract instructional objective per unit, subject heading or topic, state as content.
• Insert key concepts, terminologies or critical component. This will tip the student
as to what to expect on a written assessment or other assignment
• Identify reading material by chapters for each unit with text, journal or on line
publication, blog…
• Extract activities/formative assessment already established for each unit etc.
Indicate which area of the taxonomy is being tested