SEMINAR ON TABLE

OF SPECIFICATION
PRESENTATION
HAYDEE P. MOJICA
Lecturer
August 16, 2011

Planning a Test
Identifying test objectives
Deciding on the type of objective test to
be prepared
Preparing a Table of Specifications (TOS)
Constructing the draft test items
Try-out and Validation

Domains of Learning
How We Learn
Humans are lifelong learners. From birth
onward we learn and assimilate what we have
just learned into what we already know. Learning
in the Geosciences, like all learning, can be
categorized into the domains of concept
knowledge, how we view ourselves as learners
and the skills we need to engage in the activities
of geoscientists. As early as 1956 Educational
Psychologist Benjamin Bloom divided what and
how we learn into three separate domains of
learning.

Cognitive Domain
This domain includes content knowledge and
the development of intellectual skills. This
includes the recall or recognition of specific
facts and concepts that serve developing
intellectual abilities and skills. There are six
major categories, starting from the simplest
behavior (recalling facts) to the most complex
(Evaluation).

Bloom's Six Levels of

Cognitive Development
Categories in the Cognitive Domain:
(with Outcome-Illustrating Verbs)
Knowledge of terminology; specific facts; ways and
means of dealing with specifics (conventions, trends
and sequences, classifications and categories, criteria,
methodology); universals and abstractions in a field
(principles and generalizations, theories and
structures):
Knowledge is (here) defined as the remembering
(recalling) of appropriate, previously learned
information.
defines; describes; enumerates; identifies; labels; lists;
matches; names; reads; records; reproduces; selects;
states; views; writes;.

 Comprehension: Grasping
(understanding) the meaning of
informational materials.
classifies; cites; converts; describes;
discusses; estimates; explains;
generalizes; gives examples; illustrates;
makes sense out of; paraphrases;
restates (in own words); summarizes;
traces; understands.

 Application: The use of previously learned

information in new and concrete situations to solve
problems that have single or best answers.
acts; administers; applies; articulates; assesses;
charts; collects; computes; constructs;
contributes; controls; demonstrates; determines;
develops; discovers; establishes; extends;
implements; includes; informs; instructs;
operationalizes; participates; predicts; prepares;
preserves; produces; projects; provides; relates;
reports; shows; solves; teaches; transfers; uses;
utilizes.

 Analysis: The breaking down of

informational materials into their
component parts, examining (and trying to
understand the organizational structure of)
such information to develop divergent
conclusions by identifying motives or
causes, making inferences, and/or finding
evidence to support generalizations.
analyzes; breaks down; categorizes; compares;
contrasts; correlates; diagrams; differentiates;
discriminates; distinguishes; focuses; illustrates;
infers; limits; outlines; points out; prioritizes;
recognizes; separates; subdivides.

 Synthesis: Creatively or divergently applying prior

knowledge and skills to produce a new or original
whole.
adapts; anticipates; collaborates; combines; communicates;
compiles; composes; creates; designs; develops; devises;
expresses; facilitates; formulates; generates; hypothesizes;
incorporates; individualizes; initiates; integrates; intervenes;
invents; models; modifies; negotiates; plans; progresses;
rearranges; reconstructs; reinforces; reorganizes; revises;
structures; substitutes; validates.

Evaluation: Judging the value of material based on

personal values/opinions, resulting in an end product,
with a given purpose, without real right or wrong
answers.
appraises; compares & contrasts; concludes; criticizes;
critiques; decides; defends; interprets; judges; justifies;
reframes; supports.

Affective Domain
How does one approach learning?
With confidence, a can do attitude. The
Affective domain includes feelings,
values, appreciation, enthusiasms,
motivations, and attitudes

University of Dayton,
School of Law Affective
Domain

Receiving : Awareness, willingness to hear,

selected attention.
Examples: Listen to others with respect.
Listen for and remember the name of newly
introduced people.
Keywords: asks, chooses, describes, follows,
gives, holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.

 Responding : Active participation on the part of the

learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize
compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
Examples: Participates in class discussions.
Gives a presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them. Know
the safety rules and practices them.
Keywords: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects,
tells, writes.

 Valuing: The worth or value a person attaches to a particular

object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of
commitment. Valuing is based on the internalization of a set of
specified values, while clues to these values are expressed in
the learners overt behavior and are often identifiable.
Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve
problems. Proposes a plan to social improvement and follows
through with commitment. Informs management on matters
that one feels strongly about.
Keywords: completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies, works.

 Organization: Organizes values into priorities by contrasting

different values, resolving conflicts between them, and
creating an unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Examples: Recognizes the need for balance between
freedom and responsible behavior. Accepts responsibility for
ones behavior. Explains the role of systematic planning in
solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.
Keywords: adheres, alters, arranges, combines,
compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders, organizes,
prepares, relates, synthesizes.

 Internalizing values (characterization): Has a value system that

controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Examples: Shows self-reliance when working
independently. Cooperates in group activities (displays teamwork).
Uses an objective approach in problem solving. Displays a
professional commitment to ethical practice on a daily basis.
Revises judgments and changes behavior in light of new evidence.
Values people for what they are, not how they look.
Keywords: acts, discriminates, displays, influences, listens,
modifies, performs, practices, proposes, qualifies, questions,
revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain includes

physical movement, coordination, and
use of the motor-skill areas.
Development of these skills requires
practice and is measured in terms of
speed, precision, distance, procedures,
or techniques in execution

R.H. Dave's (1970)

Psychomotor Domain
Imitation: Observing and patterning behavior after someone
else. Performance may be of low quality. Example: Copying a
work of art.
Manipulation: Being able to perform certain actions by
following instructions and practicing. Example: Creating work
on one's own, after taking lessons, or reading about it.
Precision: Refining, becoming more exact. Few errors are
apparent. Example: Working and reworking something, so it will
be "just right."
Articulation: Coordinating a series of actions, achieving
harmony and internal consistency. Example: Producing a video
that involves music, drama, color, sound, etc.
Naturalization: Having high level performance become
natural, without needing to think much about it. Examples:
Michael Jordan playing basketball, Nancy Lopez hitting a golf
ball, etc.

Higher-Ordered Thinking
Skills (HOTS)
Higher-order thinking skills are no
algorithmic.
It tends to be more complex.
It often yields multiple solutions, each
with costs and benefits rather than
unique solution.
It removes nuance judgment and
interpretation.

 It involves the application of multiple

criteria, which sometimes conflict with
one another.
It often involves uncertainty.
It involves self-regulation of the thinking
process.
It involves imposing meaning, finding
structure in apparent
Adapted from

Lauren Resnick

LEVELS OF THINKING
FIRST LEVEL
Remembering information
Mnemonics can be used to develop
this.

SECOND LEVEL
Understanding Information
Helping Strategy
Graphic organizers
Generalizing
Summarizing

THIRD LEVEL
Applying Information
Helping Strategy
A problem solving strategy with
metacognition

FOURTH LEVEL
Analyzing Information
Helping Strategy
Fact-opinion analysis
Fact-inference analysis
Good-poor reasoning analysis
Cause-effect analysis
Design of structure analysis
Pattern and sequence analysis

FIFTH LEVEL
Synthesizing-Creating Information
Helping Strategy
Flexibility relating things
Using random input
Elaborating on usual uses.

SIXTH LEVEL
Evaluating and Creating Information
Helping Strategy
Evaluating other points of view
Evaluating the reality of information
Evaluating alternatives
Decision making

LEVELS OF THINKING

Preparing the TOS

A table of specifications or TOS is a
test map that guides the teacher in
constructing a test.
It ensures that there is a balance
between items that test lower level
thinking skills and those which test
higher-ordered thinking skills

Steps in Constructing
the table of
specification
(TOS)
List all the topics covered
for the exam
period.
Indicate the number of contact hours
spent for each topic
Divide the number of contact hours per
topic to the total contact hours for the
exam period.

Sample
LEARNING
TASK/TOPIC

NO. OF
CONTACT
HOURS

COGNITIVE

Knowledge

Compr
ehensi
on

Applic
ation

Analysis

NO.
OF
ITEM
S

Synthesis

ITEM
PLAC
EMEN
T

Evalu
ation

Introduction to
Simple
Annuities

Ordinary
Annuity

=2/15*
100

=6/15*
100

=6/15*
100

15

100

Identifying the
present value
of an ordinary
annuity
Identifying the
amount of an
ordinary
annuity
TOTAL

=1/15*
100

 Determine the number of test items per topic

by multiplying the obtained percentage to the
desired total number of test items
LEARNING
TASK/TOPIC

NO. OF
CONTACT
HOURS

COGNITIVE

Knowledge

Compr
ehensi
on

Applic
ation

Analysis

NO.
OF
ITEM
S

Synthesis

ITEM
PLAC
EMEN
T

Evalu
ation

Introduction to
Simple
Annuities

=
%*7
5

6.67

Ordinary
Annuity

=
%*7
5

13.33

=
%*7
5

40

=
%*7
5

40

15

75

Identifying the
present value
of an ordinary
annuity
Identifying the
amount of an
ordinary
annuity
TOTAL

100

 Assign weights to the different levels of the cognitive

domain giving emphasis on the higher level of thinking
LEARNING
TASK/TOPIC

NO. OF
CONTACT
HOURS

COGNITIVE

Knowledge
10%

Compr
ehensi
on
15%

NO.
OF
ITEM
S

Applic
ation

Analysis

Synthesis

Evalu
ation

20*

20%

20%

20%

ITEM
PLAC
EMEN
T

Introduction to
Simple
Annuities

Ordinary
Annuity

10

30

40

30

40

Identifying the
present value
of an ordinary
annuity
Identifying the
amount of an
ordinary
annuity
TOTAL

15

6.67

75

13.33

100

 To determine the number of test item per level of the

cognitive domain, multiply the assigned weight to the
number of test items per topic
LEARNING
TASK/TOPIC

NO. OF
CONTACT
HOURS

COGNITIVE

Knowledge
10%

Compr
ehensi
on
15%

Applicati
on

Analy
sis

20*

NO.
OF
ITEM
S

Synthesis

Evalu
ation

20%

20%

ITEM
PLAC
EMEN
T

20%
Introduction to
Simple
Annuities

Ordinary
Annuity

=0.1*5

Identifying the
amount of an
ordinary
annuity
TOTAL

=0.2*5

=0.2*
5

=0.2*5

=0.2*
5

=0.15*
10

=0.2*10

=0.2*
10

=0.2*10

=0.1*30

=0.15*
30

=0.2*30

=0.2*
30

=0.2*30

=0.15*
30

=0.2*30

=0.2*
30

=0.2*30

30

40

30

40

=0.2*
30

6
=0.1*30

13.33

=0.2*
10

15

6.67

10
=0.1*10

Identifying the
present value
of an ordinary
annuity

=0.15*
5

=0.2*
30
75

100

 Find the total number of test items per

level of the cognitive domain
LEARNING
TASK/TOPIC

NO. OF
CONTACT
HOURS

COGNITIVE

Knowledge
10%

Compr
ehensi
on
15%

Applicati
on

NO.
OF
ITEM
S

Analy
sis

20*

Synthesis

Evalu
ation

20%

20%

ITEM
PLAC
EMEN
T

20%
Introduction to
Simple
Annuities

Ordinary
Annuity

Identifying the
present value
of an ordinary
annuity
Identifying the
amount of an
ordinary
annuity
TOTAL

6.67

10

30

40

30

40

15

15

15

15

15

75

13.33

100

Final Output
LEARNING
TASK/TOPIC

NO. OF
CONTACT
HOURS

COGNITIVE

Knowledge
10%

Compr
ehensi
on
15%

Applicati
on

NO.
OF
ITEM
S

Analy
sis

20*

Synthesis

Evalu
ation

20%

20%

ITEM
PLAC
EMEN
T

20%
Introduction to
Simple
Annuities

Ordinary
Annuity

Identifying the
present value
of an ordinary
annuity
Identifying the
amount of an
ordinary
annuity
TOTAL

6.67

10

30

40

30

40

15

15

15

15

15

75

13.33

100

Sample TOS for

Affective Domain
AREA

LEARNING
TASK/TOPIC

AFFECTIVE

Receiving
NUMER
ATION
SYSTE
M

Grouping
Objects as bases

Explaining the
place value of 45 digit numerals
Reading &
Writing 4-5 digit
numerals
Counting by
twos, fives,
tens, etc.

TOTAL

Responding

Valuing

Organi
zation

Character
ization

NO. OF
CONTACT
HOURS

NO.
OF
ITEMS

ITEM
PLACEMENT

Sample TOS for

Psychomotor Domain
AREA

LEARNING
TASK/TOPIC

PSYCHOMOTOR

Imitation
NUMER
ATION
SYSTE
M

Grouping
Objects as bases

Explaining the
place value of 45 digit numerals
Reading &
Writing 4-5 digit
numerals
Counting by
twos, fives,
tens, etc.

TOTAL

Manipulation

Precisio
n

NO. OF
CONTACT
HOURS

Articula
tion

Naturaliza
tion

NO.
OF
ITEMS

ITEM
PLACEMENT

AFTER THE
PREPARATION OF THE
TABLE OF
SPECIFICATION (TOS)
YOU CAN NOW
CONSTRUCT YOUR TEST

TEACHERS PRAYER
Its 10:00 pm and Im tired dear God
The coffee table is covered with laboratory exercises,
biology quizzes waiting to be graded
Tonight I envy people who leave their work at work.
Tonight I wish my lifes profession were making detergent
boxes or sewing the left-leg seam of long underwear
Tonight I resent making lesson plans and marking papers.
Refresh me Lord.
Remind me that worthwhile things are hard.
Get me through the next few hours with my optimism,
dedication, love of teaching still intact.

THANK YOU!!!