Importance of Table of Specification| How to Develop a table of specification | Teacher Education | aiou solved assignment | Course Code 8602

   

Q.3  Describe the importance of the table of specifications also develop a two-way table of specifications for 50 50-mark paper by selecting any unit from 9th class general science.

Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

Answer:

Table of Specification and its Importance

The purpose of a Table of Specifications is to identify the achievement domains being measured and to ensure that a fair and representative sample of questions appears on the test. Teachers cannot measure every topic or objective and cannot ask every question they might wish to ask. A Table of specifications allows the teacher to construct a test that focuses on the key areas and weights those different areas based on their importance. A Table of Specifications provides the teacher with evidence that a test has content validity and that it covers what should be covered.

Designing a Table of Specifications 

Tables of Specification typically are designed based on the list of course objectives, the topics covered in class, the amount of time spent on those topics, textbook chapter topics, and the emphasis and space provided in the text. In some cases, a great weight will be assigned to an extremely important concept, even if relatively little class time was spent on the topic. 

Three steps are involved in creating a Table of Specifications: 

1. Choosing the measurement goals and domain to be covered, 
2. Breaking the domain into key or fairly independent parts-concepts, terms, procedures, applications, and 
3. Constructing the table. Teachers have already made decisions (or the district has decided for them) about the broad areas that should be taught, so the choice of what broad domains a test should cover has usually already been made. A bit trickier is to outline the subject matter into smaller components, but most teachers have already had to design teaching plans, strategies, and schedules based on an outline of content. Lists of classroom objectives, district curriculum guidelines, textbook sections, and keywords are other commonly used sources for identifying categories for Tables of Specification. When actually constructing the table, teachers may only wish to use a simple structure, as with the first example above, or they may be interested in greater detail about the types of items, the cognitive levels for items, the best mix of objectively scored items, open-ended and constructed-response items, and so on, with even more guidance than is provided in the second example.

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. In the chain below, Tables of Specifications prov ide the link between teaching and testing.

Objectives Teaching Testing 

Tables of Specifications can help students at all ability levels learn better. By providing the table to students during instruction, students can recognize the main ideas, key skills, and the relationships among concepts more easily. The Table of Specifications can act in the same way as a concept map to analyze  content areas. Teachers can even collaborate with students on the construction of the Table of specifications -what are the main ideas and topics, what emphasis should be placed on each topic, and 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.

Table of Specifications for a Performance Task (Cells can be cleared to create your own. You can also add rows.) 

Standards	Objectives	Task Prompts	Assessment Criteria (rubric)
Reading 3.0: Read and respond to historically or culturally significant works of literature and conduct in-depth analyses of recurring themes.   Reading 3.2: Analyze how the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.	SWBAT: •  Draw conclusions about literature through textual analysis. •  Respond in writing to recurring themes •  Use examples and quotes from the text to support their viewpoint on themes in the literature.	Pick one recurring heme from The House on Mango Street. What do you think Cisneros is trying to communicate through this personal narrative? Write a 4 paragraph essay on this question and use textual evidence to support your thesis.	Ideas: An essay is focused and uses interesting, original details. The thesis is clear, convincing, and fresh. Supporting details are accurate and relevant. Quotations are carefully selected, thought-provoking, and support the thesis. The essay analyzes literature and shows a thorough understanding of the text
Writing 1.3: Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.	SWBAT: •  Write an introduction that includes a hook, thesis, and background information. •  Write organized body paragraphs containing textual support. •  Write an effective conclusion. •  Write transitions to connect ideas.	Your introduction should include a hook, thesis, and background information about the novel or novelist. Details within each paragraph should support the main idea of each paragraph, and these main ideas should contribute to your thesis. The conclusion should restate your thesis and provide insight into the novel. Transitions should be used to connect ideas between paragraphs.	Organization: Strong organization highlights key ideas. The Introduction is engaging and provides a clear direction. Details and commentary are closely linked to the thesis. Body paragraphs are organized and contain a strong balance between concrete details and commentary. Transitions link ideas together smoothly and naturally. The conclusion is thought-provoking and reinforces important Ideas.
Writing 1.9: Revise text to highlight individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.	SWBAT: •  Use appropriate and effective words in writing. •  Vary sentence length and complexity. •  Write in a formal essay tone –avoiding casual and slang expressions.	Check over and revise your work, or ask for feedback from the teacher or peers. Make sure to use your own words in describing your interpretation of the novel. Vary your sentence structures and pick words that capture your ideas precisely.	Style: Well-chosen words convey the message in a precise way, adding new levels of understanding. Word choice is explicit and vivid, and phrasing is memorable and readable. Sentences are specific, strong, and vary in complexity and length. Words are not wasted. Writing is fluid and strong.
Conventions 1.1: Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.   Conventions 1.2: Produce legible work that shows accurate spelling and correct punctuation	SWBAT: •  Write complete sentences with little to no grammatical errors. •  Produce legible work that shows accurate spelling and correct punctuation and capitalization. •  Use MLA format.	Pay attention to grammar, and use correct spelling and punctuation. Make sure that you are using your words correctly. Use the MLA format in citing references from the text or other texts.	Conventions: An essay is essentially free from grammar, punctuation, and spelling errors. Errors are so few and minor they are easily overlooked. An essay is presented in the correct format.

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