Table of specifications
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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 learning outcomes and Bloom's taxonomy levels. It provides a study guide for students and ensures assessments are transparent and aligned with course goals. To develop a TOS, instructors identify key topics and assessments, then map them to content, concepts, activities, readings, learning outcomes, and service opportunities in a table. The TOS provides a comprehensive plan linking content, intellectual skills, and faith or service applications to assessments.
Table of specifications
- 1. Table of Specifications 101 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