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Workshop On Table of Specifications: Presented by Dr. Chan Chang Tik

The document summarizes a workshop on using a table of specifications to develop valid examination questions. It explains that a table of specifications guides question development based on the syllabus and cognitive domains, such as those in Bloom's taxonomy. Bloom's taxonomy includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of each cognitive domain and notes that understanding which domains to assess is important for creating questions. It also shares positive testimony about how the table of specifications helped a lecturer develop a valid exam.

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63 views9 pages

Workshop On Table of Specifications: Presented by Dr. Chan Chang Tik

The document summarizes a workshop on using a table of specifications to develop valid examination questions. It explains that a table of specifications guides question development based on the syllabus and cognitive domains, such as those in Bloom's taxonomy. Bloom's taxonomy includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of each cognitive domain and notes that understanding which domains to assess is important for creating questions. It also shares positive testimony about how the table of specifications helped a lecturer develop a valid exam.

Uploaded by

SBC BSIT
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Workshop on Table

of Specifications
Presented by
Dr. Chan Chang Tik
What is the Table of
Specifications?
 It is guide to produce valid examination
questions.
 Valid?
 Syllabus
 Cognitive domain taught
 Cognitive domain?
 Bloom’s taxonomy

September 2009 Workshop on Table of Specifications 2


Bloom’s Taxonomy
Bloom’s taxonomy of cognitive skills:

 Knowledge – remembering facts, terms,


definitions, and concepts. What?, list, name,
define, describe

 Comprehension – understanding the


meaning of material. Explain, interpret,
summarize, give examples, predict, translate
September 2009 Workshop on Table of Specifications 3
Bloom’s Taxonomy (2)

 Application – selecting a concept or skill


and using it to solve a problem. Compute,
solve, apply, modify, construct

 Analysis – breaking material down into its


parts and explaining the hierarchical
relations. How does … apply?, Why does …
work?, How does … relate to … ?

September 2009 Workshop on Table of Specifications 4


Bloom’s Taxonomy (3)

 Synthesis – producing something original


after having broken the material down into its
component parts.
How do the data support …?
How would you design an experiment that
investigates …
What predictions can you make based upon the
data?

September 2009 Workshop on Table of Specifications 5


Bloom’s Taxonomy (4)

 Evaluation – making a judgment based


upon a pre-established set of criteria.
What judgments can you make about …?
Compare and contrast … criteria for … ?

September 2009 Workshop on Table of Specifications 6


Testimony
 INTI-UC lecturer’s comment
I just want to say a million thanks for teaching us how to do the Table of
Specifications in setting exam questions. It is only now that I am able to
appreciate how useful that table is, now that I have managed to create my
first set of final exam questions (deadline today lah!). I use the table and
I am happy with the questions I set because I could justify them if I were
asked.

I think this part of the skill training (the Table of Specs part …) should
be made compulsory for all new lecturers.

September 2009 Workshop on Table of Specifications 7


Are you convinced now?
 The Table of Specifications is now made
compulsory for new lecturers in the current
session.
 Samples of Table of Specifications
 FAS
 FOBA
 FOCIT
 FOEAT
 FMHS
 COPS
 FOLA

September 2009 Workshop on Table of Specifications 8


General Comments
 The choice of appropriate verb to use in the
learning outcomes as well as in the questions
is lacking. Lecturers need to know the correct
verb to use in each component of the
Bloom’s Taxonomy. A list of verbs is given to
them as reference.
 The allocation of marks is a problem to some
lecturers.

September 2009 Workshop on Table of Specifications 9

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