QUESTION

PAPER SETTING
&
TABLE OF
SPECIFICATION

DR SESHU BABU PULAGAR A

ASSISANT PROFESSOR

DCSE, NITTTR
 Disclaimer: All the views in this
presentation are my own and do not
represent the opinions of the entity
to which I belong.
LEARNING OBJECTIVES

• By the end of the session, the learner will be able to:

 Define and explain the purpose and components of a Table of Specification (TOS).

 Differentiate between various cognitive domains (e.g., Bloom's Taxonomy levels) and their
role in assessment.
 Formulate high-quality, valid, and reliable test items

 Apply best practices for formatting, assembly, and moderation of a final question paper.

 Evaluate an existing question paper's quality and alignment against its intended TOS.
BASIC ELEMENTS OF EDUCATIONAL
SYSTEM
Curriculum : What to Teach
The planned set of subjects, skills and competencies that learners are expected to acquire.

What should students know and able to do

Instruction : How to Teach

The methods, Strategies' and activities teachers use to deliver the curriculum.

Translates the curriculum into actual learning experience.

How will we help students learn.

Continue

• Assessment / Examination :
How to Measure Learning
 The tools and processes used to
evaluate how students have
achieved outcome
 Ensures accountability

 Evidence of Learning- How do we

know students learned
BLOOM’S
TAXONO
MY
PURPOSE OF ASSESSMNET

• The purpose of educational assessment is multifunctional, serving to quantify student

achievement, guide instructional methodologies, inform the learning process, and evaluate
program efficacy.

• The primary purposes can be categorized based on when the assessment occurs in the
learning process, which defines the three main types: Diagnostic, Formative, and
Summative.
Diagnostic • The primary purpose is to determine a
student's baseline knowledge, skills,
Assessment and potential misconceptions before a
(Assessment Before unit or course begins. It helps the
instructor understand the starting point.
Learning)
• Determine Prior Knowledge - To find out
what prerequisite skills or knowledge
students already possess.
• Identify Learning Gaps/Strengths -
specific areas where an individual student
or class may struggle or excel.
• Inform and Tailor Instruction - To allow the
instructor to modify the lesson plan
Formative • The primary purpose is to monitor student
learning and provide ongoing,
Assessment actionable feedback to both the student
(Assessment For and the teacher during the instructional
process.
Learning)
• Monitor Progress & Understanding - To
check on the student's current grasp of a
concept while it is being taught.
• Provide Immediate Feedback - Allows
students to correct misunderstandings and
adjust their learning strategies immediately.
• Promote Student Reflection - To help
students become aware of their own
learning process and knowledge gaps
(metacognition).
Summative • The primary purpose is to evaluate
student learning, knowledge, and
Assessment proficiency against a standard or
(Assessment Of benchmark at the end of an instructional
period.
Learning)
• Certify Mastery and Grade - To assign a
final grade or determine if a student has
met the course's Learning Outcomes (LOs).
• Evaluate Program/Curriculum
Effectiveness - To provide data that can be
used to judge the quality of a curriculum,
course design, or institution.
• Determine Placement - To assess a
student's readiness for the next level of
instruction.
 Validity - Validity is the degree to which a test measures what
Characteristic it is intended to measure.
s of a Good
Test Content Validity - How well the test items represent the entire
domain or content area being assessed (e.g., the syllabus or
learning outcomes).

Construct Validity - How well the test measures the intended

psychological construct or theoretical trait (e.g., critical
thinking, problem-solving skills, mathematical ability).

Criterion Validity - How well the test scores correlate with an

external criterion or outcome
Cont.., Reliability - Reliability refers to the consistency and stability
of the test scores.

Consistency over Time (Test-Retest Reliability): If a stable test

is given to the same students one week apart, their scores
should be similar.

Consistency across Items (Internal Consistency): All

questions on a test should be measuring the same overall
concept or skill.

Consistency across Scorers (Inter-Rater Reliability): If two

different competent scorers grade the same essay or project
using the same rubric, they should assign very similar scores.
 Objectivity : It refers to the degree to which personal
Cont.., bias and subjective judgment are eliminated from the
scoring process.

Practicality : It refers to the ease, efficiency, and

economy with which a test can be administered, scored,
and interpreted.

Fairness: The test should be unbiased, giving every

student an equal chance to demonstrate their
knowledge, regardless of background, gender, or
culture.
Discrimination: A good test should be able to differentiate
between high-ability and low-ability students.
The Pedagogical Framework for Effective
Question Paper Design

• Planning the assessment design

(Blueprinting)
• Align with learning outcomes

• Assign weightage

• Select question types

• Balance difficulty levels

Define the purpose

• Clearly state what the test is intended to

measure.
• Is it for formative assessment (providing feedback
for improvement) or summative assessment
(evaluating overall learning)
Align with learning
outcomes
• Identify the specific skills, competencies, and
content domains students are expected to
have mastered.
• Every question must be traceable back to a
specific learning objective.
Assign weightage

• Allocate marks and the number of questions

proportionally across different content areas
and cognitive domains.
• The weightage can be determined by the
importance of the topic and the instructional
time dedicated to it.
Select question types

• Choose a variety of question formats to assess

different aspects of student competence.
• This could include multiple-choice, short-
answer, essay, and scenario-based questions.
Balance difficulty
levels
• Incorporate a range of difficulty levels (e.g.,
easy, medium, and hard) to differentiate
between students of varying abilities.
• A common distribution is 30% easy, 40%
moderate, and 30% difficult.
DESIGN OF
OPEN BOOK
EXAMINATIO
N (OBE)
QUESTION
ITEMS
 Question Type Significance
QUESTION Clarification questions  Could you put this in another way?
 What do you think is the main issue?
TYPES 

Could you provide an example?
Could you expand upon that point further?

Assumption questions  Why would someone make this assumption?

 What could we assume instead?

Reason and evidence questions  What would be an example?

 Why do you think this is true?
 What other information do we need?
 By what reasoning did you come to that
conclusion?
 Is there reason to doubt that evidence?
 What led you to that belief?
 Origin or Is this your idea or did you hear it from someplace else?
Cont.., source
questions
Has your opinion been influenced by something or
someone?
Where did you get that idea?

What caused you to feel that way?

Implications What effect would that have?

and
consequence
questions
Could that really happen or probably happen?

What is an alternative?
ACADEMIC INTEGRITY

• Academic Integrity is the expectation that

Teachers, Students, Researchers and all
members of the Academic community act with :
honesty, trust, fairness, respect and responsibility.’
DESIGN OF Target Questions that target application and
higher ask students to solve , use , examine ,
QUESTION – order compare , contrast , relate, etc.
ITEMS thinking
skills: Questions that target analysis and ask
students to infer , explain , differentiate ,
distinguish , etc.

Questions that target synthesis and ask

students to develop , organize , design ,
create , integrate , etc.

Questions that target evaluation and

ask students to judge , critique , justify ,
recommend , assess , etc.
ACADEMIC Plagiarism
DISHONEST
Y INCLUDES Cheating
Assisting
Fabrication
Tampering
 PLAGIARISM : Representing the words or ideas of another
Cont.., person or presenting someone's else's words , ideas , artistry
or data as one’s own , or using one’s own previously submitted
work.
CHEATING : Use or attempted use of unauthorized materials ,
information or study aids , or an act of deceit by which a
student attempts to misrepresent mastery of academic effort or
information.
ASSISTING : Helping another commit an act of academic
dishonesty.

FABRICATION & TAMPERING : Falsification or invention of

any information including but not limited to falsifying research ,
inventing or exaggerating data , or listing incorrect or fictitious
references.
TABLE OF SPECIFICATIONS

1. The type of things the student should be able

to do (i.e. ABILITIES)

2. The subject matter in which he should be able

to do them (i.e CONTENT)

A Table of Specifications is a two way-chart,

which relates CONTENT and ABILITIES by
assigning suitable weightages for testing
purpose.
TABLE OF SPECIFICATIONS
Programme : B. Tech – Information Technology
Semester : V Semester
Subject : Computer communication and Networks (Code Number 03BIT307

Abilities
Content Application &
Remember Understand Higher order Total
(No. and Name abilities
of the Unit)

Total 100
PREPARING A TABLE OF
SPECIFICATIONS
• Assigning weightage to the various units of the
content
• Factors to be considered:
• Number of periods allotted for teaching the unit
• Usefulness of the content matter of the unit in
the student’s job or every day life
• Usefulness of the content matter of the unit in
understanding other units of the same subject
• Usefulness of the content matter of the unit in
understanding other subjects prescribed for the
programme
Subject: Computer communication and Networks

CATEGORY OF ABILITY WEIGHTAGE

Remember 20%

Understand 50%

Apply & Higher order abilities 30%

Total 100%
Content Achievement

Unit No Unit Name Imparting Content in

Percentage
Unit -1 Network Design 20
Unit – 2
LAN Access methods and Standards 20

Unit – 3 Packet Switching Networks 20

Unit – 4 TCP / IP Architecture 20
Unit – 5 Advanced Network Architecture and Security
20
Protocols
TABLE OF SPECIFICATIONS
•

•
Programme
Semester
: B. Tech – Information Technology
: V Semester
• Subject : Computer communication and Networks (Code Number 03BIT307)

Abilities
Content Apply and Higher Order
Remember Understand Total
(No. and Name Skills
of the Unit)
I Network Design 20

II LAN Access methods and Standards 20

III Packet Switching Networks 20

IV TCP / IP Architecture 20

V Advanced Network Architecture and Security Protocols 20

Total 100
TABLE OF SPECIFICATIONS
• Programme : B. Tech – Information Technology
• Semester : V Semester
• Subject : Computer communication and Networks (Code Number 03BIT307)

Abilities
Content Apply and Higher Order
Remember Understand Total
(No. and Name Skills
of the Unit)
I Network Design 20
II LAN Access methods and Standards 20
III Packet Switching Networks 20
IV TCP / IP Architecture 20

V Advanced Network Architecture and Security Protocols 20

Total 20 50 30 100
TABLE OF SPECIFICATIONS
• Programme : B. Tech – Information Technology
• Semester : V Semester
• Subject : Computer communication and Networks (Code Number 03BIT307)

Abilities
Content Apply and Higher Order
Remember Understand Total
(No. and Name Skills
of the Unit)
I Network Design 7 20
II LAN Access methods and Standards 5 20
III Packet Switching Networks 5 20
IV TCP / IP Architecture 0 20

V Advanced Network Architecture and Security Protocols 3 20

Total 20 50 30 100
TABLE OF SPECIFICATIONS
• Programme : B. Tech – Information Technology
• Semester : V Semester
• Subject : Computer communication and Networks (Code Number 03BIT307)

Abilities
Content Apply and Higher Order
Remember Understand Total
(No. and Name Skills
of the Unit)
I Network Design 7 13 - 20
II LAN Access methods and Standards 5 15 - 20
III Packet Switching Networks 5 10 20
IV TCP / IP Architecture 0 10 20

V Advanced Network Architecture and Security Protocols 3 2 20

Total 20 50 30 100
TABLE OF SPECIFICATIONS
• Programme : B. Tech – Information Technology
• Semester : V Semester
• Subject : Computer communication and Networks (Code Number 03BIT307)

Abilities
Content Apply and Higher Order
Remember Understand Total
(No. and Name Skills
of the Unit)
I Network Design 7 13 - 20
II LAN Access methods and Standards 5 15 - 20
III Packet Switching Networks 5 10 5 20
IV TCP / IP Architecture 0 10 10 20

V Advanced Network Architecture and Security Protocols 3 2 15 20

Total 20 50 30 100
USING TABLE OF SPECIFICATION FOR TEST
CONSTRUCTION

• The questions paper should not only fit the

Table of Specifications but also conform to
the other requirements specified by the
Examining Board / University. These are:
• Maximum marks
• Time allotted
• Distribution of marks / questions between different
sections / parts
• Nature of choice of questions allowed, if any.
ASSEMBLING OF TEST
QUESTIONS

• DISTRIBUTION OF DIFFICULTY LEVEL

• PROVISION OF OPTIONAL
QUESTIONS
• Internal Choice

• ARRANGING THE QUESTIONS

 Typewise
 Topicwise
 Difficulty level (increasing order
REFERENCE
• [Link]
• teaching/staff/assessment/online-remote/types/at-home-short-duration-open-book
• [Link]
• [Link]
• cons-of-obe-faqs-on-open-book-exam-all-you-need-to-know-120092600046_1.html
• [Link]
• [Link]
• [Link]
alternative/[Link]