ABSTRACT
Teachers break down complex curricula into teachable chunks, that is, units of instruction. Therefore, teachers should unpack the intended learning outcomes for units of instruction, rather than focusing on discrete objectives taken out of context. Creating a table of specifications begins with mapping intended learning outcomes onto a grid or chart to show the intersection of the content and the cognitive levels of those objectives, and then it requires consideration of the relative emphasis or importance of intended learning outcomes within the unit. In the case of teacher-made assessments, alignment needs to occur among the three foundational elements of teaching and learning: curriculum, instruction, and assessment. Through instructional activities in class, students create and interpret information from line graphs and stem-and-leaf plots over the course of a four-day unit. Therefore, most school districts develop curriculum materials based on the established school districts so that students have an opportunity to perform well on high-stakes state assessments.
