European Journal of Educational and Development Psychology Vol.2, No.1, pp.1-17, March 2014 Published by European Centre for Research Training and Development UK (www.ea-journals.org) 1 TABLE OF SPECIFICATION AND ITS RELEVANCE IN EDUCATIONAL DEVELOPMENT ASSESSMENT O.M Alade*1, Igbinosa Victor Omoruyi*2 ABSTRACT: The study examined the Table of Specification and its Relevance in Educational Assessment. The sample employed for the study is made up of one hundred and twenty (120) students randomly selected from four departments at the Faculty of Education, University of Lagos, Akoka. Nigeria. A questionnaire developed by the researcher was used for the study. Three Research Questions and three null Hypotheses were formulated and tested at 0.05 level of significance using independent t-test of difference and Pearson Product Moment‘s Correlation Statistical analyses. It was found out that the three hypotheses posited were significant. There was significant difference between Table of Specification and its Relevance in Educational Assessment, positive relationship exists between problems of Table of Specification and its Relevance in the Educational Assessment and there is significant relationship between general pattern of preparing Table of Specification and its Relevance in the Educational Assessment.It was recommended that teachers should endeavors to construct a well test blue print that will help improve the validity of teacher evaluation based on given assessment, teachers must ensure that the test constructed measure an adequate sampling of the class at all level of domains and teachers and students must comply with all the laid down when preparing Table of Specification in schools. KEYWORDS: Table of Specification, Relevance, Educational Assessment, Test blue print. BACKGROUND TO THE STUDY As a student have you ever felt that the test you studied for was completely or partially unrelated to the class activities you experienced? As a teacher have you ever heard those complaints from students? This is not an uncommon experience in most classrooms. Frequently there is both a real and perceived mismatch between content examined in class and the material assessed on at the end of chapter /unit test. This lack of coherence leads to a test that fails to provide evidence from which teachers can make valid judgments about students’ progress ( Brookharl ,1999). One strategy teacher can used to mitigate this problem is to develop a table of specification. In this paper the writer examined the table of specification and its relevance in Educational Assessment. Table of specification, sometimes referred to as test blue print, is a table that helps teachers align objectives, instruction and assessment. Notes, Zuelk, Wilson and Yunker (2004) reiterated that this strategy can be used for a variety of assessment methods but is not commonly associated with constructing traditional summative tests. Gregory (2006) Sees table of specification as an activity which enumerates the information and cognitive tasks on which examinees are to be assessed. It is clearly defined as possible scope which laid emphasis of the test and relates other objectives to the content in order to ensure a balanced test items.