BLUEPRINT (JADUAL SPESIFIKASI ITEM)

1. BLUEPRINT(JADUAL SPESIFIKASI ITEM) DR ROHAYA TALIB FAKULTI PENDIDIKAN UNIVERSITI TEKNOLOGI MALAYSIA JOHOR BAHRU

2. LEARNING OUTCOMES • COGNITIVE

3. PREPARING TABLE OF ITEM SPECIFICATION • Selecting the learning outcomes to be measured • Outlining the subject matter (content) • Making the two-way chart • Distributing the number of test item (relative weights) according to cells of the table

5. COMPARE

6. LEARNING OUTCOMESdescribe what a student is expected to know and to be able to do by the end of the subject or course. • Statements of learning outcomes should explain to students what they will learn on successful completion of a subject or course. • The preparation of learning outcomes can assist academics in designing and aligning course content, teaching and learning strategies and resources, and assessment methods.

7. When writing learning outcomes we should bear in mind the kind of knowledge and skills that are involved The level of understanding it is desirable for students to achieve How this learning is to be demonstrated.

8. A common way of approaching this is to use Bloom’s taxonomy of knowledge. The list to follow is based on a relatively recent revision of the taxonomy by Anderson and Krathwohl (2001) • REMEMBERING - Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write • UNDERSTANDING - Classify, compare, exemplify, conclude, demonstrate, discuss, explain, identify, illustrate, interpret, paraphrase, predict, report • APPLYING- Apply, change, choose, compute, dramatise, implement, interview, prepare, produce, role play, select, show, transfer, use

9. ANALYSING - Analyse, characterise, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organise, outline, relate, research, separate, structure • EVALUATING- Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, predict, prioritise, prove, rank, rate, select, monitor • CREATING- Construct, design, develop, generate, hypothesise, invent, plan, produce, compose, create, make, perform, plan, produce

10. REVISED 2001

11. REVISED 2001 Phrasing learning outcomes in high general terms such as ‘remember’ or ‘understand’ is usually not helpful. It is best to aim for higher-level verbs which go beyond remembering or understanding, and which require analysis, evaluation or creation. It is good to consider phrases that describe how learning will be demonstrated (e.g. ‘communicate effectively and succinctly through oral presentation’, ‘apply theory critically to analyse a planning strategy’)

12. On successful completion of this subject, students should be able to: linkstructural design concepts and relate these to current construction practices; interpret concrete structural drawings and be conversant with engineering terminology; communicate construction solutions by means of sketches and drawings; proposeand evaluate alternate construction systems.

13. On successful completion of this subject, students should be able to: Explainthe characteristics of successful businesses; Identifythe key activities and processes used by businesses to achieve their goals and objectives; Makebusiness decisions and identify the financial consequences that flow from those decisions; Evaluatethe financial performance of businesses; Make and justify accounting policy decisions in accordance with generally accepted accounting principles.

14. DON’T! DESCRIBE and CREATEare two different levels of learning, and it’s strongly suggested that you AVOIDhaving more than one action verb. Create is a higher level of learning than describe, therefore it can be assumed that you will be able to describe the process prior to applying it.

15. For a course to meet the Quality Matters Standards, it must have learning objectives that are measurable and the assessments must align with the learning objectives. 

17. Ask for straight recall or recognition of facts and principles • Item is easy to set, quick to mark, and quick to answer • Depend on the accuracy of memory • Easiest level of cognitive test

18. REMEMBER Processess of remembering, recall of a pattern, structure, or setting • Identifies • Names • Defines • Describes • Lists • Matches • Selects • Outlines

19. Example 1 In physics, the term acceleration is defined as A. Mass/force *B. Change in velocity/time C. Mass/velocity D. Distance/time E. Resistance/effort Example 2 Another name for the 50th percentile is A. The mean *B. The median C. The mode D. The score that is equal to one-half the maximum score

20. 2. UNDERSTAND • To find out understanding of concepts studied • Give explanations of phenomena and not simply definitions • A thorough or reasonable familiarity with principles

21. UNDERSTAND (FAHAM) Translation, interpretation, and extrapolation • Classifies • Explains • Summarizes • Converts • Predicts • Distinguishes between

22. EXAMPLE Which of the following statement represents the best definition of the term “protoplasm”? A. A complex colloidal system made up of water, proteins and fats. B. Anything capable of growth by a regular progressive series of changes into a more complex unit. C. A complex mixture of proteins, fats, and carbohydrates, capable of responding to changes in its environment D. A complex colloidal system proteins, fats, carbohydrates, inorganic salts, and enzymes manifesting life.

23. 3. APPLY • Required to deduce the result • Deduce the underline principles • Required to deduce the environmental conditions

24. APPLY (APLIKASI) Requires mastering a concept well enough to recognize when and how to use it correctly • Demonstrates • Computes • Solves • Modifies • Arranges • Operates • Relates

25. EXAMPLE 1 Kirakanluasbulatan yang berjejari 7 cm ialah A. 7 B. 49  C. 21  D. 22  Mengetahui rumus dan mengira EXAMPLE 2 Sejenismakanandiujidenganiodindidapatitidakbertindakbalas. Makantersebutlarutdalam air, biladirebusdenganlarutan Fehling’s, iaberubahmenjadiwarnamerahbata. Makananituadalah A. sejenis kanji B. garam mineral C. asid amino D. vitamin Mengaplikasikanteori dalamujikaji

26. 4. ANALYZE The breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas • Differentiates • Diagrams • Estimates • Separates • Infers • Orders • Subdivides

27. EXAMPLE Analyze the implicit philosophical presupposition in the statement. “If anything exists, it exists in some quantity, and hence is measureable

28. 5. EVALUATE The making of judgments about the value , for some purpose, of ideas, works, solutions, methods, materials, etc. • Judges • Criticizes • Compares • Justifies • Concludes • Discriminates • Supports

29. EXAMPLE • The ability to indicate logical fallacies in arguments • The ability to evaluate health beliefs critically

30. 6. CREATE / SYNTHESIZE Putting together of elements and parts to form a whole … not clearly there before • Combines • Creates • Formulates • Designs • Composes • Constructs • Rearranges • Revises

31. EXAMPLE Add three lines to complete the verse: “I saw old autumn in the misty morn.”

32. Langkah-langkah Pembinaan TOS • Tentukanperatusanpemberatbagisetiapisipembelajaran yang akandiuji • Tentukanperatusanpemberatbagisetiap domain kognitif • LengkapkankandunganJadualSpesifikasi (ToS)

33. An important consideration when designing a learning experience, course, or program is to ensure assessments and instructional strategies are aligned with the intended learning outcomes (Biggs & Tang, 2011; Maki, 2010).  • Creating an aligned design focuses instructional strategies on development of knowledge, skills, and values while providing formative feedback and preparing learners for formal assessment.

34. Sample of Blueprint