BLUEPRINT JADUAL SPESIFIKASI ITEM DR ROHAYA TALIB FAKULTI

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

LEARNING OUTCOMES • COGNITIVE

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

COMPARE

• LEARNING OUTCOMES describe 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.

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.

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

• 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

REVISED 2001

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’)

On successful completion of this subject, students should be able to: 1. link structural design concepts and relate these to current construction practices; 2. interpret concrete structural drawings and be conversant with engineering terminology; 3. communicate construction solutions by means of sketches and drawings; 4. propose and evaluate alternate construction systems.

On successful completion of this subject, students should be able to: 1. Explain the characteristics of successful businesses; 2. Identify the key activities and processes used by businesses to achieve their goals and objectives; 3. Make business decisions and identify the financial consequences that flow from those decisions; 4. Evaluate the financial performance of businesses; 5. Make and justify accounting policy decisions in accordance with generally accepted accounting principles.

DON’T! DESCRIBE and CREATE are two different levels of learning, and it’s strongly suggested that you AVOID having 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.

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.

1. REMEMBER • 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

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

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 50 th percentile is A. The mean *B. The median C. The mode D. The score that is equal to one-half the maximum score

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

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

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.

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

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

EXAMPLE 1 Kirakan luas bulatan yang berjejari 7 cm ialah A. 7 B. 49 Mengetahui rumus C. 21 D. 22 dan mengira EXAMPLE 2 Sejenis makanan diuji dengan iodin didapati tidak bertindak balas. Makan tersebut larut dalam air, bila direbus dengan larutan Fehling’s, ia berubah menjadi warna merah bata. Makanan itu adalah Mengaplikasikan teori dalam uji kaji A. sejenis kanji B. garam mineral C. asid amino D. vitamin

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

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

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

EXAMPLE § The ability to indicate logical fallacies in arguments § The ability to evaluate health beliefs critically

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

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

Langkah-langkah Pembinaan TOS 1. Tentukan peratusan pemberat bagi setiap isi pembelajaran yang akan diuji 2. Tentukan peratusan pemberat bagi setiap domain kognitif 3. Lengkapkan kandungan Jadual Spesifikasi (To. S)

• 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 formal assessment.

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