GA 3113 BLOOM TAXONOMY TABLE OF SPECIFICATION TOS

GA 3113 BLOOM TAXONOMY & TABLE OF SPECIFICATION (TOS) Zolkepeli Haron FAKULTI PENDIDIKAN, UKM 2010

PREPARING TABLE OF SPECIFICATION (TOS) Selecting the Learning Outcomes to be tested Outlining the Subject Matter Making the Two-Way Chart

Bloom Taxonomy Domain Evaluation (Penilaian) Synthesis (Sintesis) Analysis (Analisis) Application (Aplikasi) Comprehension (Kefahaman) Knowledge (Pengetahuan)

KNOWLEDGE CATEGORY (COGNITIVE LEVEL) n Ask for straight recall or recognition of facts and principles n Item is easy to set, quick to mark, and quick to answer n Depend on the accuracy of memory n Easiest level of cognitive test

Knowledge (Aras Pengetahuan) 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

COMPREHENSION (COGNITIVE LEVEL) n To find out understanding of concepts studied n Give explanations of phenomena and not simply definitions n A thorough or reasonable familiarity with principles

Comprehension (Aras Kefahaman) Translation, interpretation, and extrapolation Classifies Explains Summarizes Converts Predicts Distinguishes between

Example 1 Which of the following 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.

APPLICATION (COGNITIVE LEVEL) n Required n Deduce to deduce the result the underline principles n Required to deduce the environmental conditions

Application (Aras Aplikasi) Requires mastering a concept well enough to Recognize when and how to use it correctly Demonstrates Computes Solves Modifies Arranges Operates Relates

Contoh 5 Luas bulatan yang berjejari 7 cm ialah A. 7 B. 49 Mengetahui rumus C. 21 D. 22 dan mengira Contoh 6 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. Makan itu adalah A. sejenis kanji B. garam mineral C. asid amino D. vitamin Mengaplikasikan teori dalam uji kaji

ANALYSIS, SYNTHESIS, EVALUATION (COGNITIVE LEVEL) Experimental procedures which principles are to be investigated n Involves component and procedure or techniques to be designed n Comparison of alternative procedures n Involve judgement & decisions n

Analysis (Aras Analisis) 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 1 Analyze the implicit philosophical presupposition in the statement , “If anything exists, it exists in some quantity, and hence is measureable

Synthesis (Aras Sintesis) Putting together of elements and parts to form a whole … not clearly there before Combines Creates Formulates Designs Composes Constructs Rearranges Revises

Example 1 Add three lines to complete the verse: “I saw old autumn in the misty morn. ”

Evaluation (Aras Penilaian) 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

Aktiviti 1 Teliti semua soalan dalam kertas peperiksaan anda. Tentukan tahap kognitif dalam domain Taksonomi Bloom bagi setiap soalan.

TABLE OF SPECIFICATIONS n SELECTING THE LEARNING OUTCOMES TO BE TESTED n OUTLINE THE CONTENT SUBJECT MATTER n MAKING TWO WAY CHART n DISTRIBUTING THE NUMBER OF TEST ITEM (RELATIVE WEIGHTS) ACCORDING TO CELLS OF THE TABLE

LEARNING OUTCOMES n COGNITIVE (BLOOM) n PSYCHOMOTOR (HARROW) n AFFECTIVE

PSYCHOMOTOR DOMAIN REFLEX MOVEMENTS n BASIC-FUNDAMENTAL MOVEMENTS n PERCEPTUAL ABILITIES n PHYSICAL ABILITIES n SKILLED MOVEMENTS n NONDISCURSIVE COMMUNICATION n

AFFECTIVE DOMAIN RECEIVE (ATTENDING) n RESPONDING n VALUING n ORGANIZATION n CHARACTERIZATION BY A VALUE OR VALUE COMPLEX n

Bincangkan kekuatan dan kelemahan TOS berikut: TOS Isi Pembelajaran K Domain Kognitif Bloom C A A S Tajuk 1 2 3 Tajuk 2 1 3 Tajuk 3 4 Tajuk 4 Total % 5 16. 7 2 6 20. 0 4 4 13. 2 5 16. 7 100 1 1 E Tajuk 5 1 3 Tajuk 6 1 4 Total 9 19 2 30 % 30 63. 3 6. 7 100 Taburan untuk isi pembelajaran baik Taburan untuk Domain Kognitif lemah

Bincangkan kekuatan dan kelemahan TOS berikut: TOS Isi Pembelajaran K Domain Kognitif Bloom C A A S Tajuk 1 E Total % 2 20 6 60. 0 1 1 10 100 2 Tajuk 3 1 2 1 Tajuk 4 1 1 1 Tajuk 5 Tajuk 6 Total 1 2 3 1 1 2 10 % 10 20 30 10 10 20 100 Taburan untuk Domain Kognitif baik Taburan untuk isi pembelajaran lemah

Bincangkan kekuatan dan kelemahan TOS berikut: TOS Isi Pembelajaran K Domain Kognitif Bloom C A A S E Total % 2 1 3 15 2 10 3 15 4 20 5 25 100 Tajuk 1 Tajuk 2 1 1 Tajuk 3 1 1 Tajuk 4 1 1 2 Tajuk 5 Tajuk 6 2 2 1 2 2 Total 3 4 4 2 4 3 20 % 15 20 20 15 100 Taburan untuk isi pembelajaran & Domain Kognitif baik Taburan konsentrasi mengikut domain boleh diperbaiki

Aktiviti 2 Bina Jadual Spesifikasi dari Aktiviti 1. Nyatakan kekuatan dan kelemahan yang perlu diperbaiki dalam Jadual Spesifikasi anda.

TOS Isi Pembelajaran K Domain Kognitif Bloom C A A S E Total % Kekuatan: Kelemahan: % 100

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

Peratusan pemberat isi pembelajaran: INSTRUMENTASI Isi Pembelajaran Peranti Semikond. Amp. Transistor Amp. Op-amp Pengayun Penguk. Analog Total Jam Kuliah % Total Soalan 4 18. 2 7 6 27. 3 11 4 18. 2 7 2 9. 0 4 6 27. 3 11 22 100 40 % = (jam kuliah)/22 100 Total soalan = (40 %)/100

Peratusan pemberat domain Kognitif: INSTRUMENTASI K C A A S E % 20 30 20 15 100 Total Soalan 8 8 6 4 2 40 12 % diisi berdasarkan objektif kursus masing-masing Total soalan = (40 %)/100 Total

Jadual Dua Hala (TOS) INSTRUMENTASI TOS Isi Pembelajaran Peranti Sem. Amp. Trans. Amp. Op. amp Pengayun Pen. Analog Total % K Domain Kognitif Bloom C A A S 1 2 2 3 2 2 1 1 2 2 2 1 8 20 12 30 8 20 6 15 4 10 1 1 E 1 1 2 5 Total % 7 17. 5 11 27. 5 7 17. 5 4 10. 0 11 27. 5 40 100

Aktiviti 3 Bina satu Jadual Spesifikasi bagi soalan peperiksaan yang anda akan gubal

CATEGORIES OF BLOOM’S TAXONOMY CONTENT OUT-LINE GENERAL PHYSICS 20% KNOWLEDGE 25% HEAT 15% COMPREHENSION 45% LIGHT 15% APPLICATION 20% SOUND 10% ANALYSIS 10% ELECTRIC 30% SYNTHESIS ATOMIC PHYSICS 10% EVALUATION

TABLE OF SPECIFICATIONS (TOS) FOR A SUMMATIVE EVALUATION (COGNITIVE DOMAIN)

TABLE OF SPECIFICATIONS (TOS) FOR A SUMMATIVE EVALUATION

Quizzes 1. a) b) c) Which is the broadest, most inclusive term? educational goals Behavioral objectives Instructional objectives

2. Which is the lowest level of Bloom’s Taxonomy? a) Synthesis b) Application c) Knowledge d) Comprehension e) analysis

3. Has research supported the contention that all six levels a of the taxonomy are clearly distinguishable?

Answer 1. 2. 3. A C No