Lesson 5b Test Blueprint

EVALUATION Test Blue Print

Sylvester Saimon Simin Keningau Teachers Training College

Introduction • Evaluation is the process of delineating, obtaining, and providing useful information for judging decision alternatives. Evaluation aids the teacher by helping to determine the degree to which objectives have been achieved and helping to determine, evaluate, and refine her instructional techniques. • Evaluation of science knowledge and process skills has to be properly planned to ensure content validity. A test blue print will serve its purpose to define the scope and emphasis of the test; to relate the objectives to the content, and the most important of all to construct a balanced test

Who constructs the test blue print? • The test blue print should be constructed either by the constructors of educational curricula or syllabi or teachers who have taught the subjects. This is to ensure content validity of the test.

When should a test blue print be prepared? • The test blue print should be prepared before a certain course is conducted, or before a certain test is conducted. The test blue print serves to help the teacher be a more effective teacher. It should assist the teacher in organizing her teaching material, her outside readings, her laboratory experiences (if necessary) and all the resources she plans on using in teaching the course. This is because the test blue print is the plan of all the objectives of her teaching.

Who would use the test blue print? • At a small institutional level such as a school and a teaching college, the educators of the subjects may use the test blue print for teaching and evaluation purposes. At a central and state level, the examination body will use the test blue print as a guideline to construct questions or part of the questions.This is to ensure that the tests set from year to year are of the same level.

Constructing a test blue print (table of test specifications) • The test blue print is made up of a table consisting of basically three main columns as shown in the Table of Test Specifications below:

Table of Test Specifications Name of Test: ………………………………………………………. Class/Form: ….……………….

Date: ……………………………

Topics to be tested: ……………………………………………….

Learning Outcomes (from the Science Syllabus)

Bloom’s Cognitive Level Knowledge E

M

D

Comprehension E

M

D

1. 2. 3. 4. 5.

Total

Key: E = Easy,M = Moderate,D = Difficult

Application E

M

D

Total

TABLE OF TEST SPECIFICATION SIX-WEEK IN-SERVICE CONVERSION COURSE

Subject : SCIENCE(PRIMARY) Code No.: SN 1271P(R) Type of question Skills

5

1

- Integrated science process skills

6

- Manipulative skills

7

2

8

1

9

1

5

- Observation - Written test

10

3.0 CONSOLIDATE SCIENCE KNOWLEDGE 6 3.1 Living world

1

55 10

- Variety of living things Total

11 0

1 3

4

2

1

1

11

4

5

6

TOTAL

- Basic process skills

2

3

Affective Values TS Graphic Organizer CoRT I/ CoRT IV

Reaction

30

4

2

Appreciation

4 Scientific skills

3

1

Evaluation

6

1

Synthesis

3 Method of teaching and learning science

2

Analysis

2

1

Application

2 Inquiry-discovery approach

1

Comprehension

2

Knowledge

6

Attitude TOTAL

5

Reaction

Evaluation

4

Appreciation

Synthesis

3

Reaction

Analysis

2

Appreciation

Application

1

Cognitive

45

1 Constructivist learning theory

5 Evaluation of learning science

Struktur Affective Attitude Values

Comprehension

2.0 TEACHING AND LEARNING SCIENCE

HOURS

Content (Area/Topic)

Objektif Cognitive Knowledge

No.

Examination : 2003 Time : 1 hour 30 minutes

REMARKS

Step 1 • Determine the test objectives and the scope of the subject to be tested from the syllabus. The assessment method including not only theory but also any course work and practical work so that the evaluation process will not overlap.

Step 2 • • • • • • • • • • •

Decide on the test format according to the time available for the test, the item type, number of each type of question and the pupils’ ability. A summary is shown as below: Subject: Science Year 4 Topics: Menyiasat Alam Kehidupan, Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Time: 1 hour 15 minutes Format: Objective and structure Total Marks: 100 Item Format Time Marks Number of item Marks for each item Time allocation for each item

Objective 30 minutes 30 30

Structure 45 minutes 70 5

1

16

1 minute

9 minutes

Step 3 • List out all the topics which is going to be tested and the length of time allocated for each topic No. 1. 2. 3. 4. 5.

Topics Menyiasat Alam Kehidupan Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Total hours

Periods of interaction 20 9 12 5 8 54

Step 4 • Calculate the percentage to adjust the weight for each topic • Topic hours of interaction X 100 Total hours No 1. 2. 3. 4. 5.

Topics Menyiasat Alam Kehidupan Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Total

Hours 20 9 12 5

Calculation 20/54 x 100 = 37 9/54 x 100 = 16.7 12/54 x 100 = 22 5/54 x 100 = 9

Percentage 37 16.7 22 9

8 54

8/54 x 100 = 14.8

14.8 100

Step 5 • Relate the marks for each type question. No 1. 2. 3. 4. 5.

Topics Menyiasat Alam Kehidupan Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Total

Percentage 37 17 22 9

Structure marks 25 12 17 6

Objective marks 10 10 2 4

15 100

10 70

4 30

Step 6 • The skill levels in each item can be of the cognitive, affective and psychomotor domains. In this is test, the suggested weights for each cognitive level according to Bloom’s taxonomy is as follows: Cognitive Domian Knowledge Comprehension Application Analysis Synthesis Evaluation Total

Objective Item 10% 30% 25% 25% 5% 5% 100%

Structural Item 10% 30% 20% 20% 20% 100%

summary In summary, the test blue print should contain: – – – – – –

The test content – topics to be tested in terms of learning outcomes The cognitive skills level – according to Bloom’s taxonomy The percentage allocation for content and skills level – this is reflected by the length of time given to teaching each topic/learning outcome and its relative importance in the curriculum The test format – reflected by the type of questions set, namely, objective, structured, essay, practical work, course work, etc. The number of test questions – according to the test format, content and the skills level The difficulty level of each question – easy, medium and difficult. This is usually within the range of 20% to 80% for each type of question depending on the achievement level set by the class, teacher or school.

Benefits of constructing a test blue print • To ensure content validity of the test • To stress the importance in certain topics and level of cognitive skills to teachers, pupils and test makers • To ensure the balance among topics and skills which are tested • To provide a guideline for constructing questions • To be able to reproduce a test with similar content, cognitive and difficulty levels in the future • To reproduce a similar test for different groups of students • To make comparisons with other tests • To maintain similar standards and levels of difficulties of the tests over time