Constructing a test blue print (Table of test Specifications)

A table Three main columns

The first vertical column: the learning outcomes of the topics of the test to be administered The second column: the type of skills to be evaluated by the test (usually subdivided according to the number of skills assessed)

Constructing a test blue print (Table of test Specifications)

A table Three main columns
The last column: the total number of questions set for each learning outcome.

Constructing a test blue print (Table of test Specifications)

Select the topics List down the learning outcomes of the topics as defined by the curriculum in the Physics syllabus The second column: skills to be assessed according to the 6 cognitive levels of Blooms taxonomy(affective or psychomotor skills depending on the objectives of the test) The number of questions for each learning outcomes or the weight depends on the importance of each of the topics and the skills (curriculum)

Constructing a test blue print (Table of test Specifications)

The number of questions for each learning outcomes or the weight depends on the importance of each of the topics and the skills (curriculum)
The weight usually focused on the time taken to cover the topic during the class
Quantitatively the item or the question difficulty is determined by the percentage of pupils who response correctly to each item on the test Suggested weightage: 20% D, 60% M and 20% E

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.
Objectives:
1. 2. 3.

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: Topics: Time: Format: Total Marks:

Step 3
List out all the topics which is going to be tested and the length of time allocated for each topic No Topics Hours of interaction 1 Vector 8 2

Step 4
Calculate the percentage to adjust the weight for each topic Topic hours of interaction X 100 Total hours
No Topics Hours Calculatio % n 8 8/54 x 100 14. 8

Step 5
Relate the marks for each type question
No Topics % Essay marks Objective marks

15 (10+10 4 )

Step 6
The skills levels in each item can be of the cognitive, affective and psychomotor domains. The suggested weights for each cognitive level according to Blooms taxonomy is as follows:
Cognitive Objective Item Domain (%) Essay Item (%)

The test blue print should contain:

The test content - topics to be tested in terms of learning outcomes The cognitive skills level - according to Blooms taxonomy The percentage allocation for content and skills level this is reflected by the length of time given to teach each topic/learning outcome and its relative importance in the curriculum The test format - reflected by the type of questions set, objective, structured, essay, practical work, course work etc

The test blue print should contain:

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