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: ……………………………………………….

Bloom’s Cognitive Level

Learning
Outcomes Total
Knowledge Comprehension Application
(from the
Science E M D E M D E M D
Syllabus)

1.

2.

3.

4.

5.

Total

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

 TABLE OF TEST SPECIFICATION
Subject : SCIENCE(PRIMARY) SIX-WEEK IN-SERVICE CONVERSION COURSE Examination : 2003
Code No.: SN 1271P(R) Time : 1 hour 30 minutes

Type of question Objektif Struktur

Skills Cognitive Affective Cognitive Affective
Attitude Values Attitude Values TS
Graphic

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Appreciation

Reaction

Appreciation

Reaction

TOTAL
Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Appreciation

Reaction

TOTAL
HOURS
Organizer REMARKS
No. Content CoRT I/
(Area/Topic) CoRT IV

1 2 3 4 5 6 1 2 3 4 5 6

2.0 TEACHING AND LEARNING SCIENCE 45

1 Constructivist learning theory 2 1 1

2 Inquiry-discovery approach 2 2 1

3 Method of teaching and learning science 6 3 4 2

4 Scientific skills 30

- Basic process skills 5 1

- Integrated science process skills 6 7 2

- Manipulative skills 8 1

5 Evaluation of learning science 5

- Observation 9 1

- Written test 10 1

3.0 CONSOLIDATE SCIENCE KNOWLEDGE 55

6 3.1 Living world 10

- Variety of living things 11 1

Total 0 3 4 2 1 1 11
 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 Objective Structure
Time 30 minutes 45 minutes
Marks 30 70
Number of item 30 5
Marks for each
item 1 16
Time allocation for
each item 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. Topics Periods of interaction
1. Menyiasat Alam Kehidupan 20
2. Menyiasat Alam Fizikal 9
3. Menyiasat Alam Bahan 12
4. Menyiasat Bumi dan Alam Semesta 5
5. Menyiasat Dunia Teknologi 8
Total hours 54
 Step 4
• Calculate the percentage to adjust the
weight for each topic
• Topic hours of interaction X 100
Total hours
No Topics Hours Calculation Percentage
1. Menyiasat Alam Kehidupan 20 20/54 x 100 = 37 37
2. Menyiasat Alam Fizikal 9 9/54 x 100 = 16.7 16.7
3. Menyiasat Alam Bahan 12 12/54 x 100 = 22 22
4. Menyiasat Bumi dan Alam 5 5/54 x 100 = 9 9
Semesta
5. Menyiasat Dunia Teknologi 8 8/54 x 100 = 14.8 14.8
Total 54 100
 Step 5
• Relate the marks for each type question.

No Topics Percentage Structure Objective

marks marks
1. Menyiasat Alam Kehidupan 37 25 10
2. Menyiasat Alam Fizikal 17 12 10
3. Menyiasat Alam Bahan 22 17 2
4. Menyiasat Bumi dan Alam 9 6 4
Semesta
5. Menyiasat Dunia Teknologi 15 10 4
Total 100 70 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 Objective Item Structural Item
Knowledge 10% -
Comprehension 30% 10%
Application 25% 30%
Analysis 25% 20%
Synthesis 5% 20%
Evaluation 5% 20%
Total 100% 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