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

2. LEARNING OUTCOMES
COGNITIVE

3. 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

5. COMPARE

6. 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.

7. 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.

8. 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

9. 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

10. REVISED 2001

11. 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’)

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

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

14. 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.

15. 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. 

17. 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

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

19. 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 50th percentile is
A. The mean
*B. The median
C. The mode
D. The score that is equal to one-half the maximum score

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

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

22. 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.

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

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

25. Mengaplikasikan teori
EXAMPLE 1
Kirakan luas bulatan yang berjejari 7 cm ialah
A. 7 B. 49 
C. 21  D. 22 
Mengetahui rumus
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
A. sejenis kanji B. garam mineral
C. asid amino D. vitamin
Mengaplikasikan teori
dalam uji kaji

26. 4. ANALYZE Differentiates Diagrams Estimates Separates Infers Orders
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

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

28. 5. EVALUATE Judges Criticizes Compares Justifies Concludes
The making of judgments about the value , for
some purpose, of ideas, works, solutions, methods,
materials, etc.
Judges
Criticizes
Compares
Justifies
Concludes
Discriminates
Supports

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

30. 6. CREATE / SYNTHESIZE Combines Creates Formulates Designs Composes
Putting together of elements and parts to form a
whole … not clearly there before
Combines
Creates
Formulates
Designs
Composes
Constructs
Rearranges
Revises

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

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

33. 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 for formal assessment.

34. Sample of Blueprint