English Department Smk Umas-Umas Tawau

PLANNING
PREPARING IMPLEMENTING RECORDING ANALYSING REPORTING FOLLOW-UP ACTION

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 Identify the Learning Outcomes to be tested

Identify the type of test instruments to be used:

Observation Oral Written

 Prepare the Test Specification Schedule (TSS) which

includes

Learning outcomes Level of Difficulty (easy, medium, difficult on ratio 3:2:1) Blooms Learning Cognitive Levels

Prepare the test items based on TSS (Objective or

Subjective Qs) The following criteria must be adhere to while preparing test items:

Test item must conform to the skill being tested Language used must be clear no ambiguities The number of questions suit the time frame Level of difficulty varied Marking scheme or answer key must be provided

 Blooms Taxonomy is the classification of the different

objectives that educators set for students (learning objectives) The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Blooms Taxonomy divides educational objectives into three domains:
Affective Domains Psychomotor Domains Cognitive Domains

Blooms Taxonomy is hierarchical; meaning that learning at

higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.

 It addresses a learners emotions towards learning

experiences. A learners attitude, interest, attention, awareness, and values are demonstrated by affective behaviors.

The Psychomotor Domains

It refers to the use of basic motor skills, coordination, and physical movement

 Emphasizes intellectual outcomes The Cognitive Learning Levels are :

Knowledge Comprehension Application Analysis Synthesis Evaluation

It is arranged beginning from the simple and building to

the most difficult. It is arranged on a scale of difficulty, meaning that a learner who is able to perform at HOTS is demonstrating a more complex level of cognitive thinking.

 Defined as remembering previously learned material. This may

involve the recall of wide range of materials from specific facts to complete theories, but all that is required is the bringing to the mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in cognitive domains. Skills demonstrated

Observation and recall information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter
examine, tabulate, quote, name, who, when, where, etc.

Question Cues :
list, define, tell, recall, describe, identify, show, label, arrange,

Example of Question

 Is the basic level of understanding i.e. the ability to grasp the meaning

of material May be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting effects) Comprehension represents the lowest level of understanding Skills demonstrated

Understanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast Predict consequences
estimate, differentiate, discuss, classify, explain, identify, restate

Question Cues Summarize, describe, interpret, predict, associate, distinguish, Example of Question

 Refers to the ability to use learned skill in a new situation. This

may include the application of such things as rules, methods, concepts, principles, laws, theories. Solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in different ways Learning outcomes in this are require higher level of understanding than those under comprehension Skills demonstrated
Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge

Questions cues
Apply, demonstrate, calculate, complete, illustrate, show, solve,

examine, modify, relate, change, classify, experiment, discover, write

Example of Question

 Is the ability to break down the content or material into components in

order to identify parts, see relationship, and recognize organizational structure. For example, identifying motives or causes, making inferences, and finding evidence to support generalizations Learning outcomes here represents a higher intellectual level than comprehension and application because they require an understanding of both content and structural form of material Skills demonstrated

Seeing patterns Organization of parts Recognition of hidden meanings Identification of components compare, select, explain, categorize, criticize

Questions cues Analyze, separate, order, explain, connect, classify, arrange, divide, Example of question

 Is the ability to combine existing elements in order to create

something original Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures Skills demonstrated

Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Questions cues
Combine, integrate, modify, re-arrange, substitute, plan, create,

Example of Question

 Is the ability to make judgement about the value of something by

using a standard or criteria Learning outcomes in this area are highest because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria Skills demonstrated

Compare and discriminate between ideas Assess values of theories, presentations Make choices based on reasoned arguments Verify value of evidence Recognize subjectivity select, judge, explain, discriminate, support, conclude, compare, summarize

Question cues Assess, decide, rank, grade, test, measure, recommend, convince, Example of Question

 The word dignity in the poem signifies

A. B. C. D.

power wealth honour Independence

Question Traits Test takers need to recall information Test takers answers will use original language Samples of verbs : label, state, give, what is, which one, etc.

 They wanted to reach Kuantan by 11.00 p.m. because

A. B. C. D.

Puan Ainon has to go to school Encik Roslan has a meeting that night Puan Ainon wanted to have enough rest Encik Roslan was afraid of another puncture

Question Traits Test takers need to understand facts, elaborate, give examples, illustrate using own words Samples of verbs : explain, elaborate, change, why does, etc.

 To congratulate
A. B. C. D.

Really, Nelson. Well done, Nelson. Thank you, Nelson. I believe in you, Nelson.

Question Traits Test takers need to solve non-routine problems or new problems (problem-solving) A problem is solved using a combination of theory, experience and other problem-solving techniques Sample of verbs : solve, build, find, show, calculate demonstrate, etc.

 How long did the fireman take to put out the fire?
A. B. C. D.

1 hour 40 minutes 45 minutes Half an hour

Question Traits Test takers need to analyze, differentiate facts from opinion, make comparison, and to proof Samples of verbs : compare, differentiate, give reasons, define, etc.

 Sabrina was born in 1985. In what year did she take her

PMR?
A. B. C. D.

1997 1998 1999 2000

Question traits Test takers need to plan, build/design, and produce a creative product Sample of verbs : plan, sum up, prepare, suggest, write, compose, etc.

 Why do you think interested members should submit their

names early?
A. B. C. D.

They will receive prizes. To show that they are really interested. The secretary will not be free after first of April. Only the first 80 names received will be accepted.

Question traits Test takers need to evaluate, justify to come up with a conclusion. They need to look at the pro and cons. Samples of verbs : discuss, give your opinion, compose, write, etc.