Type of Question Level of Skill Topic

1. Effects of Force 1.1 Push and pull 1.2 Force change in shape 1.3 Force change in movement 1.4 effects of frictional force 2. 2.1 peed peed distance and time

Objective (Section A) Knowledge Science process skills Tot l ite!s Knowledge "#" "#$ 3 3 1 1 1 1 1 " 1 1 3 4 3 4 2# 1(d ) 2(a ) "#%

Structured (Section B) Science process skills $#" $#$ $#% $#& Scientifi c Attitude %#" Tot l ite!s

"#" "#$ "#% $#" $#$ $#% $#& 1 1 1 1 1 1 1 1 1 12 1 1 1 1

1(a ) 1(b )

1 (c)

2(b )

2(c) 2(d)

1 2

2.2 determine speed !otal number of items

Test Blue 'rint ( )ritten test for T*e '*ysic l )orld +e r ,

$ote % Knowledge - .ognitive( 1.1 &no'ledge 1.2 +omprehension 1.3 -ntellectual % application. anal/sis. s/nthesis. Evaluation Science 'rocess Skills ( 2.1 (easuring and )sing $umbers 2.2 (a,ing -nference 2.3 )sing spatial and time relationship 2.4 +ontrolling variables Scientific Attitudes ( 3.1 *ccurate in validating data

Bentuk /te! - So l n Ar s Ke! *ir n Topik

1. &esan 0a/a 1.1 !ola,an 2 !ari,an 1.3 0a/a perubahan bentu, 1.4 0a/a perubahan pergera,an 1." &esan 0a/a 5eseran 2. &ela6aun 2.1 &ela6uan 6ara, 2 masa 2.2 (enentu,an ,ela6uan 7umlah item

Objectif (B * gi n A) 'enget *u Ke! *ir n 0u! n 'roses S ins ite! "#" "#$ "#% $#" $#$ $#% $#& 1 1 1 1 1 1 1 1 1 12 1 1 1 1 1 " 1 1 1 1 1 1 3 3 3 4 3 4 2# 1(d) 2(a) 'enget *uu n "#" "#$ "#%

Struktur (B * gi n B) K'S $#" $#$ $#% $#& Sik p S intifik %#" 0u! ite!

1(a ) 1(b )

1 (c)

2(b )

2(c) 2(d)

1 2

0 du l 'enentu n 1ji n (0'1) ( 1ji n Bertulis untuk Bid ng Al ! 2i3ik l T *un &
$ota % 'enget *u n - kognitif ( 1.1 Pengetahuan 1.2 &efahaman 1.3 intele,tual % apli,asi. analisis. sintesis. penilaian Ke! *ir n 'roses S ins ( 2.1 (engu,ur 2 mengguna,an nombor 2.2 (embuat -nferens 2.3 (engguna,an Perhubungan 8uang 2 (asa 2.4 (enga'al Pembolehubah Sik p S intifik ( 3.1 !epat dalam mere,od data

0 du l 'enentu n 1ji n (0'1) S ins 'eperiks n ( Ak*ir T *un $4"% Objectif (B * gi n A) 'enget *u Ke! *ir n 0u! n 'roses S ins ite! "#" "#$ "#% $#" $#$ $#% $#& 'enget *uu n "#" "#$ "#% T *un ( & Struktur (B * gi n B) Ke! *ir n 'roses S ins $#" $#$ $#% $#& Sik p S intifik %#" 0u! ite!

Bentuk /te! - So l n Ar s Ke! *ir n Topik 1. (en/iasat benda9benda hidup 1.1 :enda hidup (empun/ai ,eperluan asas 1.2 benda hidup men6alani proses hidup 1.3 ;ai'an dan umbuhan melindungi diri 2. (en/iasat da/a dan tenaga 2.1 ),uran 3. (en/iasat bahan 3.1 +iri9ciri bahan

1(a )

1(b )

1(c)

1(d )

1 1 1 1 1

1 2 2 2(b ) 3(a) 3(d ) 3(c) 3(b ) 2(a) 1

4. (en/iasat bumi dan alam emesta 4.1 istem solar 1. (en/iasat te,nologi 1.1 !e,onlogi 7umlah -tem

4(a) 4(c)

4(b )

4(d )

1 4

12

0 du l 'enentu n 1ji n (0'1) ( 1ji n Bertulis T *un & $ota % 'enget *u n - kognitif ( 1.4 Pengetahuan 1.1 &efahaman 1.3 intele,tual % apli,asi. analisis. sintesis. penilaian Ke! *ir n 'roses S ins ( 2.1 (engu,ur 2 mengguna,an nombo 2.2 (embuat -nferens 2.3 (engguna,an Perhubungan 8uang 2 (asa 2.4 (enga'al Pembolehubah Sik p S intifik ( 3.1 !epat dalam mere,od data

Test Blue 'rint - T ble of Specific tions- 0 du l 'enentu 1ji n (0'1) !he plan of all the ob6ectives of teaching *lso ,no'n as test grid. content9validit/ chart +onstructed b/ teachers 'ho have taught the sub6ects !o ensure validit/ of the test % o 0efines the scope and emphasis of the test o 8elate the ob6ectives to the content o +onstruct a balanced test Prepared before a certain course < test is conducted !o help teacher to be more effective b/ assisting in organi=ing teaching materials. outside readings. laborator/ e>periences and all the resources planned on using in teaching

)sed for teaching and evaluation? also as a guideline to construct @uestions to ensure that the tests set from /ear to /ear are of the same level

.onstructing Test Blue 'rint * table consisting 3 main columns % a. learning outcomes b. t/pes of s,ills to be evaluated % number of s,ills 2 level of difficult/ c. total number of @uestions set for each learning outcomes !he number of @uestions or 'eight depends on the importance of each topic and the s,ills according to the emphasis of the curriculum % the time ta,en to cover the topic in class Aevel of difficult/ % a. eas/ item B C 4#D of pupils get it correct b. difficult item B E 3#D of pupils get it correct c. best 'eightage B 2#D difficult F 3#D medium F 2#D eas/

:enefits of constructing a test blue print

1. to ensure content validit/ of the test 2. to stress the importance in certain topics and level of cognitive s,ills to teachers. pupils and test ma,ers 3. to ensure the balance among topics and s,ills 'hich are tested 4. to provide a guideline for constructing @uestions

1. 3. 4. ".

to be able to reproduce a test 'ith similar content. cognitive and difficult/ levels in the future to reproduce a similar test for different groups of students to ma,e comparisons 'ith other tests to maintain similar standards and levels of difficulties of the tests over time