Table of Test Specification

1. Table of Test Specification
Mohamed Nadzri Mohd Yusoff (Hj.)

2. Presentation Outcomes
At the end of the presentation, the participants will be able to:
• Explain what is Table of Test Specifications
• Develop a Test Specification Table

3. TEST SPECIFICATION TABLE (JADUAL
SPESIFIKASI UJIAN)

4. Test Specification Table
(TST or JSU)
• The construction plan for a test containing details
about the content included in the test.
• Developed so the test has content validity.
• Ensures that test contains a representative sample of
the course learning outcomes.
• Can function as a study guide for students.

5. The aim of the Test Specification Table (TST or
JSU) is for the assessment to:
• be consistent and equivalent (from year to
year, semester to semester and from one
lecturer to another) and,
• address the course outcomes as specified in
the syllabus.
Test Specification Table
(TST or JSU)

6. • A two-way table designed to include all
learning topics and the levels of Bloom’s
Taxonomy to construct a test and serves as a
test blueprint.
• Developed AFTER the completion of syllabus
development, and BEFORE a prototype/ draft
of question paper is constructed.
Test Specification Table
(TST or JSU)

7. TOPIC HRS Spent on
Topic
%
HRS
Marks
Allocated
CLO
C1 C2 C3 C4 C5 C6
Total Marks
Developed
Topic 1 5 10 10
CLO1
C3
Topic 2 5 10 10
CLO1
C3
Topic 3 10 20 20
CLO2
C4
Topic 4 20 40 40
CLO3
C6
Topic 5 10 20 20
CLO4
C3
TOTAL 50 100 100
TTS after course syllabus has been developed and approved

8. TOPIC HRS
Spent
on
Topic
%
HRS
Marks
Allocated
CLO
C1 C2 C3 C4 C5 C6
Total
Marks
Developed
Topic 1 5 10 10
CLO1
C3
Q A2
5 m
Q A1
5 m
10
Topic 2 5 10 10
CLO1
C3
Q A3
10 m 10
Topic 3 10 20 20
CLO2
C4
Q A5
10 m
Q A4
10 m
20
Topic 4 20 40 40
CLO3
C6
Q B1b
20 m
Q B1a
20 m
40
Topic 5 10 20 20
CLO4
C3
Q B3b
20 m 20
TOTAL 50 100 100 55 15 35 100
ACCEPTABLE ????

9. TOPIC HRS
Spent
on
Topic
%
HRS
Marks
Allocated
CLO
C1 C2 C3 C4 C5 C6
Total
Marks
Developed
Topic 1 5 10 10
CLO1
C3
Q A1
5 m
Q A2
5 m 10
Topic 2 5 10 10
CLO1
C3
Q A3
10 m 10
Topic 3 10 20 20
CLO2
C4
Q A4
10 m
Q A5
10 m
20
Topic 4 20 40 40
CLO3
C6
Q B1b
10 m
Q B1a
10 m
Q B2
20 m
40
Topic 5 10 20 20
CLO4
C3
Q B3b
10 m
Q B3a
10 m 20
TOTAL 50 100 100 20 45 15 20 100
ACCEPTABLE ????

10. TOPIC HRS
Spent
on
Topic
%
HRS
Marks
Allocated
CLO
C1 C2 C3 C4 C5 C6
Total
Marks
Developed
Topic 1 5 10 10
CLO1
C3
Q A1
5 m
Q A2
5 m
10
Topic 2 5 10 10
CLO1
C3
Q A3
10 m
10
Topic 3 10 20 20
CLO2
C4
Q A4
10 m
Q A5
10 m
20
Topic 4 20 40 40
CLO3
C6
Q B1a
10 m
Q B1b
10 m
Q B2
20 m
40
Topic 5 10 20 20
CLO4
C3
Q B3a
10 m
Q B3b
10 m
20
TOTAL 50 100 100 15 45 20 20 100
TTS for FINAL EXAM PAPER of a particular semester

11. At the end of the course the students should be able to:
Course Learning
Outcomes
Learning
Domain
LO
Domain
Topics TLA F2F NF2F SLT Assessment %
Explain:
i) radiographic anatomy
and physiology, ii)
pathology, iii) imaging
techniques and
protocols, and v)
instrumentation in
cardiovascular imaging
C2 Knowledge
Functional Anatomy.
Lecture
3 6 9
Test – 30 min(10%)
Final Exam (60%)
70
Indications, contraindications
and patient care.
2
4 6
Congenital heart
abnormalities
2
4 6
Approaches, instruments and
devices
2
4 6
Electrophysiological studies 2 4 6
Angiographic procedures 2 4 6
Interventional procedures 2 4 6
Radionuclide perfusion scan 2 4 6
Cardiac CT 2 4 6
Image Quality and Processing 1 2 3
20 40 60
Explain patient care and
imaging techniques
employed for patients
with special condition, in
cardiovascular imaging
C5
Critical
Thinking
Problem
Solving
Tutorial 4 4 8
Assignment
(500 words) 10
Differentiate, in a group
work, various image
acquisition and image
post processing
techniques in
cardiovascular imaging
A3 Teamwork
Tutorial/
Group
Work
6 6 12
Group Work
(1 evaluation during
discussion sessions)
20
80

12. TOPIC HRS
Spent on
Topic
%
HRS
Marks
Allocated CLO1
C1 C2 C3 C4 C5 C6 Total Marks
Developed
Functional Anatomy.
9 15 15 C2
Indications,
contraindications and
patient care.
6 10 10 C2
Congenital heart
abnormalities 6 10 10 C2
Approaches,
instruments and
devices
6 10 10 C2
Electrophysiological
studies 6 10 10 C2
Angiographic
procedures 6 10 10 C2
Interventional
procedures 6 10 10 C2
Radionuclide
perfusion scan 6 10 10 C2
Cardiac CT 6 10 10 C2
Image Quality and
Processing 3 5 5 C2
TOTAL 60 100 100
EXAMPLE: TTS for FEX

13. TOPIC HRS
Spent on
Topic
%
HRS
Marks
Allocated CLO1
C1 C2 C3 C4 C5 C6 Total Marks
Developed
Functional Anatomy.
9 28 10 C2
Indications,
contraindications and
patient care.
6 18 5 C2
Congenital heart
abnormalities 6 18 5 C2
Approaches,
instruments and
devices
6 18 5 C2
Electrophysiological
studies (EPS) 6 18 5 C2
TOTAL 33 100 30
EXAMPLE: TTS for TEST
** Test done after EPS topic

14. TOPIC HRS
Spent on
Topic
%
HRS
Marks
Allocated CLO2
C1 C2 C3 C4 C5 C6 Total Marks
Developed
Angiographic
procedures
8 100 40 C5
Interventional
procedures
Radionuclide
perfusion scan
Cardiac CT
TOTAL 8 100 40
EXAMPLE: TTS for Assignment
** 500 words

15. TOPIC HRS
Spent on
Topic
%
HRS
Marks
Allocated CLO3
A1 A2 A3 A4 A5 Total Marks
Developed
Angiographic
procedures
12 100 40 A3
Interventional
procedures
Radionuclide
perfusion scan
Cardiac CT
Image Quality and
Processing
TOTAL 8 100 40
EXAMPLE: TTS for GROUPWORK
** Evaluation during group work

16. NO CHAPTER/TOPIC
TIME
(HR)
TIME
(%)
EXAM
(%)
C1 C2 C3 C4 C5 C6 TOTAL
1
Cost -Volume-Profit
Analysis
3 7% 0%
2
Budgeting and
Budgetary Control
3 7% 0%
eg. this chapter will be covered in continuous
assesment (test)
3
Standard Costing and
Variance Analysis
3 7% 0%
4
Short -term Decision
Making
18 43% 55%
5
Longterm decision
Making
12 29% 35%
6 Topic XXX 3 7% 10%
TOTAL 42 100% 100%
1. Example TTS FINAL EXAM

17. NO CHAPTER/TOPIC
TIME
(HR)
TIME
(%)
EXAM
(%)
C1 C2 C3 C4 C5 C6 TOTAL
1
Cost -Volume-Profit
Analysis
3 33% 33%
2
Budgeting and
Budgetary Control
3 33% 33%
3
Standard Costing and
Variance Analysis
3 33% 33%
TOTAL 9 100% 100%
2. Example TTS CONTINUOUS ASSESSMENT

18. Test blueprints for assessment of affective and
psychomotor domain
• While TTS is usually developed to ensure test validity for the
assessment of cognitive domain, TTS can also be developed to
ensure test validity for the assessment of psychomotor and
affective domain.
(Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)

19. Examples of outcomes and their appropriate assessment tasks

20. Examples of outcomes and their appropriate assessment tasks

21. Examples of TTS for assessing affective domain
CLO A
1
A
2
A
3
A
4
A
5
Assessment Method
Propose solution to
manufacturing and operation
problems using related theory
and analytical methods (C5, PO
3)
Organise in groups to study and
present the application of
advanced manufacturing and
operation analysis methods
based on a given topics (A4,
PO5)
√
Group Discussion
Prioritizes time effectively to meet the
needs of the group, and self.
Rubrics for teamwork and discussion
Explain the main concepts and
methods obtained from
literatures to professionally
analyse the manufacturing and
operation system (A4, PO7)
√
Case Study Report
Explains the role of systematic
planning in solving problems.
Rubrics/Marking Scheme for explaining
the main concepts and methods.

22. Examples of TTS for assessing psychomotor domain
CLO
P1 P2 P3 P4 P5 P6 P7
Assessment Method
Propose solution to
manufacturing and operation
problems using related theory
and analytical methods (C5,PO
3)
Organise in groups to study
and present the application of
advanced manufacturing and
operation analysis methods
based on a given topics (P5,
PO4)
√
Presentation
Performing without hesitation, able
to response to spontaneous Q&A.
Rubrics for presentation which
include response to Q&A
Explain the main concepts and
methods obtained from
literatures to professionally
analyse the manufacturing and
operation system (A4, PO7)

23. ITEMS FOR IMPLEMENTING OBE
CURRICULUM (COURSE FILE)

24. Items Where to find/Kept? Responsibility
Course Syllabus Curricullum/ QA Unit Resource Person/SME
Table of Test Specification Attached with Course Syllabus Resource Person/SME
Detailed SLT Attached with Course Syllabus Resource Person/SME
DEVELOPED DURING CURRICULUM DEVELOPMENT

25. Items Where to find/Kept? Responsibility
Course Syllabus Curricullum/ QA Unit Resource Person/SME
Table of Test Specification Attached with Course Syllabus Resource Person/SME
Detailed SLT Attached with Course Syllabus Resource Person/SME
Entrance/Exit Survey Developed from Course Syllabus by
Lecturer
Lecturer
Lesson Plan Developed from Course Syllabus by
Lecturer
Lecturer
Lecture Notes/Slides Developed by Lecturer Lecturer
Continuous Assessments (with
Marking scheme and Rubrics)
Developed by Lecturer based on SLT
and Course Syllabus
Lecturer
Summative Assessment(with
Marking scheme and Rubrics)
Developed by Lecturer based on SLT
and Course Syllabus, and Table of
Test Specification
Lecturer
BEFORE THE START OF SEMESTER

26. Items Responsibility Usage
Entrance/Exit Survey Developed from Course Syllabus by
Lecturer
Lecturer, Student
Detailed SLT Resource Person/SME Lecturer, Student
Table of Test Specification (A) Resource Person/SME Lecturer, Student
Lecture Notes/Slides Developed by Lecturer Lecturer, Student
Continuous Assessments (with
Marking scheme and Rubrics)
Developed by Lecturer based on SLT
and Course Syllabus
Lecturer
Summative Assessment(with
Marking scheme and Rubrics)
Developed by Lecturer based on SLT
and Course Syllabus, and Table of
Test Specification
Lecturer
Table of Test Specification (B) Developed by Lecturer who develops
Final Exam Sets based on TTS (A)
Lecturer,
Exam/Vetting
Committee
AT THE BEGINNING OF SEMESTER

27. Items Responsibility Usage
CDL Course Lecturer For CQI Report
CQI Report Course Coordinator/Programme
Coordinator
Curriculum Review
COMPILED DURING SEMESTER
DEVELOPED AFTER SEMESTER AND EXAM
Items Responsibility Usage
Entrance Survey Course Lecturer/ Student CDL
Continuous Assessment Course Lecturer Grading
Exit Survey Course Lecturer/ Student CDL
Summative Assessment Course Lecturer Grading
Formative Assessment Course Lecturer Student’s progress
Student Portfolio Department/ Faculty/ Student/
Lecturer
Student’s
Assessments

28. FINAL THOUGHTS…….

29. Roz. From MQF 2 PS 29
The Main Thrusts of QA After MQF
• Toward a system based on learning outcomes not inputs
• From Quality Control to Quality Assurance leading to Quality
Enhancement
• Away from arbitrary ratios toward judgment based on evidence
• Greater responsibility for HEPs

30. The mechanisms,
processes, techniques
and activities necessary to
ascertain whether a
specified standard or
requirement is being
achieved. Checking
performance indicators,
including examination
results, number of
publications, staff
appraisal data.
Review procedures
designed to safeguard
academic standards
and promote learning
opportunities for
students of acceptable
quality.
Taking deliberate
steps to bring about
continual improvement
in the effectiveness of
the learning
experience of
students.
Quality Control to Quality Assurance

31. SO…….
• At the programme level, a programme’s
impact is assessed by finding evidence of the
attainment of PLOs.

32. AIM
• The process of programme evaluation is to see
if the HEP has set appropriate goals and ;
• whether the curriculum, the educational
resources and the management processes are
designed to achieve learning outcomes.
(COPPA, 2008)

33. WHAT IS NEXT?

34. PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9
Course 1 82.5 84.3 90
Course 2 85 81.5 90
Course 3 95 95
Course 4 90 85 100
Course 5 93.3 94.6 100
Course 6 100 98 100
……..
……..
……..
……..
Course 45 100 100 100
Course 46 100 100 98
Course 47 100 100 100
Course 48 98 94 96
PLO ATTAINMENT 92.1 90.4 88.8 83 72 78 98 99 99

35. WHAT TO DO WITH THE NUMBERS?

36. PLO Attainment

37. Diploma in Nursing Diploma in Medical
Imaging
Diploma in
Physiotherapy
Diploma in Occupational
Therapy
Issues/
Problems
Identified
PLO 8 not attain by core
courses
Sem1 and 3 achievement
not align with GPA & E-E
indicator, requires
curriculum to be reviewed.
Not all CDL-CQI being
reported by Faculty
courses
PLO8 attain from core
subject i.e.MIT312-
Management in
Medical Imaging
addresses the
department
managerial but not
the entrepreneurship
component needed
for PLO8
PLO 8 not attain by
core courses
Sem 2 achievement
not align with GPA
& E-E indicator,
requires curriculum
to be reviewed.
PLO 8 not attain by core
courses
Sem 1 and 2 GPA results
should be improved to
enable students to
graduate with higher
CGPA
Ways to
solve
Review 2017. Action to be taken, at least 2 core courses should include entrepreneurship component.
(saranan Garis Panduan Penulisan Akademik Kementerian Pendidikan- Lampiran 3.2)
ALL Curriculum have been reviewed after consultation with stakeholders in 2014
5. Findings

38. Curriculum Review Process
CURRICULUM
REVIEW
REVIEW PEOs
CURRICULUM AFTER
REVIEW
REVIEW CLOs
RENEW CURRICULUM
REVIEW PLOs
REVIEW REFERENCES
REVIEW COURSE
CONTENT
REVIEW TEACHING
METHODS
REVIEW
ASSESSMENT METHODS
Changes of more than 30% of the entire curriculum must be submitted to MQA and
KPM for approval – Ref: Surat Makluman MQA Bil.5/2013 MQA 07 Jld.3 (88) 29 Julai
2013, Surat JPT:JPT(A) 1000/001/012/23 Jld.2(9) 10 Disember 2013
REVIEW DURATION OF
THE PROGRAMME
ADD OR DROP
COURSES
REVIEW NAME OF THE
PROGRAMME

39. One of the most important keys to Success is
having the discipline
to do what you know you should do,
even when you don’t feel like doing it.
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