Ministry of Education

Test Blueprint for National Exit Examination to be held in 2015

E.C

Bachelor of Science Degree in Computer Science

Compiled By:

Shumet Tadesse, shumet.nigatu@gmail.com, University of Gondar

January, 2023
Bahir Dar
Ethiopia
 Table of Contents
1. Introduction .......................................................................................................................................................... 1
2. Objective of test blueprint .................................................................................................................................... 2
3. Expected profiles of graduates.............................................................................................................................. 2
3.1. Knowledge .................................................................................................................................................... 2
3.2. Skills ............................................................................................................................................................. 2
3.3. Attitudes........................................................................................................................................................ 3
4. Themes and list of courses.................................................................................................................................... 3
5. Total credit hour of the selected courses .............................................................................................................. 4
6. Test Blueprint ....................................................................................................................................................... 4
7. Conclusion .......................................................................................................................................................... 10
8. Appendix ............................................................................................................................................................ 11
8.1. Steps followed to develop test blueprint ..................................................................................................... 11
8.2. Issues considered in the test blueprint preparation ..................................................................................... 11
8.3. Calculation of Share of the Themes/Courses/Items in Percentage ............................................................. 11

List of Tables
Table 4-1: Courses organized into themes..................................................................................................... 3
Table 5-1: Courses chosen and their credit hours .......................................................................................... 4
Table 6-1: Share of themes, courses and items of a course from a total of 100 test items ............................ 4
Table 6-2: Mapping Learning Outcomes to Skill Sets .................................................................................. 5

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 1. Introduction

The Ministry of Education of Ethiopia has announced the implementation of exit exam for all
undergraduate program students (public and private), beginning with the 2022/2023 academic year, in
order to improve the quality of graduates produced by higher learning institutions. The exit exam aimed
at checking whether students have acquired the required knowledge, skills and attitudes or not. To
implement this, it requires determining competency areas for a specific program, which is already
completed. Based on the competency areas prepared, it needs to plan the construction of tests.

Planning of a test is a first and vital step in the construction of an achievement test. An achievement test
demands very systematic and careful planning, as a fact that good planning is a symbol of success. Tests
are the tools that provide scores that measure level of student learning and study program learning
outcomes. In order to achieve the valid and reliable measurement of student learning and program learning
outcomes, the development of valid and reliable test is the mandatory. Test should be able to measure
student performance in all dimensions of knowledge, skill and attitude. The carefully planned test
construction contributes to improve the overall quality of the test in terms of test content validity, difficulty
level, discrimination power and test reliability. Test preparation is not an easy task; it requires a careful
planning and guideline to make the task simple. Test construction needs the preparation of test blue print.
Test blueprint is defined as a complete plan that explains how to develop a test. The term refers to a map
or specification of assessment to ensure that all aspects of the curriculum and educational domains are
covered by the assessment programs over a specified period of time. It helps curriculum developers/test
constructors to match various competencies with the course content and the appropriate modality of
assessment.

Generally, test blueprint will help to ensure tests: 1) Appropriately assess the achievement of instructional
objectives of the course; 2) Appropriately reflect key course goals, objectives and the material learned or
covered during the instruction period; and 3) Include the appropriate item formats along with the
knowledge and skills being assessed.

Keeping this in mind, the team has prepared this test blueprint document in order to help the test
developers or content specialists in their process of valid and reliable test construction. The major points
considered in the process of preparing this test blue print guideline were the core competencies that have
been already identified for the themes of courses, the course contents, course credit hours, and the learning
outcomes with their corresponding levels of achievement by learning domains. In line with this, the

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primary goal of this blueprint is to determine the number of test items across themes and courses, as well
as the mapping between learning outcomes and skill sets for the computer science BSc program.

2. Objective of test blueprint

Test blueprint preparation is generally opted to assist the preparation of a test that is representative,
broadly sampled, and consisting of complete knowledge domain expected of the Ethiopian higher
education students on completion of their study program. The specific objectives of test blueprint are to:
 Facilitate the construction of a representative and balanced test items for the selected courses
in accordance with the competencies identified.
 Guide test developers or writers to write or set appropriate test items.

3. Expected profiles of graduates

The expected graduate profile of computer science graduates is outlined below in terms of the three basic
metrics mentioned above.

3.1. Knowledge

Graduates of computer science are expected to understand both the theoretical and practical aspects of
field, as well as the role of computing systems in general. To this end, the ability to apply or justify
concepts, methods, and computational proficiency in the field is required. It is, therefore, critical to have
comprehensive knowledge and understanding of the following topics:

 The fundamental concepts, principles and theories of computation and the application of
computers.

 Software Fundamentals and programming languages

 Systems architecture and infrastructure
 Systems modeling
 Structuring of data and information
 Hardware
 Trends and developments in computer science

3.2. Skills
The following skills are also expected from computer science graduates:

 Remembering emerging technologies

 Understanding computer architecture and operating systems

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  Applying programming languages and software tools to address issues in the real world
 Analyzing existing computing infrastructures and architectures
 Evaluating systems in terms of general quality attributes and potential tradeoffs
 Creating computer artifacts to solve societal problems by applying system modeling,
development, and implementation principles

3.3. Attitudes

Graduates of computer science are expected to have a wide range of transferable skills (attitudes),
including

 Teamwork: Capable of making a valuable contribution to a development team.

 Communication: Briefly explain technical problems and how to solve them to a range of
audiences.

 Handling Ethical Issues in Computer Technology: Recognize and follow the social, professional,
and ethical issues that arise from the use of computer technology.

4. Themes and list of courses

Table 4-1: Courses organized into themes

Theme Courses
Software Engineering
System Development Web Programming
Database Systems 1
Computer Programming
Object Oriented Programming
Programming and Algorithms
Design and Analysis of Algorithms
Data Structure and Algorithms
Data Communication and Computer Networking
Computer Networking and Security Computer Security
Network and System Administration
Intelligent Systems Introduction to Artificial Intelligence
Computer Architecture and Operating Operating System
Systems Computer organization and architecture
Compiler and Complexity Automata and Complexity Theory
Compiler Design

1
Fundamentals of Database Systems and Advanced Database Systems

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 5. Total credit hour of the selected courses

Table 5-1: Courses chosen and their credit hours

No Course Name Credit Hour

1 Computer Programming 3
2 Database Systems2 6
3 Object Oriented Programming 3
4 Computer organization and Architecture 3
5 Data Communication and Computer Networking 3
6 Data Structures and Algorithms 3
7 Web programming 4
8 Operating System 3
9 Software Engineering 3
10 Design and Analysis of Algorithms 3
11 Introduction to Artificial Intelligence 3
12 Computer Security 3
13 Network and System Administration 3
14 Automata and Complexity Theory 3
15 Compiler Design 3
Total 49

6. Test Blueprint

Ministry of Education
Higher Education Sub-sector
Test Blueprint (Table Specification) for BSC in Computer Science
Table 6-1: Share of themes, courses and items of a course from a total of 100 test items
Themes Course Name Cr Weight of Number of Cognitive
ed course or test items

Psychomotor
Understand

it proportion from each

Remember

Affective
Evaluate
Analyze

ho course
Create
Apply

Total
ur

System Software Engineering 3 3/13 = 0.23 0.23*27 = 6 - 2 1 1 1 1 - - 6

Development Web Programming 4 4/13 = 0.31 0.31*27 = 9 - 2 2 2 2 1 - - 9
Fundamental of Database 3 3/13 = 0.23 0.23*27 = 6 - 2 1 1 - 2 - - 6
Share = 27 Systems
items from Advance Database Systems 3 3/13 = 0.23 0.23*27 = 6 - 1 2 - 1 2 - - 6
the total Total credit 13
Programming Computer Programming 3 3/12 = 0.25 0.25*25 = 6 - 2 2 1 1 - - - 6
and Object Oriented 3 3/12 = 0.25 0.25*25= 6 - 1 2 2 1 - - - 6
Algorithms Programming
Design and Analysis of 3 3/12 = 0.25 0.25*25= 6 - 2 1 2 1 - - - 6
Share = 25 Algorithms
items from Data Structure and 3 3/12= 0.25 0.25*25= 7 - 2 1 2 2 - - - 7
the total Algorithms

2
Fundamentals of Database Systems and Advanced Database Systems (3+3)

4
Themes Course Name Cr Weight of Number of Cognitive
ed course or test items

Psychomotor
Understand
it proportion from each

Remember

Affective
Evaluate
Analyze
ho course

Create
Apply

Total
ur

Total credit 12
Computer Data Communication and 3 3/9 = 0.33 0.33*18 = 6 - 3 1 1 1 - - - 6
Networking Computer Networking
and Security Computer Security 3 3/9 = 0.33 0.33*18 = 6 - 2 3 1 - - - - 6
Network and System 3 3/9 = 0.33 0.33*18= 6 - 1 1 2 1 1 - - 6
Share = 18 Administration
items from Total credit 9
the total
Intelligent Introduction to Artificial 3 3/3=1 1*6=6 1 2 1 2 - - - - 6
Systems Intelligence

Share = 6
Total credit 3
items from
the total
Computer Operating System 3 3/6=0.5 0.5*12=6 - 1 2 1 2 - - - 6
Architecture Computer organization and 3 3/6=0.5 0.5*12=6 - 3 - 3 - - - - 6
and Operating architecture
Systems Total Credit 6

Share = 12
items from
the total
Compiler and Automata and Complexity 3 3/6=0.5 0.5*12=6 - 4 1 1 - - - - 6
Complexity Theory
Share = 12 Compiler Design 3 3/6=0.5 0.5*12=6 1 2 1 2 - - - - 6
items from
Total credit 6
the total
Total for the 49 1 31 23 23 15 7 - - 100
program

Table 6-2: Mapping Learning Outcomes to Skill Sets

Themes Course Name General Objective Learning outcomes Cognitive Psychomotor
Understand
Remember

Affective
Evaluate
Analyze

Create
Apply

Total

System Software Identifying a Understand software - 2 - - - - - - 2

Developmen Engineering problem, studying analysis, design and
t the problem, development techniques
gathering data and and tools
relevant materials Demonstrate conceptual - - 1 1 1 - - - 3
Share = 27 and an open and technical skills in the
items from Number of test presentation of the analysis, design and
the total items from the development of the implementation of a
course =6 project work software system
Create requirements - - - - - 1 - - 1
using use case modeling
concepts

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Themes Course Name General Objective Learning outcomes Cognitive

Psychomotor
Understand
Remember

Affective
Evaluate
Analyze

Create
Apply

Total
Develop the ability Understand concepts, - 2 - - - - - - 2
to plan, develop, test, principles and methods in
and debug web programming for web
Web Programming pages logically. and Internet environment

Apply Server Side - - 2 - - - - 2

Number of test scripting Languages and
items from the Implement client-side
course =9 interactivity

Specify, build and - - - 1 1 - - 2

manage form and content
of information-rich web
sites
Design, implement and - - - 1 2 - - 3
evaluate client-server
systems following
specific protocol
specifications, taking
into account concurrency
issue
Fundamental of Introduce database Understand the - 2 - - - - - - 2
Database Systems management principles of database
systems, with a focus design
on how to organize, Apply the database - - 1 1 - - - - 2
Number of test
maintain, and concepts to real world
items from the retrieve data database design
course =6 efficiently and Design database systems - - - - 2 - - 2
effectively for real world scenarios
Advance Database Describe the main - 1 - - - - - - 1
Systems Introduce the concepts of the object
concepts of database oriented model
system architecture,
query optimization, Use different recovery - - 1 - 1 - - - 2
Number of test parallel and methods when there is a
items from the distributed database database failure
course =6 systems. Design a distributed - - 1 - - 1 - - 2
database system in
homogenous and
heterogeneous
environments
Evaluate a set of query - - - - 1 - - - 1
processing strategies

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Themes Course Name General Objective Learning outcomes Cognitive

Psychomotor
Understand
Remember

Affective
Evaluate
Analyze

Create
Apply

Total
Programmin Computer Introduce a Understanding the - 2 - - - - - - 2
g and Programming disciplined approach principles of computer
Algorithms to problem solving programming
methods and Design, code, debug and - - 1 1 - - - - 2
algorithm solve problems in using
development, as programming concepts
Share = 25 Number of test well as to teach the Apply the principle of - - 1 - 1 - - - 2
items from items from the syntax and mathematical knowledge
the total course =6 vocabulary of a to prove statements
modern and solve problems in
programming computing science
language
Object Oriented Demonstrate how Understand the basic - 1 - - - - - - 1
Programming real-world entities object oriented concepts
such as inheritance,
hiding, Successfully code, debug - - 2 2 - - - - 4
Number of test and run programs with
polymorphism, and
items from the son can be object oriented principles
course =6 implemented in Apply object oriented - - - - 1 - - - 1
programming programming concepts
to solve problems
Design and Understanding of Perform algorithm - 1 - 2 - - - 3
Analysis of algorithm design and analysis using the
Algorithms analysis for a variety different techniques
of problems, as well
Demonstrate the use of - - 1 - 1 - - - 2
as developing skills
Number of test algorithm design
to reason about and
items from the techniques
prove algorithm
course =6 properties such as Describe the basics of - 1 - - - - - - 1
correctness and computational
running time. complexity
Data Structure and Combine Understand the most - 2 - 1 - - - - 3
Algorithms fundamental data common concepts of
structures and data structures like stack,
algorithmic queue and linked list
techniques to create Implement the Sorting - - 1 1 1 - - - 3
Number of test a complete
items from the and searching concepts
algorithmic solution
course =7 to a given problem. Use the concepts related - - - - 1 - - - 1
Total credit to Data Structures and
Algorithms to solve real
world

Computer Data Understand the Understand the concepts - 1 - - - - - - 1

Networking Communication fundamentals of data and principles of data
and Security and Computer communications communications and
networks, including computer networks
Networking
protocol operation Understand Protocols - 1 - - - - - - 1
and the concepts and and various networking
operation of local components

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Themes Course Name General Objective Learning outcomes Cognitive

Psychomotor
Understand
Remember

Affective
Evaluate
Analyze

Create
Apply

Total
Share = 18 Number of test and IP-based Understand TCP/IP & - 1 - - - - - - 1
items from items from the networks. OSI Reference Model
the total course =6 Understand
Design and implement IP - - 1 1 1 - - - 3
addressing and subnets
Computer Security Plan, implement, Understand the basic - 1 - - - - - - 1
and monitor concepts in computer
Number of test computer security security
mechanisms to help
items from the Understand issues related - 1 - 1 - - - - 2
ensure the protection
course =6 of information to program security and
technology assets, as the common
well as to protect and vulnerabilities in
defend computer computer programs
systems. Explain the basic - - - 1 - - - - 1
requirements for trusted
operating systems, and
describe the independent
evaluation, including
evaluation criteria and
evaluation process
Describe security - - - 1 1 - - - 2
requirements for
database security, and
describe techniques for
ensuring database
reliability and integrity,
secrecy, inference
control, and multi-level
databases.
Network and Prepare learners to Understand the concepts, - 1 - - - - - - 1
System manage the principles, and roles of
Administration computer operations system and network
and control the
administration
system
Number of test configurations Provide network - - 1 1 - - - - 2
items from the emanating from a services to users
course =6 specific site or Identify security policies - - - - 2 - - - 2
network hub. and troubleshooting
Apply scripting for - - - - - 1 - - 1
system administration
Intelligent Introduction to Describe the Understand reasoning, 1 1 - - - - - - 2
Systems Artificial fundamental knowledge
Intelligence principles, representation and
techniques, and learning techniques of
Share = 6 applications of artificial intelligence
items from Number of test artificial
the total items from the intelligence. Assess the role of AI in - - 1 - - - - - 1
course =6 gaining insight into
intelligence and
perception

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Themes Course Name General Objective Learning outcomes Cognitive

Psychomotor
Understand
Remember

Affective
Evaluate
Analyze

Create
Apply

Total
Understand the use of - 1 1 - - - - 2
heuristics in search
problems and games
Evaluate the strengths - - - 1 - - - - 1
and weaknesses of these
techniques and their
applicability to different
tasks
Computer Operating System Provide an overview Explain the objectives - 1 - - - - - - 1
Architecture of how modern and functions of modern
and Number of test operating systems operating systems
Operating items from the work on the inside, Describe the functions of - 1 1 - - - - - 2
Systems course =6 focusing on a contemporary operating
processes and system with respect to
Share = 12 threads, mutual convenience, efficiency,
items from exclusion, CPU and the ability to evolve.
the total scheduling,
deadlock, memory Explain conditions that - - - 1 - - - - 1
management, and lead to deadlock
file systems Compare and contrast - - - 1 1 - - - 2
the common algorithms
used for both preemptive
and non-preemptive
scheduling of tasks in
operating systems, such
as priority, performance
comparison, and fair-
share schemes.
Computer Examine the Identify different ways of - 1 - 1 - - - - 2
organization and structure and communicating with I/O
architecture functions of the devices and standard I/O
components interfaces.
Number of test comprising a
Describe different - 1 - 1 - - - - 2
items from the contemporary
performance
course =6 computer system. enhancement of
computer architecture
Explain the basic - 1 - - - - - - 1
structure of computer
hardware & software
Identify the processes - - - 1 - - - - 1
involved in the basic
operations of CPU
Compiler Automata and Understand methods Acquire insights into the - 1 - - - - - - 1
and Complexity Theory for describing and relationship among
Complexity analyzing the formal languages, formal
Number of test dynamic behavior of grammars, and automata.
Share = 12 items from the discrete systems, as Identify different formal - 1 - - - - - - 1
items from course =6 well as concepts and language classes and
the total methods for their relationships

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Themes Course Name General Objective Learning outcomes Cognitive

Psychomotor
Understand
Remember

Affective
Evaluate
Analyze

Create
Apply

Total
determining Design grammars and - 1 1 1 - - - - 3
complexity in both recognizer for different
time and space. formal languages

Understand Complexity - 1 - - - - - - 1
classes, P/NP/PSPACE,
reductions, hardness,
completeness, hierarchy,
relationships between
complexity classes.
complexity
Compiler Design Understand the Specify and analyze the - - 1 2 - - - - 3
fundamental lexical, syntactic and
Number of test principles of semantic structures of
items from the compiler design, its advanced language
course =6 various constituent features
parts, algorithms, Describe techniques for 1 - - - - - - - 1
and data structures lexical and syntax
that must be used in analysis
the compiler, and
provide the skills Understand the basic - 1 - - - - - - 1
required for building principles of compiler
compilers for design
various situations
encountered in a Describe syntax directed - 1 - - - - - - 1
computer science translation and type
career. checking techniques
Total for the 1 31 23 23 15 7 - - 100
program

7. Conclusion

Exit examination can play an important role in producing graduates who are knowledgeable, skilled,
and emotionally mature. It helps to prepare competent graduates by serving as a quality check for
effectiveness. It also contributes to the enhancement of the quality and effectiveness of academic
programs. Furthermore, it can serve as a platform for collaboration among academic programs at
various universities to work together to improve program quality.

To meet the graduation profile, competency and learning outcome, exit exam competency selection
and identifying core course was done for 2015 EC graduating students. On top of that, a test blueprint
demonstrating the share of themes, courses, and number of items for a total of 100 test items is
presented. Furthermore, each course learning outcome is mapped with the skill sets to facilitate the
preparation of fairly distributed items on each team, course, and learning outcome.

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8. Appendix
8.1. Steps followed to develop test blueprint

i. The identified core competencies corresponding to the respective course were listed.
ii. Specific and minimum competencies to be assessed by the exam were identified.
iii. Major learned course contents corresponding to these listed minimum competencies were
listed.
iv. Measurable learning outcomes based on these minimum competencies were identified using
action verbs.
v. The test format was determined.
vi. The weighting of the listed learning outcomes was determined.
vii. Learning domain categories for which each of these learning outcomes was identified
viii. The test blueprint table was created.
ix. The number of test items for each learning outcome was determined by the types and levels
of learning domains.
x. The sub-total and total test items were chosen based on their learning domains and learning
outcome categories.
8.2. Issues considered in the test blueprint preparation

i. Curriculum details
ii. Course outlines/guidebook details, lists of learning outcomes and other curricular materials
iii. Course contents pertinent to the respective learning outcomes
iv. Time devoted to cover the content with in a course (course credit hour)
v. Total test length (i.e., total number of test items)
vi. Number of questions allocated to each content area using the proportion calculated
vii. Weight for each item
viii. Relevance of the content to students future career
ix. In addition to these, the documents listed below were considered:
 Identified core competencies of the program
 Harmonized curriculum of the program
8.3. Calculation of Share of the Themes/Courses/Items in Percentage
𝑎
 Share of themes (T) = 𝑥100, Where “a” is the credit hour of a theme and “b” is the total credit hour
𝑏
of the program. Credit hour of a theme is the sum of credit hours of courses in the theme.
𝐶𝑟𝑒𝑑𝑖𝑡 ℎ𝑜𝑢𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒
o Share of courses per theme (C) = 𝐶𝑟𝑒𝑑𝑖𝑡 ℎ𝑜𝑢𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑡ℎ𝑒𝑚𝑒
𝑥100
o Share of items per course = 𝑆ℎ𝑎𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒 𝑋 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠

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