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. Demand as principal means to control construct to be

assessed in item; function of judgement
. Difficulty as empirical measure of how likely a test-taker
will answer item correctly; function of prediction

B$s'
{r*/

Judgernental measure of Statistical measure based on item

examiners' intended requirement responses/scores
or challenge imposed on test (e.g., percentage of correct responses /
takers marks obtained)
--.

Mav not be quant nable ' Mav -?1"?u';;[tttl'oirl:I*ffi {" e

"

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. Absolute judgement of item demand(s) tends to be subjective

and lack inter-judge reliability
. Nevertheless, we can be more accurate when comparing items,
i.e. making. relative judgemdnt

www. nomoremarki nq. com/demo 1

. For the use of the comparison reports, the key is to compare

the relative demands between Prelim and PSLE papers

Schools provided with

. a framework for comparing item demands
. examples of "easy", "moderate", "challenging" items

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. Cognitive demand refers to the type of processing

required
. Cognitive demand of any item thus includes degree of
complexity and range of knowledge it requires
(ccntent), level of specificity related to the manner
which concepts and skills are described and
assessed (contexts) and cognitive operations that are
required to process and organise it (response strategy)

CaR Framework

Bloom's
Taxonomy

Webb's DOK

CRAS

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S*iar pon+is, are Flaced on the [Link],of ssrle holles to produce eieclricity du,ring davtin*-

s&tar p*r**i

Ery

Whi#t tffi r#ied ty 9e s#*r p*nels k xse6 tu W*&reele*'ttr

tt, fur*ery
¤) ffirdserfly
t3l ktrsi*rerry
t
v
{4} p6**Kid#sss
L
v

The ciiagram shous ihe chaage cf shte sf water-

,fr
r\"**
}
{*
{,
\.** ]
Wh*t are pft}*esses X a?d Y?

x Y
freeaing e'raporation
.\1) conCensgtion freelng
LY Content

{3} eondeftsation L Complexity

[Link] melting L Context

L8 Response

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fiiE dnag*arfi ba*r{..strours a t<rrcir.

,-#***
Lr-*--{g}
slift¤h

ta8ric&*rc difue tblbehg Srecrs &e coneet ffi &f *le ter{*?

(1, r-r
ttu -/
t=i**--Jr-
{r
H
tzl
--l:--*1----,/'
t@
I r---*t
.-1-F-* - I

8)#
IW
r-
*1---S-- I L Content

l,'\ Complexity
t4l ffi
;"-'1r--..j- -,' L Context
i@ L
-1---f".-"-----.....- I Response

Se*g l{uat connacted his pl:one to frTe electriei{ supply vritrfu a wira The plug af the wire fttted
&e phi:ne prep rty-
Eag
eleelr$eiS
piugs supp-ly

*iaErari'l

Ths wire k covered rry1ithn-rbher-

S{ak e pffiperlf *f rubber thai makes it saf¤ for ffrLB use, l1I

L Content

L Cornplexity

M DI Context
L Response

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Ss'!y set l,E a {h*bell e sho(titt

ThB kon C&rdq arr$ *ceio ctnsil sE f!(Ed tsl #,

}lls ircE rcd wt dng sbor* poina p-
A rEEir g is &6S b tre,ro.r rod-?it¤ #g
ryld S e¤ gihc !s &6{t

}J"rrrqd
{effi $fifiEabs{s$
fu¤d phii&R
O^\\')'g/t1)

,o. Hfua e*ilbd araand a

fix¤d ilon cylnrJ¤r W*ror* drar+ging tle iron rod snd plele R. euggest ¤ chargeL $[Link]-up !o Froduce
a }oude?'dorg'$ouad. Exi{aia your answer Fi

sFr*g

L-J, H @r;"rT-T
I
H lcomnrexitv I I

$f¤sr Sa{*y do#{fi8lN*ftdi gratr!.}rad td.*!ebe* }asrosreaalsid se{51d-

t1 l.*,""---[---l
ULltrexr tr6 op¤rcd *re ereE fi¤ fsirodlinpEieRtowtruasa'doqi3a.u1l,. H l*t'pon" I l^

JcTtn pl¤*,ed ¤ s{:$d ryBde orsubsieffie¤s J e1d T iri the set{p Bs s*offl beloitr"
Substance J l}ad a lo$¤r nlsi{ing poifit than subsla$ee T.

d,$*9 Er*s&$a.,
**stance?

{.} Fbq6jt¤d to a&&irl e x6d ma&o{'**&rce.}o&

St Effifts.r?resddus#j,tre#-r*to&9o. l2I

t+ Content
ii iF qrd*r b e*l$se $al 8rs **d does not orrr{efi *i*sBDc¤ ?" at
{i
{,F lw¤{eilfe *r#tH h* set&e lr*a.{e[? "rtl*t
tl3 R Complexity

H Context

G Response
76

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A work*r used a truck to deliver blocks cf ice. A mist was seen vrrlren
ice was taken out of th¤
truck as shown.

thick plastio stips

dv\^wry)

{a} Explain how the miBtlt1¤$ tbrmed,

{21

fr Content
H
Complexity f-f
A
p Context V
[4' Response
H 77

AE z eordoet#d a$ e*p¤{ire*t uslng tha s¤d-up below.

fJf,nt*tn¤r lBndq {rf

Az¤ wanted ts bnry hot tuo,J'arrd_cs,td qsg rs 5 5a6eo1 irp.. r{e i1¤r86d:is te;p rtre '."'
iJrc
litluir:tYdg-rc hol [Link] ddnks eo&r. whicfi tr*I¤nntstlrourC o" *or.-SJt"ore-#iil;o"r;;&;'-
l{{t*ri$t i6f f cni.1r+r eensrrii
$ot toa* cotd Cri$hF
rigatsf 6t ?5FC
i!i p F
{l} P ii
Herli*esr:[Link] taFrBE refiltiqBd y i*tlje Httai*erovera p,ei6d qf time.
{3} E. ,P
fi¤ rcpa5led &6 Gxp¤rilx{s1t usias.a canh?ner rnods [Link].i&teri*I q. H{s ,asu}ts
{hs S*lph b¤rortr
[Link] Ehr}!rr} ltr {4} u
Ts*?t0s6titre
.of t(RlisY

,t^atu#9

Content v
Complexity t-l
Context H
Response

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X*rnlad ccixrlrcled srl rspFJinl*nl !y plocrng t$o glass beake{s e*cn conhinhg 5, fif ct
iiquid L in lie same r,l6n. The:iqsids tjere kept a{ dif{erent ieriperatures. He measred the
yobnlB of l;qurd L {emarling rl eaci beahE{ afiEr ssn& tr!'Ie. pofl of his r¤sults are sho*r]
'i¤li}v

B:akcr Erpe*cd adrt*¤a Tlmpleturr Vol$rrr of liquld L

[Link] iefnl fc} rcrssiritnll (mi4
1
-;* .,

? :+ EO

*En# renste* fr* e6¤[Link]*. rsB gtffiref ilgr w# *ar .5o fi{ #, rfr# [*
Thb.&riE, llre E$ddg [Link] ekit. erFo*O s$fsc* Ee*. &*t.f tdg rese$$ are Erd!,yn
b¤ldn^

Baaker
Cxped srr:fac+ trmp*rrtlrE t'o{+*c of liquid L
a:rr {tm?! {"c} rtlniining (,n*
& r8 t*
"t 0il 2..'

lqf*t ste'I*6F$Esil$etak ee sf 1-End,"1?

I ,4
t^
111 JO rs
r!
H
{3}
{3i
,! <t v
itt rilIJ v

W*nshan set gB a gfcrati-i. as sho'-/-.n.

Atl fue hllbs were St wl¤n ¤la four switdr# Here i$s¤d.
the wanted trr6 fery'sst nsrlber qrf brdbs te & !g hy op+niflg [Link] slE sl#iidir.
Whictr switch shoud sirie open?

t1) A L Content

\at It t''t Complexity

{3} c M Context

(4) O L Response
80

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uone6" J efid K, *r} wet .Hfid, [Link]$ J gnd K

Adtar'i*v*ra* .1ro$$, 'rftc $.av,/ $or?c r,r&t*l' c*teff*C. 6.t ffie ba6e of ea4h cads as silo*fir"

($, ¤xBhilr how tlre [Link]$ csllected.

Content L
Complexity v
Context Pl
Response t-l

I
Srrdy tlle rin*S: sll4Hl beiary-.t!h*n Alfitad +{6s6d lr* {*i{dr S,. h+nalsl ,&at tlrc k{fi, balt [Link] $!e itBi bdl sras oi pohlAq it$aE e*bEr&{t bylhei$q* bar, I

rneesd uq, {n{ {q{6itr b*&'iefi Fcihts A a*d B! fir}d era tighl bub {rrrne$.'dn 6fi*,Blt I

r¤Featedtyt Giv¤ a rdassl fsr.!hls.6b9*{vsiinn. {1} i

!l
I
L-------------

{*} fdtiqtlrrEu$ii }&gpen to Uie trsr} BEit r,}rreft it v.*E! al $6im {ts?
d$vna re*o* tar'rrrr aaEver, tal

ilon coatacts

ta! fil fiBdi{s|IEnx W fo6fl ba! tr6 r*6k}gt on h'ettm ¤*t6ds.

Expioro why rfls tutb {il. [Link] wiie$ lhe iron balt uft1s at poinl A tII

Content H-
Complexity
LIA
Context f
Response {4

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W??f{*; *f tfr* fcll*laifig argpai*a:rs can m** tts sw? fs$d?

("?) fem

{2} ax&r$d

(3) beetb

{4} rfi+**fir**rrr

t Content

L Complexity

L Context

(,. Response
84

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wtrich of the followi*g cantrols most of the activities wiiFri* the oelt?

{?} ceilwatr}

{2)
{3i
**llmer*brans
nucleus @
{4} cylopla*m

Content L
Complexity ,
Context
I
Response t

Tire diagrar below shcrr* Ure diteciiqn el blood rlovr in soi.,1e parts of ilr¤ body
tll tt]
Arnouilt cf
tr. xlgen
1_
tffi
Arnounl of
oxygen
i_
Lffi-ffi*
A S Btrood
ffiilg-
A c Bload

(s) {4}

i_
I
Aiiiount of
il- Affawtof

M
oxygsn tffit
IW
0xlrgEn

The same ;ficunt of blmd r#as taken from d, B, C and D. Which cha.t shar/s ihe c$reci
cornFarissE gf [Link] oloxygen iR fte blaed samp,les?
]ffi
tffit ffi
ffi
B D E39od D C Blood

Content L
Complexity lt/\
Context L
Response
L
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The diagram shov/s two flowers.

t'; {\= D t3
trrJ
1T AA tt* t;t @
wv
1?
\t JL #t/
N.W uJ
il -rf--

Pollination takes place wfren pollen grai*s are ha*sferred fron*

(1) DtoC and DtaF

(2) E to C aild Eto F L
(3) EtoF and DtoG u
L
i4) FtoD and Htoe v

F*leiibri uente'd t Bn* dl;e hcrr iempry?tu.¤ i#act5 ti1¤ ntr:t*er cf a *,!Eko abc nar#d to find rir.¤ F ihe ar*ilx d l&H eecls th* rdstd¤r Ef tEldfe6
deFM. produced.
¤gnert*er
ts,,e,ter Fla$il fi SeEeribe h.F*r*tren sodd ffirr+r.* St*.*xprtre* -*t¤s* *)a?qi*g dnf +f
Xrceibav.e=fr@s- 8,

'
%ffler
tlte Bire¤ri&ng :of *ger Ft iryC qF![Link]:Ftl !E1 Are kfF. Slle *runted ltre
SI1E .set
rF:ls@t¤f br"&blee Fduaed pe* rtli**e. lilexi, shr..Wat6 8¤ e*.pe*srBltsgtre erd
3tec. Xer res$.XE #s a* nflw.i!"

tl{:qb6r ot bubbies pradEced

TqfiFsrld{trq {*C} pe. minst¤

2* aa

JU
tt Content

Complexity

fi Coniext

Response
H

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A iarmer mndilcted an experjment to invesliga{e th¤ effect of tempB6ture oisurftnding Tfle graph belol# shcws there3ult ofthe expeliment
air on the gs,#'th sf ptar* L ov:-r a period of Eme-
Mass af
Tlre greph belw slioyr's the result of the experiment- plant L (kg)

Massof
phEt L {kgji

Amou1.}t of ligit
5J015 {unit)
T*rpe,r-afureof
Based oB ihe results of his experirnenis, exp{ain how the la,rmer eoulil [Link] lhe
s,[Link] dr fci {a}
l*rgestmass ofplBntl- t2l
He then conducied aEother #periment io investjEats the efteci of t}le an:ouot oi light rn
'ihe grouth ot plant L over a period oi time.

-P |,4
Content

Complexity H
Context H
Response
H

Ah Ymg @ndrrcied an gxpsiment usirg two dent¤l llasks as sholln b¤loyr_ Flask C ua6 Diagrarns A a[d B show bjd S at [.Jo diif¤rent tires oi the year When thE i*1heE
covered wi8t fealheB trhile ,6k D 86 rct. 6oth iasks pere lified with 200 cm3 oF waier at beEme old and wom, tstey are repJaed ty nry f¤ti,ers_ lE Diagrm B. bird S has rc
'5'C. feetheis as ii is in foe prowss ot rsp,acing old i¤{heE with new ms-

r&
lt
l, \

flask C
-s_J/-
frask D

Ah Ycng pl&ed both flasks ido a lenk of lai wEls st gD'C. H¤ r@rded the lemperakre
Diagiafi A
-9" DiagEm B

of wate, in bgth fl6ks at differeot limes. His reillts are slDrff io ihe gEph betrow_
(b) EeseC on Ah Yo!-r's firdinqs. v,Duld birij S replE¤ ils fe8t\e6 dldng the lrotter or
TenrpeEture (oC) Dlde. o)or,ttB ol lhe -ymf? Expiaifi wu. answer, l, I

in a Emily of bird S, ,lhe female adult reple@G iis feathers a tew y/eeks ajier tle
young ha!¤ hatched- Tfie mEle adul! oEly rep:aes ii:s i:iiheE afrea the feffil! has
g6vn new leelhss-

Suggesl shy the ferale atri male adulls replace thei. lslheE at frferent ,mes.
Ill Content
H
Complexity t-l
Context \1
l]me (hinl Response
h1

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ssii egl $t *R ekileriB:r*flt *req fq*r Gisnft* te*li*g a. *" *. s*d: $ 6{} {fIe seEa pkilt
'I?!¤se {qGqg }B\¤ $S5a&s *er ferryger xtd
+.r.**rs:. a$ fldnr¤ta qE} Xxrser strrfffi6,
ls¤# rqsd*etef fi$u$r &¤ seqsret*. kd ie6d h*. r¤s&s ** cfi{&s¤ 8k dflkftr*a &*s#fl $bntak r$ *E r$$[Link]{* M
sfrfr¤ss*{ &e iffiv¤s
S'¤ $satsds¤{I?¤ *r&cEe of 6Bbal|e*Br[h oitas*:*rac] i]i Aee$e.
lq#rai*ffi Ssrt &te,!$e**St r* sBtdsea s& ttle,ffire$st tlss &r*?
,, I@ c&atc{ts{i?r oL
LEEI ,i Dp*r s Grfaci [Link] ssr{a* t1} Ths¤ ale ll1es* s&rsl* Ila &s elrftse&
¤r.?

o {?} Tbseam *we *aat*(r} tkegFFtr¤E&r¤s-

a yEs
Pt Tk fFEmfftg* d Sr* sk**e.¤6r S** r+FEr sst¤r.* Bre niE@.
H
14, Tfur6 srgWs*fjlsfiM$ds&nrasmsltreqper*rdh*r*rf;aqesqttffiTB6,

fii* liai* $ffipkiiry+ u$dry htlp*S ri#"gi{f}L *e'*i nuiasrmg *w wkrn* ¤ wnt{ir fucs sq*tr
ll{-ee ho*s. Her rs$l$ 6e slrorrn behw.

ofutneof"{oter +
\,
!)ss {c!.l}*} I

Content

I
i Fffiu ffi
Complexity

Context

Response

Ai*a ¤ld a lillrat is ti:e reiaiionship [Link] ihe teftp¤rsiure cf the ali anC distance Y? I11
:en#d6O
Str measud

I Anird H lives i* fre deserl

O-
I H sklds sB the Msandvri*rib fs,s-lor:g tegs"
ller reei"ka re sirorvn nelcrv I
I

i Bas¤d on ile' above fudslgs, e*Frin xfty having long [Link] h m [Link] lsf
Eistatlce Y {erl}l 2 l8l5llol1?i It- anirdH. {1i
i TerhE?aturE ol air
L;*=:;:::;
: 42l
t"Cl !_
.:;:*-, :-6- ffi l___

$at 1
Content

Complexity

Context

Response

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Yw+n plaed four sirda oreqg* !n {*r ider*hal *aled be:e He $aced b*cs P ad Q
in a cold phce rff, b6x.3 R afid s in a ',lum place. Ssbsianc* Y abEo&s iyrtEr from rhe ,1
tu*'no'***
(b} ,*, ( lt4 )
"
r*,0,
{ - --l--l *
Box I {srd} Yiwen has a nedcat condiibn h whicil fungus

-ifrft nrh
gn+vs oa no
\-,
[*'r I l':T*.' l;q
el r-+** t'j]
lrgls substan* Y

f fu {},I,,'{ \ql'|r-{'"s*
Uu,
r- -__l [l-l
{[Link]}
Eox R {[Link]}
Box Box S (wEm)

wakr sqbsi#lce Y
[,:::TffiJ;il;"1ff:;:,:*:ffi]:=*"*o 4
I Y I lsubstffrcev I

t f-l--{
t[--:l ('l
f'r,\ I I tl--l
l[,,,'i:'il
C:r\
tJl I

;;; ;; ;: ;. ;;;. ;;;;;;;-;;;; ;;;;;;,;;-

- --
i il foryourareuer. trt
i

i i

il*".fl
i l t-* V
Content

Complexity v--t
I
Context 14
con,*. I lt4
-
I

E;""*TAl
Response
14 ,.

ffiffiffi*- Which of tl:e following featureis) would most likety he fourd in planis growing in a hoi and
ffiffiffi ffi
dry place?

A swcllen sterns e\
B shsrtroats \/
c broad leaves

(1) Aonly rcLti("t\u'

rj-' '\t '
(2) B only *.t^t[
'{^d
(3) A and only
c
f) -l
_l_M
E** Content
(4) B and C only
F"'p"g,rTt^r-l
Complexify |M

l;"" TM-l
Context tA

IEG-T_L-I,,
Response

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The chart below shows how substances P and Q are tansported in the hruman body.

other pans oi the boCli

What are systems Y and Z and subsiances P and Q?

System Y System Z P a
{1) respiralory circuiatory carbon dioxide oxygen

{2) circulatory respiratory carbon dioxide oxygen $

s}\
{3) respiraiory circulaiory oxligen carbon dioxide
v
(4) circulatory respiratory oxygen carbon dioxlde v

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To adjust an item demand, consider

. the C3R Framework for Science
. the locations of PSLE Science item demand

lntemational
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CsnterEt

To increase demand To decrease demand

Test knowledge that requires deep learning . Test knowledge that are familiar
and understanding
lncrease the number of concepts tested . Reduce the number of concepts tested
e.9., synoptic, include both life science and
physical science components, combination
of topics

StlmarEus

To increase demand To decrease demand

a Use novel context . Use familiar context
a Present information in a way that requires . Present information that does not require re-
re-organisation organisation
Contain only relevant information so that . Select, interpret and make inferences from
there is no need to filter out unnecessary the resources provided
information
Command words such as "explain" and
"evaluate" result in questionsof higher
. Command words such as "state" results in
questions of lower complexity
complexity

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Task

To increase demand To decrease demand

lncrease the number of steps required to . Decrease the number of steps required to
complete the task complete the task
Complete the task by devising their own . Break up the task into sub-questions E.g.,
steps E.9., planning an investigation asking candidates to identify the
independent & dependent variable
a Assess on higher order processes E.9.,
. Assess on lower order processes E.g.,
remembering, u nderstand ing
analysis, evaluating

Expected responses {only for constructed-respoese items}

To increase demand To decrease demand

. More details needed . Few details expected

102

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^^^^^ t^ ^ r-^.,\ Expected response (e.1

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. Matrix Plot
. Check overall classification: "Pitched Right", "Strict", "Lenient", "Marginally ..."
. Comparison Report
. Check deviations at AL2l5/7
. Review Prelim TOS for challenging/moderate/easy marks
. ldentify/Classify item demand
. Judgement, with reference to exemplar items & C3R framework (Science)
. Adjust item demand
. Creativity, with reference to released items and Science item frameworks
. Adherence to assessment principles
. lterative process
. Rigorous and fair processes for test administration and marking

I
uo'++"!"
lSEllE ^
[;
* t Singap*re f,xami*ati*n* and
trYl
,-i r,\

w/.."
"&ssesg,r-nsnt Bo*rd
A frusted autl':ori?y in examinciions and csseEsmenl,
recognised locclly and internoiionally

rturinlLri'A\!
[Link]&"

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