Kisi-kisi tes rsbi kelas 7 2011-2012

Table of Specification of Final Semester Test ItemsFor Pilot International Standard School – Junior High School

(RSBI)Subject : Science (Physics)Year / Semester : VII / 1Test Type : Multiple ChoiceNumber of Items : 30 ItemsAcademic Year : 2011-2012

NoGraduate Competence

StandardYear

Standard of Competence

Basic Competence Topic IndicatorMC/ Essay

Number of Test

1. Doing standard measurement accurately by using appropriate tools often used in daily life.

7 1.Understanding scientific procedures to learn natural objects using tools.

1.1 Describing fundamental quantity and derived quantity and their units.

Quantity and Unit

Given various types of quantities and their units in a table, students identify fundamental quantity and derived quantity and their units.

MC 1, 2

Given the identity of physical quantities, students find the derived quantity unit.

MC 3

Given a table of various quantities, units, and measuring instruments, students choose the correct pairs.

MC 4, 5

Given some data, students perform simple conversion units for length, mass, and time.

MC 6, 7

Given the data students MC 8


StandardYear



Number of Test

perform simple conversion units for speed

1.2. Describing the temperature concept and its measurement.

Temperature and its measurement

Given a figure, students read correctly the result of thermometer measurement.

MC 9

Given a figure of a thermometer, students convert the temperature of an object in Celcius scale into other thermometer scales.

MC 10

Given a figure of a thermometer, students convert the temperature of an object by using a scaled thermometer into a homemade thermometer.

MC 11

1.3 Doing standard measurement accurately by using appropriate tools often used in daily life.

Given a figure, students read correctly the measurement result by using a ruler.

MC 12

Given a figure, students read correctly the measurement result by using vernier caliper.

MC 13

Given a figure, students read correctly the measurement result by using a micrometer screw gauge.

MC 14


StandardYear



Number of Test

Given a figure, students read correctly the measurement result by using non-standard units of measurement.

MC 15

Given a figure, students read correctly the result of volume measurement of an irregular-shaped object.

MC 16

Given a figure, students read correctly the result of volume measurement of a regular-shaped object.

MC 17

Given a figure, students read correctly the result of area measurement of an irregular-shaped object.

MC 18

Given a figure, students read correctly the result of mass measurement.

MC 19

Given a figure, students read correctly the result of weight measurement.

MC 20

Given a figure, students read correctly the result of time measurement.

MC 21

1.4. Making a graph based on measurement data, analyzing data and communicating

Given a graph of motion, students interpret the graph of distance versus time.

MC 22


StandardYear



Number of Test

the result.Given a density graph, students interpret the graph of mass versus volume.

MC 23

2 Understanding elements, compounds and mixtures.

2.1.Explaining the concept of elements, compounds and mixtures

Elements, compounds and mixtures

Given a description of matter, students determine the physical and chemical properties.

MC 24, 25

Given an example of elements, compounds and mixtures in a table, students identify the right classification

MC 26

2.2.Comparing properties of elements, compounds and mixtures.

Given an example of properties of certain substances, students identify compound properties.

MC 27

Given an example of mixtures, students identify homogeneous and heterogeneous mixtures.

MC 28

2.3.Doing mixture separation using various methods based on the physical and chemical properties

Given many properties of mixtures, students select the correct separation method.

MC 29, 30


(RSBI)

Subject : Science (Biology)Year / Semester : VII / 1Test Type : Multiple ChoiceNumber of Items : 30 ItemsAcademic Year : 2011-2012

No Standard of competence Basic competence Topics Indicators Items 1 5. Understanding natural

phenomena through observation5.1. Observing an object systematically to gain information of biotic and a-biotic natural phenomena

Biotic and a-biotic natural phenomena

Given some examples of natural phenomena, students identify the type of the phenomena.

31

Given a graph of an experimental (a melting ice)result, students estimate the time needed for ice to melt.

32

Given a graph of an experimental (melting ice) result, students determine the types of the variables.

33

Given a table of an experimental (a

34

growing plant) result, students interprete the result by graph.Given a graph of an experimental result, students draw the best conclusion.

35

Given a paragraph about observation, students make a hypothesis based on the observation

36

5.3. Using microscope and other supporting instruments to observe the natural phenomena

Microscope Given a figure of labeled microscope, students state the parts and mention each function.

37

Given some figures of handling microscope, students choose the figure of handling a microscope correctly.

38

5.4. Applying the work safety in observing natural phenomena

Work safety Given a procedure of scientific investigation, students choose the right figure of the laboratory apparatus

39

needed.Given a paragraph about a nuclear disaster, students determine a set of symbols related to the paragraph.

40

Given a figure of a messy laboratory, students identify the do and don’t activities inside the laboratory.

41

6. Understanding the diversity of organisms

6.1. identifying characteristics of organisms

characteristics of organisms

Given a plant figure, students identify the characteristics of the organisms represented by the figure.

42

6.2. Classifying organisms based on its characteristics

Classification of organisms

Given some figures of animals and a scheme of animal classification, students determine the bases of classification.

43

Given scrambled taxa, students arrange them into the correct order.

44

Given a scientific name of a species,

45

students apply the correct way in naming organisms.Given a table of comparison among organisms, students identify the similarities among them

46

Given a figure of a flower and a simple dichotomous key, students determine the type of the flower.

47

Given some characteristics of an organism, students determine the kingdom of the organism.

48

Given a table of characteristics of some flowering plants, students determine the correct group of flowering plants.

49

Given some characteristics of animals, students determine the group

50

of animal.6.3. Describing the variety of organization of life from cell until organism

Organization of life Given a figure of organelle, students mention the function of the organelle.

51

Given figures of animal and plant cells, students compare the composition of the cells.

52

Given a figure of mesophyll cell, students determine the organell.

53

Given a figure of cross section of leaf , students identify the units of organization.

54

Given a description about animal tissues, students determine the type of the animal tissues.

55

Given a figure of a plant organ, students identify the type of the tissues and describe their functions.

56

Given a description about an organ system, students determine the organ system.

57

Given a random order of organizations of life, students rearrange them into the right order.

58

Given a figure of a system, students identify the organization of life shown by the figure

59, 60


(RSBI)Subject : EnglishYear / Semester : VII / 1Test Type : Multiple ChoiceNumber of Items : 50 ItemsAcademic Year : 2011-2012

No Standard of Competence Basic Competence Text Type Topic Indicator Item

1 Reading 5.2 Understandingaccurately and efficiently implied

Notice At the public places Given a notice at the public places, students identify the

1

5. Understanding meanings in simple short written functional texts related to students' immediate environment and/or to academic context

meanings in short functional texts related to students' immediate environment and/or to academic context

meaning of the text.Notice At the public places Given a notice at the

public places, students identify implied information in the text.

2

5.2 Understanding accurately and efficiently implied meanings in short functional texts related to students' immediate environment and/or to academic context

Caution At school environment Given a caution at school environment, students identify the meaning of the text.

3

Caution At school environment Given a caution at school environment, students identify implied information in the text.

4


Greeting card A success of a family member

Given a greeting card about a success of a family member, students identify implied information in the text.

5


Given a greeting card about a success of a family member, students identify the communicative purpose of the text.

6

5.1 Understanding accurately and efficiently implied meanings in short written functional texts related to students' immediate environment and/or in academic context


Given a greeting card about a success of a family member, students identify implied information in the text.

7


Invitation A birthday party Given an invitation card of a birthday party, students identify implied information in the text.

8

Invitation A birthday party Given a quoted sentence from a birthday invitation card in which one of the word is underlined, students identify the meaning of the word.

9

5.1Understanding accurately and efficiently implied meanings in short written functional texts related to students' immediate environment and/or in academic context

Invitation A birthday party Given an invitation card of a birthday party, students identify the communicative purpose of the text.

10


Greeting card School environment Given a greeting card of the success of the students, students identify implied information in the text.

11


Greeting card School environment Given a greeting card of the success of the students, students identify the communicative purpose of the text.

12


Greeting card School environment Given a greeting card of the success of the students in which one of the word is underlined, students identify the meaning of the text.

13

5.1Understanding accurately and efficiently explicit meanings in short written functional texts related to students' immediate environment and/or in academic context

Short message Extracurricular activities Given a short message about an extracurricular activity, students identify specific information in the text.

14

5.2 Understanding Given a short message about an extracurricular

accurately and efficiently implied meanings in short functional texts related to students' immediate environment and/or to academic context

Short message Extracurricular activities activity, students identify the communicative purpose of the text.

15

Short message Extracurricular activities Given a sentence quoted from the short message in which one of the pronouns is underlined, students identify the reference of the word.

16

5.1 Understanding accurately and efficiently explicit meanings in short written functional texts related to students' immediate environment and/or in academic context

Announcement School activities Given an announcement of a school activity, students identify specific information in the text.

17

Announcement School activities Given an announcement of a school activity, students identify detailed information in the text.

18


Announcement School activities Given an announcement of a school activity, students identify implied information in the text.

19

5.2 Understanding Advertisement Stationary Given an advertisement of a 20


stationary , students identify the general information in the text.

Advertisement Stationary Given an advertisement of a stationary , students identify specific information in the text.

21

5.1 Understanding accurately and efficiently explicit meanings in short functional texts related to students' immediate environment and/or to academic context


Advertisement Jewelry Shop Given an advertisement of a Jewelry Shop , students identify specific information in the text.

22

5.2 Understanding accurately and efficiently implied meanings in short

Advertisement Jewelry Shop Given a sentence quoted from an advertisement of a Jewelry Shop,

23

functional texts related to students' immediate environment and/or to academic context

students identify implied information in the text.


Announcement School Concert Cancellation

Given an announcement of a School Concert Cancellation, students identify specific information in the text.

24



Given an announcement of a School Concert Cancellation, students identify detailed information in the text.

25


Given an announcement of a School Concert Cancellation, students identify the general information in the text.

26

5.2 Understanding accurately and efficiently implied meanings in short functional texts

Advertisement A Computer Centre Given an advertisement of A Computer Centre, students identify the implied information the text.

27

related to students' immediate environment and/or to academic context

Advertisement A Computer Centre Given an advertisement of A Computer Centre, students identify detailed information in the text.

28



Advertisement A Clothes Shop Given an advertisement of A Clothes Shop, students identify implied information in the text.

29

Advertisement A Clothes Shop Given a sentence quoted from an advertisement of A Clothes Shop in which one of the pronouns is underlined, students identify the reference of the word.

30

5.1 Understanding accurately and efficiently explicit meanings in short written functional texts related to students' immediate environment and/or in academic context5.2 Understanding accurately and efficiently implied meanings in short functional texts related to students' immediate

Letter Condolences Given a letter of condolence , students identify the communicative purpose of the text.

31

environment and/or to academic context


Letter Condolences Given a letter of condolence , students identify detailed information in the text.

32

Letter Condolences Given a quoted sentence from a letter of condolence , students identify the reference of a pronoun in the sentence

33


Letter Condolences Given a letter of condolence, students identify implied meaning in the text.

34


Label Food Given a food label , students identify specific information in the text.

35

5.2 Understanding Label Food Given a food label , students identify

36


implied information in the text.

Label Food Given a sentence quoted from a food label in which one of the words/ phrases is underlined, students identify the meaning of the word/ phrase.

37

Label Food Given a food label, students identify the communicative purpose of the text.

38


Email Thanking Given an e-mail about thanking, students identify specific information in the text.

39

Email Thanking Given an e-mail about thanking , students identify detailed information in the text.

40

Email Thanking Given an e-mail about thanking , students identify the topic of one paragraph of the text.

41

5.1 Understanding accurately and efficiently explicit meanings in short functional texts related to students' immediate

Email Thanking Given a sentence quoted from an e-mail about thanking in which one of the pronouns is underlined, students

42

environment and/or to academic context

identify the reference of the pronoun.


Label Drink Given a drink label, students identify implied information in the text.

43


Label Drink Given a sentence quoted from a drink label in which one of the words/ phrases is underlined, students identify the meaning of the word/ phrase.

44

Label Drink Given a drink label, students identify the communicative purpose of the text.

45

2.Writing

6. Expressing meanings in simple short written functional texts and essays, in the form of descriptives, recounts and expositions, to communicate with the people in students' immediate environment and / or to communicate academic information.

6.1 Expressing accurately, coherently, and acceptably information in simple short written functional texts to communicate with the people in students' immediate environment and / or to communicate academic information

Letter Invitation Given a letter of invitation with 4 blanks, students complete the e-mail with a verb.

46

Letter Invitation Given a letter of invitation with 4 blanks, students complete the letter with a noun.

47

6.2 Expressing accurately, coherently and acceptably ideas in simple short written functional texts to communicate with the people in the students' immediate environment and/or to communicate academic information

Notice At the science laboratory Given jumbled sentences, students choose the right arrangement of a notice.

48

Short message Family Given jumbled words, students choose the right arrangement of a meaningful simple short message.

49

6.2 Expressing accurately, coherently and acceptably ideas in simple short written functional texts to communicate with the people in the students' immediate environment and/or to communicate academic information

Announcement Extracurricular activities Given jumbled sentences, students choose the right arrangement of an announcement.

50


(RSBI)

Subject : MathematicsYear / Semester : VII / 1Test Type : Multiple ChoiceNumber of Items : 40 ItemsAcademic Year : 2011-2012

No Standard of Competence

Basic Competence Topics Indicators No/Items

1 Understanding the properties of

arithmetic operations and their uses in problem solving

1.1. Doing arithmetic operations on integers and

fractions

Integer Operations

Given six integers and a mixed operation, students calculate the value

1/2

Given an algebraic expression including the rules of operation and the value of a variable in integer, students

calculate the value of the algebraic expression

2

Exponential Given 3 integers with exponent, square root, and cube root including the addition and subtraction operations, students

determine the result of the operations

3

Fractions Given some fractions in decimal, percentage and proper fraction, students order the fractions descendingly.

4

Fraction Operations

Given an algebraic expression and the value of variables in fractions, students calculate the value of the algebraic

5



expression by using substitution.

1.2. Using the properties of operations on

integers and fractions in problem

solving

Integers Given a set of rules for scoring a chess game, consisting of a positive score for a win, zero for a draw, and a negative score

for loss, students determine the total score of two players after playing.

6

Fractions Given two pieces of strings with different length in fractions connected together, students find length of each piece after

being cut into two similar sizes.

7

Given a daily life problem related to fractions, students calculate the part of the given.

8/2

Scientific Notation

Given a daily life problems in science, students convert into scientific notation .

9

1.3. Determining the estimate of the

operation result of integers and

fractions to the nearest value

Integers and

Fractions

Given a division operation in fractions, students estimate the result of the operation using compatible numbers.

10/2

2

Understanding the algebraic

expressions, linear equations and

inequalities in one

2.1. Recognizing algebraic

expressions and their elements

Algebraic expressions

Given a number multiplied by a variable, subtracted from another number times another variable, students express it

11/2



variable. in algebraic expression.

Given an algebraic expression, students identify the like terms.

12

Given an algebraic expression including fraction, students determine the term which has the smallest /greatest

coefficient.

13/2

2.2. Carrying out operations of

algebraic expressions

Operations of algebraic expressions

Given algebraic expressions, students simplify them by the subtraction between two algebraic expression groups

14/2

Given two algebraic expressions consisting of multiplication, students simplify them using distributive properties.

15

Given algebraic expressions, students determine the GCF and LCM the two algebraic expressions.

16

Operations of algebraic fractional

Given subtraction of two algebraic expressions including fractions with their denominators consisting of numbers,

17



expressions

students simplify them.

Given subtraction of two algebraic expressions including fractions with their denominators consisting of variable,

students simplify them.

18

Given two algebraic fractions including exponent, students determine the quotient between two algebraic fractions.

19

Given an exponential of an algebraic fraction form, students simplify the form.

20

2.3. Solving a linear equation in one

variable

LEOV Given mathematical expressions, students determine which one is a linear equation in one variable.

21

Given daily problems related to the ages of three students that contain a variable, students express the sum of ages of

the three students into an algebraic expression.

22

LEOV Given a LEOV including fractions, students determine another equivalent LEOV.

23/2

Given a LEOV, students find its solution. 24



Given a problem related to LEOV, students solve it 25

2.4. Solving a linear inequality in one

variable.

LIOV Given problem related to a LIOV, students expresses the problem in an algebraic expression

26

Given a LIOV, students find its solution. 27/2

3

Using algebraic forms, LEOV, LIOV,

and proportion in problem solving

3.1. Creating mathematical models from

problems related to a linear equation

and an inequality in one variable

Creating mathematical models in

LEOV

Given a daily life problem, students change it into a LEOV. 28

Given a daily life problems, students change it into a LIOV. 29

3.2. Solving mathematical models from

problems related to a linear equation

and an inequality in one variable

Problem Solving in

LEOV

Given a problem related to LEOV, students solve the problem.

30/2

Problem Solving in

Given a rectangle of which the length is given in the form of a variable, and the width and the area are given, students

find the value of the variable

31



LIOV

3.3. Using algebraic expressions in

problem solving related to social

arithmetic

Given the buying price and the selling price, students determine the profit or loss.

32

Given the buying price and the selling price, students determine the percentage of the loss or profit.

33/2

Given the selling price and the percentage of the loss or profit, students determine the buying price.

34

Given a story about the original price and a discount percentage, students determine the total price of the articles

bought

35

Given the capital that is borrowed, the percentage of interest per year, and the time for payment, students determine the

installment each time.

36

3.4. Using scale drawings in problem

solving

Scale drawing

Given a scale on a map and the real size of rectangular land, students determine the area of the land on the map.

37

Given the weight of two students, students determine their weight ratio.

38

Given the ratio of variable a to b and the ratio b to c, students determine the ratio of a to c

39



Given a story about construction work with certain months and workers, students determine additional workers needed

in order that the work can be finished faster.

40

Kisi-kisi tes rsbi kelas 7 2011-2012

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