A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
3. MEANING
A blueprint is generally something intended as a
guide when making something else.
4. MEANING
A blueprint is generally something intended as a
guide when making something else.
It is a detailed plan of action or outline in a
technical form.
8. WHO WILL USE THE BLUEPRINT
It was first used at construction and industry
9. WHO WILL USE THE BLUEPRINT
It was first used at construction and industry
Later it was used in car modeling, animation story
boarding, etc.
10. WHO WILL USE THE BLUEPRINT
It was first used at construction and industry
Later it was used in car modeling, animation story
boarding, etc.
Basically, it is used at those areas where we want a
detailed plan of action before executing finally.
11. WHO WILL USE THE BLUEPRINT
It was first used at construction and industry
Later it was used in car modeling, animation story
boarding, etc.
Basically, it is used at those areas where we want a
detailed plan of action before executing finally.
in education, by the teachers, researchers,
administrators,etc
13. MEANING OF BLUEPRINT IN EDUCATION
It provide students an interactive approach for
education planning to meet the curriculum
expectations and learning objectives.
15. BLUEPRINT FOR TEST
A blueprint for test or examination is also known as
the test specification provides examination strategy
of an institution at a glance
16. BLUEPRINT FOR TEST
A blueprint for test or examination is also known as
the test specification provides examination strategy
of an institution at a glance
It is in the form of matrices ie., tabular form
17. “specifies all the elements of performance relevant to
the assessment so that appropriate samples of
activity and corresponding methods can be
selected according to their relative importance to
the overall assessment process”
Newble and Dawson, 1994
18. “specifies all the elements of performance relevant to
the assessment so that appropriate samples of
activity and corresponding methods can be
selected according to their relative importance to
the overall assessment process”
Newble and Dawson, 1994
“when the test items of a test are judged to
adequately represent well defined domains of
content…. Generalizable samples……
Cronback,1971
20. USES OF BLUEPRINT IN EDUCATION
For the assessment of test specification i.e., in
examination.
21. USES OF BLUEPRINT IN EDUCATION
For the assessment of test specification i.e., in
examination.
Evaluating time management and strategy to
achieve the desired outcome
22. USES OF BLUEPRINT IN EDUCATION
For the assessment of test specification i.e., in
examination.
Evaluating time management and strategy to
achieve the desired outcome
Education administrators for curriculum
development
23. USES OF BLUEPRINT IN EDUCATION
For the assessment of test specification i.e., in
examination.
Evaluating time management and strategy to
achieve the desired outcome
Education administrators for curriculum
development
Curriculum developers to design comprehensive,
sequenced career development learning
opportunities
24. USES OF BLUEPRINT IN EDUCATION
For the assessment of test specification i.e., in
examination.
Evaluating time management and strategy to
achieve the desired outcome
Education administrators for curriculum
development
Curriculum developers to design comprehensive,
sequenced career development learning
opportunities
Research and evaluators to design learning plans
25. USES OF BLUEPRINT IN EDUCATION
For the assessment of test specification i.e., in
examination.
Evaluating time management and strategy to
achieve the desired outcome
Education administrators for curriculum
development
Curriculum developers to design comprehensive,
sequenced career development learning
opportunities
Research and evaluators to design learning plans
Parents / guardians for helping young people to
develop their career from early age
27. FEATURES
It is a matrix or chart reporting the number and type
of test questions
28. FEATURES
It is a matrix or chart reporting the number and type
of test questions
The questions represent the topics in the content
area
29. FEATURES
It is a matrix or chart reporting the number and type
of test questions
The questions represent the topics in the content
area
The questions are based on the learning objective
from each topic
30. FEATURES
It is a matrix or chart reporting the number and type
of test questions
The questions represent the topics in the content
area
The questions are based on the learning objective
from each topic
It also identifies the percentage(%) weighting of
cognitive dimensions
32. PURPOSE OF BLUE PRINT
Provide conceptual map of examination format and
the content area
Type of measurement tool for assessing the items
weighting the respective column of learning
objectives
33. PURPOSE OF BLUE PRINT
Provide conceptual map of examination format and
the content area
Type of measurement tool for assessing the items
weighting the respective column of learning
objectives
Blueprint is seen as readily available document,
which contains the list of topics covered under each
module with its identified learning objectives
Content validity of assessment
34. PURPOSE OF BLUE PRINT CONTD.….
It guides item collection and development
It provides a clear framework for the researchers to
design items which assess the important concept or
thinking skill listed in the test blueprint.
35. PURPOSE OF BLUE PRINT CONTD…..
It guides item collection and development
It provides a clear framework for the researchers to
design items which assess the important concept or
thinking skill listed in the test blueprint.
It also provide sources for the formative use of the
summative assessment
to satisfy the bloom’s taxonomy of educational
objective
40. GUIDELINE / STEPS TO PREPARE BLUE PRINT
Content analysis
Determination of learning objectives
41. GUIDELINE / STEPS TO PREPARE BLUE PRINT
Content analysis
Determination of learning objectives
Determination of no. of items for each topic based
on learning objectives
42. GUIDELINE / STEPS TO PREPARE BLUE PRINT
Content analysis
Determination of learning objectives
Determination of no. of items for each topic based
on learning objectives
Determining the types of questions
44. CONTENT ANALYSIS
It is a means to divide the whole content of the
syllabus or course into a systematic tabular form
45. CONTENT ANALYSIS
It is a means to divide the whole content of the
syllabus or course into a systematic tabular form
Unit Sub-unit
Lesson-1 Topic 1.1
Topic1.2
Topic 1.3
Topic 1.4
Lesson- 2 Topic 2.1
Topic2.2
Topic2.3
example
50. DETERMINATION OF NO. OF ITEMS FOR EACH
TOPIC
unit Sub-topic knowledg
e
understa
nding
applicati
on
Total
items
Lesson-1 Topic 1.1 2 2 1 5 items
Topic 1.2 2 2 1 5 items
Topic 1.3 2 1 0 3 items
6 items 5 items 2 items 13 items
example
51. DETERMINATION OF NO. OF ITEMS FOR EACH
TOPIC
unit Sub-topic knowledg
e
understa
nding
applicati
on
Total
items
Lesson-1 Topic 1.1 2 2 1 5 items
Topic 1.2 2 2 1 5 items
Topic 1.3 2 1 0 3 items
6 items 5 items 2 items 13 items
Hence, total13 items were constructed from lesson 1, from
which each level of objective have their own weightage
example
52. In this way no. of items for other lesson could be constructed (see
table below)
53. In this way no. of items for other lesson could be constructed (see
table below)
unit Sub-topic knowledg
e
understa
nding
applicati
on
Total
items
Lesson-1 Topic 1.1 2 2 1 5 items
Topic 1.2 2 2 1 5 items
Topic 1.3 2 1 0 3 items
Lesson- 2 Topic 2.1 3 2 1 6 items
Topic2.2 2 1 1 4 items
Topic2.3 1 2 1 4 items
Topic 2.4 1 1 1 3 items
Lesson-3 Topic 3.1 2 1 1 4 items
Topic 3.2 2 1 0 3 items
total 17 items 13 items 7 items 37 items
example
55. DETERMINING THE TYPES OF ITEMS
Determines the type of items in each module and also providing weightage
to each type of items
56. DETERMINING THE TYPES OF ITEMS
Items type
Determines the type of items in each module and also providing weightage
to each type of items
57. DETERMINING THE TYPES OF ITEMS
Items type
subjective objective
Determines the type of items in each module and also providing weightage
to each type of items
58. DETERMINING THE TYPES OF ITEMS
Items type
subjective objective
Essay type Short
answer type
Very short
answer type
Determines the type of items in each module and also providing weightage
to each type of items
59. DETERMINING THE TYPES OF ITEMS
Items type
subjective objective
Essay type Short
answer type
Very short
answer type recall recognition
Determines the type of items in each module and also providing weightage
to each type of items
60. DETERMINING THE TYPES OF ITEMS
Items type
subjective objective
Essay type Short
answer type
Very short
answer type recall recognition
Simple recall Fill ups
Determines the type of items in each module and also providing weightage
to each type of items
61. DETERMINING THE TYPES OF ITEMS
Items type
subjective objective
Essay type Short
answer type
Very short
answer type recall recognition
Simple recall Fill ups
Recognition
test Multiple
choice test
True/falseclassify analogy
Determines the type of items in each module and also providing weightage
to each type of items
63. BENEFITS OF BLUE PRINT
Give feedback on student’s progress and teachers
delivering the curriculum
64. BENEFITS OF BLUE PRINT
Give feedback on student’s progress and teachers
delivering the curriculum
From student’s point, how well they attain the
objectives
65. BENEFITS OF BLUE PRINT
Give feedback on student’s progress and teachers
delivering the curriculum
From student’s point, how well they attain the
objectives
Provides a guide to both to students and teachers
66. BENEFITS OF BLUE PRINT
Give feedback on student’s progress and teachers
delivering the curriculum
From student’s point, how well they attain the
objectives
Provides a guide to both to students and teachers
Determines the reliability and validity of the
examination
67. BENEFITS OF BLUE PRINT
Give feedback on student’s progress and teachers
delivering the curriculum
From student’s point, how well they attain the
objectives
Provides a guide to both to students and teachers
Determines the reliability and validity of the
examination
Bloom’s taxonomy helps in developing the entire
written and some aspect of practical questions
Curriculum expectation means those goals which are meant to be achieved while teaching and learning.Learning objective means a detailed description about what should a student learn at the end of the lesson.
Curriculum expectation means those goals which are meant to be achieved while teaching and learning.Learning objective means a detailed description about what should a student learn at the end of the lesson.
Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
It also provide sources for the formative use of the summative assessment as suggested by Black and Wiliam (2001).Its ultimate goal is to make sound and appropriate judgement.
It also provide sources for the formative use of the summative assessment as suggested by Black and Wiliam (2001).Its ultimate goal is to make sound and appropriate judgement.
It also provide sources for the formative use of the summative assessment as suggested by Black and Wiliam (2001).Its ultimate goal is to make sound and appropriate judgement.
It also provide sources for the formative use of the summative assessment as suggested by Black and Wiliam (2001).Its ultimate goal is to make sound and appropriate judgement.
It also provide sources for the formative use of the summative assessment as suggested by Black and Wiliam (2001).Its ultimate goal is to make sound and appropriate judgement.
Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.
It means deciding which question is to be selected for fulfilling which learning objective, if to test knowledge level objective then select objective type test.