SlideShare a Scribd company logo
1 of 69
Download to read offline
BLUEPRINT
PRESENTED BY
KIRAN KUSHWAHA
B.Ed
D.M.P.G
MEANING
MEANING
A blueprint is generally something intended as a
guide when making something else.
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.
Blueprint in education
Blueprint in education
WHO WILL USE THE BLUEPRINT
WHO WILL USE THE BLUEPRINT
 It was first used at construction and industry
WHO WILL USE THE BLUEPRINT
 It was first used at construction and industry
 Later it was used in car modeling, animation story
boarding, etc.
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.
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
MEANING OF BLUEPRINT IN EDUCATION
MEANING OF BLUEPRINT IN EDUCATION
 It provide students an interactive approach for
education planning to meet the curriculum
expectations and learning objectives.
BLUEPRINT FOR TEST
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
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
“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
“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
USES OF BLUEPRINT IN EDUCATION
USES OF BLUEPRINT IN EDUCATION
 For the assessment of test specification i.e., in
examination.
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
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
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
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
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
FEATURES
FEATURES
 It is a matrix or chart reporting the number and type
of test questions
FEATURES
 It is a matrix or chart reporting the number and type
of test questions
 The questions represent the topics in the content
area
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
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
PURPOSE OF BLUE PRINT
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
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
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.
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
BLOOM’S TAXONOMY
OR
EDUCATIONAL OBJECTIVE
REVISED BLOOM TAXONOMY
GUIDELINE / STEPS TO PREPARE BLUE PRINT
GUIDELINE / STEPS TO PREPARE BLUE PRINT
 Content analysis
GUIDELINE / STEPS TO PREPARE BLUE PRINT
 Content analysis
 Determination of learning objectives
GUIDELINE / STEPS TO PREPARE BLUE PRINT
 Content analysis
 Determination of learning objectives
 Determination of no. of items for each topic based
on learning objectives
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
CONTENT ANALYSIS
CONTENT ANALYSIS
 It is a means to divide the whole content of the
syllabus or course into a systematic tabular form
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
DETERMINATION OF LEARNING OBJECTIVE
DETERMINATION OF LEARNING OBJECTIVE
 Learning objective is based on bloom’s taxonomy
 Knowledge level
 Understanding level
 Application level
DETERMINATION OF LEARNING OBJECTIVE
 Learning objective is based on bloom’s taxonomy
 Knowledge level
 Understanding level
 Application level
Sub-topic knowledge understanding application
Topic 1.1 2 1 1
Topic 1.2 2 2 1
Topic 1.3 2 1 0
example
DETERMINATION OF NO. OF ITEMS FOR EACH
TOPIC
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
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
 In this way no. of items for other lesson could be constructed (see
table below)
 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
DETERMINING THE TYPES OF ITEMS
DETERMINING THE TYPES OF ITEMS
Determines the type of items in each module and also providing weightage
to each type of items
DETERMINING THE TYPES OF ITEMS
Items type
Determines the type of items in each module and also providing weightage
to each type of items
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
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
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
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
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
BENEFITS OF BLUE PRINT
BENEFITS OF BLUE PRINT
 Give feedback on student’s progress and teachers
delivering the curriculum
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
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
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
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
Every time the
question will change,
not the blue print
THANK
YOU

More Related Content

What's hot

CONTINUOUS AND COMPREHENSIVE EVALUATION
CONTINUOUS AND COMPREHENSIVE EVALUATIONCONTINUOUS AND COMPREHENSIVE EVALUATION
CONTINUOUS AND COMPREHENSIVE EVALUATIONjosesheba
 
Construction of Achievement Test
Construction of Achievement TestConstruction of Achievement Test
Construction of Achievement TestAmita Bhardwaj
 
Bases of curriculum
Bases of curriculumBases of curriculum
Bases of curriculumvalarpink
 
Ppt achievement test
Ppt achievement testPpt achievement test
Ppt achievement testathirarajan94
 
Achievement& Diagnostic test
Achievement& Diagnostic testAchievement& Diagnostic test
Achievement& Diagnostic testrkbioraj24
 
Continuous and Comprehensive Evaluation
Continuous  and Comprehensive EvaluationContinuous  and Comprehensive Evaluation
Continuous and Comprehensive EvaluationS. Raj Kumar
 
Knowledge - Concept, Nature, Steps & Importance of Knowledge
Knowledge - Concept, Nature, Steps & Importance of KnowledgeKnowledge - Concept, Nature, Steps & Importance of Knowledge
Knowledge - Concept, Nature, Steps & Importance of KnowledgeDrShwetaAgarwal1
 
Kothari commission 1964 - 66
Kothari commission  1964 - 66Kothari commission  1964 - 66
Kothari commission 1964 - 66Asimananda Mahato
 
Approaches of Educational Technology-Hardware, Software and Systems approaches
Approaches of Educational Technology-Hardware, Software and Systems approachesApproaches of Educational Technology-Hardware, Software and Systems approaches
Approaches of Educational Technology-Hardware, Software and Systems approachesSuresh Babu
 
National council for teacher education
National council for teacher educationNational council for teacher education
National council for teacher educationReeba Sara Koshy
 
Programme Of Action ,1992
Programme Of Action ,1992Programme Of Action ,1992
Programme Of Action ,1992AMME SANDHU
 
Oral, Written and Performance Evaluation in Education
Oral, Written and Performance Evaluation in EducationOral, Written and Performance Evaluation in Education
Oral, Written and Performance Evaluation in EducationSuresh Babu
 
Achievement test blue print
Achievement test blue print Achievement test blue print
Achievement test blue print RAHULBHARTI64
 

What's hot (20)

CONTINUOUS AND COMPREHENSIVE EVALUATION
CONTINUOUS AND COMPREHENSIVE EVALUATIONCONTINUOUS AND COMPREHENSIVE EVALUATION
CONTINUOUS AND COMPREHENSIVE EVALUATION
 
Skill of Introduction (set induction)
Skill of Introduction (set induction)Skill of Introduction (set induction)
Skill of Introduction (set induction)
 
Construction of Achievement Test
Construction of Achievement TestConstruction of Achievement Test
Construction of Achievement Test
 
Bases of curriculum
Bases of curriculumBases of curriculum
Bases of curriculum
 
Ppt achievement test
Ppt achievement testPpt achievement test
Ppt achievement test
 
Achievement& Diagnostic test
Achievement& Diagnostic testAchievement& Diagnostic test
Achievement& Diagnostic test
 
Curriculum transaction
Curriculum transactionCurriculum transaction
Curriculum transaction
 
Continuous and Comprehensive Evaluation
Continuous  and Comprehensive EvaluationContinuous  and Comprehensive Evaluation
Continuous and Comprehensive Evaluation
 
Knowledge - Concept, Nature, Steps & Importance of Knowledge
Knowledge - Concept, Nature, Steps & Importance of KnowledgeKnowledge - Concept, Nature, Steps & Importance of Knowledge
Knowledge - Concept, Nature, Steps & Importance of Knowledge
 
Kothari commission 1964 - 66
Kothari commission  1964 - 66Kothari commission  1964 - 66
Kothari commission 1964 - 66
 
Approaches of Educational Technology-Hardware, Software and Systems approaches
Approaches of Educational Technology-Hardware, Software and Systems approachesApproaches of Educational Technology-Hardware, Software and Systems approaches
Approaches of Educational Technology-Hardware, Software and Systems approaches
 
Year plan
Year planYear plan
Year plan
 
National council for teacher education
National council for teacher educationNational council for teacher education
National council for teacher education
 
Ncfte 2009
Ncfte 2009Ncfte 2009
Ncfte 2009
 
Programme Of Action ,1992
Programme Of Action ,1992Programme Of Action ,1992
Programme Of Action ,1992
 
CCE Presentation
CCE  Presentation CCE  Presentation
CCE Presentation
 
Oral, Written and Performance Evaluation in Education
Oral, Written and Performance Evaluation in EducationOral, Written and Performance Evaluation in Education
Oral, Written and Performance Evaluation in Education
 
Achievement test blue print
Achievement test blue print Achievement test blue print
Achievement test blue print
 
EFFECTIVE USE OF TEACHING LEARNING MATERIAL IN TEACHING LEARNING PROCESS
EFFECTIVE USE OF TEACHING LEARNING MATERIAL IN TEACHING LEARNING PROCESSEFFECTIVE USE OF TEACHING LEARNING MATERIAL IN TEACHING LEARNING PROCESS
EFFECTIVE USE OF TEACHING LEARNING MATERIAL IN TEACHING LEARNING PROCESS
 
Diagnostic test
Diagnostic testDiagnostic test
Diagnostic test
 

Similar to Blueprint in education

Isd best practices jan 2015
Isd best practices jan 2015Isd best practices jan 2015
Isd best practices jan 2015Andrew McIntosh
 
Isd best practices jan 2015
Isd best practices jan 2015Isd best practices jan 2015
Isd best practices jan 2015Andrew McIntosh
 
EDUCATIONAL EVALUATION
EDUCATIONAL EVALUATIONEDUCATIONAL EVALUATION
EDUCATIONAL EVALUATIONMubeen Rasheed
 
Workshop UBD Syllabus.pptx
Workshop UBD Syllabus.pptxWorkshop UBD Syllabus.pptx
Workshop UBD Syllabus.pptxRafasya30
 
Marzano summarizing-and-note-taking4349
Marzano summarizing-and-note-taking4349Marzano summarizing-and-note-taking4349
Marzano summarizing-and-note-taking4349Downloadssu Fullmaza
 
Instructional Objectives: Bloom's Revised Taxonomy
Instructional Objectives: Bloom's Revised TaxonomyInstructional Objectives: Bloom's Revised Taxonomy
Instructional Objectives: Bloom's Revised TaxonomyDr. N. Asokan
 
Preparation of Classroom Assessment (SLP-B @ BISCAST)
Preparation of  Classroom Assessment (SLP-B @ BISCAST)Preparation of  Classroom Assessment (SLP-B @ BISCAST)
Preparation of Classroom Assessment (SLP-B @ BISCAST)Ireno Alcala
 
Edtech503 final project
Edtech503 final projectEdtech503 final project
Edtech503 final projecttfroehlke
 
Taxonomy of Teaching Learning Assessing Content
Taxonomy of Teaching Learning Assessing ContentTaxonomy of Teaching Learning Assessing Content
Taxonomy of Teaching Learning Assessing ContentDr. N. Asokan
 
role of educational technology in CCE
role of educational technology in CCErole of educational technology in CCE
role of educational technology in CCEEducational Learner
 
Minor Project #2 Nutrition Education Lesson Plan You.docx
Minor Project #2 Nutrition Education Lesson Plan  You.docxMinor Project #2 Nutrition Education Lesson Plan  You.docx
Minor Project #2 Nutrition Education Lesson Plan You.docxLaticiaGrissomzz
 
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
Writing Performance Objectives Based on Blooms Taxonomy    5th aug 2010 [auto...Writing Performance Objectives Based on Blooms Taxonomy    5th aug 2010 [auto...
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...Mohamed Nasir
 
Pedagogical analysis
Pedagogical analysisPedagogical analysis
Pedagogical analysismadhu yadav
 

Similar to Blueprint in education (20)

Blue print
Blue printBlue print
Blue print
 
Isd best practices jan 2015
Isd best practices jan 2015Isd best practices jan 2015
Isd best practices jan 2015
 
Isd best practices jan 2015
Isd best practices jan 2015Isd best practices jan 2015
Isd best practices jan 2015
 
Hmef5103 cg
Hmef5103 cgHmef5103 cg
Hmef5103 cg
 
EDUCATIONAL EVALUATION
EDUCATIONAL EVALUATIONEDUCATIONAL EVALUATION
EDUCATIONAL EVALUATION
 
Workshop UBD Syllabus.pptx
Workshop UBD Syllabus.pptxWorkshop UBD Syllabus.pptx
Workshop UBD Syllabus.pptx
 
Marzano summarizing-and-note-taking4349
Marzano summarizing-and-note-taking4349Marzano summarizing-and-note-taking4349
Marzano summarizing-and-note-taking4349
 
Instructional Objectives: Bloom's Revised Taxonomy
Instructional Objectives: Bloom's Revised TaxonomyInstructional Objectives: Bloom's Revised Taxonomy
Instructional Objectives: Bloom's Revised Taxonomy
 
Preparation of Classroom Assessment (SLP-B @ BISCAST)
Preparation of  Classroom Assessment (SLP-B @ BISCAST)Preparation of  Classroom Assessment (SLP-B @ BISCAST)
Preparation of Classroom Assessment (SLP-B @ BISCAST)
 
Chap 4 part 2
Chap 4 part 2Chap 4 part 2
Chap 4 part 2
 
Edtech503 final project
Edtech503 final projectEdtech503 final project
Edtech503 final project
 
Lesson planning
Lesson planningLesson planning
Lesson planning
 
Taxonomy of Teaching Learning Assessing Content
Taxonomy of Teaching Learning Assessing ContentTaxonomy of Teaching Learning Assessing Content
Taxonomy of Teaching Learning Assessing Content
 
2010 sec ub d report
2010 sec  ub d report2010 sec  ub d report
2010 sec ub d report
 
role of educational technology in CCE
role of educational technology in CCErole of educational technology in CCE
role of educational technology in CCE
 
Minor Project #2 Nutrition Education Lesson Plan You.docx
Minor Project #2 Nutrition Education Lesson Plan  You.docxMinor Project #2 Nutrition Education Lesson Plan  You.docx
Minor Project #2 Nutrition Education Lesson Plan You.docx
 
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
Writing Performance Objectives Based on Blooms Taxonomy    5th aug 2010 [auto...Writing Performance Objectives Based on Blooms Taxonomy    5th aug 2010 [auto...
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
 
Io And Task Analysis
Io And Task AnalysisIo And Task Analysis
Io And Task Analysis
 
Student Centered
Student CenteredStudent Centered
Student Centered
 
Pedagogical analysis
Pedagogical analysisPedagogical analysis
Pedagogical analysis
 

Recently uploaded

The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 

Recently uploaded (20)

The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 

Blueprint in education

  • 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.
  • 7. WHO WILL USE THE BLUEPRINT
  • 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
  • 12. MEANING OF BLUEPRINT IN EDUCATION
  • 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
  • 19. USES OF BLUEPRINT IN EDUCATION
  • 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
  • 38. GUIDELINE / STEPS TO PREPARE BLUE PRINT
  • 39. GUIDELINE / STEPS TO PREPARE BLUE PRINT  Content analysis
  • 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
  • 47. DETERMINATION OF LEARNING OBJECTIVE  Learning objective is based on bloom’s taxonomy  Knowledge level  Understanding level  Application level
  • 48. DETERMINATION OF LEARNING OBJECTIVE  Learning objective is based on bloom’s taxonomy  Knowledge level  Understanding level  Application level Sub-topic knowledge understanding application Topic 1.1 2 1 1 Topic 1.2 2 2 1 Topic 1.3 2 1 0 example
  • 49. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC
  • 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
  • 68. Every time the question will change, not the blue print

Editor's Notes

  1. 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.
  2. 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.
  3. Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
  4. Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
  5. Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
  6. Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
  7. Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
  8. Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
  9. Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
  10. Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
  17. Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
  18. Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.