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Blueprint in education

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it gives the meaning and knowledge about construction of blueprint in education

it gives the meaning and knowledge about construction of blueprint in education

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Blueprint in education

  1. 1. BLUEPRINT PRESENTED BY KIRAN KUSHWAHA B.Ed D.M.P.G
  2. 2. MEANING
  3. 3. MEANING A blueprint is generally something intended as a guide when making something else.
  4. 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.
  5. 5. WHO WILL USE THE BLUEPRINT
  6. 6. WHO WILL USE THE BLUEPRINT  It was first used at construction and industry
  7. 7. WHO WILL USE THE BLUEPRINT  It was first used at construction and industry  Later it was used in car modeling, animation story boarding, etc.
  8. 8. 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.
  9. 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.  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
  10. 10. MEANING OF BLUEPRINT IN EDUCATION
  11. 11. MEANING OF BLUEPRINT IN EDUCATION  It provide students an interactive approach for education planning to meet the curriculum expectations and learning objectives.
  12. 12. BLUEPRINT FOR TEST
  13. 13. 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
  14. 14. 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
  15. 15. “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
  16. 16. “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
  17. 17. USES OF BLUEPRINT IN EDUCATION
  18. 18. USES OF BLUEPRINT IN EDUCATION  For the assessment of test specification i.e., in examination.
  19. 19. 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
  20. 20. 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
  21. 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  Education administrators for curriculum development  Curriculum developers to design comprehensive, sequenced career development learning opportunities
  22. 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  Curriculum developers to design comprehensive, sequenced career development learning opportunities  Research and evaluators to design learning plans
  23. 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  Research and evaluators to design learning plans  Parents / guardians for helping young people to develop their career from early age
  24. 24. FEATURES
  25. 25. FEATURES  It is a matrix or chart reporting the number and type of test questions
  26. 26. FEATURES  It is a matrix or chart reporting the number and type of test questions  The questions represent the topics in the content area
  27. 27. 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
  28. 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  The questions are based on the learning objective from each topic  It also identifies the percentage(%) weighting of cognitive dimensions
  29. 29. PURPOSE OF BLUE PRINT
  30. 30. 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
  31. 31. 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
  32. 32. 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.
  33. 33. 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
  34. 34. BLOOM’S TAXONOMY OR EDUCATIONAL OBJECTIVE
  35. 35. REVISED BLOOM TAXONOMY
  36. 36. GUIDELINE / STEPS TO PREPARE BLUE PRINT
  37. 37. GUIDELINE / STEPS TO PREPARE BLUE PRINT  Content analysis
  38. 38. GUIDELINE / STEPS TO PREPARE BLUE PRINT  Content analysis  Determination of learning objectives
  39. 39. GUIDELINE / STEPS TO PREPARE BLUE PRINT  Content analysis  Determination of learning objectives  Determination of no. of items for each topic based on learning objectives
  40. 40. 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
  41. 41. CONTENT ANALYSIS
  42. 42. CONTENT ANALYSIS  It is a means to divide the whole content of the syllabus or course into a systematic tabular form
  43. 43. 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
  44. 44. DETERMINATION OF LEARNING OBJECTIVE
  45. 45. DETERMINATION OF LEARNING OBJECTIVE  Learning objective is based on bloom’s taxonomy  Knowledge level  Understanding level  Application level
  46. 46. 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
  47. 47. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC
  48. 48. 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
  49. 49. 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
  50. 50.  In this way no. of items for other lesson could be constructed (see table below)
  51. 51.  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
  52. 52. DETERMINING THE TYPES OF ITEMS
  53. 53. DETERMINING THE TYPES OF ITEMS Determines the type of items in each module and also providing weightage to each type of items
  54. 54. DETERMINING THE TYPES OF ITEMS Items type Determines the type of items in each module and also providing weightage to each type of items
  55. 55. 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
  56. 56. 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
  57. 57. 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
  58. 58. 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
  59. 59. 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
  60. 60. BENEFITS OF BLUE PRINT
  61. 61. BENEFITS OF BLUE PRINT  Give feedback on student’s progress and teachers delivering the curriculum
  62. 62. 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
  63. 63. 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
  64. 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  Provides a guide to both to students and teachers  Determines the reliability and validity of the examination
  65. 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  Determines the reliability and validity of the examination  Bloom’s taxonomy helps in developing the entire written and some aspect of practical questions
  66. 66. Every time the question will change, not the blue print
  67. 67. THANK YOU

Editor's Notes

  • 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.
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