Blue Print in medical education is map or specification of an assessment based on education which increases validity of an assessment

1. ASSESSMENT BLUE PRINT
DR.MUMTAZ ALI NAREJO
ASSISSTANT PROFESSOR OF
NEUROSURGERY
KHAIRPUR MEDICAL COLLEGE

2. OUTLINES
• Current Assessment
• Definition
• Validity Threats
• Benefits
• Seven steps
• Feedback
• Summary
• References

3. OBJECTIVES
• By the end of presentation on blue print in medical education , all the participants of
CHPE-4 will be able to :
Define blue print
Diagnose Validity threat
Explain the benefits
List the seven steps
Execute the seven steps
Tabulate the curricular content
Calculate impact & frequency
Calculate content weightage
Construct the blue print

4. CURRENT ASSESSMENT IN MEDICAL
EDUCATION
• “If you don't know where
you are going,
you may end up somewhere,
where you didn't intend to”
• ‘Assessment is the tail
that wags the curriculum dog'
• Pitfalls
• Validity
• Reliability
• Integrity

5. DEFINATION
• Map/Specification
• Assessment item
• Educational outcomes
• Validity of assessment
• Content validity
• Content is aligned
• Table of specification
• Rows & columns

6. VALIDITY THREATS
• Reduce : Validity
• Construct under representation
Under sampling
Biased sampling
Too few items
• Construct-irrelevant variance
Flawed item formats
Too easy or too hard
Inappropriate test modalities

7. BENEFITS
• Questions : aligned to objectives
• No questions : out of syllabus
• Fair to the students
• Instructional strategies
• Selected test items
Thinking skills
In-depth knowledge
• Rational & balanced
 Sample content
competencies & tools

8. BLUE PRINT CONSTRUCTION : 7 STEPS

9. STEP-1 : DEFINE BLUE PRINT PURPOSE & SCOPE
• Semester/phase of study
• Academic session
• Course
• Tool
• Questions
• Institute standard
• Adequate Knowledge
• Clinical skills
• Conduct
• Decisions & management

10. STEP-2:TABULATE THE CURRICULAR CONTENT
• Learning outcomes
• Clinical presentations
• Topics
• Lectures
• Practical sessions

11. STEP-3: IDENTIFY THE IMPACT & FREQUENCY
•Number of items
•Level of importance
•Content weighting
•CW=I*F

12. STEP-4:CATEGORISE CURRICULAR BASED ON
RELATIVE WEIGHTAGE
• Must know=CW=6-9
• Should know=CW=3-4
• Nice to know=CW=1-2

13. STEP-5:DECIDE PERCENTAGE OF QUESTIONS
FOR EACH CATEGORY

14. STEP-6:DECIDE NUMBER OF ITEMS FOR EACH
ASSESSMENT TASK

15. STEP-7: ASSIGN QUESTIONS TO LECTURERS

16. FEEDBACK BY FACULTY & STUDENTS ON QUESTION
PAPER MADE THROUGH BLUE PRINT

17. SUMMARY OF 7-STEPS OF BLUE PRINT CONSTRUCTION

18. REFRENCES
• https://www.researchgate.net/publication/340562582_Seven_Steps_to_Constru
ct_an_Assessment_Blueprint_A_Practical_Guide
• @inproceedings{Patil2014BlueprintingIA, title={Blueprinting in Assessment: How
much is imprinted in our practice?}, author={Sunita Y. Patil and Nayana
Kamalnayan Hashilkar and Bhagyashri R. Hungund}, year={2014},
url={https://api.semanticscholar.org/CorpusID:73736998} }
• Abdellatif H, Al-Shahrani AM. Effect of blueprinting methods on test difficulty,
discrimination, and reliability indices: cross-sectional study in an integrated
learning program. Adv Med Educ Pract. 2019 Jan 22;10:23-30. doi:
10.2147/AMEP.S190827. PMID: 30774496; PMCID: PMC6348962.
• Patil SY, Gosavi M, Bannur HB, Ratnakar A. Blueprinting in assessment: A tool to
increase the validity of undergraduate written examinations in pathology. Int J
Appl Basic Med Res. 2015 Aug;5(Suppl 1):S76-9. doi: 10.4103/2229-516X.162286.
PMID: 26380218; PMCID: PMC4552073.

19. THANKYOU