The document provides information on constructing achievement tests and blueprints. It defines an achievement test as a test that measures an individual's knowledge after a period of learning. Some key points made in the document include: - Achievement tests can be standardized or teacher-made and measure skills and knowledge learned. - Blueprints are detailed charts that outline the content, objectives, difficulty levels, and question types that will be covered in the test. - A Process Dimension Based (PDB) blueprint is also described which bases question dimensions on factual, conceptual, procedural, and metacognitive knowledge rather than content units.

1. Achievement Test and Blueprint
construction
Dr. Sankaranarayanan Paleeri
Asst. Professor
NSS Training College, Ottapalam, Kerala
(Copyright (Patent for concept) holder in PDB
Blueprint for test construction)
Ph 9946681761
paleeri@gmail.com

2. Double Click on video file

3. What is an achievement test?
• An achievement test is a test that measures the
achievement -of knowledge- of an individual after
a prescribed period of learning or training.
• Achievement test measures what a learner
learned in a prescribed content or concept that
taught in a formal classroom/teaching learning
situation for a prescribed period.
• Achievement test is a formal method of
evaluation.

4. Some Characteristics
• It can be a standardized test or teacher made
test.
• Developed to measure skills and learned
knowledge of the learners
• Conducting after a planned instruction
• Test determines the level of instruction and
learning for which the learner is prepared.
• High score in achievement test indicates
mastery on learned content.

5. A test can be
• Paper pencil test or written test
• Oral test
• Perormance test
• Most popular is written test

6. By method , the achievement test
can be-
• Speed test: To be completed with in a
given time
• Power test: No time restriction
• Objective type
• Subjective type
• Formative
• Summative

7. A standardized Achievement test
constructed with certain norms
• Finalized after try out
• Items in test will be analysed on quality
• Difficulty level will be maintained
• Validity and reliability of the test items will be
maintained

8. General Approach or Steps to Construct a
Teacher Made Achievement Test
• Planning the test
• -design
• - preparation of blueprint
• Item writing
• Item editing
• Preparing the final test

9. If it is standardised test, following steps
are to be followed;
• Planning the test –design - preparation of blueprint
• Item writing
• Item editing
• Framing the test
• Try out of the test
• Item analysis
• Preparing final draft
• Establishment of validity, reliability and norms
• Preparing the final test

10. Preparation of Blueprint for
Achievement test
• A blueprint of an achievement test is the detailed
chart of test items
• It is the design of the test in brief. It is guide for
making the achievement test.
• Popularly known as a three dimensional chart
that details the items in an achievement test (but
technically it need not be three dimensional
always)

11. Plan of the Test
Teacher has to decide”
• subject
• Standard
• Total marks
• Time
• Content/units
• Types of questions
• Weightage to Objective Levels, Content, Difficulty
Levels, Types of Questions

12. A Model
• Subject : Social Science
• Standard : IX
• Total marks : 40
• Time : 1.30 hrs
• Content/units : Unit1,2 and 3 (name of
units can be given here)
• Types of questions : 4 types (Objective, Short
answer, Paragraph and essay)

13. Weightage to Objectives
Objective Levels Marks
Knowledge 6
Comprehension 8
Application 12
Skill Levels 14
Total 40
Skill levels include Analysis, Synthesis and
Evaluation

14. Weightage to Content
Content Marks
Unit 1 (give name/title
of unit)
12
Unit 2 (give title of
unit)
14
Unit 3 “ 14
Total 40

15. Weightage to Difficulty Level
Difficulty Level Marks
Easy 12
Average 14
Difficult 14
Total 40

16. Weightage to Types of Questions
Types of
questions
Marks
Objective type 10
Short answer 10
Paragraph 12
Essay 8
Total 40

17. Blueprint
• Blueprint is the compound whole of all these
descriptions. It shows all the details.
• If any abbreviations to be elaborated or any
special remarks to be provided, that can be
given as NOTE in the blueprint

18. Objectives
→
content↓
Knowledge Comprehension Application Skill Levels
Total
MarksTypes of questions
O S P E O S P E O S P E O S P E
Unit 1 1
(1)
2
(1)
3
(3)
6
(2)
12
Unit 2 1*
(1)
1
(1)
1*
(1)
3
(1)
3
(3)
2
(1)
3
(1)
14
Unit 3 2
(2)
2
(1)
5*
(1)
2
(1)
3*
(1)
14
Sub total 3
(3)
3* 4
(4)
1* 3
(1)
3
(3)
4
(2)
5* 2
(1)
9
(3)
3*
40
Grant Total 6 8 12 14
Notes:
* Indicates distribution of marks of same question at different levels
Number of questions are given inside brackets and marks are given outside
• O-objective, S-Short answer, P-paragraph, E- Essay

19. PDB Blueprint
• PDB stands for Process Dimension Based
Blueprint

20. Double click on picture

21. Why?
• Teaching is constructivist and process based,
not behaviourist in approach.
• So evaluation also to be according to process
based learning
• Using the Revised Blooms Taxonomy

22. Use this link to get a brief
explanation of RBT
https://www.youtube.com/watch?v=PzQy9HMS
3Zg&t=27s
Or search in You Tube
Sankaranarayanan Paleeri on Revised Blooms
Taxonomy

23. PDB Blueprint
• In this approach, the content will not be on
the basis of content unit. RBT explained the
Factual, Conceptual, Procedural and Meta-
cognitive dimensions of knowledge. This four
dimensions of knowledge will be in any unit of
school text book. Questions in the
achievement test are to measure these four
knowledge dimensions.

24. • A model of PDB Blueprint construction
• Subject : Social Sceince
• Standard : IX
• Total marks : 25
• Time : 1.00 hrs
• Content/knowledge dimensions : Factual,
Conceptual, Procedural and Meta-cognitive
Note: Types of questions are not applicable to
this method of blueprint construction.

25. Weightage to Knowledge
Dimensions (content)
Sl
.No
Knowledge
Dimensions
Marks
1 Meta- cognitive 7
2 Procedural 6
3 Conceptual 6
4 Factual 6
Total 25

26. Weightage to Process Dimensions
Sl No Process Dimensions Marks
1 Remember 2
2 Understand 5
3 Apply 3
4 Analyse 4
5 Evaluate 6
6 Create 5
Total 25

27. Weightage to Diffiulty Level
Sl No Levels Marks
1 Easy 7
2 Average 7
3 Difficult 11
Total 25

28. Question wise Distribution
Total
questions
Question Numbers Marks to each
question
Total Marks
3 1,2,3 4 12
2 4,5 3 6
1 6 2 2
1 7 5 5
7 Total 25

29. Please note that:
• PDB Blueprint has no dimension titled ‘types of
questions’. One question itself can have different
types of answering pattern. For e.g, the following
question has a part of Objective type(that is from
factual dimension) and a part of paragraph type
(meta-cognitive)
• Q. Who is the Father of Nation of India ? Do you
think she/he deserves that title? Substantiate you
opinion.

30. Now let’s make the blue print

31. Process
Dimensions
→
Knowledge
Dimensions
↓
Remember
Understand
Apply
Analyse
Evaluate
Create
Total
Mark
s
Meta-
cognitive
2*(2) 1*(4) 2 *(2) 2*(4) 7
Procedural 1*(3) 2*(5) 3*(3) 6
Conceptual 1*(5) 3*(1) 2*(7) 6
Factual 1*(1) 3*(7) 2(6) 6
Total marks 2 5 3 4 6 5 25
Marks are given outside the brackets
The question number (as it is in the question paper) is given inside the brackets
*indicates distribution of marks of same question to different levels

32. Major Features of PDB Blueprint
• It is easy to construct
• In constructivist method of evaluation
• The items in the achievement test are not Unit
based, but based up on knowledge
dimensions. For example, to frame a question
to test procedural knowledge the content
from any part of the proposed subject can be
considered; not from a particular unit, but
from any unit proposed for the present test.

33. • The question should focus on the
corresponding learning processes of the
process dimension. For example, a question
that belongs to ‘remember’ dimension should
manifest either ‘retrieving or identifying or
recalling or recognising’ (these are the
proposed processes in RBT)
• Column to each cross should be spacious in
the PDB Blueprint chart .entry in each column
may occure several times, because the
question number is to be mentioned, not total
number of questions.