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Blueprint in education
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.
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Blueprint in education
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- 3. MEANING A blueprint isgenerally something intended as a guide when making something else.
- 4. MEANING A blueprint isgenerally 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 USETHE BLUEPRINT
- 8. WHO WILL USETHE BLUEPRINT It was first used at construction and industry
- 9. WHO WILL USETHE BLUEPRINT It was first used at construction and industry Later it was used in car modeling, animation story boarding, etc.
- 10. WHO WILL USETHE 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 USETHE 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 BLUEPRINTIN EDUCATION
- 13. MEANING OF BLUEPRINTIN EDUCATION It provide students an interactive approach for education planning to meet the curriculum expectations and learning objectives.
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- 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 theelements 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 theelements 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 BLUEPRINTIN EDUCATION
- 20. USES OF BLUEPRINTIN EDUCATION For the assessment of test specification i.e., in examination.
- 21. USES OF BLUEPRINTIN EDUCATION For the assessment of test specification i.e., in examination. Evaluating time management and strategy to achieve the desired outcome
- 22. USES OF BLUEPRINTIN 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 BLUEPRINTIN 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 BLUEPRINTIN 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 BLUEPRINTIN 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
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- 27. FEATURES It isa matrix or chart reporting the number and type of test questions
- 28. FEATURES It isa matrix or chart reporting the number and type of test questions The questions represent the topics in the content area
- 29. FEATURES It isa 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 isa 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
- 31. PURPOSE OF BLUEPRINT
- 32. PURPOSE OF BLUEPRINT 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 BLUEPRINT 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 BLUEPRINT 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 BLUEPRINT 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
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- 38. GUIDELINE / STEPSTO PREPARE BLUE PRINT
- 39. GUIDELINE / STEPSTO PREPARE BLUE PRINT Content analysis
- 40. GUIDELINE / STEPSTO PREPARE BLUE PRINT Content analysis Determination of learning objectives
- 41. GUIDELINE / STEPSTO PREPARE BLUE PRINT Content analysis Determination of learning objectives Determination of no. of items for each topic based on learning objectives
- 42. GUIDELINE / STEPSTO 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
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- 44. CONTENT ANALYSIS Itis a means to divide the whole content of the syllabus or course into a systematic tabular form
- 45. CONTENT ANALYSIS Itis 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
- 46. DETERMINATION OF LEARNINGOBJECTIVE
- 47. DETERMINATION OF LEARNINGOBJECTIVE Learning objective is based on bloom’s taxonomy Knowledge level Understanding level Application level
- 48. DETERMINATION OF LEARNINGOBJECTIVE 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 thisway no. of items for other lesson could be constructed (see table below)
- 53. In thisway 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
- 54. DETERMINING THE TYPESOF ITEMS
- 55. DETERMINING THE TYPESOF ITEMS Determines the type of items in each module and also providing weightage to each type of items
- 56. DETERMINING THE TYPESOF ITEMS Items type Determines the type of items in each module and also providing weightage to each type of items
- 57. DETERMINING THE TYPESOF 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 TYPESOF 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 TYPESOF 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 TYPESOF 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 TYPESOF 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
- 62. BENEFITS OF BLUEPRINT
- 63. BENEFITS OF BLUEPRINT Give feedback on student’s progress and teachers delivering the curriculum
- 64. BENEFITS OF BLUEPRINT Give feedback on student’s progress and teachers delivering the curriculum From student’s point, how well they attain the objectives
- 65. BENEFITS OF BLUEPRINT 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 BLUEPRINT 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 BLUEPRINT 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 questionwill change, not the blue print
- 69.
Editor's Notes
- #13 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.
- #14 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.
- #15 Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
- #16 Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
- #17 Test specification – an overall details of the characteristics of a test i.e, total number and proportion of test items for each content domain.
- #27 Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
- #28 Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
- #29 Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
- #30 Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
- #31 Content area - based on the lesson / chapters included in the courseCognitive dimensions – knowledge, understanding, application, etc.
- #32 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.
- #33 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.
- #34 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.
- #35 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.
- #36 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.
- #47 Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
- #48 Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
- #49 Since at secondary and higer secondary section of the school only these three objectives of the bloom’s taxonomy are achieved
- #55 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.
- #56 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.
- #57 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.
- #58 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.
- #59 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.
- #60 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.
- #61 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.
- #62 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.