Nursing education

1. Unit Five- Constructing Test Blueprint
Hiwot T.( Ass’t Proff PCHN)
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2. Objectives-
 Describe the blueprinting process and its purpose
 Select appropriate constructs upon which to build strong
questions
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3. Why do architects prepare blueprint?
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4. Benefits of Blueprinting
 Produce a strong foundation
 Make sure that the bricks, wood and glass are in the
right place
 Allows input from stakeholders
 Provides detailed guidance for builders
 Provides a legally defensible paper trail
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5. Assessment blueprinting #1
Definition:
 It is an assessment framework or outline used to
prepare test items
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6. Assessment blueprinting #2
• Maps out the content and structure of the assessment
• The key to matching assessment to curriculum objectives
• Ensures adequate sampling across subject area and skill
domains
– The scope and relative emphasis of the assessment
– Relative emphasis – depends on the proficiency of
the topic/portion
• Is followed when the assessment is constructed
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7. Assessment blueprinting #3
Includes …
– Essential learning objectives
– Alignment to KSA
– Item types
– Weighting or degree of emphasis
– Number of score points
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8. Sample format –Exam blueprint
Essential
learning
objective
Knowledge
Skill
Attitude Item
type
%
Emphasis
Number
of items
Clinical
reasoning
skill
Clinical
skill
Obj1
Obj2
Obj3
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9. Blueprinting – Instructor issues
• Your guideline for valid exams, Checklists and other
measures
• Start with the objectives
• Consider the BEST means of evaluation
• Sampling vs. testing all content
• Weighting the content areas
• Assigning points
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10. Blueprinting – Student issues
 Sharing with students?
 On the p+ side…
 Students feel grounded
 Organizing framework for study
 Can be used for content review
 On the negative side…
 Can limit areas that the student chooses to study
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11. Advantage of Multiple Measures
• Advantages to both student and instructor
• Allows student to demonstrate competency using
her/his best skills
• Allows instructor to assess student along more
than one dimension
• Allows instructor to note inconsistencies in
performance
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12. Consider appropriate means of measuring competency
Male Circumcision K S A
Counseling & Group
Education
MCQ Role Play Role Play
MCQ
Preoperative & Post
operative Assessment
MCQ Role Play Role Play
MCQ
Surgical Procedure MCQ Checklist Supportive
Supervision
Record Keeping MCQ Portfolio Supportive
Supervision
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13. Carefully consider the K, S & A components of the
competency
Male Circumcision K S A Total
Counseling & Group
Education
17%
(5)
50%
(15)
33%
(10) 30
Preoperative & Post
operative
Assessment
50%
(15)
33%
(10)
17%
(5) 30
Surgical Procedure 17%
(5)
66%
(20)
17%
(5)
30
Record Keeping 16%
(2)
60%
(6)
20%
(2)
10
Total 27 51 22 100
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14. Consider difficulty of developing MCQ items related to
competency
Male Circumcision K S A
Counseling & Group Education + +++ +++
Preoperative & Post operative
Assessment
+ +++ ++
Surgical Procedure + ++++ ++++
Record Keeping + +++ +++
+ = Least Difficult
++++ = Most Difficult
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15. Consider the number of MCQ items needed to test
knowledge
Male Circumcision #
Items
Points
Counseling & Group Education
(18.5%)
9 18
Preoperative & Post operative
Assessment (55.5%)
28 56
Surgical Procedure(18.5%) 9 18
Record Keeping (7.4%) 4 8
Total 50 100
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16. In aligning KSA with the
objectives we need to specify
what to asses in the three
aspects
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