Blueprint in education

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

1. BLUEPRINT PRESENTED BY KIRAN KUSHWAHA B.Ed D.M.P.G

2. MEANING

3. MEANING A blueprint is generally something intended as a guide when making something else .

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. Who will use the blueprint

6. Who will use the blueprint It was first used at construction and industry

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. 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. 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. Meaning of blueprint in education

11. Meaning of blueprint in education It provide students an interactive approach for education planning to meet the curriculum expectations and learning objectives.

12. Blueprint for test

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. 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. “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. “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. Uses of blueprint in education

18. Uses of blueprint in education For the assessment of test specification i.e., in examination .

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. 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. 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. 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. 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. features

25. features It is a matrix or chart reporting the number and type of test questions

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. 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. 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. Purpose of blue print

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. 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. 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. 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. Bloom’s taxonomy or educational objective

35. revised bloom taxonomy

36. Guideline / steps to prepare blue print

37. Guideline / steps to prepare blue print Content analysis

38. Guideline / steps to prepare blue print Content analysis Determination of learning objectives

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. 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. Content analysis

42. Content analysis It is a means to divide the whole content of the syllabus or course into a systematic tabular form

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. Determination of learning objective

45. Determination of learning objective Learning objective is based on bloom’s taxonomy Knowledge level Understanding level Application level

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 example

47. Determination of no. of items for each topic

48. Determination of no. of items for each topic unit Sub-topic knowledge understanding application 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 3 items 6 items 5 items 2 items 13 items example

49. Determination of no. of items for each topic unit Sub-topic knowledge understanding application 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 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. In this way no. of items for other lesson could be constructed (see table below)

51. In this way no. of items for other lesson could be constructed (see table below) unit Sub-topic knowledge understanding application 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 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 3 items total 17 items 13 items 7 items 37 items example

52. Determining the types of items

53. Determining the types of items Determines the type of items in each module and also providing weightage to each type of items

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. 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. 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. 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. 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. 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/false classify analogy Determines the type of items in each module and also providing weightage to each type of items

60. Benefits of blue print

61. Benefits of blue print Give feedback on student’s progress and teachers delivering the curriculum

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. 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. 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. 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. Every time the question will change, not the blue print

67. THANK YOU