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.

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.

7. WHO WILL USE THE BLUEPRINT

8. WHO WILL USE THE BLUEPRINT
 It was first used at construction and industry

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.

10. 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.

11. 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

12. MEANING OF BLUEPRINT IN EDUCATION

13. MEANING OF BLUEPRINT IN EDUCATION
 It provide students an interactive approach for
education planning to meet the curriculum
expectations and learning objectives.

14. BLUEPRINT FOR TEST

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 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

18. “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

19. USES OF BLUEPRINT IN EDUCATION

20. USES OF BLUEPRINT IN EDUCATION
 For the assessment of test specification i.e., in
examination.

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

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

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

24. 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

25. 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

26. FEATURES

27. FEATURES
 It is a matrix or chart reporting the number and type
of test questions

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

29. 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

30. 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

31. PURPOSE OF BLUE PRINT

32. 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

33. 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

34. 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.

35. 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

36. BLOOM’S TAXONOMY
OR
EDUCATIONAL OBJECTIVE

37. REVISED BLOOM TAXONOMY

38. GUIDELINE / STEPS TO PREPARE BLUE PRINT

39. GUIDELINE / STEPS TO PREPARE BLUE PRINT
 Content analysis

40. GUIDELINE / STEPS TO PREPARE BLUE PRINT
 Content analysis
 Determination of learning objectives

41. GUIDELINE / STEPS TO PREPARE BLUE PRINT
 Content analysis
 Determination of learning objectives
 Determination of no. of items for each topic based
on learning objectives

42. 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

43. CONTENT ANALYSIS

44. CONTENT ANALYSIS
 It is a means to divide the whole content of the
syllabus or course into a systematic tabular form

45. 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

46. DETERMINATION OF LEARNING OBJECTIVE

47. DETERMINATION OF LEARNING OBJECTIVE
 Learning objective is based on bloom’s taxonomy
 Knowledge level
 Understanding level
 Application level

48. 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 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 this way no. of items for other lesson could be constructed (see
table below)

53.  In this way 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 TYPES OF ITEMS

55. DETERMINING THE TYPES OF ITEMS
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
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
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
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
Determines the type of items in each module and also providing weightage
to each type of items

60. 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

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

62. BENEFITS OF BLUE PRINT

63. BENEFITS OF BLUE PRINT
 Give feedback on student’s progress and teachers
delivering the curriculum

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

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

66. 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

67. 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

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

69. THANK
YOU