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Page 1: Blueprint in education

BLUEPRINT

PRESENTED BY

KIRAN KUSHWAHA

B.Ed

D.M.P.G

Page 2: Blueprint in education

MEANING

Page 3: Blueprint in education

MEANING

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

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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.

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WHO WILL USE THE BLUEPRINT

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WHO WILL USE THE BLUEPRINT

It was first used at construction and industry

Page 9: Blueprint in education

WHO WILL USE THE BLUEPRINT

It was first used at construction and industry Later it was used in car modeling, animation

story boarding, etc.

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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.

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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

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MEANING OF BLUEPRINT IN EDUCATION

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MEANING OF BLUEPRINT IN EDUCATION

It provide students an interactive approach for education planning to meet the curriculum expectations and learning objectives.

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BLUEPRINT FOR TEST

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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

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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

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“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

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“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

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USES OF BLUEPRINT IN EDUCATION

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USES OF BLUEPRINT IN EDUCATION

For the assessment of test specification i.e., in examination.

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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

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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

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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

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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

Page 25: Blueprint in education

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

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FEATURES

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FEATURES

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

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FEATURES

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

The questions represent the topics in the content area

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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

Page 30: Blueprint in education

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

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PURPOSE OF BLUE PRINT

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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

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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

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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.

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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

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BLOOM’S TAXONOMY OR

EDUCATIONAL OBJECTIVE

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REVISED BLOOM TAXONOMY

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GUIDELINE / STEPS TO PREPARE BLUE PRINT

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GUIDELINE / STEPS TO PREPARE BLUE PRINT

Content analysis

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GUIDELINE / STEPS TO PREPARE BLUE PRINT

Content analysis Determination of learning objectives

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GUIDELINE / STEPS TO PREPARE BLUE PRINT

Content analysis Determination of learning objectives Determination of no. of items for each topic

based on learning objectives

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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

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CONTENT ANALYSIS

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CONTENT ANALYSIS

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

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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 1.1Topic1.2Topic 1.3Topic 1.4

Lesson- 2 Topic 2.1Topic2.2Topic2.3

example

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DETERMINATION OF LEARNING OBJECTIVE

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DETERMINATION OF LEARNING OBJECTIVE

Learning objective is based on bloom’s taxonomy Knowledge level Understanding level Application level

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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

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DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC

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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 0 3 items

6 items 5 items 2 items 13 items

example

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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 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

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

Page 53: Blueprint in education

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 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

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DETERMINING THE TYPES OF ITEMS

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DETERMINING THE TYPES OF ITEMS

Determines the type of items in each module and also providing weightage to each type of items

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DETERMINING THE TYPES OF ITEMS

Items type

Determines the type of items in each module and also providing weightage to each type of items

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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

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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

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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

Page 60: Blueprint in education

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

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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

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BENEFITS OF BLUE PRINT

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BENEFITS OF BLUE PRINT

Give feedback on student’s progress and teachers delivering the curriculum

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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

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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

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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

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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

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Every time the question will

change, not the blue print

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THANK YOU


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