Blueprint in education

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

Text 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 blooms taxonomy of educational objective 34. BLOOMS 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 blooms taxonomy Knowledge level Understanding level Application level 46. DETERMINATION OF LEARNING OBJECTIVE Learning objective is based on blooms 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 47. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC 48. 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 49. 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 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 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 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