Rev.

SY21
Test Blueprint

Follow the steps below to create a test blueprint for a test you use in your class. Select a test that you suspect is not
focused on higher level thinking skills. It may be teacher created or publisher created. Include a copy of the original
test as well as the newly rewritten one and be sure to:

 Refer to the rubric at the bottom of this document to become familiar with the expectations of this task.
 Highlight the changes on your revised test to indicate modifications and changes made to the original.
 Create a chart similar to the one of those below.
 List topics or objectives across the top or side of the chart.
 Categorize level of thinking required according to Bloom or other method required in your school/department
in the opposite side from the topics/objectives (DOK, etc.).
 Write the number of questions/items on the test or grade points given to the items in each cell.
 Write a brief analysis of the blueprint. Be sure to address the validity of the test (how well it matches
instruction) as well as its rigor, particularly as related to gifted learners.
 Revise and rewrite the test to reflect the application of higher order thinking skills.

Example: Content-Based Chart

Number of points at each level: original

Levels\Content Perimeter Area TOTAL

Knowledge 0 0 0
Comprehension 3 4 7
Application 2 2 4
Analysis 1 0 1
Synthesis 0 0 0
Evaluation 0 0 0
TOTAL 6 6 12
Number of points at each level: new
Levels\Content Perimeter Area TOTAL

Knowledge 1 0 0
Comprehension 0 1 2
Application 1 1 4
Analysis 1 1 4
Synthesis 0 0 0
Evaluation 2 4 2
TOTAL 5 7 12

Analysis of original test:

The test has 3 questions about perimeter and 5 questions about area, where one of them pertained to both
perimeter and area. We spent one week on perimeter and one week on area therefor the test does reflect the time
we spent on each topic. The test recently how much time we spent on each topic. There are some questions that
relate to real world scenarios and some that address strictly the formulas. The standard addresses using the
perimeter and area formula in real life scenarios. Most questions are comprehension questions that have to do with
the student choosing the correct formula or definition for area or perimeter. There is one question that is asking for
student comprehension for both perimeter and area therefor you can see on the chart there are 11 questions but 12
noted above. There are two application questions that ask the students to find the perimeter or area. There was one
analysis question for a perimeter question. It asked the student to compare the two perimeters to determine which
Rev. SY21
one is larger. This original test was not rigorous. The gifted learners are not able to use their higher order thinking
skills to show what they know. We tried to make the test as simple as possible because the fourth-grade students
seem to be very behind from digital learning. We do need to include some higher order thinking questions to make
sure they truly understand the content and put it to use. I am looking to change some of the comprehension
question to higher order thinking questions.

The new test has the same balance of topics within the test. However, several questions that address both topics
can be noted in applying to different areas of Bloom’s. Many of the questions were focused more on evaluation of
the questions, but with math you are often evaluating questions to show reasoning to explain information to the
other party. Students will be required to show their knowledge based on how they compute and explain this
thinking through their work.

Process-Based - This time the outcomes will indicate level of thought and the type of item and number of points for
each is specified:
Original
Outcome Number of items by number of points per item
Students Mult. X Calculation X Matching X Essay X TOTAL
will … Choice 2 5 3 10 Points
1. Know the rules 7 14 0 0 0 0 0 0 14
for…
2.Apply formulas.. 4 8 0 0 0 0 0 0 8

3. Analyze.. 0 0 0 0 0 0 0 0 0
4. Create 0 0 0 0 0 0 0 0 0

New
Outcome Number of items by number of points per item
Students Mult. X Calculation X Matching X Constructive X TOTAL
will … Choice 2 5 3 response 10 Points
1. Know the rules 2 4 3 15 0 0 1 10 29
for…
2.Apply formulas.. 2 4 5 25 0 0 2 20 49

3. Analyze.. 1 2 1 5 0 0 2 20 27
4. Create.. 0 0 0 0 0 0 0 0 0

An analysis section could include:

The original test was all multiple choice. This makes it easier for the students to find the correct answer. It also limits
seeing what exactly the students know. I have included areas for them to show their thinking to evaluate their
understanding of the math. For mathematics and showing application of the formulas that students are expected to
know and use, we should not always include multiple choice options. This can limit students into thinking deeper
and reasoning out the correct steps to solve the problem. I believe that these changes will challenge the gifted
learners within the classroom setting while also meeting the needs of the traditional student with the multiple
choice, original assessment.

The new test contains a lot of calculations using the correct formulas as well as a number of items where students
are required to either explain their thinking or display their understanding of the formulas. This will encourage
students to think on a higher level rather than simply picking the correct choice from a given selection. They are now
being required to show their understanding beyond process of alimentation. I did include a few with multiple choice
because students need a variety of questions when assessing their interpretation of information.
Rev. SY21

Test Blueprint Rubric (50 points total)

Meets Progressing Does not Meet Unacceptable Incomplete

Expectations Expectations
10 pts 8 pts 6 pts 4 pts 0 pts
Test Analysis The blueprint The blueprint The blueprint The blueprint The blueprint is
(Blueprint) provides an provides a provides a provides an incomplete or
accurate mostly accurate somewhat inaccurate or missing.
analysis of all analysis of all accurate incomplete
test items. test items. analysis of all analysis of test
test items. items.
10 pts 8 pts 6 pts 4 pts 0 pts
Analysis of the Written analysis Written analysis Written analysis Written analysis Written analysis
Blueprint: of the test's of the test's of the test's of the test's of the test's
Validity validity is clear, validity is clear validity is validity lacks validity is
logical, and and logical. somewhat clear clarity and/or missing.
supported with and logical. logical
specific data. conclusions.
10 pts 8 pts 6 pts 4 pts 0 pts
Analysis of the Written analysis Written analysis Written analysis Written analysis Written analysis
Blueprint: Rigor of the test's of the test's of the test's of the test's of the test's
rigor is clear, rigor is clear and rigor is rigor lacks rigor is missing.
logical (as logical (as somewhat clear clarity or logical
related to all related to all and logical (as conclusions (as
learners and learners and related to all related to all
gifted learners gifted learners learners and learners and
specifically), and specifically). gifted learners gifted learners
supported with specifically). specifically).
specific data.
20 pts 16 pts 12 pts 8 pts 0 pts
New Test The new test is The new test is The new test is The new test The new test is
highly valid and highly valid and valid and makes lacks validity or incomplete or
challenging for makes some does not reflect missing.
gifted learners. considerable improvements higher order
progress toward for challenging thinking for
challenging gifted learners. gifted learners.
gifted learners.