18.5 PREPARATION OF B are several steps involved in first step in planning a test 1s to identify the instructional objectives. Knowledge Objective is considered to be the lowest level of learning, whereas, understanding, application of knowledge are considered higher levels of learning. The second step in planning a test is to make the “Design”. The Design specifies weightages to different (a) Instructional objectives, (b) Types (or forms) of questions, jevement test. The ~\at in the Cogniti Domain—Construction of Tost hens sand sub-tnits of the course go oe Bl Pi ing isd uFSe Content, (4) as mt tions nthe Question paper The yore iy. ain itp gretlects major policy decisions ofthe gx ne termed as ay pees ve gue Print: The Third stepistopepane IB 48eNcy oan ndings ' ; epATE the Blue pan om iividual cq,eleted i the design of the question paper, ett The policy decisi sng Be BNE tis a this stage that the paper senan e4 itoaction throne 08 ion through ty Jonsare to be set for different o 88 10 how Sor is to be set. Further he pic ner which unin ioe picksup ea opie, particu “2 perefore, in the blue pri tthe paper snes sions ‘we daibted over dire obec ides how all the questions are ded i Content areas as to ihe a is ese in te desig The three dimensions ofthe buena f int consists of vee OWS, and objectives and forms of quest fea oa tions in vertical 10” Once the blueprint is prepared, t the can writesee 5 acetone Paper setter car ite/select the items and nf 1,354 Méaning and Definition of Blue Print : icTionarY meaning of the term “Blue pint” lue print’ is “a detailed plan of action”, sahovEeserbed, the test blueprint isa acon Plan oT ihe design otters 1 ; % Attest blueprint, also known as test specifications, consists of a matrix, a 4a, representing the number of questions to be included in the test within each peand level of objectives. © 3. A ready reference/an array of nature of questions ofa question-paper is ailed Blue print of the question paper. layout of nature of questions in respect of luwwledge, understanding, application, marks, topics, estimated difficulty level, et + §called Blue print of the question paper. The blueprint identify the objectives and skills that are to be tested and the & slafhE weight on The test given to Gach TRE eprint can Rep to ensure that Coverage of topics and level of objectives oi Alter the E ft SrA the task of writing the test items can be stated ssa. ‘and Importance of Blue cP "To standardized the question paper. To incorporate the aim of the test. Toiincorporate the aims and objectives ofthe curiculum = £9 to incorporate the change in the methodology of teaching, if eal = 9 To check the suitability of the text-book and syllabus, nnge 2 etek he diticulty evel ofthe question pape. « igowolibes Be Saseatent lity of the questions to the standard of To incorporate the suitabil — _\0? bs check the suitability ofthe question paper tothe subjecUtopc. 9. Tosymehroniae dhe questions pape consonance WHR Te a {Te define the seamed emphases 11, Torelate objective with the content 12. ‘Toanalyze the question paper on following parameters: Reliability; vali objectivity and practicability 185.3. Fanetions of Blue Print 1. “Pelps to achieve balance between instruction and assessment. 2, “Helps to ensure that atest will sample al important content and process areas, 3. “Reiduces tendency to test “memory of facts” only. 4 s “Prides a structure for communicating with students before and after testing ‘pds structure for analyzing, summarizing and reporting results 18.544 Diereasions of the Blue Print Weightage to the Objectives (Learning Outeomes): For a classroom test, all the relevant instructional objectives should be taken into consideration and given due weightage in the test. But generally, the teachers take objectives from_ cognitive domain, like— knowlede, understanding, Apptteatonrand skit Werahiages “Iw different objectives should se mevatouldbeavenon basso asis oftheir relative Tinportance. S.No.| Objectives - Percentage of Marks | No. of Questions 1.4 | Knowledge 7 = 0 2. | Understanding 30 ~ 9 3.4 | Application —— 35° 7 4.7 | Skill Reasoning, evaluation formation) 2 18 Total 100 65 2. Weightage of Content/Subject + Here, different areas (or units) content which are taught to students during instruction need to be given di weightage, according to their relative importance. S.No, | Unit/ContenvSubject | Percentage of Marks | No. of Questo 1 Unit-1 10 os 2 10 03 3. 10 0s 4 15 ey 5 20 07sessment inthe Cognitive Now a Unit/ContenvSubject Lf") 3. Weightage « Ge purposes, Essay type, NPE and objective teat he een Tt oT uestionssheet ee fe test the learning outcomes and comers ‘0 Form of Questions: + short-answer Hy, for classroom testing ‘ype items are used. Here on Te Dasis of ity itabitity |S.No.| Forms of Marks for Percentage | No. of i Questions cach Question | of Marks | Questions j 1 Essay type 6 Bw — 3 | 2. | Shon-Answer type 3 30 10 Objective Type oo 2 2 Total 100 6s if vo 4, A¥eightage to Difficulty Levetof Questions Ice, in anormal class. } such as ~above average, average and. ns of different, levels, such as— easy, category of questions sh Percentages of Expected Difficulty Levels 2. Average 70 3. Ditcut 15 ‘A question may vary in difficulty level from individual wo indiva lual, as such, th ion in respect of each question will be made by the panes Setter on th bas of general expectation fom he gear ae2s Learning Resouces and Assessment of can ing Itage of Expected Time for Each Question 7 lh dann Form of Questions | Expected Time for each Question I 1. | Long-Answer Type 45 Minutes, ‘on average, about 2. | Short-Answer Type 55 Minutes 2 mint. i 3. | Objective Type 80 Minutes permark = Total 180 Minutes 6. Scheme of Option: There will be no option or Intemal Choice (either/or type) on a very selective basis. Weightage to Numerical = According to Subject/Topic 8. Weightage to High: yea the subject and group of learney 185.5 A Model Blue Print After providing weightages to different di blue print, along with watsions,a specimen of three-dimeisional weightage tables is given here. A Model of Blue Print TE Iss Jo} ys fo pa [sa 7 7m spo oo Tn Tr Tan sar za [anf [eer hay woh moar emt Teo rm sn) 2er sn [ray rm Tay Dor por oa wf sar [wmf al a moa ss) eat eadn an IND: Type, Sc Short Answer Type & O = objective Type Questions. A wana Numororene NS Ds Quins Numbers Written inside the brackets indicates the number of questions, a number outside the brackets indicate percentage (Number) of marks. Total Number of Marks = 100, Total Number of Questions Re es Lingcssment in the Cognitive Domain 35.6 Perfect/Standard Blue P; int A blue print will be said to be perfect standard i jcarning out-comes, etaencn ane see Objectives = Knowledge, Under 1 standing, Appli 2. Weightage dine Applicat subject of Curti 3 i j Changes withthe subject vt Earlier trend was Objective mors Knowles Percentage ge 30 Understanding Application 20 Latest trend from 2008 onwards i, knowledge = 30%, understanding = 40 Application = 20%, Skill, reasoning, e r " tc = 10%. Out of total questions, 2 ill) Type questions, in the added objective 7 Advantages of Blue Print Ibe of HOTS (Higher order Thinking s 18.5 ~ Following are the important benefits of constructing atest blueprint \_ To ensure content validity of the test 2. To ensure the Balance among topics and skills which are to be tested 3. _To provide guidelines for constructing questions 4. To reproduce a similar test for different groups of students. 5. To make comparison with other tests 6. Todefine, as clearly as possible, the scope and emphasis of the test 7. 8 jectives to the content/topiés. To stress the importance in certain topics and level of cognitive skills to ‘teachers, pupils and test-makers. : 9. Tobe able to reproduce a test with similar content, cognitive and difficult levels in the future ; tain similar standards and levels of difficulties of the test over the —time—_ 1, a blue print provides assurance that the test will measure learning omes (objectIVESTANT course content in a balanced manner.