BLUEPRINT ASSESSMENT

Principle

 The PURPOSE of the assessment will define the

content, strategy, & technique used.
 Perspectives

 Teachers and students tend to approach their tasks

from different perspectives.
 Teachers focus on outcomes and content
 Students focus on assessment

 A mismatch between outcomes and assessment

causes confusion for everyone in the teaching and
learning enterprise
 Curriculum Alignment

 The curriculum is designed so that the learning

activities and assessment tasks are clearly related to
the intended learning outcomes.
Teaching &
Learning
Activities

Intended Assessment
Learning Tasks
Outcomes
 Curriculum Alignment

 Too often assessment tasks are not related to stated

outcomes, not valid for the outcome, or incongruent
with teaching methods
Teaching &
Learning
Activities

Intended Assessment
Learning Tasks
Outcomes
Curriculum and Assessment: ‘Ideal’
Curriculum and Assessment: Real
 Assessment Blue Print

 A detailed, written plan for an assessment

 Typically includes
 descriptions of the purpose and target audience
 the topics and performance areas it will cover
 the types of items and number to be written for each
topic or performance area
 scoring
 timing
 the administration method (paper, browser, CD)
 desired reports and report distribution
 What is blueprint

 A Blueprint is a plan that explicitly relates

outcomes and assessment strategies .
 guides the development of assessment systems at a course
level
 guides development of assessment as unit level
 guides the appropriate use of individual instruments
 It provides evidence of the design making
processes involved in choosing appropriate
assessment tasks, sampling of subject matter and
balance.
 Why use a blueprint?

 To explicitly align assessment processes with desired

learning outcomes in terms of:
• What will be assessed
• How it will be assessed

 To ensure an appropriate range of objectives, content

and weightings are addressed when devising specific
examination instruments

 Allows sharing and communication with others

 Provides a basis for consistency over time
 Langkah yang harus diperhatikan

 Tetapkan dengan jelas target belajar yang hendak di

assess.
 Terdapat kesesuaian antara teknik assessment
dengan tujuan belajar
 teknik assessmen yang dipilih sudah memenuhi
kebutuhan siswa
 Jika memungkinkan gunakan multiple indicators of
performance untuk masing-masing target belajar.
 Menyadari keterbatasan masing teknik assessment
 Content Steps

 Define what is to be tested

 Clinical problems at some resolution
 Tasks for each problem
 Blueprint

 Select test methods

 Authenticity appropriate to clinical tasks
 Clinical tasks determine the method
 Titrate against practical constraints
 Blueprinting

Test content matches objectives

• Assessment matches competencies learnt

• Assessment matches format of learning, “PBL”
 Simple Blueprint

Competence CVS RS … GI ….. MSS Endo/ Haem / ….

Categories Metab Oncolo
gy

History Taking

Physical Exam

Tests and
Procedures

…..

Management

Communication and
Patient
Education
 Blueprint for an assessment system

Competency Year 1 Year 2 Years … (clinical)

Communication skills OSCE OSCE OSCE

Clinical Skills OSPE OSCE, Mini-CEX, DOPS

Scientific basis MCQ MEQ MCQ

Mx of health problems Mini-CEX, clinical

performance rating form

Mx of information SAQ SAQ, MCQ

Self awareness & PBL tutors LP Clinical performance

development ratings, LP rating form, LP
Ethics, morals, PBL tutors & LP Clinical performance
professionalism peers ratings, LP rating form, LP
Context syllabus Learning Objective ( Blomm’s)

Knowledge Application Syntesis

comprehenship Analysis Evaluation

Dip year 1 70% 30%

Dip year 2 50% 50%

Degree year 1 50% 50%

Degree year 2 30% 50% 20%

Degree year 3 60% 40%

 Taxonomy : Levels of Learning Outcome

Domain of learning I II III IV V VI

Knowledge Analys
Cognitive (Bloom) is

Skills Adapt
Psychomotor ation

Values Organi
Attitude (Krathwol) zation
 The Test Blueprint

Topics (Syllabus) Learning Outcome (Bloom)

List of Topics to be
tested I II III IV V VI

Anatomi sistem
Gastrointetinal

Patofisiologi Infeksi
sistem gastrointestinal

Manajemen infeksi
sistem gastrointestinal

DLL
 Rambu rambu pembuatan assesment

1. Tetapkan secara spesifik target belajar:

kemampuan apa yang diharapkan oleh mahasiswa
anda, kemampuan mengerjakan, nilai atau
merasakan.
2. Manfaat menetapkan target belajar yang spesifik:
membantu membuat proses instruksional, target
seberapa luas penguasaan materi dan untuk
menetapkan bentuk dan model assessmen.
3. Taxonomies: digunakan sebagai landasan untuk
menetapkan target belajar. Cognitive domain
(Bloom, Quellmalz’s, Gagne’s). Pertimbangan yang
digunakan untuk menetapkan pemilihan taksonomi
: (1) completeness; (2) point of view, (3) reform; (4)
simplicity; (5) reporting
4. Kualitas learning target harus memenuhi kriteria
minimum: (1) orientasi kepada mahasiswa; (2)
orientasi pada performance, ketrampilan apa yang
dapat ditunjukkan setelah siswa mengalami proses
belajar; (3) orientasi isi yangdinyatakan secara
spesifik yang dapat dikuasai oleh siswa
5. Meyakini jika assessment sudah cocok dengan
learning targets: (1) matching assessment to mastery
learning targets; (2) matching assessment to
developmental learning targets
 Petunjuk pengisisan blueprint assessment
blok

Lembar 1
a. Tulis nama blok, blok ke, penyusun blok
b. Pengisian borang: (1) nama modul, kemudian LU
yang terbaik; (2) Petakan SIO yang akan dicapai
LU tsb ke dalam kolom ranah kognitif atau
psikomotor sesuai level kompetensi tujuan tsb.
c. Tulis bobot penilaian LU terhadap bobot penilaian
untuk setiap LU dan jumlah soal (prosentasi
terhadap seluruh blok)
 d. Di bawah tujuan blok yang telah dipetakan ke
dalam kolom-kolom ranah kognitif atau
psikomotor, tuliskan pula bobot penilaian untuk
tujuan tersebut dan jumlah soal
 e. Lakukan langkah 1-4 untuk seluruh modul dan LU
pada blok anda
Lembar 2:
a. Tujuan: tuliskan rangkuman kesuluruhan tujuan
ke dalam level kognitif-psikomotor yang sesuai
b. Jumlah soal : tuliskan jumlah soal yang sesuai
tujuan
c. Distribusi soal per bagian: tuliskan nama nama
bagian dan berapa soal yang harus dibuat sesuai
dengan tujuan dan level kompetensi
d. Bentuk soal sesuai tujuan dan level kompetensi
MATUR NUWUN