Page 102 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes three-tier taxonomy of knowledge, understanding and application has become popular and
functional at school-level and board-level examinations. Of course, the fourth objective of
psychomotor skill (mainly drawing) is also testable in our written examinations, whereas
knowledge, comprehensive and written expression form the three assessment objectives in
language subjects.
If a blueprint is prepared with care, it reveals the complete horoscope of the ‘question paper to
be’, indicating the various ‘nuts and bolts’ of the question paper. How best to develop a blueprint
and translate the design into an action plan is not only a technical task but also a skill requiring
academic acumen and insight into the teaching of the subject. Paper setters must have a clear
vision of the nature and hierarchy of content elements and the intended learning outcomes of
each unit, to take decision about the nature and type of questions to be included in a particular
unit and the related objectives of assessment.

Besides reflecting weightages to content units, assessment objectives and forms of
questions, a blueprint can also reflect the scheme of options and nature of sections
or parts of the paper.

8.2.2 Technique of Development

Assuming an EVS question paper of 3 hr duration carrying 100 marks for class VI comprising 8
units and 4 assessment objectives and use of 4 types of questions (ETQ, SAQ, VSQ and OTQ), a
blueprint is prepared as given in Table. The small letters a, b, c, ...j given in the blueprint are not
a part of blueprint but are shown for guidance of teachers to follow the sequential guidelines
given below.
In this table, ‘a’ indicates the first step to be followed while preparing a good blue-print (of
course based on the design provided or developed), followed by ‘b’, the second step; ‘c’, the third
step; and so on.

8.2.3 Steps Involved in Developing Blueprint
(a) Insert total marks (100) at the bottom right-hand corner box.
(b) Insert column-wise marks to various objectives (40-30-20-10), as per design.
(c) Insert marks against each unit, row-wise (4, 12, 8, 20, 12, 24, 10, 10).

⎛ ( )U-2Kn ⎞ ⎛ ( )U-4-Un ⎞ ⎛ U-6Kn ⎞
(d) Enter ETQ where suitable ⎜ ⎟ ⎜ ⎟ ⎜ ⎟
⎝ 10 ⎠ ⎝ ( + )82 ⎠ ⎝ 10 ⎠

with internal option in;
(e) Enter questions testing skill (U-4 part of ETQ-2 marks for diagram), U-5 (4 marks,) for skill
and U-8 (4 marks) for skill

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