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Educational Measurement and Evaluation

Notes U-3. S-O (Kn)-O(Un)-VS-O(Ap) : U-4. S-O(Un)-S-O(Ap)
U-5. O(Kn)-O(Un)-S-O(Ap) : U-6. S-VS-O(Kn)-S-VS-O(Un)-VS(Ap)
U-7. VS-O(Kn)-S-VS-O (Un) : U-8.O(Un)-S-O(Ap)

(i) Count the number of E, S, VS, O questions to verify with the design. Rectify if necessary.
(ii) Make subtotals row-wise and column-wise to check weightages to different forms of questions
to tally with unit-wise weightage.
(iii) Except for ETQ testing, understanding objective—which tests skill objective also (2 marks)—
all other questions test only one objective.

(iv) Insert all entries in the same manner—number of questions within brackets and marks for
those outside the brackets, e.g. 10(1), 4(1) 2(2) 1(1).
(v) In U-6 two entries 10(1) 10(1)° show two alternative questions, out of which one is to be
attempted; 10(1)° indicates option.
(vi) Under column 2 (understanding) against unit 4, ETQ with 10 marks is split into 2 parts,
testing understanding (8 marks) and skill (2 marks for diagram).
8.2.4 Judging the Quality of a Blueprint

Once the blueprint is ready, paper setter may like to check whether :
(a) it reflects the same weightages to assessment objectives, content units and forms of questions
as prescribed in the design;
(b) predisposing conditions, scheme of options, format, and the number and form of questions
are met;
(c) one type of questions is not crowded in a particular unit and under particular objective;
(d) internal options if provided are balanced in terms of content area, assessment objective,
difficulty level and time requirement; and
(e) on inspection you find that questions of different types are not crowded on one side but are
well spread, providing a balanced view of distribution of questions.
Blueprint is not simply a 2- or 3-dimensional chart showing distribution of various forms of
questions to be set on different units of content for testing various objectives. It is indeed to be an
architectural plan of the paper setter developed within the framework of the prescribed design of
the question paper, forming the basis for framing questions. By translating the requirement of
the design into an action plan, blueprint provides the needed basis for maintaining validity and
reliability of the evaluation tool (question paper). It focuses the attention of the frames of questions
to construct various types of questions strictly in accordance with the blueprint. Nevertheless, a
good blueprint does not necessarily lead to development of a good question paper; it is the
quality of the questions based on the blueprint that determines the quality of question paper,
which is our next concern in setting a better question paper.

Self Assessment
1. Fill in the blanks :
(i) ______ is a set of questions or exercises evaluating skills or knowledge of student individually.

(ii) There are three major objectives that are usually tested ______, understanding and ______
objectives
(iii) A Comprehansive test like the ______ or an annual examination of the school must utilise
all forms of questions.

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