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Asssment Blue Print

The document discusses intended learning outcomes (ILOs) and their relationship to assessment. It explains that ILOs refer to the knowledge, skills, and attitudes students should demonstrate after a course. A blueprint is used to align assessments with ILOs by determining what and how each ILO will be assessed. The blueprint includes Bloom's taxonomy to classify ILOs by knowledge level and guide question design. Developing a table of specifications then allows mapping assessments to ILOs to ensure all are addressed at the appropriate cognitive levels. This comprehensive approach helps ensure assessments accurately evaluate student achievement of the intended course outcomes.

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Marawan Mahmoud
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22 views16 pages

Asssment Blue Print

The document discusses intended learning outcomes (ILOs) and their relationship to assessment. It explains that ILOs refer to the knowledge, skills, and attitudes students should demonstrate after a course. A blueprint is used to align assessments with ILOs by determining what and how each ILO will be assessed. The blueprint includes Bloom's taxonomy to classify ILOs by knowledge level and guide question design. Developing a table of specifications then allows mapping assessments to ILOs to ensure all are addressed at the appropriate cognitive levels. This comprehensive approach helps ensure assessments accurately evaluate student achievement of the intended course outcomes.

Uploaded by

Marawan Mahmoud
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Assessment and its

relationship to INTENDED
LEARNING OUTCOMES
(ILOs)
INTENDED LEARNING
OUTCOMES (ILOs)

ILOs refer to what students


should be able to demonstrate in
terms of knowledge, skills and
attitudes as a result of a learning
course.
ILOs of the
course

Assessment
Content Methods (how students’
( What is taught) (how it is taught) achievement is
assessed)
 Course specifications ILOs
Quality Assessment

The Blueprinting Approach and exam table


of specifications
Overview

 What is a blueprint?
 Why we need to use a blueprint?
 Example
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
What is a blueprint?

 A Blueprint is a plan that relates


outcomes and assessment
strategies .
Why we use a blueprint?
 To align assessment processes with
desired learning outcomes in terms of
assessment tasks:

• What will be assessed


• How it will be assessed

 Provides a basis for consistency over


time
2- Determine level of Q

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s taxonomy of knowledge


Bloom’s taxonomy

Evaluate
appraise, discriminate
Synthesis
integrate, design
Analyse
order
Application
demonstrate

Comprehension
interpret, discuss

Knowledge Professional
define, describe
Authenticity
Bloom’s Taxonomy: Cognitive Domain
Level / Definition Sample Verbs
Knowledge / Definition: Remembers Define, Identify, Label, List, Name, Recall,
previously learned material State, Memorize, Repeat, Underline

Comprehension / Definition: Describe, Discuss, Explain, Locate,


Grasps the meaning of material, repeats it in Paraphrase, Give example, Translate,
his/her own words (lowest level of Restate, Tell, Interpret
understanding)

Application / Definition: Apply, Carry out, Demonstrate, Illustrate,


Uses learning in new and concrete situations Prepare, Solve, Use, Compute, Dramatize,
(higher level of understanding) Practice, Sketch, Operate

Analysis / Definition Analyze, Categorize, Compare, Contrast,


Understands both the content and structure of Differentiate, Discriminate, Distinguish, Test,
the material, can break it down into its Outline, Categorize, Critique, Debate, Solve,
constituents Classify, Infer

Synthesis / Definition Assemble, Combine, Compose, Construct,


Formulates new structures from existing Create, Design, Develop, Formulate,
knowledge and skills Generate, Plan, Propose, Produce, Set-up,
Integrate, Generalize

Evaluation / Definition Judges the value of Assess, Argue, Conclude, , Convince, Defend
material for a given purpose based on Evaluate, Interpret, Justify, Select, Support,
developed criteria Appraise, Estimate, Grade, Measure, Rate,
Revise, Value, Recommend, Summarize
 How to prepare a table of
specifications For a written
exam
Assessment design

• *provide students the opportunity to demonstrate


whether or not they have achieved the ILOs and what
level their performance is in those ILOs.

• *should be appropriately designed or selected to


address all the ILOs that we want to assess.

• *provide different assessment methods (tasks) address


different ILOs. There should therefore be several kinds of
task.

• *provide the evidence allowing teachers to make a


judgment about the level of a student’s performance
against the ILOs and to award a final grade.

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