ASSIGNMENT ON

BLUE PRINT AND IEM ANALYSIS

BLUEPRINT

 INTRODUCTION:
A blueprint is a paper-based reproduction of a drawing, usually a technical drawing, such
as an architect or engineer would use. Blueprints use the cyanotype process that was
invented by the astronomer John Herschel in 1842. The paper (or vellum or plastic) is
coated with a solution of two soluble iron (III) salts - potassium hexacyanoferrate (III)
(potassium ferricyanide) and iron (III) ammonium citrate.
The two iron salts do not react with each other in the dark, but when they are exposed to
ultraviolet light the iron (III) ammonium citrate becomes an iron (II) salt. The iron (II) ion
reacts with the potassium ferricyanide to form an insoluble blue compound, KFeFe
(CN)6·H2O. This compound is blue ferric ferrocyanide, also known as Prussian blue.

 HOW BLUEPRINTS ARE MADE:

A blueprint starts out as a black ink sketch on clear plastic or translucent tracing paper.
The ink sketch is laid on top of a sheet of blueprint paper and exposed to ultraviolet light
(e.g., placed in sunlight). Where the light strikes the paper, it turns blue. The black ink
prevents the area under the drawing from turning blue. After exposure to UV light, the
water-soluble chemicals are washed off the blueprint, leaving a white (or whatever color
the paper is) drawing on a blue background. The resulting print is light-stable and as
permanent as the substrate upon which it is printed.

 MEANING:
1. A blueprint is a guide for making something — it's a design or pattern that can be
followed. The literal meaning of a blueprint is a paper — which is blue — with plans
for a building printed on it. A blueprint helps you figure out what to do.
 2. A blueprint is generally something intended as a guide when making something else.
It is a detailed plan of action or outline in a technical form.

 MEANING OF BLUEPRINT IN EDUCATION:

1. It provides students an interactive approach for education planning to meet the curriculum
expectations and learning objectives.

 WHO CAN USE THE BLUEPRINT:

 It was first used at construction and industry  Later it was used in car modelling,
animation story boarding, etc.
 Basically; it is used at those areas where we want a detailed plan of action before
executing finally.
 In education, it used by the teachers, researchers, administrators etc.

 PURPOSE OF BLUE PRINT:

 Provide conceptual map of examination format and the content area.
 Type of measurement tool for assessing the items weighting the respective column of
learning objectives.
 Blueprint is seen as readily available document, which contains the list of topics
covered under each module with its identified learning objectives.
 It guides item collection and development.
 It provides a clear framework for the researchers to design items which assess the
important concept or thinking skill listed in the test blueprint.
 It also provides sources for the formative use of the summative assessment.
 To satisfy the bloom’s taxonomy of educational objective.

 FEATURES:
 It is a matrix or chart reporting the number and type of test questions.
 The questions represent the topics in the content area.
 The questions are based on the learning objective from each topic.
 It also identifies the percentage (%) weighting of cognitive dimensions.

 USES OF BLUEPRINT IN EDUCATION:

 For the assessment of test specification i.e., in examination.
 Evaluating time management and strategy to achieve the desired outcome.
 It is useful for the Education administrators for curriculum development.
 It also used by Curriculum developers to design comprehensive and sequenced career
development learning opportunities.
 Useful for Research and evaluators to design learning plans.
 BLUEPRINT FOR TEST:
A blueprint for test or examination is also known as the test specification provides
examination strategy of an institution at a glance  It is in the form of matrices i.e., tabular
form.

“specifies all the elements of performance relevant to the assessment so that appropriate
samples of activity and corresponding methods can be selected according to their relative
importance to the overall assessment process” Newble and Dawson, 1994

 BENEFITS OF BLUE PRINT:

 Give feedback on student’s progress and teachers delivering the curriculum
 From student’s point, how well they attain the objectives
 Provides a guide to both to students and teachers
 Determines the reliability and validity of the examination
 ITEM ANALYSIS
 INTRODUCTION:
The item analysis is an important phase in the development of an exam program. In this
phase statistical methods are used to identify any test items that are not working well. If an
item is too easy, too difficult, failing to show a difference between skilled and unskilled
examinees, or even scored incorrectly, an item analysis will reveal it. The two most common
statistics reported in an item analysis are the item difficulty, which is a measure of the
proportion of examinees who responded to an item correctly, and the item discrimination,
which is a measure of how well the item discriminates between examinees who are
knowledgeable in the content area and those who are not. An additional analysis that is often
reported is the distractor analysis. The distractor analysis provides a measure of how well
each of the incorrect options contributes to the quality of a multiple choice item. Once the
item analysis information is available, an item review is often conducted.

 DEFINITION:
1. A type of analysis used to assess whether items on a scale are tapping the same
construct and are sufficiently discriminating. (Pollit & Beck)
2. Item analysis is the process of looking at the item responses of a test.
3. Item Analysis is a process of examining the student’s response to individual item in the
test. It consists of different procedures for assessing the quality of the test items of the
students.
4. item analysis is a statistical technique which is used for selecting and rejecting the items
of the test on the basis of their difficulty value and discriminated power

 PURPOSE OF ITEM ANALYSIS:

1. Ensure accurate measurement of knowledge or skill

2. Enhance student learning

3. Increase student engagement

4. Avoid demoralizing students.

5. Detect learning difficulties

6. Identify weakness

7. Interpretation of student’s performance

8. Understand behaviour of item

9. To become better competent teachers.

10. Control the quality of a test.

11. Evaluate the students.

12. Increase confidence in drawing conclusions

o Outcome achievement

o Level of knowledge or skill mastery

o Teaching effectiveness

 NEED FOR ITEM ANALYSIS:

 Item analysis information can tell us
 If an item (i.e. the question) was too easy or too difficult,
 How well it discriminated between high and low scorers on the test and
 Whether all of the alternatives functioned as intended.

 ADVANTAGES OF ITEM ANALYSIS:

 It aids in detecting specific technical flaws and thus provides information for
improving test item.
 It provide useful information for class discussion of the test, e.g. easy item can be
skipped over and treated lightly, answers to difficult items can be explained in detail
and items be pointed out to the students rather than defended as fair.
 It provides data for helping the students to improve their learning. The frequency with
which incorrect answer is chosen reveals common errors and misconception which
provides a focus for remedial work.
 It provides insight in skills which lead to preparation of better test in future.

 OBJECTIVES OF ITEM ANALYSIS:

 To select appropriate items for the final draft
 To obtain the information about the difficulty value(D.V) of all the items
 To provide discriminatory power (D.I) to differentiate between capable and less
capable examinees for the items
 To provide modification to be made in some of the items
 To prepare the final draft properly ( easy to difficult items)

 METHOD OF ITEM ANALYSIS:

 Arrange the test papers in rank order from the highest score to the lowest score.
 Select one third of the papers with high score and call them the Higher Group.
 Select another one third of the papers with low scores and call them Lower Group.

 TOOLS FOR ANALYSIS:

o The difficulty of the item (Difficulty Index)
o The discriminating power (Discrimination Index)
 DIFFICULTY INDEX:
It refers to the proportion of the number of students in the upper and lower groups
who answered an item correctly.

 DISCRIMINATION INDEX:
The power of the item to discriminate the students between those who scored high and those
who scored low in the overall test.

 TYPES OF DISCRIMINATION INDEX:

1. Positive Discrimination

2. Negative Discrimination

3. Zero Discrimination

 Positive Discrimination happens when more students in the upper group got the item
correctly than those students in the lower group.
 Negative Discrimination occurs when more students in the lower group got the item
correctly than the students in the upper group
 Zero Discrimination happens when a number of students in the upper group and lower
group who answer the test correctly are equal

 FORMULA FOR ITEM DIFFICULTY INDEX

P=R/N X 100,

R - No of pupil who answered the item correctly

N - Total No of pupil who tried them

 FORMULA FOR DISCRIMINATION INDEX

DI=2 x (H-L) N

H – Number of correct answer in high group

L - Number of correct answer in low group

N – Total number of students in both groups

 STEPS OF ITEM ANALYSIS

o After the test is scored, arrange the test scores in rank order from highest to lowest.
o Divide the score into a high scoring half and a low scoring half
o For each item, tally the number of students in each group who chose each alternatives
o Record these counts on a copy of test item next to each response item.
o Calculate the difficulty index for each item
 o Calculate the discrimination index for each item.
 USING ITEM ANALYSIS RESULT
o Judge the worth or quality of a test.
o Aids in subsequent test revision
o Increase skills in test construction
o Planning future activities
o Basis for discussing test result
o Promotion of students to the next higher-grade
o Improve teaching methods and techniques
 CONCLUSION:
A blueprint is generally something intended as a guide when making something else. It is a
detailed plan of action or outline in a technical form.

Item analysis is the analysis of Item (MCQ).It is importance to evaluate the effectiveness of
the items. This is done by studying the student’s response to each item. The two most
common statistics reported in an item analysis are the item difficulty, which is a measure of
the proportion of examinees who responded to an item correctly, and the item discrimination,
which is a measure of how well the item discriminates between examinees who are
knowledgeable in the content area and those who are not.
 REFERENCES:
1. Case, Susan M. and Swanson, David B., Constructing Written Test Questions for the Basic
and Clinical Sciences, 2nd Edition, 1998, National Board

of Medical Examiners, Philadelphia

2. Cox, K.R., Quality Control in the Part I F.R.A.C.S. Examination, 1976, The Australian and
New Zealand Journal of Surgery, (3), August, 46, pp.

269-277

3. Dixon, R.A., Evaluating and Improving Multiple-Choice Papers: True-false Questions in

Public Health Medicine, Medical Education, 1994, 28,pp.

400-408

4. Ebel, R.L. and Fresbie, D.A., Essentials of Educational Measurement, 5th Edition, 1991,
Prentice-Hall, New Jersey

5. Fleming, P.R., The Administration of a Multiple-choice Question Bank, 1984, Medical

Education, 18, pp. 372-376

6. Linn, R.L. and Gronlund, N.E., Measurement and Assessment in Teaching, 7th Edition,
1995, Prentice-Hall, New Jersey

7. Tumbull, J.M., What is. Normative versus Criterion-referenced Assessment, Medical

Teacher, Vol. 11, No. 2, 1989, pp. 145-150.