October+07

Testing blueprints are a tool to help align classroom tests to the learning standards. Testing blueprints are also known as tables of specification. The following description of how to develop a testing blueprint is given in reference to a unit test. The first step in developing a testing blueprint is to list the standards that were included in the unit. Next, the cognitive level of the standard must be determined. Look at the verbs in the standard. Does the standard ask the student to recall information? Does the standard ask the student to analyze something? Does the standard ask the student to synthesize information from various sources? In next step, the cognitive level of the test item needs to be determined. Is the item written so as to extract knowledge at the same cognitive level as the standard?

Typically, units should be developed with a backwards design approach. Once the teacher decides which standards are to be included in a unit, the teacher then develops the assessment. The use of a testing blueprint adds precision and clarity to the teacher. She will assess what has been taught. She will teach what will be assessed. Testing blueprints also increase the content validity of teacher-made tests. Imagine a parent or an administrator challenging the quality of a classroom test. With a testing blueprint, the teacher can show how each item on the test is directly related to a standard in the unit. With alignment of the cognitive level of the standard and the cognitive alignment of the item, the unit test becomes more rigorous and more targeted in assessing what the student understands in regards to that standard. This can be powerful information for the student and for the parent. Again, imagine a parent conference where the parent wants to understand why his child did poorly on the test. The teacher can review the test items, explaining how the item shows (or does not show) mastery of the standards related to that item. The parent then knows which standards to focus on when helping his child with schoolwork. A testing blueprint can also help a teacher tap into differing levels of cognitive complexity. For example, the teacher may include some questions to determine if students have basic foundation information regarding the standard. Subsequent questions can be written at a higher cognitive level to determine deeper understanding of the standard.

Item analysis is a means for determining how well the class performed on each item. Item analysis allows for any assessment to become more diagnostic in nature. By analyzing a student's performance on each item, the teacher can see where students may need more assistance, allowing for targeted remediation. An item analysis also allows the teacher to evaluate the quality of the assessment items and to be reflective about her teaching. If an entire class misses an item, is it because the item is poorly written? If a class misses all 3 questions related to the same standard, is it because the teacher did not teach the concept well? Is it because the learning activities did not support mastery of the standard.

To complete this assignment, you need a classroom test that you have administered along with student responses to each item on the test. For the assignment, create a table with five columns. The first column lists the standard. If using CCGPS or GPS standards, just list the coding of the standard. You do not have to write out the standard. In the second column, list the cognitive level the standard is written at in terms of Bloom's taxonomy. (Link to Bloom's taxonomy:[]). Is the standard asking the student to remember something or to apply knowledge? In the third column, list the test item numbers related to that standard. In the fourth column, list the cognitive level of each item related to that standard. Analyze the chart to see how well you aligned your test items to the cognitive level of the standards. In the fifth, list how many students missed each item.

Below the chart, write a reflective paragraph on what you determined from your analysis of the testing blueprint. Discuss whether or not your test items asked for knowledge at the same cognitive level that the standard is written at. Determine the 30% of questions missed most frequently. For example, if you gave a 20 question test, which 6 questions were missed most often? Reflect upon the possible reasons why students missed those questions more often. Is it because the question is poorly worded? Is it because your answer choices were confusing? Is it possible that you did not teach that concept well? Were the chosen learning activities poorly aligned with the standard? Develop a plan for remediating students who did poorly on the test.

Testing Blueprint Samples: (The example blueprint spreadsheet and the blueprint reflection example go together. The Testing Blueprint Sample contains the blueprint and the reflections.)

Testing blueprint is due Monday, October 21. Criteria and rubric: __ [] __