A test blueprint (AKA test matrix, table of specifications) helps assure content validity by requiring you to align your test items with your learning objectives or outcomes. The following are examples of the different ways that test blueprints are constructed.
This is the simplest format and probably the best for small, informal teacher made tests. In the first column, you list each learning objective or outcome. For each objective or outcome, you then specify the actual item(s) you will include in the test. The ‘weight’ for each objective is determined, in part, by the number of items you choose to include for that outcome. Ideally, the level of the question should correspond to the level of the objective, i.e., if the objective requires recall of a fact, the question should ‘ask’ for that fact.
|
Objectives |
Test Items |
|
Objective #1 |
Test item #1
Test Item #2 |
|
Objective #2 |
Test item #3 |
|
Objective #3 |
Test item #4
Test Item #5
Test Item #6 |
For larger test that cover may content areas or dozens of objectives and levels of ability or performance, it more common to layout your blueprint by content area (usually the first column) and cognitive level (usually the top row), as in the example from the National Board for Respiratory Care’s Certified Respiratory Therapist examination below. Typically the cells in the matrix specify the number of items to be tested, although one can use these cells as above to actually include the test items themselves (potentially making for a very large matrix!):
Content Area |
Cognitive Level |
# Items |
||
|
|
Recall |
Application |
Analysis |
|
I. Clinical Data |
7 |
14 |
4 |
25 |
|
A. Review patient records; recommend diagnostic procedures |
2 |
3 |
0 |
5 |
|
B. Collect and evaluate clinical information |
3 |
7 |
0 |
10 |
|
C. Perform procedures; interpret results |
2 |
3 |
0 |
5 |
|
D. Assess and develop therapeutic plan; recommend modifications |
0 |
1 |
4 |
5 |
II. Equipment |
14 |
22 |
0 |
36 |
|
A. Select and obtain; assure cleanliness |
5 |
8 |
0 |
13 |
|
B. Assemble and check; correct malfunctions; perform quality control |
9 |
14 |
0 |
23 |
III. Therapeutic Procedures |
15 |
36 |
28 |
79 |
|
A. Educate patients; maintain records and communication; infection control |
2 |
3 |
0 |
5 |
|
B. Maintain airway; remove bronchopulmonary secretions |
2 |
3 |
0 |
5 |
|
C. Achieve adequate ventilation and oxygenation |
2 |
5 |
9 |
16 |
|
D. Assess patient response |
2 |
6 |
2 |
10 |
|
E. Recommend and modify therapeutics; recommend pharmacologic agents |
3 |
12 |
17 |
32 |
|
F. Treat cardiopulmonary collapse by protocol |
2 |
4 |
0 |
6 |
|
G. Assist physician; conduct pulmonary rehabilitation and home care |
2 |
3 |
0 |
5 |
|
Totals |
36 |
72 |
32 |
140 |
Another common approach is to break down the test into major content areas (left column) and subcategories (first row), as show here in this example of a section of the National Board of Examiners in Optometry’s Basic Science and Clinical Science examination:
Clinical Application |
||||||
|
|
Epidemiology/ History/ Symptoms |
Clinical Signs/ Techniques/ Skills (Clinical Testing) |
Diagnosis/ Management/ Treatment/ Prognosis |
Public Health |
Legal and Ethical Issues |
Total Number of Items |
|
Part II (Clinical Science) |
|
|
|
|
|
|
|
A. Systemic Conditions |
18-30 |
22-38 |
11-21 |
1-2 |
0-1 |
72 |
|
B. Ocular Disease/Trauma |
13-25 |
17-33 |
122-150 |
7-9 |
8-10 |
197 |
|
C. Refractive/Oculomotor/ Sensory Integrative Conditions |
11-17 |
41-55 |
54-72 |
4-6 |
1-3 |
132 |
|
D. Perceptual Conditions |
6-10 |
8-12 |
11-19 |
0-1 |
0-1 |
34 |
|
Total |
48-82 |
88-138 |
198-262 |
15 |
12 |
435* |