![]() ![]() For instance, it is often useful to provide a general blueprint for public consumption that gives an overview of, for example, the number and/or proportion of objective (e.g., multiple-choice items), open-response items/tasks, operational items (those that count for a student’s outcome), and field-test items (those that do not count) if/when applicable. Furthermore, curriculum expectations that cannot be measured by large-scale assessment should be determined prior to developing the assessment blueprint and should be identified in it.īlueprints may differ according to their level of detail. This discourages a narrowing of the curriculum. An added advantage of sampling from the curriculum in this way is that educators will not be able to teach only to selected learning expectations they will need to cover all curriculum areas to ensure students are adequately prepared for the assessment. While all strands or skill areas of a curriculum are likely to be assessed each year, it is unlikely that all curriculum expectations within those content areas can be measured in any single large-scale assessment given time constraints and the number of test items that would be required.īy documenting and tracking the learning expectations that have been measured, and using that information when targeting expectations for item development in subsequent years, you can ensure reasonable coverage of all measurable learning expectations over time.If more than one test form is administered in a given year, there is greater likelihood that the forms will reflect the same learning expectations, and will therefore be parallel, if a blueprint is followed. ![]()
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