Content Areas/Topics: Specific subject matter covered in instruction.

Learning Objectives/Cognitive Levels: Bloom's Taxonomy levels (e.g., Remembering, Understanding, Applying, Analyzing, Evaluating, Creating) or specific learning outcomes.

Number of Items/Points: The quantity of questions or total points allocated to each content area and cognitive level.

Percentage of Emphasis: The proportion of the test dedicated to each content area and cognitive level, often reflecting instructional time or importance.

Basic Steps in Writing a Test Blueprint/Table of Specification

Identify Learning Objectives: Clearly define what students are expected to learn.
Outline Course Content: List the major topics and sub-topics covered during instruction.
Determine Relative Importance/Instructional Time: Assign a weight (percentage) to each content area and objective, reflecting its significance or the time spent teaching it.
Select Cognitive Levels: Decide which cognitive processes (e.g., recall, application, analysis) will be assessed for each content area.
Construct the Two-Way Grid: Create a table with content areas along one axis and cognitive levels/objectives along the other.
Distribute Items/Points: Based on the assigned weights and cognitive levels, determine the number of test items or points for each cell in the grid.
Review and Refine: Check if the blueprint accurately reflects instructional emphasis and provides a balanced assessment.

Difference Between Subjective and Objective Test Formats

Feature	Subjective Test Formats	Objective Test Formats
Nature of Response	Requires students to construct their own answers (e.g., essays, short answers, problem-solving).	Requires students to select a pre-determined correct answer from options (e.g., multiple-choice, true/false, matching).
Scoring	Scoring is more interpretive and can vary among different scorers; relies on rubrics.	Scoring is straightforward, clear, and consistent; usually one correct answer.
Cognitive Skills Assessed	Measures higher-order thinking skills like analysis, synthesis, evaluation, creativity, and critical thinking.	Primarily measures recall, recognition, and understanding; can assess application and analysis with well-designed items.
Reliability	Generally lower reliability due to scoring subjectivity.	Generally higher reliability due to objective scoring.
Validity	Can have high content and construct validity, especially for complex skills.	High content validity if well-constructed; can be difficult to assess complex constructs.
Preparation Time	Less time to prepare questions, more time to grade responses.	More time to prepare questions, less time to grade responses.
Examples	Essays, short answer questions, open-ended problem solving, case studies.	Multiple-choice, true/false, matching, fill-in-the-blank (with single correct answer).

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