A test blueprint helps achieve consistency and alignment between the learning objectives and assessments. It makes sure that the level of cognitive process required to answer the test question(s) is consistent with the level of cognitive process required to learn the content (Kubiszyn & Borich, 2003; Worthen et al., 1999). For example, if a learning objective focuses on remembering facts (e.g., dates, names, terminology, or process), test questions should assess memorization of these facts, not assess analysis or application.

The following is an example of a test blueprint (Worthen et al., 1999) on one unit of instruction about the market supply and demand in an introduction to economics class.

Learning Objectives	Remember	Understand	Apply	Analyze	Evaluate	Create	Total
1. Define supply, demand, quantity supplied, and quantity demanded.	4						4
2. Explain the law of supply and law of demand.	2	2					4
3. Calculate the price equilibriums and interpret the results.	1		2				3
4. Graph the supply and demand curves based on the supply and demand schedules.	2		4				6
5. Predict and report the supply and demand of products given different real-world scenarios.					3		3
Total	9	2	6		3		20

According to the blueprint, this test has 20 questions used to assess the important concepts (learning objectives) of supply and demand. The questions measure different levels of Bloom's cognitive process.

Since this is the first unit, learning focuses more on definitions of terms. For example, in objective 4, two questions focuses on defining what supply and demand curves are, and four questions on how to graph those curves. For objective 5, the evaluation level is selected. We know that it involves more than just evaluation skills to accomplish this objective. The Bloom's levels are not as rigid as presented here. The skill levels cross over. For simplicity, that level is selected.

As a subject matter expert, you know what content is important, what to focus on, how many questions may be needed, and how complex (cognitive level) questions should be. After deciding on the number of questions, you may assign points to each question (for example, 2 points for "Remember" questions and 3 points for "Understand" questions, etc.).

Two instructors may come up with two different test blueprints for the same topic. There is no one standard rule. Follow what makes most sense to you.

Practice

Create a test blueprint for one unit of instruction:

Create a matrix, similar to the one above.
List all unit objectives in the first column.
Decide the number of questions to assess each objective.
Assign points to each question based on its complexity.
Do not worry about which test format (e.g., multiple-choice, true/false) to use. We will discuss that later.

Reference

Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement: Classroom application and practice (7th ed.). New York, NY: John Wiley & Sons.
Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment in schools (2nd ed.). New York, NY: Addison Wesley Longman.

What's Next?

We will proceed to the development stage.