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... les/2020-01/Test-Blueprinting-Lesson-2.pdf) have suggested replacing frequency with a number of classes for each topic and clinical impact with the perceived clinical importance of the topic [2]. Though partial blueprints are available in the literature for preclinical subjects like Anatomy [3] for Biochemistry there is no assessment blueprint available for theory. Therefore, the current work was conceived to develop a blueprint for theory assessment in Biochemistry for phase I MBBS students. ...
Here, we have systematically developed a blueprint for the biochemistry theory assessment of phase I MBBS students in India which we have been using for both formative and summative assessments for the past 2 academic years. The blueprint has ensured the content validity and construct reliability and fairness of the assessment.
... les/2020-01/Test-Blueprinting-Lesson-2.pdf) have suggested replacing frequency with a number of classes for each topic and clinical impact with the perceived clinical importance of the topic [2]. Though partial blueprints are available in the literature for preclinical subjects like Anatomy [3] for Biochemistry there is no assessment blueprint available for theory. Therefore, the current work was conceived to develop a blueprint for theory assessment in Biochemistry for phase I MBBS students. ...
... These findings were found in consensus with the studies done previously for blueprint designing in other subjects. 2,13 Authors would like to bring to attention that the blueprints, when prepared using the specific learning objectives (SLOs) derived from the competencies, will be more effective, but this article has its limitations in this area as standardized SLOs are not available in the public domain. ...
Background
Blueprint provides a base for assessment by assigning proportionate weightage to various content areas and helps the paper setter to construct a uniform and valid assessment. This study aimed to design and validate a blueprint for theory in Community Medicine as per the new curriculum for Medical Undergraduates in India.
Methods
Blueprint in community medicine was designed by assigning impact score (I) and frequency score (F) for the competencies. Blueprint was validated using the Content Validity Index (CVI), and inter-rater agreement for subject experts using Fleiss' kappa statistics was calculated. Feedback from faculty and students was obtained afterward to assess the postimplementation response.
Results
Blueprint was designed by an expert group where impact score and frequency score were assigned to 146 competencies in the theory of Community Medicine. In Delphi survey I, 63.2% of subject experts responded, while in Delphi survey II, a response rate of 58.3% was achieved. Value of the Fleiss' Kappa test for an inter-rater agreement was 0.68, i.e. “substantial agreement,” while CVI among the raters came out to be 0.86, i.e. overall valid assessment. Feedback of faculty (n = 11) suggested that the blueprint was helpful and standardized the paper setting, whereas feedback from students (n = 138) depicted that it helped in preparing for exams, and they would recommend it to other students.
Conclusion
Validated blueprint by consensus of subject experts has impact score and frequency score along with topic-wise distribution of marks for the convenience of faculty and its utility is well proven among learners too.
