In this post, you will learn how to construct a balanced question paper for any subject and for any class. Question Paper Setting or Preparing Blueprint of Question Paper is also included in B.Ed. Practicum. So, this post will help to learn question paper setting through a proper example.
Construction of a Balanced Question Paper – Question Paper Setting for B.Ed. Practicum
The following steps should be followed to prepare a balanced question paper on any subject for any class. You will be able to learn each step of question paper setting or question paper blueprint from this post.
The example Blueprint of Question Paper is on the subject Social Science of Class 9. This example will help to understand how to set a question paper with proper questions patterns, marking scheme, difficulties level, etc. This question paper set is especially for the students who are pursuing B.Ed.
Following are the basic steps to construct a balanced question paper for your B.Ed. practicum as well as for any institutional test.
- Preparation of design of question paper.
- Weightage of objectives
- Weightage of different Forms/Types of questions.
- Weightage to different areas of content
- Estimated time.
- Estimated difficulty level.
- Question paper blueprint.
- Writing question in item sheet.
- Assembling the question paper.
- Question wise analysis.
- Preparing the scoring key and marking scheme.
1. Preparation of Design of a Question Paper
The first step in preparing a blueprint for the test is to construct a design. It has to plan in advance keeping in view the objectives and the content of the course and the forms of questions to be used for testing these.
For this, weightage to different objectives, different areas of content, and different forms of questions are to be decided, along with the scheme of options and sections, these are the dimensions that are known as a Design of a test.
a) Weightage of Objectives
To make a test valid, it is necessary to analyze the objectives of the course and decide which objectives are to be tested and in what properties. For this, marks are allotted to each objective to be tested according to its importance. The weightage to all these objectives may be decided in percentages.
| Objectives | Knowledge | Understanding | Application | Skill | Total |
| Percentage of Marks | 40% | 45% | 10% | 5% | 100% |
| Marks Allocated | 36 | 41 | 9 | 4 | 90 |
b) Weightage of Different Forms/Types of Questions
After analyzing the objectives and content, it is to be seen how they are to be tested. A particular objective and content can be tested more appropriately by a particular form of questions.
So, different forms of questions are to be included in the test for testing different objectives and contents. For this, a number of different types of questions to be included in the test, and total marks carried by each of them are decided; this takes care of the reliability of the test.
NOTE:
ET: Essay Type
SAT: Short Answer Type
VSAT: Very Short Answer Type
OT: Objectives Type
c) Weightage to Different Areas of Content:
It is necessary to analyze the syllabus and allot weightage to different areas of content. This is again done to endure the validity of the test. A hypothetical example is given below for a Social Science test showing weightage to content units for a class IX test.
d) Estimated Time:
For each question, time should be mention. For easy type questions, a minimum of 15- 20 min per question should be given, likewise for short answer questions 7-8 min, objectives type, and very short answer questions 1 min each should be given.
e) Estimated Difficulty Level
While planning the paper, it should be so planned that the difficulty level of the questions varies so as to cater to all the students of the class and also to discriminate between high achievers and low achievers.
The difficulty level of the test paper can be varied according to the level of the students. If the class has a large number of good students, then 10% to 20% difficult questions can be given. The suggested % for easy can be 30 %, difficult questions can be 10%, whereas average questions can be 60%.
2. Question Paper Blueprint
After deciding on the design of the test, the blueprint is prepared. The blueprint is a three-dimensional chart that shows the placement of each question with respect to the objectives and the content area that it tests.
A blueprint also identifies the % weight of cognitive dimensions as the level of competence tested in each knowledge domain. It also indicates the marks carried by each question.
Procedure to Prepare a Blueprint
Transfer the decisions regarding weightage to objectives – Knowledge, Comprehension, and Expression on the Performa.
Transfer the weightage already decided for different content units. For this, list the content units under the content areas in the column given on the left-hand and the marks under the column of the total given on the right-hand side.
If in a question, marks are to be split between two objectives indicate it with asterisks and a dotted line as shown in the example.
Place the essay-type questions first in the blueprint. Place them under the objectives which you want to test through these questions.
The marks of the questions may be shown in the column under the objectives and the number of questions may be given in brackets.
After placing the essay-type questions, place the short answer-type questions under the objectives and beside the content unit that you want to test through them.
Place the very short answer-type questions in a similar way.
Place the multiple-choice questions in the same waymarks outside the bracket, the number of questions inside the bracket.
Calculate the subtotals of all the questions under all the objectives.
Calculate the totals. Your total should tally with the weightage of objectives and content units that you had already marked on the blueprint.
Fill in the summary of types of questions, Scheme of Sections, and Scheme of Options.
Note: The figure within the brackets indicates the number of questions and the figure outside the bracket indicates total marks.
| Forms of Questions | Marks | No. of Questions | Total Marks |
|---|---|---|---|
| ET | 4/5 | 08 | 35 |
| SA | 03 | 09 | 27 |
| VSA | 02 | 10 | 20 |
| O | 01 | 08 | 08 |
3. Writing Questions in Item Sheet
While preparing questions it must be kept in mind that the questions:
- It is based on the specific objective of teaching as indicated in the blueprint.
- It relates to the specific content area as per the blueprint.
- It is written in the form as required by the blueprint and satisfies all the rules for framing
that form of questions. - It is at the desired level of difficulty.
- It is written in a clear, correct, and precise language which is well within the comprehension of pupils.
- It clearly indicates the scope and length of the answer.
Another thing to be kept in view while writing questions is to prepare the answers simultaneously because quite often the answers help in refining the questions.
4. Assembling The Question Paper
After the questions are prepared, they are to be assembled in a question paper form. The order of questions is also to be decided while assembling the question paper.
Sometimes it is according to the forms of questions, i.e., objective type questions may be put first, then very short answer, short answer, and essay type questions.
5. Preparing Question-Wise Analysis
After the question paper and marking scheme are finished, it is desirable to prepare a question-wise analysis. This analysis helps in tallying the questions in the test with the blueprint.
It also enables us to know the strengths and weaknesses of the test better, e.g., through the analysis, we can know how many topics have been covered in the syllabus, what is the difficulty level of each question, and what specifications are being tested by each question.
The analysis is done on the following points:
- Number of the question.
- Objective tested by the question.
- Specification on which the question is based.
- Topic covered.
- Form of the question.
- Marks allotted.
- Approximate time required for answering.
- Estimated difficulty level.
NOTE: Use of abbreviation as follows:-
a) For Objectives:
K- Knowledge U- Understanding
A- Application S- Skill
b) For the form of questions:
O- Objectives VSA- Very Short answer
SA- Short answer LA/E- Long Answer/Essay
c) Form of the difficulty level of questions:
A=Difficulty
B= Average
C= Easy
6. Preparing The Scoring Key and The Marking Scheme
The scoring key is to be prepared for objective-type questions and the marking scheme for
other questions. The scoring key gives the alphabet of the correct answer and the marks carried by each question.
The marking scheme gives the expected outline answer and the value points for each aspect of the answer. Detailed instructions for marking are also worked out, e.g., in marking compositions, etc.
It is specified as to how many marks are to be deducted for spelling mistakes or structural mistakes, or if the composition is to be graded, how it is to be done, and on what basis. A detailed marking scheme is necessary to ensure consistency and uniformity in scoring by different examiners. In other words, it ensures the reliability of scoring.