Good day everyone. Today we will continue our session and the practical guidance for the construction of a blueprint assessment. In the last session we talked about the curricular blueprint designing and today our objective is to design a master blueprint. Types of blueprint only as a reminder. They are the curricular content which we talked about last time. Today we will talk about master blueprint and the next session we will talk about the test blueprint. The stages to construct effective master blueprint, they are 5 stages. And we will talk about each stage in detail. Let us start with the first stage. It is about determining the learning objective to be associated within the curriculum. If you remember we have mentioned before the curricular content can be learning objectives or topics and we choose at this session to talk about the learning objectives. First you will list down your learning objective. In a course such as assessment blueprinting this is my learning objective. Design define a blueprint. Define blueprints benefit discuss blue and taxonomy level describe stages of construction of blueprint and design a master blueprint. Our second step is to determine the teaching method and instructional time. In the second two columns you will write your instructional method and time. If it is theoretical for example if it is lectures, flipped classroom or group discussion session. Or if it is practical like practical or clinical training or field training. In the second what to when measure is the instructional time and in the next slide we can see how we can measure the instructional time. Instructional time can be measured as fellow. One hour lecture is equal to one unit teaching session. But if you have two hours of practical session or group sessions or flipped classroom then it is equal to one unit. Three hours of clinical training is equal to one unit teaching session. And finally four hours field training is equal also to one unit teaching session. Built on this you can determine the teaching unit for each objective either if a theoretical or practical. In the next step you will determine the impact and the frequency of each objective. Okay let us see how we can calculate the impact and frequency. Empower of the learning objective is determined differently. If it is a basic science or clinical medicine in case of the medical schools. Speaking of impact of curricular content for basic science. This important objectives would take one point. And if the objective is important to the clinical sciences then it would take two points and very important objectives for the clinical medicine would take three points. What about if you are grading the impact of the curricular for clinical medicine then the grading will be as fellow. If the topic or the objective is not urgent then it will take one point. If a serious issue can be developed in this topic or learning objectives it will take two points and life-threatening topics will take three points. Same as well applied for the frequency. The frequency of learning objectives determine the quantity with the basic science or clinical medicine. Grading of a frequency of curricular content for the basic science will be dependent on it. If the objective or topic rarely applied in a clinical practice then it will take one point. Some only applied in a clinical practice two points and frequently applied in a clinical practice will take three points. Grading of a frequency of curricular content for clinical medicine. If the disease or the topic or this objective is rarely seen then it will take one point relatively common, we take two points and very common topics will take three points. Now we will go back to our table and test the impact and frequency of each learning objective here. We wrote the teaching you up with and the second column is about the impact third column about the frequency. And very important to note that impact and frequency calculation decision need the experts opinion. Our fourth step is to identify the major cognitive domains. To identify the major cognitive domains we need to go back to Bloom's taxonomy. No cognitive domains it's like understanding and remembering and the high cognitive domains are in that top of the biome. It's like apply, analyze, evaluate and create. And if you look here you would find the verbs related to each level in that Bloom's taxonomy. Here in the cognitive level we would determine if this objective is low cognitive or high cognitive. If you notice here we both define, discuss, describe are low cognitive domains while design they are high cognitive domains. Going back to Bloom's you can see here defined, discuss, describe they are remembering and understanding level. What designing, appraising, differentiating execution are under the high cognitive like apply and analyze evaluate, create. Because of that design we put it like a high cognitive domain. We finally step in building your master blueprint is to address the statistical assessment tool for each learning objective. We'll go back again to our constructed tape and we will just try if it will be assisted through written theoretical exams or through practical exams. And if you can notice here we put the first three objectives for a written assessment and the last was for a practical assessment and this is matching and aligning the instructional method. Always be sure to align your assessment with the instructional method with your learning objective. And by this we reach to the end of our session today about designing a master blueprint. Continue with us to learn how to design your test blueprint. Thank you.