Introduction
The test blueprint bridges the teaching, learning, and assessment processes. It describes what to measure in which learning domain and at what competency level. We used Rasch analysis to compare the test results and item response patterns of two uro-reproductive tests. The Fall-2020 (Test one) exam was developed without a test blueprint, while the Fall-2021 (Test two) exam used a test blueprint.
Methods
The study analyzed data from 143 Sultan Qaboos University medical students who passed the course in fall 2020 and fall 2021. 25 MCQs were chosen at random. Psychometric analysis was performed using the Rasch model. Means, measurement errors, and reliability indices were calculated. Rasch's dichotomous model computed PCAR for unidimensionality, local item independence, person separation estimate, and fit statistics for item conformity.
Results
Both tests exhibited non-significant variations in test scores, person separation indices (PSI), and item reliability. On test two, item separation measures showed three difficulty levels. Unidimensionality assumptions were validated in both tests. Test one items 16 and 18 were 0.53 intercorrelated, indicating response dependence. Both tests produced acceptable infit statistics, with 8 items in test one and 6 in test two unfitting for the outfit range (0.7–1.3). Test two ICC had a wider range of item difficulty. The item-person map showed that students' abilities are greater than item difficulties in both tests, with a wider range of abilities in test two.
Conclusions
Psychometrically sound tests require test blueprints. The Rasch model analyzes test psychometrics effectively. Test score accuracy, item differentiation, and item independence improved with blueprinting. Creating a test with a high correlation between item difficulty and student ability reduced score measuring errors. General research should examine blueprinting methods and educational milestones.
