Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit

This article assesses the impact of examination mapping as a tool to enhancing assessment and teaching quality in a second-year biochemistry unit for undergraduates. Examination mapping is a process where all questions in a written examination paper are assessed for links to the unit’s intended lear...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Rajaraman Eri, Anthony Cook, Natalie Brown
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2014
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/0bb7efee41b74968abb6e1c3cd5e8d40
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:0bb7efee41b74968abb6e1c3cd5e8d40
record_format	dspace
spelling	oai:doaj.org-article:0bb7efee41b74968abb6e1c3cd5e8d402021-11-15T15:03:37ZReflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit10.1128/jmbe.v15i1.6791935-78851935-7877https://doaj.org/article/0bb7efee41b74968abb6e1c3cd5e8d402014-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v15i1.679https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This article assesses the impact of examination mapping as a tool to enhancing assessment and teaching quality in a second-year biochemistry unit for undergraduates. Examination mapping is a process where all questions in a written examination paper are assessed for links to the unit’s intended learning outcomes. We describe how mapping a final written examination helped visualise the impact of the assessment task on intended learning outcomes and skills for that biochemistry unit. The method involved complete analysis of all the final examination questions, and linking each question to task-specific criteria or learning outcomes. This strategy also identified the distribution of marks to key learning outcomes such as knowledge, interpretation and application. Our results indicated that 45% of the questions addressed the knowledge aspect while 37% and 18% were allocated to interpretation and application facets of the intended learning outcomes respectively. In addition, our exam mapping strategy aided in defining the characteristics of examination questions. The examination mapping exercise proved to be a useful process that can enhance a balanced assessment of skills in addition to devising strategies such as criterion-referenced assessment for examinations.Rajaraman EriAnthony CookNatalie BrownAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 15, Iss 1, Pp 53-54 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Rajaraman Eri Anthony Cook Natalie Brown Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit
description	This article assesses the impact of examination mapping as a tool to enhancing assessment and teaching quality in a second-year biochemistry unit for undergraduates. Examination mapping is a process where all questions in a written examination paper are assessed for links to the unit’s intended learning outcomes. We describe how mapping a final written examination helped visualise the impact of the assessment task on intended learning outcomes and skills for that biochemistry unit. The method involved complete analysis of all the final examination questions, and linking each question to task-specific criteria or learning outcomes. This strategy also identified the distribution of marks to key learning outcomes such as knowledge, interpretation and application. Our results indicated that 45% of the questions addressed the knowledge aspect while 37% and 18% were allocated to interpretation and application facets of the intended learning outcomes respectively. In addition, our exam mapping strategy aided in defining the characteristics of examination questions. The examination mapping exercise proved to be a useful process that can enhance a balanced assessment of skills in addition to devising strategies such as criterion-referenced assessment for examinations.
format	article
author	Rajaraman Eri Anthony Cook Natalie Brown
author_facet	Rajaraman Eri Anthony Cook Natalie Brown
author_sort	Rajaraman Eri
title	Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit
title_short	Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit
title_full	Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit
title_fullStr	Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit
title_full_unstemmed	Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit
title_sort	reflections on the value of mapping the final theory examination in a molecular biochemistry unit
publisher	American Society for Microbiology
publishDate	2014
url	https://doaj.org/article/0bb7efee41b74968abb6e1c3cd5e8d40
work_keys_str_mv	AT rajaramaneri reflectionsonthevalueofmappingthefinaltheoryexaminationinamolecularbiochemistryunit AT anthonycook reflectionsonthevalueofmappingthefinaltheoryexaminationinamolecularbiochemistryunit AT nataliebrown reflectionsonthevalueofmappingthefinaltheoryexaminationinamolecularbiochemistryunit
_version_	1718428293464588288

Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit

Ejemplares similares