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ERIC Number: EJ1231315
Record Type: Journal
Publication Date: 2019-Oct
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Influence of Exam Blueprint Distribution on Student Perceptions and Performance in an Inorganic Chemistry Course
Young, Karin J.; Lashley, Sarah; Murray, Sarah
Journal of Chemical Education, v96 n10 p2141-2148 Oct 2019
Creating instructional activities and assessments that align with expected learning outcomes can improve student learning. Communicating learning expectations to students may lead to better student performance and an increase in student perceptions of the fairness of the assessment tools. One tool for communicating learning outcomes is the distribution of an exam "blueprint", a document that correlates student learning outcomes with the expected level of performance and the relative weight on the exam. In this study, exam blueprints were prepared and distributed to students in an inorganic chemistry course. Students were surveyed about their use of the blueprints after each exam and interviewed about their perceptions of the congruence between assessments and instruction as well as their use of the blueprints. Students report using the blueprints as both organizational and metacognitive tools by emphasizing heavily weighted objectives. Overall, the blueprints were an effective tool for facilitating instructor-student communication as well as generating positive student attitudes toward exams, even though exam scores did not increase.
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A