Reflections on the value of mapping the final theory examination in a molecular biochemistry unit
journal contributionposted on 2023-05-18, 00:10 authored by Rajaraman Eri, Anthony CookAnthony Cook, Natalie BrownNatalie Brown
Intended learning outcomes (ILOs) are an integral part of teaching and learning at the university level (8), and consist of a set of statements that describe in unambiguous terms what the students are expected to be able to achieve after the completion of a particular unit. Because of this, the ILOs should lead into the assessment tasks and, in turn, contribute to the ILOs and broader student outcomes for the overall degree (4, 5). Hussey and Smith (8) have highlighted the significance of ILOs in aiding theoretical discussions about learning and teaching as well as for better course design. The key concept for designing curriculum is that all forms of assessment should reflect the ILOs (7). As a key assessment method, examinations therefore should also be designed to address the ILOs. Examination mapping is a process whereby allocation of marks to different sections of an examination can be related to the ILOs. This can inform the instructor as to how well the design of the exam fits the stated ILOs. We hypothesized that applying examination mapping to a second year unit in cellular and molecular biochemistry would illuminate how the design of the final written examination reflects the ILOs for this unit.
Publication titleJournal of Microbiology and Biology Education
Department/SchoolSchool of Health Sciences
PublisherAmerican Society for Microbiology
Place of publicationUnited States
Rights statementCopyright 2014 The Authors-This is an Open Access article distributed under the terms of the a Creative Commons Attribution – Noncommercial – Share Alike 3.0 Unported License (CC BY-NC-SA 3.0 AU)(http://creativecommons.org/licenses/by-nc-sa/3.0/), which permits unrestricted non-commercial use and distribution, provided the original work is properly cited.