Influence of Exam Blueprint Distribution on Student Perceptions and Performance in an Inorganic Chemistry Course

Abstract

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.