Reflections on the value of mapping the final theory examination in a molecular biochemistry unit.

Abstract

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.