THE LEARNING ASSESSED THROUGH A UNIVERSITY FINAL EXAMINATION IN CHEMISTRY: A CASE STUDY

Abstract

ABSTRACT A university chemistry final examination was analysed in terms of the extent to which it reflected the subject‐matter of the corresponding degree course. Although the questions seemed to adequately reflect individual lecture courses, the sampling within lecture courses was found to be low. In addition, the effect of question choice severely restricted in principle the range of subject‐matter that a student was required to respond to. The appropriateness of this form of assessment is discussed both in terms of teaching and learning, and in terms of certification.