BACKGROUND: In order to achieve validity of assessment results in the basic imaging module, an integrated assessment practice was introduced. The purpose of this article is to evaluate the impact of utilizing the created exam blueprint and relating its results to item analysis on students' achievement of the learning objectives as reflected in their overall performance scores and satisfaction. METHODS: A simple blueprint method was created by the authors. Cross-sectional study was performed on two groups of students: one did not utilize blueprinting while the other did. Data were retrieved from the results of two questionnaires evaluating the students' satisfaction of the course and of their perception of ILO; students' scores; and from item analysis results. The adopted assessment practice was evaluated using the modified and expanded version of Kirkpatrick's model. RESULTS: Group B results outperformed group A reflected as statistically higher students' scores, satisfaction, perceived and actual achievement of the assessed learning outcomes, and higher psychometric indices of the exams. CONCLUSION: The method adopted by using the newly developed blueprinting method and relating it to item analysis results has positive impact on the validity and reliability of students' performance results and their satisfaction in relation to intended learning outcomes.
BACKGROUND: In order to achieve validity of assessment results in the basic imaging module, an integrated assessment practice was introduced. The purpose of this article is to evaluate the impact of utilizing the created exam blueprint and relating its results to item analysis on students' achievement of the learning objectives as reflected in their overall performance scores and satisfaction. METHODS: A simple blueprint method was created by the authors. Cross-sectional study was performed on two groups of students: one did not utilize blueprinting while the other did. Data were retrieved from the results of two questionnaires evaluating the students' satisfaction of the course and of their perception of ILO; students' scores; and from item analysis results. The adopted assessment practice was evaluated using the modified and expanded version of Kirkpatrick's model. RESULTS: Group B results outperformed group A reflected as statistically higher students' scores, satisfaction, perceived and actual achievement of the assessed learning outcomes, and higher psychometric indices of the exams. CONCLUSION: The method adopted by using the newly developed blueprinting method and relating it to item analysis results has positive impact on the validity and reliability of students' performance results and their satisfaction in relation to intended learning outcomes.
Authors: Mary Elizabeth Ray; Kimberly K Daugherty; Lisa Lebovitz; Michael J Rudolph; Veronica P Shuford; Margarita V DiVall Journal: Am J Pharm Educ Date: 2018-12 Impact factor: 2.047
Authors: Michael J Rudolph; Kimberly K Daugherty; Mary Elizabeth Ray; Veronica P Shuford; Lisa Lebovitz; Margarita V DiVall Journal: Am J Pharm Educ Date: 2019-09 Impact factor: 2.047