Exam script analysis—A powerful tool for identifying misconceptions

Abstract

As part of a wider study of student understanding (Read, George, King and Masters 2004), a detailed analysis of the Semester 1, 2003 CHEM1405 (Chemistry 1 for Veterinary Science) examination was carried out. This analysis used both quantitative (statistical) and qualitative methods. Qualitative analysis focussed on evidence of misconceptions and commonalities in student approaches, both correct and incorrect. While university exams are primarily used for summative assessment purposes, this poster paper is intended to highlight some of the other information available from exam script analysis.