American journal of pharmaceutical education · 2026
Student facing assessment blueprint reduces assessment-related anxiety.
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Lee Ya Ping, Ogundipe Ayomide, Sim Tin Fei, Nyaradi Anett, Low Bryan, Hutchison Taryn, Sackmann Sher-Lin, Ellett Lesley, Chalmers Leanne
Аннотация
OBJECTIVES: To determine the effect of a student facing assessment blueprint on student assessment-related anxiety and the perceived value of the blueprint for students preparing for assessments in an Integrated Pharmacology and Therapeutics (IPT) unit within an undergraduate Pharmacy programme.
METHODS: Undergraduate pharmacy students completed the Westside Test Anxiety Scale following the IPT mid-semester test in two consecutive semesters in 2024 - in Semester 1, without assessment blueprints (baseline) and in Semester 2, when assessment blueprints were provided for the mid-semester test and final written examination. Anxiety Scale scores at the two time points were compared and students were invited to participate in a focus group discussion (FGD) following the final written examination in Semester 2.
RESULTS: Fifty-eight and 53 students completed the Anxiety Scale in Semesters 1 and 2, respectively. The mean anxiety score was reduced from 3.71 in Semester 1 to 3.37 in Semester 2. Eight students participated in the FGD. Thematic analysis identified a perceived reduction in assessment-related anxiety attributed to enhanced focus and efficiency in preparing for assessments. Additionally, participants described the broader applicability of assessment blueprints to other units with high cognitive load.
CONCLUSION: The student facing assessment blueprint reduces assessment-related anxiety and can be used as a valuable tool to support preparation for assessment within an IPT unit.
METHODS: Undergraduate pharmacy students completed the Westside Test Anxiety Scale following the IPT mid-semester test in two consecutive semesters in 2024 - in Semester 1, without assessment blueprints (baseline) and in Semester 2, when assessment blueprints were provided for the mid-semester test and final written examination. Anxiety Scale scores at the two time points were compared and students were invited to participate in a focus group discussion (FGD) following the final written examination in Semester 2.
RESULTS: Fifty-eight and 53 students completed the Anxiety Scale in Semesters 1 and 2, respectively. The mean anxiety score was reduced from 3.71 in Semester 1 to 3.37 in Semester 2. Eight students participated in the FGD. Thematic analysis identified a perceived reduction in assessment-related anxiety attributed to enhanced focus and efficiency in preparing for assessments. Additionally, participants described the broader applicability of assessment blueprints to other units with high cognitive load.
CONCLUSION: The student facing assessment blueprint reduces assessment-related anxiety and can be used as a valuable tool to support preparation for assessment within an IPT unit.