Proposal Abstract

Objectives: Accreditation standrads stress outcomes based educational strategies for pharmacy education. New approaches to assessment will be needed to adequately quality control these new outcomes based standards. The strategy described uses both direct and indirect performance measures to assess skill development.

Design: Course objectives were recast as skills to be demonstrated. Confidence in these skills was surveyed pre- and post-course. Student skills were demonstrated using 4 different work products and a multiple-choice test.

Assessment: The change from the pre-course survey to the post-course survey was analyzed with a paired t-test. The quality of the student work product was assessed using rubrics. All students demonstrated skill mastery and 87/88 showed individual progress.

Conclusions: This assessment strategy provides robust multi-modal evidence of student achievement in skill development that is more closely aligned with good assessment design principles than the typical student satisfaction survey.

Location

Room 1220 A

Publication Type and Release Option

Presentation (Open Access)

Streaming Media

 
Mar 27th, 9:00 AM Mar 27th, 9:45 AM

A Methodology for Assessing Skill Based Educational Outcomes in a College Course

Room 1220 A

Objectives: Accreditation standrads stress outcomes based educational strategies for pharmacy education. New approaches to assessment will be needed to adequately quality control these new outcomes based standards. The strategy described uses both direct and indirect performance measures to assess skill development.

Design: Course objectives were recast as skills to be demonstrated. Confidence in these skills was surveyed pre- and post-course. Student skills were demonstrated using 4 different work products and a multiple-choice test.

Assessment: The change from the pre-course survey to the post-course survey was analyzed with a paired t-test. The quality of the student work product was assessed using rubrics. All students demonstrated skill mastery and 87/88 showed individual progress.

Conclusions: This assessment strategy provides robust multi-modal evidence of student achievement in skill development that is more closely aligned with good assessment design principles than the typical student satisfaction survey.