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
Recommended Citation
Alston, Greg L. and Griffiths, Carrie, "A Methodology for Assessing Skill Based Educational Outcomes in a College Course" (2015). SoTL Commons Conference. 137.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/137
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.
