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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Multiple rubric-based assessments of student case presentations.

Catherine E O'Brien¹, Amy M Franks, Cindy D Stowe

¹College of Pharmacy, University of Arkansas for Medical Sciences, 4301 West Markham Street, Little Rock, AR 72205, USA.

American Journal of Pharmaceutical Education

|August 14, 2008

Summary

A new rubric effectively assessed pharmacy students' case presentations, evaluating knowledge, skills, and behavior. This method provided comprehensive feedback from instructors, peers, and self-assessments in a therapeutics course.

Keywords:

assessment peer assessment pharmacy rubric self-assessment

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Area of Science:

Pharmacy Education
Medical Education Assessment

Background:

Traditional assessment methods for pharmacy case presentations may lack comprehensive evaluation.
Developing robust assessment tools is crucial for enhancing student learning in therapeutics courses.

Purpose of the Study:

To evaluate a rubric-based method for assessing pharmacy students' case presentations.
To compare rubric-based scores with previous checklist-based assessments.

Main Methods:

A rubric was developed to assess knowledge, skills, and professional behavior.
Instructor, peer, and self-assessments were conducted using the rubric.
Rubric scores were compared to dichotomous checklist scores.

Main Results:

Rubric-based instructor scores were lower and more varied than checklist scores.
Instructor and peer scores in Spring 2007 were lower than pilot study results.
Self-assessment scores did not significantly differ from the pilot study.

Conclusions:

A grading rubric was successfully developed and implemented for evaluating pharmacy students.
The rubric facilitated assessment of knowledge, skills, and professional behavior.
The rubric provided multi-perspective evaluation in a didactic setting.