Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Self-Presentation

Self-Presentation

Self-presentation is a fundamental aspect of social interaction, shaping both how others perceive individuals and how they view themselves. This dynamic process influences behaviors in various social settings, often leading people to adjust their appearance, speech, and demeanor to align with their desired identity. While self-presentation can be deliberate or unconscious, it plays a critical role in interpersonal relationships and self-perception.Forms of Self-PresentationSelf-presentation can...

Review and Preview

Review and Preview

In statistics, several tools are used to interpret the data. Measures of central tendency represent the characteristics of the data, such as mean, median, and mode. Additionally, measures of variance like standard deviation and range are used to find the spread of data from the mean. Relative standing measures the distance between data locations. Commonly used measures of relative standings are percentile, z score, and quartiles.
Percentiles are a type of fractile that partition data into...

Guidelines for Writing Outcome

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...

Critical Thinking

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...

Self-Presentation: Self-Monitoring and Self-Handicapping

Self-Presentation: Self-Monitoring and Self-Handicapping

People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...

Measures of Intelligence

Measures of Intelligence

Psychologists measure intelligence by using standardized tests that produce a score known as the intelligence quotient or IQ. To understand IQ tests, it's important to recognize the key principles behind their construction: validity, reliability, and standardization.
Validity refers to how well a test measures what it claims to measure. An intelligence test should accurately assess intelligence rather than another characteristic, like anxiety. Criterion validity is one way to evaluate this; it...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Academic conference posters: A systematic review.

Innovations in pharmacy·2026

Same author

Academic-Style Posters: Lessons Learned After Evaluating Many.

American journal of pharmaceutical education·2025

Same author

A Revised Mixed-Approach Rubric for the Quality of Academic Posters.

Pharmacy (Basel, Switzerland)·2025

Same author

Assessment of Virologic Suppression and Retention in Care 6 Years After Rapid Initiation of Antiretroviral Therapy.

Open forum infectious diseases·2025

Same author

Comparing Holistic and Mixed-Approach Rubrics for Academic Poster Quality.

American journal of pharmaceutical education·2025

Same author

Comparing Analytic and Mixed-Approach Rubrics for Academic Poster Quality.

American journal of pharmaceutical education·2025

Same journal

NIH-funded Institutional Training Programs in Colleges and Schools of Pharmacy.

American journal of pharmaceutical education·2026

Same journal

Responding to: July 1 Licensure Pressure for Pharmacy Residents - Why Early Licensure Matters.

American journal of pharmaceutical education·2026

Same journal

Behind the Skills Lab: A Qualitative Study of Skills Lab Faculty Workload.

American journal of pharmaceutical education·2026

Same journal

Response to "Using the ACCP Toolkit to evolve the PharmD curriculum".

American journal of pharmaceutical education·2026

Same journal

Response to Johnson & Smith, Jozefczyk, and Posen et al. Regarding "Stop Pressuring Pharmacy Residents to be Licensed by July 1".

American journal of pharmaceutical education·2026

Same journal

Influence of Board-Certified Preceptors on Pharmacy Students' Intention to Pursue Specialty Certification.

American journal of pharmaceutical education·2026

See all related articles

Search research articles

Related Experiment Video

Updated: Jun 4, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

A standardized rubric to evaluate student presentations.

Michael J Peeters¹, Eric G Sahloff, Gregory E Stone

¹University of Toledo College of Pharmacy, Toledo, OH 43614, USA. michael.peeters@utoledo.edu

American Journal of Pharmaceutical Education

|February 9, 2011

Summary

This summary is machine-generated.

A rubric was developed to evaluate student presentations in a doctor of pharmacy (PharmD) program. While reliable, further revisions are needed for optimal grading accuracy.

Keywords:

assessment criterion-referenced grading evaluation rating scale reliability rubric

More Related Videos

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

Related Experiment Videos

Last Updated: Jun 4, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

Area of Science:

Pharmacy Education
Assessment and Evaluation

Background:

Student presentations are crucial in capstone courses.
Objective evaluation methods are needed for PharmD students.

Purpose of the Study:

To design, implement, and assess a rubric for evaluating PharmD student presentations.
To ensure reliability and validity in the assessment process.

Main Methods:

A 20-item rubric was initially developed and used, then revised to 25 items.
The Many-Facets Rasch Model (MFRM) was employed for analysis.
Two faculty members evaluated student presentations.

Main Results:

The rubric demonstrated high reliability (0.98 in the first year).
MFRM analysis identified minimal evaluator leniency.
Criterion-referenced analysis indicated potential for rubric and process refinement.

Conclusions:

The developed rubric is a reliable tool for assessing PharmD student presentations.
While evaluator leniency was minimal, further rubric and process adjustments are recommended for enhanced grading validity.