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A model for curricular quality assessment and improvement
1College of Pharmacy, University of South Florida, Tampa, FL 33612, USA. lried@health.usf.edu
American Journal of Pharmaceutical Education
|February 21, 2012
Summary
This study presents a systematic quality improvement model for college curricular assessment. It details key components for evaluating student performance and refining educational outcomes over time.
Area of Science:
- Educational Assessment
- Curriculum Development
- Higher Education
Background:
- Colleges require systematic approaches for effective curricular assessment.
- Continuous quality improvement (CQI) models offer a framework for enhancing educational programs.
- Existing assessment practices may lack a structured, comprehensive model.
Purpose of the Study:
- To describe a systematic assessment model for college curricular activities.
- To outline the application of a continuous quality improvement model in higher education.
- To guide faculty in refining assessment strategies and educational outcomes.
Main Methods:
- Defining a competent practitioner profile.
- Developing core curricular competencies and course objectives.
- Assessing students' baseline characteristics and educational attainment.
- Implementing curriculum and collecting performance data.
- Reassessing the model and curricular outcomes.
Main Results:
- The model integrates six key components for comprehensive curricular evaluation.
- It emphasizes the cyclical nature of assessment, data collection, and outcome reassessment.
- The process requires ongoing faculty engagement and administrative support.
Conclusions:
- A systematic CQI model can enhance college curricular assessment activities.
- Regular reassessment of outcomes, methods, and data utilization is crucial.
- Faculty and administration collaboration is vital for successful assessment implementation.
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