Assessment Overload is a Hidden Layer to Curriculum Overload, and Ironically, Requires More Assessment.

Area of Science:

• Pharmacy Education
• Higher Education Pedagogy

Background:

• Curriculum overload is a significant challenge in pharmacy education, leading to inefficiencies and burnout.
• Assessment overload has emerged as a distinct but related issue, affecting both faculty and students.
• Existing efforts primarily address curriculum content, not the volume of assessments.

Purpose of the Study:

• To explore faculty and student perspectives on assessment overload.
• To propose actionable strategies for mitigating assessment overload in pharmacy programs.
• To foster sustainable and balanced assessment practices.

Main Methods:

• Qualitative commentary based on faculty and student experiences.
• Exploration of the interconnectedness between curriculum and assessment overload.
• Proposal of two key strategies for addressing assessment overload.

Main Results:

• Assessment overload shares causes and consequences with curriculum overload.
• Mindful assessment evaluation and intentional review are identified as key strategies.
• Focus on alignment, intention, and balance can reduce assessment burdens.

Conclusions:

• Addressing assessment overload requires a shift towards intentional and balanced evaluation practices.
• Integrating assessment review into continuous quality improvement is crucial.
• Collaborative efforts are essential for developing sustainable assessment models in pharmacy education.