Student Perceptions of Competency-Based Cut Scores and Assessment Design in a Pharmacokinetics Course

To evaluate student perceptions of competency-based cut scores and assessment design following implementation within a pharmacokinetics course and examine whether perceptions were associated with achievement goal orientation.

This exploratory, cross-sectional mixed-methods survey study included students enrolled in a first-year pharmacokinetics course. The survey assessed perceptions of competency-based cut scores, assessment preferences, learning behaviors, and achievement goal orientation using structured items, discrete-choice scenarios, and open-ended responses. Quantitative data were analyzed using descriptive statistics, correlations, and conjoint analysis; qualitative responses were analyzed thematically.

Of 150 eligible first-year students, 102 (68%) completed the survey. Among respondents, cut scores of 70%-75% were most often rated appropriate/fair. Students preferred lower cut score thresholds, lower-stakes assessments, and opportunities for reassessment. Mastery and performance-approach orientations were associated with stronger competency-based framing, while performance orientation was associated with fewer negative perceptions of cut scores. Qualitative responses indicated that students viewed cut scores as representing minimum competency and reported reduced stress and greater focus on core concepts. However, students also expressed concerns regarding reduced study intensity, minimum-effort behaviors, and maintaining academic rigor.

Respondents generally supported competency-based assessment while simultaneously expressing concerns regarding rigor and differentiation among learners. Achievement goal orientation may influence how students interpret competency-based assessment systems and their educational value.