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The Development and Implementation of Summative Examinations to Assess Student Competency and Curricular Outcomes

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Abstract:

OBJECTIVE: To develop and administer a series of examinations to assess student attainment of competencies established by the School. METHODS: In May of 2004, the School adopted a revised set of educational standards organized into four domains, 14 major competency areas, and 54 subcompetencies. Subsequently, a Competency Examination Committee was formed and charged with the task of developing yearly summative examinations for the first (PIII), second (PIV), and third (PV) professional years of the 0-6 program. During the 2004-05 academic year, this committee, in conjunction with the faculty teaching courses in the PIII curriculum, developed a 60-point Competency Examination. Efforts were made to link questions to the adopted subcompetencies. The examination was administered at the beginning of the fall 2005 academic year. RESULTS: Of the 154 students who took the examination, 125 successfully met the required scaled score. Despite an effort to match student performance to subcompetency statements, the examination gave a better evaluation of student performance across discipline/subject areas. Therefore, students who did not successfully complete the examination were required to complete remediation exercises in discipline/subject areas that they were particularly deficient. IMPLICATIONS: The results of this experience have provided a framework to develop future examinations. Improvements in subsequent iterations of the PIII and PIV examinations hopefully will provide a better evaluation of the School’s competencies. The exams provide all students with feedback on areas of strength and areas in which they require improvement, in spite of successfully completing their coursework.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p125336_index.html
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MLA Citation:

Anderson, Carl., Boni, Riccardo., Bricker, J. Douglas., Desselle, Shane., Flaherty, Patrick., Harrold, Marc., Laux, Bob., Livengood, Bruce., Meng, Wilson., O'neil, Christine. and Witt-Enderby, Paula. "The Development and Implementation of Summative Examinations to Assess Student Competency and Curricular Outcomes" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p125336_index.html>

APA Citation:

Anderson, C. A., Boni, R. , Bricker, J. , Desselle, S. , Flaherty, P. , Harrold, M. W., Laux, B. , Livengood, B. , Meng, W. , O'neil, C. and Witt-Enderby, P. , 2006-07-05 "The Development and Implementation of Summative Examinations to Assess Student Competency and Curricular Outcomes" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p125336_index.html

Publication Type: School Poster
Abstract: OBJECTIVE: To develop and administer a series of examinations to assess student attainment of competencies established by the School. METHODS: In May of 2004, the School adopted a revised set of educational standards organized into four domains, 14 major competency areas, and 54 subcompetencies. Subsequently, a Competency Examination Committee was formed and charged with the task of developing yearly summative examinations for the first (PIII), second (PIV), and third (PV) professional years of the 0-6 program. During the 2004-05 academic year, this committee, in conjunction with the faculty teaching courses in the PIII curriculum, developed a 60-point Competency Examination. Efforts were made to link questions to the adopted subcompetencies. The examination was administered at the beginning of the fall 2005 academic year. RESULTS: Of the 154 students who took the examination, 125 successfully met the required scaled score. Despite an effort to match student performance to subcompetency statements, the examination gave a better evaluation of student performance across discipline/subject areas. Therefore, students who did not successfully complete the examination were required to complete remediation exercises in discipline/subject areas that they were particularly deficient. IMPLICATIONS: The results of this experience have provided a framework to develop future examinations. Improvements in subsequent iterations of the PIII and PIV examinations hopefully will provide a better evaluation of the School’s competencies. The exams provide all students with feedback on areas of strength and areas in which they require improvement, in spite of successfully completing their coursework.

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