OBJECTIVE: To compare student-perceived utility of two types of score reports. METHODS: Assessment standards were followed to create a new examination score report for pharmacotherapy coursework. Student examination scores were returned using the traditional score report, the utility of which students rated along 9 dimensions. A mastery score report was also distributed, and students rated it on the same 9 dimensions. The ratings were compared to determine which the students perceived as more useful. RESULTS: The students rated the mastery score report significantly better on each of the 9 dimensions and in aggregate. CONCLUSION: Pharmacy students perceived the mastery score report as more useful in helping them improve their achievement of educational outcomes.
OBJECTIVE: To compare student-perceived utility of two types of score reports. METHODS: Assessment standards were followed to create a new examination score report for pharmacotherapy coursework. Student examination scores were returned using the traditional score report, the utility of which students rated along 9 dimensions. A mastery score report was also distributed, and students rated it on the same 9 dimensions. The ratings were compared to determine which the students perceived as more useful. RESULTS: The students rated the mastery score report significantly better on each of the 9 dimensions and in aggregate. CONCLUSION: Pharmacy students perceived the mastery score report as more useful in helping them improve their achievement of educational outcomes.
Authors: Melissa S Medina; Cecilia M Plaza; Cindy D Stowe; Evan T Robinson; Gary DeLander; Diane E Beck; Russell B Melchert; Robert B Supernaw; Victoria F Roche; Brenda L Gleason; Mark N Strong; Amanda Bain; Gerald E Meyer; Betty J Dong; Jeffrey Rochon; Patty Johnston Journal: Am J Pharm Educ Date: 2013-10-14 Impact factor: 2.047