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. 2008 Jun 15;72(3):58.
doi: 10.5688/aj720358.

Multiple rubric-based assessments of student case presentations

Catherine E O'Brien  1 , Amy M Franks, Cindy D Stowe
Affiliations

Multiple rubric-based assessments of student case presentations

Catherine E O'Brien et al. Am J Pharm Educ. .

Abstract

Objectives: To evaluate a rubric-based method of assessing pharmacy students' case presentations in the recitation component of a therapeutics course.

Methods: A rubric was developed to assess knowledge, skills, and professional behavior. The rubric was used for instructor, student peer, and student self-assessment of case presentations. Rubric-based composite scores were compared to the previous dichotomous checklist-based scores.

Results: Rubric-based instructor scores were significantly lower and had a broader score distribution than those resulting from the checklist method. Spring 2007 rubric-based composite scores from instructors and peers were significantly lower than those from the pilot study results, but self-assessment composite scores were not significantly different.

Conclusions: Successful development and implementation of a grading rubric facilitated evaluation of knowledge, skills, and professional behavior from the viewpoints of instructor, peer, and self in a didactic course.

Keywords: assessment; peer assessment; pharmacy; rubric; self-assessment.

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Figures

Figure 1
Figure 1
Example checklist used to assess pharmacy students' case presentations.
Figure 2
Figure 2
Rubric for assessing pharmacy students' case presentations based on knowledge, skills and behaviors.
Figure 3
Figure 3
Frequency distributions of rubric and checklist-based recitation scores from instructors.
See this image and copyright information in PMC

References

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