Identifying high-impact and managing low-impact assessment practices

Kristin K. Janke, Katherine A. Kelley, Beth A. Martin, Mary E. Ray, Burgunda V. Sweet

Research output: Contribution to journalComment/debatepeer-review

3 Scopus citations

Abstract

Those in pharmacy education who are tasked with assessment may be overwhelmed by deadlines, data collection, and reporting, leaving little time to pause and examine the effectiveness of their efforts. However, assessment practices must be evaluated for their impact, including their ability to answer important questions, use resources effectively, and contribute to meaningful educational change. Often assessments are implemented, but then attention is diverted to another assessment before the data from the former assessment can be fully interpreted or used. To maximize the impact of assessment practices, tough and uncomfortable decisions may need to be made. In this paper, we suggest an approach for examining and making decisions about assessment activities and provide guidance on building high-impact assessment practices, evolving or “sunsetting” low-impact assessment practices, and managing mandated assessment.

Original languageEnglish (US)
Article number7496
Pages (from-to)1446-1452
Number of pages7
JournalAmerican journal of pharmaceutical education
Volume83
Issue number7
StatePublished - Sep 2019

Keywords

  • Assessment
  • Curricular assessment
  • Programmatic assessment

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