This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Beck, D. E. Search for Related Content Social Bookmarking                   What's this?

Performance-Based Assessment: Using Pre-Established Criteria and Continuous Feedback to Enhance a Student’s Ability to Perform Practice Tasks

Department of Pharmacy Practice, School of Pharmacy, Auburn University, AL 36849-5502, beckdia{at}auburn.edu

Performance-based assessment is a process in which pre-established performance criteria and continuous feedback are used by both the student and instructor to improve learning with an endpoint of students demonstrating their achievement of learning by performing realistic practice tasks. This manuscript describes the issues limiting widespread use of performance-based assessment, based on findings from the pharmacy, medical, and general education literature, and then proposes a model for how to successfully implement it. Performance-based assessment methods such as direct observation, the Mini-Clinical Evaluation Exercise, simulations involving standardized patients and computers, projects, presentations, learning portfolios, and the Triple Jump Exam are discussed. Successful implementation of performance-based assessment involves: 1) inculcating a culture for assessment, 2) establishing pre-specified performance criteria, 3) implementing use of the pre-established performance criteria and formative assessment methods to provide continuous feedback during the learning period, 4) using summative performance-based assessment methods, and 5) providing mechanisms for student remediation. Successful inclusion of performance-based assessment in Doctor of Pharmacy curricula should enable instructors to better prepare graduates that can provide pharmaceutical care in a quality manner.

Key Words: pharmacy education • performance assessment • evaluation • abilities • learning pyramid

Journal of Pharmacy Practice, Vol. 13, No. 5, 347-364 (2000)
DOI: 10.1106/LGR5-3C3N-NTEG-B9VH


CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?