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Identifying High-Impact and ManagingLow-Impact Assessment Practices
Journal article   Peer reviewed

Identifying High-Impact and ManagingLow-Impact Assessment Practices

Kristin K. Janke, Katherine A. Kelley, Beth A. Martin, Mary E Ray and Burgunda V. Sweet
American journal of pharmaceutical education, Vol.83(7), pp.1446-1452
01/01/2019
DOI: 10.5688/ajpe7496
PMCID: PMC6788162
PMID: 31619834

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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.
 Social Sciences Education & Educational Research Education, Scientific Disciplines Life Sciences & Biomedicine Pharmacology & Pharmacy Science & Technology

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