Pharmacy students' perceptions of assessment and its impact on learning

Comment la perception qu'ont les étudiants et les étudiantes des devoirs qui les aident à apprendre peut-elle éclairer les décisions relatives à la conception des cours ?

“…Our survey results show that assignments students perceived as helping them learn were those that afforded them hands-on learning opportunities and opportunities to engage in problemsolving, as well as those that were considered relevant beyond the classroom (assignments that involved real-world application) and that allowed them choice and creativity. Our results regarding relevance/real-world application and flexibility are consistent with previous research (Malau-Aduli et al, 2019;Preston et al, 2020) and assumptions about how adults learn (Knowles et al, 2005), namely, that adults appreciate and are motivated by tasks related to realistic situations. Real-world assignments and assignments that involve solving complex problems are types of authentic assignments (Reeves et al, 2002).…”

“…But what makes an assessment meaningful in the eyes of students? Students deem assessments to be meaningful when they perceive them to: be relevant to what they are learning (Lynam & Cachia 2018;Malau-Aduli et al, 2019;Sambell et al, 2012); be authentic (Gulikers et al, 2006;Sambell et al, 2012); and involve "good teaching" (defined in the Conceptual Model of an Effective Academic Environment Underpinning the Course Experience Questionnaire as "reciprocally interactive and motivating transactions between teacher and student," as cited in Lizzio et al, 2002, p. 45).…”

Evaluation of students' performance and engagement using post-laboratory integrated assessments within a pharmacy course in the United Kingdom: a pilot cohort cross-over study

“…Similarly, Autumn et al (2011) 37 reported a significant increase in test performance after students had completed an essay and calculations linking pharmaceutical concepts with patient safety. The interventions by Hansen et al, (2018) 19 and by Autumn et al,(2011) 36 are larger and harder to implement than what is presented here. However, the trend of improved marks after and during integrated assessment remains the same.…”

“…Pharmacy students have previously reported difficulty in interpreting multiple choice questions (MCQ's), so any technique that could improve question comprehension would be beneficial. 36 The results of the linear regression models demonstrated that the integrated questions had a higher predictability power. The steeper gradient of the integrated regression compared to the non-integrated suggests that students are more likely to gain full marks when taking an integrated assessment; a result that is supported by the McNamara's test.…”