基于多种评分标准对学生病例展示进行评估。
Multiple rubric-based assessments of student case presentations.
作者信息
O'Brien Catherine E, Franks Amy M, Stowe Cindy D
机构信息
College of Pharmacy, University of Arkansas for Medical Sciences, 4301 West Markham Street, Little Rock, AR 72205, USA.
出版信息
Am J Pharm Educ. 2008 Jun 15;72(3):58. doi: 10.5688/aj720358.
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.
目的
评估一种基于评分标准的方法，用于在治疗学课程的背诵环节评估药学专业学生的病例展示。
方法
制定了一个评分标准来评估知识、技能和专业行为。该评分标准用于教师、学生同伴和学生自我对病例展示的评估。将基于评分标准的综合分数与之前基于二分法清单的分数进行比较。
结果
基于评分标准的教师评分显著低于基于清单法的评分，且分数分布更广泛。2007年春季教师和同伴基于评分标准的综合分数显著低于试点研究结果，但自我评估综合分数没有显著差异。
结论
成功开发和实施评分标准有助于从教学课程中教师、同伴和自我的角度评估知识、技能和专业行为。
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