Bloom Timothy J, Hall Julie M, Liu Qinfeng, Stagner William C, Adams Michael L
Campbell University College of Pharmacy & Health Sciences, Buies Creek, North Carolina.
Am J Pharm Educ. 2016 Sep 25;80(7):125. doi: 10.5688/ajpe807125.
To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.
为药学硕士学位（MSPS）项目制定一个项目层面的评估流程。制定了项目层面的目标，并将其映射到课程学习目标。每个课程主任创建了嵌入式评估工具，用于收集与项目层面目标相关的信息。初始评估迭代涉及部分提供的课程，课程主任与系评估委员会会面，以审查评估工具的质量以及使用这些工具收集的数据。这些讨论的见解被用于改进流程。当所有课程都用于收集项目层面的评估数据时，采用了一种改进的引导式反思系统，以减轻委员会成员的负担。收集项目层面评估的前两轮迭代揭示了评估工具和项目目标本身存在的问题。课程主任在评估学生对项目目标的达成情况时，在布鲁姆教育目标分类法的水平上不一致。此外，还发现项目目标与课程学习目标的映射不合适。这些问题导致无法可靠地衡量学生在项目层面目标方面的表现。课程主任与评估委员会之间的同行讨论导致了项目目标的修改以及评估数据收集工具的改进。通过从部分课程开始并使用嵌入式课程评估工具，几乎没有困难地创建了一个项目层面的评估流程。让所有教师参与并避免课程之间的比较使得更容易获得教师的认可。同行讨论经常就如何改进评估工具达成共识。
