University of Kentucky, College of Pharmacy, Lexington, Kentucky
University of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma.
Am J Pharm Educ. 2022 Oct;86(7):8850. doi: 10.5688/ajpe8850. Epub 2021 Nov 23.
To review issues surrounding the use of grades in the educational process and provide evidence-based recommendations for how to redesign grading practices for optimal value. Traditional tiered grading systems (ie, A, B, C, etc) have historically been a major component of the formal educational process. The way grades are used and interpreted are typically based on some commonly held assumptions, including that they are accurate measures of learning, that they motivate students to learn, and that they provide feedback to learners. However, much of the research regarding grades indicates that flaws exist in these assumptions. Grades may not always accurately measure learning, they can have adverse effects on student motivation, and they are not a good form of feedback. The Academy should consider the evidence regarding the purpose, effects, and interpretation of grades in the educational process. Despite barriers and potential pushback, pharmacy educators should revise grading practices to be more accurate, interpretable, and beneficial to learner development.
回顾教育过程中使用成绩的问题，并提供循证建议，说明如何重新设计评分实践以实现最佳价值。传统的分级制（例如，A、B、C 等）历来是正规教育过程的一个主要组成部分。成绩的使用和解释通常基于一些普遍持有的假设，包括成绩是学习的准确衡量标准、成绩可以激励学生学习以及成绩为学习者提供反馈。然而，关于成绩的大量研究表明，这些假设存在缺陷。成绩可能并不总是准确地衡量学习，成绩可能对学生的学习动机产生不利影响，成绩也不是一种好的反馈形式。学院应该考虑有关成绩在教育过程中的目的、效果和解释的证据。尽管存在障碍和潜在的抵触，但药学教育者应该修改评分实践，以使其更加准确、可解释并有助于学习者的发展。
