Monson Elizabeth, Armbrust Sydney, Hursman Allison, Richter Lisa M, Frenzel Jeanne E
College of Health Professions, North Dakota State University, PO Box 6050, Fargo, ND 58108-6050, United States of America.
Population Health Pharmacist, Essentia Health, 1702 South University Drive, Fargo, ND 58103, United States of America.
Curr Pharm Teach Learn. 2025 Jan;17(1):102206. doi: 10.1016/j.cptl.2024.102206. Epub 2024 Oct 7.
Ungrading is an alternative assessment approach that focuses on feedback provided to students in place of grades. Giving feedback as opposed to grades has been shown to increase intrinsic learner motivation, promote deeper learning, and decrease stress and anxiety.
Four pharmacy faculty implemented ungrading practices into required pharmacy courses, including two pharmacy practice lab courses and two didactic courses. Specific strategies such as formative feedback, peer assessment, self-reflection, and small and large group discussions were incorporated to achieve the learning objectives for each course. This work provides details about the assignments and assessments used in each course.
Anonymous surveys were administered to faculty members and students at a Midwest School of Pharmacy. Faculty members expressed varying levels of satisfaction and stress related to grading assessments. They also shared their opinions on teaching courses without traditional grades. The student survey examined factors such as grade point average (GPA), study time, and enjoyment of the pharmacy program. It also captured general opinions about grades. Based on survey results the implementation of ungrading practices helped students feel more prepared for advanced pharmacy practice experiences (APPEs). The findings contribute to the understanding of alternative grading approaches and their potential impact on student learning, well-being, and motivation. Rethinking assessment of student work may be a valid option for pharmacy schools, particularly in the setting of increased focus on student wellness and the educator's goal of increasing learning for all students.
无评分制是一种替代性评估方法，它侧重于为学生提供反馈而非成绩。与给出成绩相比，提供反馈已被证明能提高学习者的内在动力，促进深度学习，并减轻压力和焦虑。
四名药学教师在必修药学课程中实施了无评分制做法，包括两门药学实践实验课程和两门理论课程。采用了诸如形成性反馈、同伴评估、自我反思以及小组和大组讨论等具体策略来实现每门课程的学习目标。这项工作提供了每门课程中所使用的作业和评估的详细信息。
对一所中西部药学院的教师和学生进行了匿名调查。教师们对评分评估表达了不同程度的满意度和压力。他们还分享了对不采用传统成绩来教授课程的看法。学生调查考察了诸如平均绩点（GPA）、学习时间以及对药学课程的喜爱程度等因素。它还收集了关于成绩的总体看法。根据调查结果，无评分制做法的实施有助于学生为高级药学实践经验（APPEs）做好更充分的准备。这些发现有助于理解替代性评分方法及其对学生学习、幸福感和动力的潜在影响。重新思考对学生作业的评估可能是药学院的一个有效选择，特别是在更加关注学生健康以及教育工作者旨在提高所有学生学习效果的背景下。
