Implementation and preliminary evaluation of an Honours-Satisfactory-Fail competency-based assessment model in a Doctor of Pharmacy programme

Brenda S Bray, Connie M Remsberg, Jennifer D Robinson, Susan K Wright, Stuart J Muller, Linda Garrelts MacLean, Gary M Pollack


Introduction: A competency-based model of student assessment in a United States (USA) Doctor of Pharmacy (Pharm.D) programme within a research-intensive university is described.

Description: A competency-based assessment model that assigns levels of performance as Honours, Satisfactory, or Fail (H-S-F) was developed and implemented. Short-term measures of student performance in the curriculum and student experience were evaluated.

Evaluation: The majority of students demonstrated competency on all assessments in either one or two attempts. Introductory Pharmacy Practice Experience (IPPE) preceptor evaluations were consistent with performance of previous students in a letter graded system. Student progression statistics have improved for students within the H-S-F assessment model.

Conclusion: Preliminary evaluation of the competency-based assessment model indicates that students are demonstrating mastery and competence in curricular outcomes and that the structure provides a framework that is successful in supporting student re-engagement and learning. 


Assessment, Competency-Based, Curriculum, Pass-Fail Grading, Student Learning

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