Pharmacy students’ and supervisors’ perceptions of the effectiveness of assessment rubrics for undergraduate research performance review
DOI:
https://doi.org/10.46542/pe.2023.231.193204Keywords:
Assessment rubric, Health profession education, Pharmacy education, Research competence, Research skillAbstract
Background: Research experience in pharmacy education fosters critical thinking, communication, and research skills; thus, it is crucial to ensure that research skills are acquired and research outcomes are achieved.
Objective: This study aimed to evaluate students’ and supervisors’ perceptions of the effectiveness of assessment rubrics in measuring and enhancing student research performance.
Methods: Two surveys were administered separately to research supervisors and students to collect information on their perceptions of the effectiveness of assessment rubrics.
Results: Most supervisors agreed that assessment rubrics made scoring easier, accurate, unbiased, and consistent (>72% rated ≥4) and that they helped identify the strengths and weaknesses of their students in research (73.3% rated ≥4). About 80.5% of students ranked the rubrics ≥4, indicating that rubrics motivated them to improve their research performance. Essentially, the effective use of assessment rubrics to improve research performance would depend on students’ attitudes towards self-regulation and supervisors’ commitment to project supervision.
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