Use of contract grading to enhance student motivation and grading clarity in an Introductory Pharmacy Practice Experience
DOI:
https://doi.org/10.46542/pe.2026.261.375382Keywords:
Contract grading, Experiential education, Learning contract, Pharmacy educationAbstract
Background: Introductory pharmacy practice experiences (IPPEs) pose assessment and motivation challenges for both preceptors and students. Use of contract grading fosters learning through mutually agreed-upon student-preceptor goals with transparent assessment. The aim was to determine if students perceived that contract grading, when used within a three-week Institutional IPPE experience, provided grading clarity and equity, integrated student experiences, and empowered student learning.
Methods: Following contract grading implementation, an anonymous survey containing multiple-choice, Likert scale and open-ended questions was emailed to students after completion and final grades submitted for all four rotation sessions. Responses were evaluated with descriptive statistics and qualitative analysis for open-ended responses.
Results: Survey completion rate was 95% (19/20). Ninety-five percent of students strongly agreed or agreed that contract grading was clear, equitable, incorporated student experiences, and facilitated learning. Strengths were the ability to “choose the goal” and “fully visualise the responsibilities” with “no surprises”. Limitations included additional requirements could discourage some students who underestimate their abilities and a lack of emphasis on qualitative student performance.
Conclusion: Students found that IPPE contract grading provided clear and fair grading, allowing them to set and achieve their learning goals. Future grading contracts, developed with more student input, could help prevent self-underestimation, enable project self-selection, and incorporate qualitative assessments and self-reflection.
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