Designing, Implementing, and Evaluating Performance-Based Assessments Within a Competency-Driven Curriculum

Channing R. Ford (Jacksonville State University, USA) and Erika L. Kleppinger (Harrison School of Pharmacy, Auburn University, USA)
Copyright: © 2020 |Pages: 209
EISBN13: 9781799869160|DOI: 10.4018/978-1-7998-5092-2.ch009
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Abstract

This case explores the development, implementation, and ongoing evaluation of performance-based assessments (PBAs) utilized within a competency-based curriculum at Auburn University Harrison School of Pharmacy (AU HSOP). Comprised of over 270 practice-based competencies, the newly adopted curriculum was designed to equip graduates with the knowledge, skills, and abilities essential for a practicing pharmacist. Early in the curriculum development process, hands-on authentic assessment practices were identified as a key assessment strategy resulting in the integration of PBAs throughout the curriculum. This case will describe the PBA development process adopted by AU HSOP, including specific implementation considerations, and explore the role of PBAs in assessing student progression.
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