Moving Assessment Online: Experiences within a School of Pharmacy

Autor/inn/en	Morgan, Kelsey; Adams, Erin; Elsobky, Teresa; Darr, Amber; Brackbill, Marcia
Titel	Moving Assessment Online: Experiences within a School of Pharmacy
Quelle	In: Online Learning, 25 (2021) 1, S.245-252 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Computer Assisted Testing; Pharmaceutical Education; COVID-19; Pandemics; Distance Education; Electronic Learning; Videoconferencing; Evaluation Methods; Simulation; Student Experience; Student Evaluation; Cheating + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Simulation program; Simulationsprogramm; Studienerfahrung; Schulnote; Studentische Bewertung; Prellen
Abstract	The COVID-19 pandemic required academic institutions to quickly transition to online learning and make changes to assessment procedures. This study examines how a school of pharmacy creatively approached the challenge of online assessment while maintaining the standards necessary to prepare practice-ready student pharmacists. To conduct traditional exams, instructors deployed two different types of methods using testing software: a video conferencing technology approach which mimicked pre-pandemic, on-campus proctored exams; or open-book, internet access-enabled exams that ensured academic integrity and rigor through various testing strategies. To assess students' clinical skills, faculty used a combination of techniques such as physical examinations, patient interviews, and patient presentations. To understand the student experience with these assessments, students were surveyed using a 12-item questionnaire. Overall, online video proctoring maintained consistency in exam structure and administration, but required extensive instruction for both students and proctors. Students preferred unproctored, open-book, internet access-enabled, standard time exams versus proctored, closed-book, internet-access disabled, extended time exams. Changes to testing procedures, whether with proctored or unproctored methods, appeared to increase student stress. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01