Goal : To institute a comprehensive, iterative process of continuous improvement evaluating key issues of critical importance, regardless of a seemingly endless supply of data.
Components and Considerations : Institutional assessment must be both qualitative and quantitative , contain longitudinal data to detect trends over time, and incorporate peer comparisons and benchmarks when available.
Standard course evaluation questions: was the syllabus clear, did the coursemaster address class-wide issues, was the textbook helpful, were prerequisite courses adequate preparation for this course…
Shady Grove: “ Asynchronous availability of lecture material was beneficial to my formal learning experience in this course .”
Student feedback indicated a need to improve on presentation quality of asynchronous lectures delivered via MediaSite, so CNS support staff created “ Building a Better Presentation ,” a workshop for faculty, post-docs and teaching assistants.
Terminal performance outcomes (TPOs) form the “strategic plan” for the PharmD curriculum. These are the 63 “goals” we set for our students to reach by the time they graduate. Each course supports these goals with their own course objectives and assessments.
TPOs are aligned with the 3 areas of CAPE* Outcomes :
Electronic student portfolios were established in the Fall 2009 to generate a sense of awareness and self-evaluation that leads to continuous professional development. In the future, preceptors and faculty will also be able to comment and review.
Two main components:
1. Students will store meaningful “artifacts” throughout their education, and be able to look back at previous entries and see their growth.
2. Each semester, students self-evaluate their competency on the terminal performance outcomes, identify knowledge gaps and plan for improvement.