Abstract
Introduction/context: Formative assessment, also
referred to as assessment for learning, has been used in higher
education to provide individually tailored feedback to students with the
goal of improving current performance.
Aim: To determine whether formative assessment is an effective method for increasing students’ odds of obtaining an intern pharmacist position.
Description of assessment method: Student participants were involved in a formative assessment task which involved two simulated mock interviews, one specific for community and one specific for hospital pharmacy. In preparation for the mock pharmacy interviews students received training and support from the university Careers and Employment Service. Training included how to develop their curriculum vitae, write a cover letter and respond appropriately to selection criteria and how to prepare for and interview well. After completion of interviews students received individual formative feedback.
Evaluation: Students were asked to complete two questionnaires to help identify the value of the assessment task. One questionnaire was completed directly after receiving formative feedback, the second after students had applied for actual intern positions approximately eight months after completing the formative assessment task. Most students (8/9) reported the formative assessment task helped them identify their areas of weakness, and allowed them to prepare in such areas prior to their actual interviews. Most students (8/9) indicated that the feedback helped them perform in their actual interviews.
Future implementation: Students valued the formative assessment task. There is scope to embed this assessment task into the undergraduate pharmacy curricula. Collaboration with the university Careers and Employment Service helped enhance student preparedness.
Aim: To determine whether formative assessment is an effective method for increasing students’ odds of obtaining an intern pharmacist position.
Description of assessment method: Student participants were involved in a formative assessment task which involved two simulated mock interviews, one specific for community and one specific for hospital pharmacy. In preparation for the mock pharmacy interviews students received training and support from the university Careers and Employment Service. Training included how to develop their curriculum vitae, write a cover letter and respond appropriately to selection criteria and how to prepare for and interview well. After completion of interviews students received individual formative feedback.
Evaluation: Students were asked to complete two questionnaires to help identify the value of the assessment task. One questionnaire was completed directly after receiving formative feedback, the second after students had applied for actual intern positions approximately eight months after completing the formative assessment task. Most students (8/9) reported the formative assessment task helped them identify their areas of weakness, and allowed them to prepare in such areas prior to their actual interviews. Most students (8/9) indicated that the feedback helped them perform in their actual interviews.
Future implementation: Students valued the formative assessment task. There is scope to embed this assessment task into the undergraduate pharmacy curricula. Collaboration with the university Careers and Employment Service helped enhance student preparedness.
| Original language | English |
|---|---|
| Pages (from-to) | 159-161 |
| Number of pages | 3 |
| Journal | Pharmacy Education |
| Volume | 15 |
| Issue number | 1 |
| Publication status | Published - 2015 |