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Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Re- search and Evaluation, 14, 1-11.

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• TITLE: Impact of a Practical Skills Assessment on the Individual Engagement of Undergraduate Pharmacy Students within Laboratory Coursework Sessions

  AUTHORS: Susanne P. Boyle

  KEYWORDS: Practical Skills Assessment; MPharm Degree; Formative Assessment; Peer Learning

  JOURNAL NAME: Creative Education, Vol.3 No.6A, October 25, 2012

  ABSTRACT: This study reports on the learner impact, practicability and cost effectiveness of an individual practical skills test designed to assess the interpretative and manipulative skills of undergraduate pharmacy in a laboratory setting. The reliability of the assessment tool across a 5 year period was examined and refinements introduced in response to constructive feedback from colleagues and learner feedback recorded via end of year Student Evaluation Questionnaires. A blended learning strategy supported the needs of multiple learning styles and inclusion of a formative assessment increased student confidence and improved cohort performance in the summative assessment. Future directions include the introduction of a peer learning activity as a means of reducing group sizes and providing an opportunity for the learners to develop skills in constructive critique and reflective learning.