及格/不及格评分与字母评分对药学院学生成就目标取向的影响。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-09 DOI:10.1016/j.cptl.2024.102200

Juliette A. Miller , Russ Palmer, Beth Bryles Phillips, Michael Fulford, Rebecca H. Stone, Blake R. Johnson, Devin Lavender

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引用次数: 0

摘要

简介2021 年秋季，药学实践课程中以药物治疗案例为基础的系列背诵的评分标准由字母等级形式改为及格/不及格形式。本研究旨在根据艾略特（Eliot）和哈拉克维奇（Harackiewicz）提出的 2 × 2 概念框架（即追求成绩、避免成绩、追求掌握、避免掌握），评估不同的评分形式对药学专业学生的成就目标取向有何影响：方法：以及格/不及格形式完成背诵的药学专业二年级学生和以字母等级形式完成背诵的三年级学生接受了一份调查问卷，其中包含一个李克特工具（成就目标问卷-修订版）。对两组学生的基线特征进行了比较，并对人口统计信息和问卷结果进行了适当的统计：99%（n = 268）的药学专业学生（132 名二年级学生和 136 名三年级学生）填写了问卷。掌握方法的平均得分较高（4.7 对 4.2；P 结论：掌握方法的平均得分较低：与以字母等级形式参加背诵的三年级药剂学学生相比，参加基于案例的系列背诵并采用及格/不及格评分标准的二年级药剂学学生在 Eliot 和 Harackiewicz 的 2 × 2 目标导向框架中的每个分量表的平均得分更高。根据该研究结果以及当前有关目标定向理论的文献，教育者在鼓励学生接近目标定向的同时，阻止学生回避目标定向，这可能对药剂学专业学生学习及格/不及格和字母评分两种形式的课程有益。

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Effect of pass/fail grading vs. letter grading on pharmacy students' achievement goal orientations

Introduction

In the Fall of 2021, the grading scale for a pharmacotherapy case-based series of recitations in a pharmacy practice course was modified from a letter grade format to a pass/fail format. The aim of this study was to assess how different formats of grading affected pharmacy students' achievement goal orientations based on the 2 × 2 conceptual framework developed by Eliot and Harackiewicz (i.e. performance-approach, performance-avoidance, mastery-approach, mastery-avoidance).

Methods

Second-year pharmacy students who completed recitations in a pass/fail format and third-year students who completed recitations in a letter grade format received a questionnaire containing a Likert instrument (the Achievement Goal Questionnaire-Revised) that was previously validated and designed to evaluate students' achievement goal orientations along four different sub-scales. Baseline characteristics of the two groups were compared, and appropriate statistics were applied to the demographic information and questionnaire results.

Results

Questionnaires were completed by 99 % (n = 268) of pharmacy students (132 second-year students and 136 third-year students). There were higher mean scores for mastery-approach (4.7 v. 4.2; P < .001), mastery-avoidance (3.7 v. 3.4; P = .006), performance-approach (4.3 v. 3.9; P < .001), and performance-avoidance (4.1 v. 3.8; P = .010) for the second-year (pass/fail) students compared with third-year (letter grade) students.

Conclusions

Second-year pharmacy students who took a case-based series of recitations with a pass/fail grading scale had higher mean scores for each of the sub-scales within Eliot and Harackiewicz's 2 × 2 goal orientation framework compared with third-year pharmacy students who took the recitations in a letter grade format. Using the study results along with current literature on goal orientation theory, it may be beneficial to pharmacy students in courses with both pass/fail and letter grade formats for educators to encourage approach goal orientations while discouraging avoidance goal orientations.

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来源期刊

Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.10

自引率

16.70%

发文量

192