scholarly journals Pharmacy Curriculum Outcomes Assessment for Individual Student Assessment and Curricular Evaluation

2010 ◽  
Vol 74 (10) ◽  
pp. 183 ◽  
Author(s):  
Day M. Scott ◽  
Lunawati L. Bennett ◽  
Mary J. Ferrill ◽  
Daniel L. Brown
Keyword(s):  
Outcomes Assessment ◽  
Student Assessment ◽  
Individual Student ◽  
Pharmacy Curriculum ◽  
Curricular Evaluation

scholarly journals National Trends in the Adoption of Pharmacy Curriculum Outcomes Assessment for Student Assessment and Remediation

2019 ◽  
Vol 83 (6) ◽  
pp. 6796
Author(s):  
Justine Gortney ◽  
Michael J. Rudolph ◽  
Jill M. Augustine ◽  
Julie M. Sease ◽  
Brenda Bray ◽  
...  
Keyword(s):  
Outcomes Assessment ◽  
Student Assessment ◽  
Pharmacy Curriculum ◽  
National Trends

High School Turnaround

2017 ◽  
pp. 847-872
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

High School Turnaround

2016 ◽  
pp. 1143-1167
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

Student perceptions of the utility of the Pharmacy Curriculum Outcomes Assessment

2020 ◽  
Vol 12 (3) ◽  
pp. 255-264
Author(s):  
Mike Rudolph ◽  
Justine S. Gortney ◽  
Angela Brownfield ◽  
David Caldwell ◽  
Ashley Castleberry ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Outcomes Assessment ◽  
Pharmacy Curriculum

Predictors of performance on the pharmacy curriculum outcomes assessment (PCOA)

2016 ◽  
Vol 8 (2) ◽  
pp. 148-154 ◽  
Author(s):  
Christopher Alan Giuliano ◽  
Justine Gortney ◽  
Juliann Binienda
Keyword(s):  
Outcomes Assessment ◽  
Pharmacy Curriculum

An analysis of the use of Pharmacy Curriculum Outcomes Assessment (PCOA) scores within one professional program

2017 ◽  
Vol 9 (2) ◽  
pp. 178-184 ◽  
Author(s):  
Linda S. Garavalia ◽  
Sunil Prabhu ◽  
Eunice Chung ◽  
Daniel C. Robinson
Keyword(s):  
Outcomes Assessment ◽  
Pharmacy Curriculum

scholarly journals Reflections on Analytical Choices in the Scaling Model for Test Scores in International Large-Scale Assessment Studies

2021 ◽  
Author(s):  
Alexander Robitzsch ◽  
Oliver Lüdtke
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Individual Student ◽  
Scaling Model ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Wide Range ◽  
Analytical Strategies ◽  
The Individual

International large-scale assessments (LSAs) such as the Programme for International Student Assessment (PISA) provide important information about the distribution of student proficiencies across a wide range of countries. The repeated assessments of these content domains offer policymakers important information for evaluating educational reforms and received considerable attention from the media. Furthermore, the analytical strategies employed in LSAs often define methodological standards for applied researchers in the field. Hence, it is vital to critically reflect the conceptual foundations of analytical choices in LSA studies. This article discusses methodological challenges in selecting and specifying the scaling model used to obtain proficiency estimates from the individual student responses in LSA studies. We distinguish design-based inference from model-based inference. It is argued that for the official reporting of LSA results, design-based inference should be preferred because it allows for a clear definition of the target of inference (e.g., country mean achievement) and is less sensitive to specific modeling assumptions. More specifically, we discuss five analytical choices in the specification of the scaling model: (1) Specification of the functional form of item response functions, (2) the treatment of local dependencies and multidimensionality, (3) the consideration of test-taking behavior for estimating student ability, and the role of country differential items functioning (DIF) for (4) cross-country comparisons, and (5) trend estimation. This article's primary goal is to stimulate discussion about recently implemented changes and suggested refinements of the scaling models in LSA studies.

scholarly journals Correlation of the Pharmacy Curriculum Outcomes Assessment and Selected Pre-pharmacy and Pharmacy Performance Variables

2019 ◽  
Vol 83 (3) ◽  
pp. 6579 ◽  
Author(s):  
Brad Hein ◽  
Nicholas J. Messinger ◽  
Jonathan Penm ◽  
Patricia R. Wigle ◽  
Shauna M. Buring
Keyword(s):  
Outcomes Assessment ◽  
Performance Variables ◽  
Pharmacy Curriculum

High School Turnaround

2015 ◽  
pp. 223-249 ◽  
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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