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A course-embedded assessment is an in class assessment within a course which
measures Professional or General Student Outcomes. Existing exercises/assignments or
specifically designed assessments can be used. The assessment must evaluate one or
more professional student outcomes using a standardized rubric. Students should have
more than one opportunity to demonstrate competency. Evaluation by more than one
faculty is preferred.
Every module will have at least one CEA. The faculty will identify the Professional or
General Student Outcome(s), design the activity, and develop the rubric for evaluating
the activity. The completed and evaluated CEA should be uploaded into the individual
student’s electronic portfolio.
Mentors will periodically check portfolios to verify upload of required assignments
End of Block Assessments
End of block assessments are typically exams given at the end of a two-week block. The
content of each assessment is proportional to the time spent on a particular subject
during that two-week block. Exams will be focused on assessing the module goals that
are mapped to the Professional Student Outcomes.
Individual assessments will be followed with a team assessment using the same
instrument. An additional 5 percentage points will be added to an individual’s
assessment score if his/her team scores at least 95% on the team assessment. A score of
at least 85% is required to pass the block; a score greater than 95% will be considered
honors. If a student does not achieve a level of 85%, then he or she must take a
reassessment on that portion of the curriculum at a pre-designated time and achieve a
level of 85%. If a student does not successfully achieve the desired set of outcomes after
reassessment, they will be required to attend end of term extended learning.
PERFORM-Introductory; IPPE Competencies and Ability-Based Outcomes (PERFORM-
Introductory) assessments
Ability-based outcomes are defined as statements describing what students can do as a
result of instruction, i.e., their abilities. The student must integrate and apply
knowledge, skills, and attitudes to specific pharmacy-related situations. The PERFORM-
Introductory should reflect the Professional or General Student Outcomes used to
develop the curriculum and should progress as the student moves through the
curriculum. Satisfactory demonstration of PERFORM-Introductory would indicate that
the student is ready to move on to the advanced practice experiences.
At mid-term and the end of each term the preceptors will evaluate students using the
PERFORM-Introductory through an E*Value survey. Students will be evaluated using
pre-defined skill statements; students will be assessed as having performed at the
Highest level (Exceeds expectations and works unsupervised when appropriate),
Satisfactory level (Performs within defined expectations of course guidelines with
assistance from preceptor), or Unsatisfactory level (Unable to display behaviors
requiring repeated interventions by the preceptor). The expectation is that each student
will perform most outcomes at a satisfactory level.
Progression Assessments (PCOA)
Progression exams can be used to assess the progress of the student as they navigate
through the professional program, the effectiveness of curriculum delivery, and the
UMES School of Pharmacy program compared to other programs. These exams provide
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