title: Multiple rubric-based assessments of student case presentations.
abstract: OBJECTIVE
  To evaluate a rubric-based method of assessing pharmacy students' case presentations in the recitation component of a therapeutics course.
  
  
  METHODS
  A rubric was developed to assess knowledge, skills, and professional behavior. The rubric was used for instructor, student peer, and student self-assessment of case presentations. Rubric-based composite scores were compared to the previous dichotomous checklist-based scores.
  
  
  RESULTS
  Rubric-based instructor scores were significantly lower and had a broader score distribution than those resulting from the checklist method. Spring 2007 rubric-based composite scores from instructors and peers were significantly lower than those from the pilot study results, but self-assessment composite scores were not significantly different.
  
  
  CONCLUSIONS
  Successful development and implementation of a grading rubric facilitated evaluation of knowledge, skills, and professional behavior from the viewpoints of instructor, peer, and self in a didactic course.
authors.affiliation: College of Pharmacy, University of Arkansas for Medical Sciences, 4301 West Markham Street, Little Rock, AR 72205, USA.
authors.forename: Catherine E
authors.initials: CE
authors.lastname: O'Brien
authors.forename: Amy M
authors.initials: AM
authors.lastname: Franks
authors.forename: Cindy D
authors.initials: CD
authors.lastname: Stowe
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004512:Education, Pharmacy; D004521:Educational Measurement; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D010379:Peer Group; D010865:Pilot Projects; D018794:Problem-Based Learning; D016730:Program Development; D015397:Program Evaluation; D012647:Self-Assessment; D013337:Students, Medical; D013339:Students, Pharmacy