Assessment methods2

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In reality, assessment is on continuums of less to more performance-oriented, lower to higher order thinking, and less to more authentic (assessment in real life context)(5). Recognizing the underlying characteristics of assessment (nature of the task, level of cognitive processing, and context) is the first step in determining the appropriate assessment options. The purpose of this article is to provide a framework for analyzing the types and levels of learning, demonstrate how to develop an assessment strategy appropriate for the learning objectives and describe the appropriate use of performance assessment in pharmacy education.

TYPES OF KNOWLEDGE

Performance assessment may not be the best assessment technique for all types of learning, because the selection of an assessment technique depends on the nature of the learning or knowledge being assessed. Cognitive psychologists recognize three distinct types of knowledge - declarative, procedural, and conditional(6-9). Declarative knowledge is "knowing that" something is so. Facts and other verbal information "declared" through discourse or text are included in this category. For example, the periodic table of chemicals is an example of verbal information. Verbal information is typically assessed using traditional approaches such as multiple choice, fill in the blank or matching questions.

Procedural knowledge is "knowing how" to execute a skill or apply concepts and principles to specific situations. Filling a prescription, compounding a standard formulation, completing a bioassay, processing a nonformulary request, completing an insurance form, and entering a medication order into a computer all require procedural knowledge. A student could explain how to do these activities, but the knowledge would then be declarative in nature. In order to qualify as procedural, the learning must be demonstrated. Therefore, this type of knowledge is best assessed through performance.