An evaluation of the use of continuous assessment in the teaching of pharmacology

Abstract

A statistical evaluation has been made of the use of continuous assessment (CA) in the teaching of pharmacology in Medical, Ordinary (Second) BSc and Honours BSc courses. There is significant correlation (usually at P less than 0-001) between mean scores obtained in final degree examinations and CA, and between overall CA scores and the scores obtained in the individual components of CA. Scores for assessment of practical work are consistently high, while those for SAQ tests in the Medical course are consistently low. MCQ tests in both Medical and Second BSc courses show considerable year-to-year fluctuation. Degree examination and combined degree examination/CA scores show remarkable consistency from year to year. In the Medical and Second BSc groups, but not in the Honours BSc groups, the effect of introducing a CA component is to increase the mean final score by 1-2%. This up-grading of the final score by the CA component is greater (3-8%) in the less able students with scores below the mean level. In the Honours BSc group there is an opposite trend, in that inclusion of CA tends to reduce the final score, though this is not significant. It is concluded that (a) inclusion of CA scores in the final assessment does not alter the ranking order of student performance, (b) in the Medical and Second BSc groups, inclusion of CA in the final assessment benefits the student, especially those of below-average ability, and (c) inclusion of CA in the final assessment has no significant effect in the Honours BSc group; in fact, in those below average, it tends to reduce the final assessment score.