Experience with implementing pyramid examinations in an elective pharmacy course

Abstract

Background and purposeThis article describes the implementation of pyramid tests, an assessment strategy that utilizes individual and cooperative testing for formal examinations in an elective course for third year pharmacy students. This strategy provides individual accountability and uses group collaboration to extend students depth of thinking through essay responses. Pyramid tests have been suggested as a way to improve grading efficiency compared to traditional tests that use essay questions. Educational activity and settingA two-credit hour pharmacy elective taught by synchronous video conferencing on two campuses of a large public university utilized pyramid tests for both the midterm and final examinations. Each examination had individual and group components and utilized a simple metacognitive question. FindingsThe averages from the individual portions of the pyramid tests were similar to the prior year, while the combined group (2/3 weight) and individual (1/3 weight) pyramid test scores averages were slightly higher than the previous year's average (87% compared to 86%, respectively). Student feedback on this assessment technique was generally positive. SummaryThis assessment strategy was an efficient way to test students’ knowledge. Although it had a collaborative component, it also provided individual accountability. Time spent on course administration and grading was similar to previous years that employed fixed choice assessments without collaborative work.