2020 Volume 4 Article ID: 2019-027
Students are evaluated on academic achievement for proficiency level-based classes with a single assessment test. However, these single tests are prone to some functional issues. For example, some students intentionally try to score less on it to be put in a lower proficiency level class despite their higher level abilities. This study introduced a multiple regression analysis to avoid such issues and assess academic achievement from the earlier years of study (first three years of pharmacy study). The method was applied to a basic pharmacology course and classified students into higher-proficiency or lower-proficiency classes based on their improvement in earlier years’ exams. Simulation analyses were carried out to check for efficacy before introducing this method into the course. The distribution analyses of the final exam scores revealed similarities to the simulation’s results, with an improvement in the lower-proficiency group’s exam scores. The results showed improvement in the proficiency groupings, which could be attributed to the more accurate assessment of academic achievement. Through this intervention, it became difficult to secure lower test scores intentionally. In summary, this method has shown improvement in the functional issues with the test scores of lower-proficiency groups, which is a likely consequence of enhanced assessment tests.
