How do UK pharmacy students view assessment methods?
By Student Voice Analytics
assessment methodspharmacyPharmacy students value variety and real-world relevance but remain sceptical about fairness and clarity, so programmes that diversify methods and make marking more transparent see better engagement. In the National Student Survey (NSS), the assessment methods theme captures UK-wide views on how students are assessed, and across 11,318 comments the sentiment index sits at −18.8. Within pharmacy, overall tone is more positive (55.6% Positive, 39.9% Negative), yet assessment and feedback details still drag, with marking criteria trending at −45.7. Those sector patterns frame the analysis below and point to design choices that reduce friction and improve perceived fairness.
What shapes pharmacy students’ views on assessment?
Assessments underpin pharmacy education because precise application of knowledge and judgement affects patient safety. Students judge methods by whether they motivate learning, feel fair, and build readiness for practice. While traditional examinations still dominate, interactive and practice-based assessments change the academic landscape, bringing challenges around consistency, workload and access. We analyse how these approaches influence student engagement, fairness, and preparedness, using student comments and survey evidence to guide improvement.
Do traditional exams demonstrate competence for pharmacy?
Traditional exams remain a substantial method for evaluating knowledge under pressure. Students and staff value their efficiency and perceived rigour, but many argue they do not fully evidence practical and communicative competence. Large syllabus coverage can heighten stress and affect wellbeing. Programmes respond by clarifying purpose and marking criteria, using checklist-style rubrics and quick marker calibration with exemplars to improve consistency and trust in outcomes.
How does continuous assessment affect learning and wellbeing?
Continuous assessment spreads effort across quizzes, coursework and projects, supporting steady learning and timely feedback. Students report better insight into their progress, and staff can adjust teaching in response to performance data. The cumulative workload can feel incessant, particularly for mature and part-time learners, so predictable submission windows, early release of assessment briefs, and alignment with other modules help sustain wellbeing without diluting standards.
What do students think of practical assessments and OSCEs?
Practical assessments, especially Objective Structured Clinical Examinations (OSCEs), test application of knowledge in realistic scenarios and are widely valued for bridging theory and practice. Concerns centre on variability and perceived subjectivity in scoring. Programmes mitigate this by training examiners, publishing transparent criteria, providing annotated exemplars, and debriefing cohorts on common strengths and issues before releasing individual marks to enhance perceived fairness.
Do group projects and peer assessment feel fair?
Group projects build collaboration, communication and professional behaviours, and peer assessment can deepen reflection about contribution and quality. Students also describe uneven workload distribution and subjective peer ratings. Clear role expectations, mechanisms to record contributions, and weighting schemes that adjust for effort, plus simple peer-assessment rubrics and moderation spot checks, make these methods more equitable and educationally credible.
Where do technology-enhanced assessments help or hinder?
Online quizzes and simulations support immediate feedback and scenario-based learning. Students value flexibility and interactivity, but technical issues and unequal access threaten parity. Orientation to assessment formats, practice tasks, accessible design from the outset, and reliable timetabling of online components reduce disparities and keep the focus on learning rather than logistics.
What kind of feedback actually improves performance?
Students want timely, specific, and actionable commentary that links directly to the assessment brief and marking criteria. Inconsistent or vague feedback undermines confidence and slows progress. Programmes that provide a brief whole-cohort debrief, exemplars at grade boundaries, and realistic turnaround times help students plan improvements and see the rationale behind marks.
How can programmes balance theory and practice in assessment?
An effective mix integrates theoretical understanding with hands-on application. Case-based tasks, simulations and OSCEs can test both knowledge and decision-making. Programme-level coordination avoids deadline pile-ups and method duplication, ensures alignment to learning outcomes, and provides a balanced assessment calendar across modules.
What should programmes change next?
- Publish a concise assessment brief for each task with purpose, weighting, allowed resources, rubric and common pitfalls.
- Calibrate markers using short exemplar sets and record moderation notes.
- Reduce friction for diverse cohorts through predictable windows, asynchronous options for oral components, and plain-language instructions.
- Coordinate assessment timetables across modules to balance workload.
- Close the loop with prompt cohort debriefs to improve transparency and perceived fairness.
How Student Voice Analytics helps you
Student Voice Analytics pinpoints where assessment method issues concentrate in pharmacy by cutting open-text data by discipline and demographics. It tracks sentiment over time, surfaces concise summaries for programme and module teams, supports like-for-like comparisons by subject mix and cohort profile, and provides export-ready outputs for boards and quality reviews. You see the operational pain points and the practices that lift fairness and engagement, then act quickly.
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