Implementation and students’ perception of a criterion-referenced standard setting in a therapeutics course

Abstract

Objective: To implement a criterion-referenced method to set standards for grading written tests in a didactic course and to assess students’ perceptions of the implementation. Methods: The Angoff method, a criterion-referenced method, was implemented in a therapeutics course with a letter grading system. Students were surveyed on their perceptions of the method including stress and test anxiety level after the course. Results: Of 122 students enrolled, 118 responded. More than 60% of respondents felt that the criterion-referenced method was fairer and reflected competency better than a norm-referenced method. The percent of respondents who felt that the new method increased the level of stress and test anxiety was higher than that of those who did not. Conclusions: A criterion-referenced method was successfully implemented in a pharmacy didactic course with a letter grading system. The implementation was overall favourably received by students although it may have increased the level of stress and test anxiety.