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Most universities ask students to complete course evaluations as part of the institution-wide assessment process. Critics have argued that teaching evaluations should be used to help faculty members improve their teaching and not merely for salary, promotion, tenure, and merit considerations. The first section of this paper provides a summary of the literature about online student course evaluations and feedback from various colleges and schools of pharmacy that currently use an online evaluative approach. The last section describes the findings of one college of pharmacy that conducted a pilot study of this process, presents the quantitative and qualitative results of the pilot study, and summarizes the survey that asked students their perceptions regarding paper course evaluation and online course evaluation.

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

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This is the second paper in a series on assessment that focuses on student learning outcomes assessment, a subcomponent of overall program assessment. Included are a brief history of outcome-based education and an overview of outcomes typologies. Definitions of outcomes, competencies, and objectives are presented, and distinctions between these categories are discussed. Various frameworks and models are presented to familiarize the reader with these concepts and the developmental levels of students in health professions educational programs. The paper places student learning outcomes assessment in context and highlights the steps typical of the associated process. Grading and classroom assessment techniques are discussed briefly to clarify their respective places in the assessment landscape. The paper concludes with a brief summary of the relationship of student learning outcomes assessment to institutional assessment.