Assessment of Mock Exam Utility: A Correlative and Comparative Study in a Pharmaceutical Calculations Course

Abstract

Objective. Faculty at MCPHS University’s School of Pharmacy, Worcester/Manchester are engaged in continuous quality improvement of their teaching and assessment methods to prepare students for successful careers in pharmacy. This study evaluated the impact of a formative mock exam on student performance in an actual summative exam (Exam) administered during the spring 2020 semester of a pharmaceutical calculations course.

Methods. A retrospective analysis of student test scores in a summative assessment (Exam) was performed across two cohort years (2019 and 2020) where students were not administered and administered a formative mock exam, respectively. Central tendency and comparative analysis measures were performed to assess differences in student performance.

Results. Out of 237 students enrolled, 221 students participated in the optional mock exam and all 237 students participated in the Exam, with average scores for the mock exam and the Exam being 67% and 94%, respectively. Ninety-two students who received grade C or better on their mock exam had an Exam average score (98%) that was significantly higher than those who received a D or F (n=129, 92%); and the average score in 2020 Exam was significantly higher when compared to the 2019 Exam where no mock exam was offered (94% versus 77%).

Conclusion. This was a descriptive, cross-sectional study to understand the differences in student performance in a summative assessment across two cohort years with and without a formative mock assessment. The results demonstrated an association of the formative mock exam with better performance among students, without establishing a causal relationship.