PCOA School Outcomes for Students Nearing the End of Their Didactic Curriculum – 2016 Testing Windows 1 and 2: A summary report that reviews the results of the Pharmacist Curriculum Outcomes Assessment (PCOA) administrations for the 2016 Accreditation Council for Pharmacy Education (ACPE) reporting cohort, which consists of students testing as a third-year PharmD candidate (or equivalent) in either the first or second testing window. The report includes descriptive statistics for PCOA test scores at the school level.
NAPLEX Content-Area Scores: Reference Information: The North American Pharmacist Licensure Examination® (NAPLEX®) is scored using an item response theory model. The model uses characteristics of the test questions and the candidate’s pattern of correct and incorrect responses to calculate a true score (also called “theta”) on the ability continuum. This paper explains this scoring method in detail.
MPJE Content-Area Performance Patterns 2016: A summary report that examines the Multistate Pharmacy Jurisprudence Examination (MPJE) content-area performance patterns of candidates that tested between April 15, 2016 – September 2016.
The 2015 United States Schools and Colleges of Pharmacy Curricular Survey – Summary Report: A summary report of the curricular survey conducted in 2015 with United States schools and colleges of pharmacy. Outcomes of the curricular survey are used to evaluate and inform the content domains and blueprints for the Foreign Pharmacy Graduate Equivalency Examination® (FPGEE®) and Pharmacy Curriculum Outcomes Assessment® (PCOA®). Although the FPGEE and PCOA each have a unique purpose, the programs share content domains intended to measure an individual’s knowledge of the topics taught in US pharmacy school curriculums.
NAPLEX Test Development Process Webinar: This NABP webinar addresses NAPLEX test development processes, including content revisions and development, passing standard evaluation, the role of subject matter experts, data analyses, scoring, reporting and performance outcomes.