Interactive summative assessment
Medication Disposal Scenario
Read below to learn about the purpose, process, and principles behind this project.
PURPOSE
Interactive and authentic summative assessment
This short summative assessment was designed to test Pharmacy Technology students’ ability to identify correct disposal protocols across different drug categories. The assessment is aligned to a competency-based education model that the entire curriculum of the Pharmacy Technology program is created upon. The testing environment simulates a pharmacy setting and includes typical drugs that must be disposed of according to regulatory guidelines.
PROCESS
OVERALL PROJECT APPROACH: ADDIE MODEL
INTRODUCTION
For this project, I collaborated with two different Pharmacy Technology subject-matter experts (SMEs) who are also the course instructors. For the purposes of this write-up, these colleagues will subsequently be referred to as the SMEs. The SMEs wished to create an authentic and interactive summative assessment that would test student’s ability to correctly dispose of medications.
ANALYSIS
The needs of pharmacy professionals and students informed the assessment’s objectives, focusing on addressing real-world knowledge gaps in medication disposal practices. The SMEs that I worked with had previously completed an analysis of learner characteristics related to prior knowledge. The competencies for the course in general and for this interaction specifically were based on identified knowledge gaps. Competencies were determined by a program-level competency rubric that aligns with the industry standards of the accrediting agencies. The competencies were written along Bloom’s taxonomy levels.
Competencies
- Competency 5: Student will demonstrate a working knowledge of the required procedures to dispense and dispose of medications as required by USP (United States Pharmacopeia) and other pharmacy guidelines.
- Sub-competency 5.3 Student will apply the procedures for the return or disposal of medications, ensuring compliance with legal regulations and effective management practices.
We also worked to create scoring guidelines for the assessment that align with competency levels.
Further collaboration focused on critical errors to avoid and what environments, objects, and interactions comprised realistic scenarios. Student demographics and considerations related to level of education and professional experience, familiarity with online learning and simulations, and technical aptitude were also included in the analysis. A task analysis for proper medication disposal was created in collaboration with SMEs/instructors.
DESIGN AND DEVELOPMENT
The project was completed using Successive Approximation Model (SAM) project management framework. This allowed for iterative testing and development in several shorter cycles, integrating feedback in the early and middle stages of development and minimizing delays.
An interactive scenario was built using Articulate Storyline. This software is well-suited for creating interactive assessments due to its ability to support realistic simulations, branching scenarios, and various interactive elements, such as drag-and-drop tasks and decision-based activities. Its tools for triggers, variables, and layers enable complex logic and personalized feedback, making it effective for assessing applied skills. Additionally, its compatibility with multimedia, accessibility standards, and Learning Management Systems ensures assessments are engaging, inclusive, and trackable. This software does not require any additional downloads or signups on the part of the student. The interaction is available as an active link within the online course, delivered via the Blackboard Learning Management System (LMS). The software also reports scores directly to the student’s gradebook. This high level of integration reduces the potential cognitive load for the student while focusing on assessing the student’s knowledge.
The simulation was carefully crafted to ensure clarity, usability, and authenticity, while minimizing cognitive overload. For more details regarding the application of different learning theories and instructional design principles for this project, please see “Principles” section below.
IMPLEMENTATION
The assessment has not yet been implemented with students. This course will be made available in Fall 2025.
EVALUATION
Subject-matter experts in Pharmacy Technology reviewed the assessment for accuracy, relevance, and instructional soundness.
Colleagues in the Teaching and Learning Center tested the interaction to ensure usability. They were asked to rate the clarity of instructions, navigation, and how well they understood how to interact with the simulation.
Once the interaction is implemented, built-in user performance data will be analyzed to evaluate the assessment at the question level and at the overall level. Targeted surveys will be deployed within the course to collect more qualitative feedback related to usability, technical functionality, learner engagement and relevance, and content.
The evaluation steps described thus far provide two of the four levels of Kirkpatrick’s Four Levels of Evaluation: the reaction and learning levels. In order to gather data on the behavior level (whether learners apply the skill in their workplace) and the results level (organizational outcomes such as a decrease in medication disposal errors), the Pharmacy Technology program administration will collect feedback from members of their Business and Industry Leadership Team. This is an advisory group partially comprised of regional employers that meets semi-annually with program leadership.
PRINCIPLES
This project draws on foundational principles from adult learning theories and was developed and evaluated utilizing approaches from multiple instructional design models.
KNOWLES’ ADULT LEARNING THEORY (ANDRAGOGY)
This project is built upon the importance of relevance and authenticity, an essential component of Knowles’ Adult Learning Theory (Andragogy).The assessment immerses learners in a realistic pharmacy environment where they sort medications into appropriate disposal routes. This task mirrors real-world challenges, enhancing its relevance and motivating learners to engage. The project also incorporates problem-centered learning, which is generally preferred by adults. Instead of abstract concepts, the activity focuses on practical problem-solving, requiring learners to apply their knowledge in meaningful contexts.
CONSTRUCTIVISM
The assessment encourages active participation, requiring learners to construct knowledge by engaging in realistic tasks rather than passively absorbing information. The concept of learning through doing is a basic premise of learning principles within the realm of constructivism. The assessment also provides an opportunity for error-based learning. Learners receive immediate feedback on their choices, allowing them to reflect on mistakes, adjust their understanding, and improve performance. For this assessment, the SMEs wanted the feedback to be limited to correct/incorrect. In many cases, feedback should be more comprehensive, providing the learner with more constructive and actionable input. It is worthwhile to note that this more comprehensive type of feedback typically applies to more formative types of assessment. However, research has demonstrated that incorrect responses on summative assessments such as this one can activate cognitive processes such as reflection, problem-solving, and memory reinforcement that boost learning, even without the more detailed corrective feedback that might be present in formative assessments.
EXPERIENTIAL LEARNING (KOLB)
Experiential learning prioritizes concrete experience and active experimentation. By simulating a hands-on activity, the assessment enables learners to experiment with decisions in a safe environment, fostering deep engagement and retention. Correct/incorrect feedback encourages learners to engage in reflective observation as they consider why certain disposal methods are correct or incorrect, promoting deeper understanding.
MERRILL’S FIRST PRINCIPLES OF INSTRUCTION
The assessment is task-centered. It revolves around the real-world task of sorting medications, which directly aligns with learners’ professional responsibilities. The assessment also involves activation and demonstration; prior knowledge is activated through the task setup, and learners can engage in trial-and-error to reinforce their understanding. Learners apply their knowledge in a controlled environment, reinforcing their ability to transfer skills to workplace settings. This involves the principle of application.
GAGNE’S NINE EVENTS OF INSTRUCTION
The simulation challenges learners to demonstrate their understanding while offering immediate corrective feedback to reinforce correct responses. This mirrors Gagne’s sixth and seventh events of instruction: eliciting performance and providing feedback.
Other learning and design considerations
This assessment integrates design based on these theories to balance cognitive, emotional, and practical demands:
- Cognitive load theory ensures the simulation is challenging yet manageable by streamlining the interface and focusing on key tasks.
- Situated learning theory emphasizes learning within authentic contexts, helping learners transfer skills seamlessly to their professional roles.
- Educational neuroscience principles leverage active engagement, error correction, and multisensory learning to enhance memory and retention.