Abstract
Objectives: To study the impact of assessment using a scoring rubric on the compounding and dispensing skills of the students. Methods: A rubric was prepared to evaluate the students' psychomotor performance and attitude in compounding and dispensing. The rubric was applied by the teacher, the students themselves, and their classmates instead of the earlier used dichotomous checklist. Scores were compared pre- and post-implementation of the rubric. The students' learning experience and outcomes were assessed through regular course evaluation surveys. Results: Student performance was improved from the baseline to the mid and end of term. The number of harmful scorings was reduced, and the number of admissible scorings was increased. Conclusion: The pharmaceutical compounding rubric showed to be a quantitative evaluation instrument for teachers. It also helped identify the challenging areas. The implementation of the rubric helped minimise errors.