Following the formal inclusion of the affective domain within pharmacy accreditation requirements, pharmacy programs must adopt effective approaches to support formative evaluation of student competence in these competencies. This investigation aimed to generate validity evidence for a newly developed situational judgment test designed to measure affective domain outcomes specified in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016.After preliminary item piloting across several pharmacy institutions, a refined situational judgment assessment consisting of 15 items was constructed to capture affective attributes relevant to professional pharmacy practice. The finalized instrument, termed the Pharmacy Affective Domain Situational Judgment Test (PAD-S), was administered to students enrolled at three universities. Evidence related to internal structure validity was evaluated using descriptive item statistics, Cronbach’s alpha, and Rasch measurement modeling.A total of 559 complete and analyzable student responses were included. Item difficulty varied across the scale, and Rasch modeling supported an ordered hierarchy of items while indicating meaningful item contribution to the construct being measured. Internal consistency reliability, as estimated by Cronbach’s alpha, reached 0.70, reflecting acceptable reliability. In contrast, Rasch-based reliability indices were slightly lower (0.65 and 0.66), suggesting limited precision in distinguishing levels of student ability, potentially attributable to a shortage of highly challenging items.Overall, the PAD-S demonstrated satisfactory performance as an instrument for assessing the affective domain in pharmacy education. The findings suggest that PAD-S can serve as a practical formative assessment tool within a broader assessment framework and may require fewer institutional resources compared with alternative evaluation methods.
