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Assessment of the theoretical knowledge from the Quality-of-Drugs module as taught in the Faculty of Pharmacy at Rhodes University has been analysed. This was done in the context of the South African and international professional outcomes for Pharmaceutical Education, the students' feedback and critical evaluation of literature data. The assessment format and the subject matter were found to be aligned with the professional education outcomes and the subject load taught/examined was not excessive. The 2010-2011 format of assessment did not optimally test all the skills, but a change the multiple-choice based format did help in this regard. The average student mark improved by the preparation of the self-study portfolio in 2012, but the additional factors are at play and will have to be investigated in the near future. Further work is needed on the development of the self-study abilities among the students to help them cope with the subject matter in the Quality-of-Drugs module. One of the focal points will need to be the introduction of the small-group tutorial sessions and the continuation of the self-study portfolios. [ABSTRACT FROM AUTHOR]