Postsecondary Assessment: Faculty Attitudes and Levels of Engagement

Autor/in	Ebersole, Tara Eisenhauer
Titel	Postsecondary Assessment: Faculty Attitudes and Levels of Engagement
Quelle	In: Assessment Update, 21 (2009) 2, S.1-2 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.212
Schlagwörter	Student Evaluation; Time Management; Program Effectiveness; Faculty; Reliability; Validity; Attitudes; Academic Achievement; Higher Education; Professional Development; Interviews; Intervention; Outcomes of Education; Educational Improvement + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Zeitmanagement; Academic Staff; Lehrkörper; Reliabilität; Gültigkeit; Attitude; Einstellung; Verhalten; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung
Abstract	It is critical to a successful assessment process that faculty play an active role in the development and administration of assessment programs. That process requires a good deal of consensus among faculty members. Once outcomes and an instrument have been decided on and data collected, the faculty must also agree on a course of action to improve student learning. This course of action may require changing pedagogical and curricular processes that have been in place for a long time. Any of these steps can lead to faculty resistance to the assessment process. Despite the potential for faculty resistance and the essential role that faculty play in the assessment process, faculty attitudes toward assessment and their engagement in assessment have not often been the subject of research. This article provides the results of a qualitative study of faculty engagement in and attitudes toward assessment. The intent of the study was to answer the following key questions: (1) What do faculty members perceive to be the purpose of course-level assessment?; (2) How actively engaged are faculty members in the various stages of the assessment process?; (3) Is there a stage of the assessment process at which faculty find that their attitudes toward assessment change?; and (4) How do faculty members feel that the assessment process can or should change in order to meet the goal of improving student learning? The results of the study suggest that faculty with more assessment experience have higher levels of participation in and unique attitudes toward assessment. An institution might gain by ensuring that faculty with practical experience in assessment are more highly represented on its assessment advisory board than those with theoretical or research backgrounds in assessment. Experienced faculty may be able to provide direction in areas such as time management, professional development, and faculty interactions. (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10