Achieving Faculty Buy-In: Motivation Performance in Learning Outcome Assessment

Autor/in	Sujitparapitaya, Sutee
Titel	Achieving Faculty Buy-In: Motivation Performance in Learning Outcome Assessment
Quelle	In: Journal of Case Studies in Accreditation and Assessment, 3 (2014), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3386
Schlagwörter	Teacher Attitudes; Teacher Motivation; Attribution Theory; Program Evaluation; Teacher Participation; Student Evaluation; Academic Achievement; Achievement Rating; Task Analysis; Goal Orientation; Teacher Surveys; Teacher Competencies; Barriers; Value Judgment; Relevance (Education); Self Efficacy; Skill Development; Change Strategies; College Faculty; Factor Analysis + Suchen Sie Ihr Suchwort? Lehrerverhalten; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Aufgabenanalyse; Zielorientierung; Zielvorstellung; Lehrkunst; Werturteil; Relevance; Relevanz; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lösungsstrategie; Fakultät; Faktorenanalyse
Abstract	Despite the great value of student learning outcome assessment (SLOA), faculty have not fully embraced the assessment movement, and many remain locked in debates on its merits. To gain faculty buy-in and explain why many faculty were motivated to engage in outcome assessment, the modified CANE (Commitment And Necessary Effort) model was used to examine key indices of motivated behavior. Both task assessment and personal values were found to be the primary motivational components of faculty commitment. When the commitment difficulties occur, these indices must accurately be identified and modified during the front end analysis to create and reinforce faculty values. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01