Assessment as a Scholarly Activity?: Faculty Perceptions of and Willingness to Engage in Student Learning Assessment

Autor/inn/en	Wang, Xueli; Hurley, Sarah
Titel	Assessment as a Scholarly Activity?: Faculty Perceptions of and Willingness to Engage in Student Learning Assessment
Quelle	In: Journal of General Education, 61 (2012) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-3667
DOI	10.1353/jge.2012.0005
Schlagwörter	Liberal Arts; College Faculty; Teacher Attitudes; Student Evaluation; Evaluation Methods; Correlation; Teacher Participation; Teacher Role; Teacher Motivation; Barriers + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Schulnote; Studentische Bewertung; Korrelation; Lehrerrolle
Abstract	Analysis of survey data collected at a liberal arts college suggests that faculty perception of assessment as a scholarly activity has a significant relationship with willingness to engage in assessment. This finding indicates the importance of focusing on the scholarly nature of assessment when encouraging faculty participation in assessment practices. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10