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(PDF) Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="H9-2G02uUVE_pmqFp7CCflJvT9xdRr00Kq2XpEcLvAw2Lx5nW7GnmLwCPiN4POBItNBGkTJZIdY31UmcaZd-yg" /> <meta name="citation_title" content="Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education" /> <meta name="citation_journal_title" content="Journal of Human Subjectivity" /> <meta name="citation_author" content="Claudette Peterson" /> <meta name="citation_author" content="Chris Ray" /> <meta name="citation_author" content="Diane Montgomery" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_of_Assessment_in_Higher_Education" /> <meta name="twitter:title" content="Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education" /> <meta name="twitter:description" content="Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence" /> <meta name="twitter:image" content="https://0.academia-photos.com/911520/447774/557881/s200_chris.ray.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_of_Assessment_in_Higher_Education" /> <meta property="og:title" content="Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence" /> <meta property="article:author" content="https://ndsu.academia.edu/ChrisRay" /> <meta property="article:author" content="https://ndsu.academia.edu/ClaudettePeterson" /> <meta property="article:author" content="https://okstate.academia.edu/DianeMontgomery" /> <meta name="description" content="Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence" /> <title>(PDF) Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education</title> <link rel="canonical" href="https://www.academia.edu/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_of_Assessment_in_Higher_Education" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = 'dc2ad41da5d7ea682babd20f90650302fb0a3a36'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1739713725000); window.Aedu.timeDifference = new Date().getTime() - 1739713725000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence indicates that faculty members often prioritize assessment activities below other activities, if at all. As individual perceptions are often the best predictors of behavior, and beliefs influence perceptions, judgments, and practices, the purpose of this study was to describe the perceptions of faculty at two large, public research universities concerning the ways that institutions of higher education should utilize assessment of student learning outcomes. Participants completed a Q sort with 36 items representing the perceived accountability vs. improvement dichotomy at the course, program, and institutional levels. Additional statements represented negative views toward assessment. Two distinct factors resulted. It\u0026amp;amp;#39;s Not Personal ...","author":[{"@context":"https://schema.org","@type":"Person","name":"Chris Ray","url":"https://ndsu.academia.edu/ChrisRay"},{"@context":"https://schema.org","@type":"Person","name":"Claudette Peterson","url":"https://ndsu.academia.edu/ClaudettePeterson"},{"@context":"https://schema.org","@type":"Person","name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Chris Ray","url":"https://ndsu.academia.edu/ChrisRay"},{"@context":"https://schema.org","@type":"Person","name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"}],"dateCreated":"2015-10-08","dateModified":"2015-10-08","headline":"Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education","image":"https://attachments.academia-assets.com/39055995/thumbnails/1.jpg","inLanguage":"en","keywords":[],"publication":"Journal of Human 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= false; window.loswp.work = {"work":{"id":16570933,"created_at":"2015-10-08T08:42:34.457-07:00","from_world_paper_id":142579111,"updated_at":"2021-01-18T01:34:56.793-08:00","_data":{"abstract":"Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence indicates that faculty members often prioritize assessment activities below other activities, if at all. As individual perceptions are often the best predictors of behavior, and beliefs influence perceptions, judgments, and practices, the purpose of this study was to describe the perceptions of faculty at two large, public research universities concerning the ways that institutions of higher education should utilize assessment of student learning outcomes. Participants completed a Q sort with 36 items representing the perceived accountability vs. improvement dichotomy at the course, program, and institutional levels. Additional statements represented negative views toward assessment. Two distinct factors resulted. It\u0026#39;s Not Personal ...","publication_name":"Journal of Human Subjectivity"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [1217351,911520,93443]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":39055995,"attachmentType":"pdf"}"><img alt="First page of “Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/39055995/mini_magick20190223-22450-173lomh.png?1550953281" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="1217351" href="https://ndsu.academia.edu/ClaudettePeterson"><img alt="Profile image of Claudette Peterson" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/1217351/12975313/14336882/s65_claudette.peterson.jpg" />Claudette Peterson</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="911520" href="https://ndsu.academia.edu/ChrisRay"><img alt="Profile image of Chris Ray" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/911520/447774/557881/s65_chris.ray.jpg" />Chris Ray</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="93443" href="https://okstate.academia.edu/DianeMontgomery"><img alt="Profile image of Diane Montgomery" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/93443/25895/23882/s65_diane.montgomery.jpg" />Diane Montgomery</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">Journal of Human Subjectivity</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">22 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 16570933; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence indicates that faculty members often prioritize assessment activities below other activities, if at all. As individual perceptions are often the best predictors of behavior, and beliefs influence perceptions, judgments, and practices, the purpose of this study was to describe the perceptions of faculty at two large, public research universities concerning the ways that institutions of higher education should utilize assessment of student learning outcomes. Participants completed a Q sort with 36 items representing the perceived accountability vs. improvement dichotomy at the course, program, and institutional levels. Additional statements represented negative views toward assessment. Two distinct factors resulted. It&#39;s Not Personal ...</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":39055995,"attachmentType":"pdf","workUrl":"https://www.academia.edu/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_of_Assessment_in_Higher_Education"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":39055995,"attachmentType":"pdf","workUrl":"https://www.academia.edu/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_of_Assessment_in_Higher_Education"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Yet, little is known about faculty and students' attitudes regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions. To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology. A mean and covariance structures approach was used to test for measurement invariance and latent means differences between faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students. While these results show how staff and students view assessment practices, one should keep in mind that while the</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Faculty and Students Conceptions of Assessment in Higher Education","attachmentId":68032708,"attachmentType":"pdf","work_url":"https://www.academia.edu/49810277/Faculty_and_Students_Conceptions_of_Assessment_in_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/49810277/Faculty_and_Students_Conceptions_of_Assessment_in_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="72849218" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72849218/Developing_Faculty_as_Stakeholders_in_Assessment_A_Case_Study">Developing Faculty as Stakeholders in Assessment: A Case Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24820242" href="https://valpo.academia.edu/lissaYogan">lissa Yogan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2000</p><p class="ds-related-work--abstract ds2-5-body-sm">This case study examined formative assessment of a first-year core course initiated in response to an external requirement. The paper discusses the campus assessment climate; describes how course faculty became proponents for assessment; explains how the core survey became housed in a larger student satisfaction survey; and outlines key elements of successful assessment programs. A researcher teamed with faculty to conduct the evaluation. The study examined the traditional knowledge and role of faculty in institutional assessment. Faculty, who were initially ambivalent or against formal assessment, were the primary audience. Qualitative methods were used to overcome faculty resistance. A research instrument was developed to assess the core program and students&#39; satisfaction with their first-year experience. Nearly 600 freshmen completed the survey; student focus groups were also conducted. Assessment results were delivered during a faculty workshop. Faculty were given time to di...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Developing Faculty as Stakeholders in Assessment: A Case Study","attachmentId":81610788,"attachmentType":"pdf","work_url":"https://www.academia.edu/72849218/Developing_Faculty_as_Stakeholders_in_Assessment_A_Case_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72849218/Developing_Faculty_as_Stakeholders_in_Assessment_A_Case_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="20814192" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/20814192/Factors_that_promote_faculty_involvement_in_and_satisfaction_with_institutional_and_classroom_student_assessment">Factors that promote faculty involvement in and satisfaction with institutional and classroom student assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34323786" href="https://temple.academia.edu/HeidiGrunwald">Heidi Grunwald</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42108274" href="https://umich.academia.edu/MarvinPeterson">Marvin Peterson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Research in Higher Education, 2003</p><p class="ds-related-work--abstract ds2-5-body-sm">This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Factors that promote faculty involvement in and satisfaction with institutional and classroom student assessment","attachmentId":41576949,"attachmentType":"pdf","work_url":"https://www.academia.edu/20814192/Factors_that_promote_faculty_involvement_in_and_satisfaction_with_institutional_and_classroom_student_assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/20814192/Factors_that_promote_faculty_involvement_in_and_satisfaction_with_institutional_and_classroom_student_assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="103299947" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103299947/The_Impact_of_Comprehensive_Institutional_Assessment_on_Faculty">The Impact of Comprehensive Institutional Assessment on Faculty</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="273584346" href="https://independent.academia.edu/TraceySutherland3">Tracey Sutherland</a></div><p class="ds-related-work--metadata ds2-5-body-xs">To Improve the Academy, 1997</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Impact of Comprehensive Institutional Assessment on Faculty","attachmentId":103344061,"attachmentType":"pdf","work_url":"https://www.academia.edu/103299947/The_Impact_of_Comprehensive_Institutional_Assessment_on_Faculty","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103299947/The_Impact_of_Comprehensive_Institutional_Assessment_on_Faculty"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="47955488" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47955488/Managing_Change_Engaging_Faculty_in_Assessment_Opportunities">Managing Change—Engaging Faculty in Assessment Opportunities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34989184" href="https://uvu.academia.edu/MaureenAndrade">Maureen Andrade</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Innovative Higher Education, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">Regional accrediting bodies require evidence that higher education institutions are meeting their stated goals. Institutions have answered this call for accountability by assessing student learning. Managing change in order to implement assessment practices is a challenge, however, particularly when autonomy, academic freedom, and shared governance are involved. Leadership theories offer practical strategies for administrators instituting assessment-related change. Using these theories as a guide, this article provides suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture of assessment. The suggestions are organized around a four-frame model based on the premise that leaders must consider multiple perspectives to be successful.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Managing Change—Engaging Faculty in Assessment Opportunities","attachmentId":66818681,"attachmentType":"pdf","work_url":"https://www.academia.edu/47955488/Managing_Change_Engaging_Faculty_in_Assessment_Opportunities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47955488/Managing_Change_Engaging_Faculty_in_Assessment_Opportunities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="30295479" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS">FACULTY CONCEPTIONS OF ASSESSMENTS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13768479" href="https://independent.academia.edu/NajiaAbdallaouiMaan">Najia Abdallaoui- Maan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revue Marocaine des Sciences Politiques et Sociales, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Learning outcomes' assessment holds a dominant place in Moroccan higher education (HE). Assessment activities are increasingly required to be developed in compliance with a set of given standards and criteria and graduates have to attain specific levels of knowledge, skills and competencies in various disciplines and professions. Other stakeholders (e.g. employers, government officials, international organizations, etc.) than faculty and students have become involved in determining learning purposes and outcomes of the educational process. Nevertheless, many beliefs about assessments' purposes and practices are still taken for granted and can prove flawed when put under scrutiny. The present study explores the issue through uncovering the faculty practices and beliefs about assessments, and the influencing contextual factors. The study uses a qualitative approach, based on semi structured interviews. The respondents are seventeen faculty members from varied Moroccan HE institutions and different academic disciplines. Conclusions and recommendations are made. Keywords: faculty higher education assessment beliefs practices methods criteria standards quality challenge</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"FACULTY CONCEPTIONS OF ASSESSMENTS","attachmentId":56711576,"attachmentType":"pdf","work_url":"https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="126437507" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/126437507/Assessment_What_It_Is_What_It_Isn_t_and_What_It_Could_Be_in_U_S_Higher_Education">Assessment: What It Is, What It Isn’t, and What It Could Be in U.S. Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="227786807" href="https://independent.academia.edu/RobinAnderson45">Robin Anderson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">In the United States, assessment and subsequent feedback to students looks different than in many other countries. Individual student feedback is provided by way of assignment and course grades. In most cases, grading/marking is the purview of the faculty member teaching the course and falls under the umbrella of academic freedom. A more systematic assessment approach is often found in relationship to the assessment student learning outcomes at the program level. At the program level, feedback is often provided to faculty and administrators in hopes of improving the program and thus student learning outcomes. However, by incorporating a process by which feedback is provided at the individual student level as well, student feedback may actually have the potential to enhance current program improvement efforts. .</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment: What It Is, What It Isn’t, and What It Could Be in U.S. Higher Education","attachmentId":120314879,"attachmentType":"pdf","work_url":"https://www.academia.edu/126437507/Assessment_What_It_Is_What_It_Isn_t_and_What_It_Could_Be_in_U_S_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/126437507/Assessment_What_It_Is_What_It_Isn_t_and_What_It_Could_Be_in_U_S_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="70163751" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70163751/Assessment_Literacy_in_College_Teaching_Empirical_Evidence_on_the_Role_and_Effectiveness_of_a_Faculty_Training_Course">Assessment Literacy in College Teaching: Empirical Evidence on the Role and Effectiveness of a Faculty Training Course</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="72712972" href="https://independent.academia.edu/MasseyKyle">Kyle Massey</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">This research explores how faculty members’ conceptions of assessment and confidence in assessment change as a result of an instructor training course. Based on a sample of 27 faculty members enrolled in a semesterlong instructional development course, this surveybased study provides initial evidence that faculty members can develop confidence in assessment while adopting increasingly complex conceptions of assessment. Based on this study’s findings, we argue that instructional development programs for college faculty have a critical role to play in stimulating faculty learning about assessment of student learning and are an important component in promoting a positive assessment culture.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Literacy in College Teaching: Empirical Evidence on the Role and Effectiveness of a Faculty Training Course","attachmentId":80015066,"attachmentType":"pdf","work_url":"https://www.academia.edu/70163751/Assessment_Literacy_in_College_Teaching_Empirical_Evidence_on_the_Role_and_Effectiveness_of_a_Faculty_Training_Course","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/70163751/Assessment_Literacy_in_College_Teaching_Empirical_Evidence_on_the_Role_and_Effectiveness_of_a_Faculty_Training_Course"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="11201441" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11201441/Faculty_perceptions_of_instrumental_and_improvement_reasons_behind_quality_assessments_in_higher_education_the_roles_of_participation_and_identification">Faculty perceptions of instrumental and improvement reasons behind quality assessments in higher education: the roles of participation and identification</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27060254" href="https://independent.academia.edu/SebastianRodriguez55">Sebastian Rodriguez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Studies in Higher Education, 2013</p><p class="ds-related-work--abstract ds2-5-body-sm">While the stated aim of quality assessments is to improve the quality of the products and services offered by universities, some faculty view them as instrumental in justifying government budget cuts in education. By means of a survey administered to more than 300 faculty from 20 academic programmes undergoing quality assessments, we studied perceptions of the reasons behind the assessments. The results of our analysis show that faculty participation in the assessment process significantly decreases the chances that faculty believe quality assessments are carried out for instrumental reasons. In addition, those who believe assessments are carried out for quality improvement reasons are more likely to rate the assessments as legitimate and to be more identified with the academic programme that is being assessed. This study emphasizes the significance of faculty attributions about quality assessments and shows that faculty participation is crucial in overcoming initial scepticism towards external interventions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Faculty perceptions of instrumental and improvement reasons behind quality assessments in higher education: the roles of participation and identification","attachmentId":46823191,"attachmentType":"pdf","work_url":"https://www.academia.edu/11201441/Faculty_perceptions_of_instrumental_and_improvement_reasons_behind_quality_assessments_in_higher_education_the_roles_of_participation_and_identification","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11201441/Faculty_perceptions_of_instrumental_and_improvement_reasons_behind_quality_assessments_in_higher_education_the_roles_of_participation_and_identification"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":39055995,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":39055995,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_39055995" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="114550289" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114550289/Assessment_Practices_in_Higher_Education_in_United_States">Assessment Practices in Higher Education in United States</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="228897245" href="https://independent.academia.edu/GurnamKaurApGurdialSinghPartTimeAcademic">Gurnam Kaur A/p Gurdial Singh (Part Time Academic)</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - Social and Behavioral Sciences, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Practices in Higher Education in United States","attachmentId":111219676,"attachmentType":"pdf","work_url":"https://www.academia.edu/114550289/Assessment_Practices_in_Higher_Education_in_United_States","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/114550289/Assessment_Practices_in_Higher_Education_in_United_States"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="4901737" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4901737/Reducing_faculty_resistance_to_assessment">Reducing faculty resistance to assessment</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4941908" href="https://wayne.academia.edu/LauraWoodward">Laura Woodward</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reducing faculty resistance to assessment","attachmentId":36614416,"attachmentType":"pdf","work_url":"https://www.academia.edu/4901737/Reducing_faculty_resistance_to_assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/4901737/Reducing_faculty_resistance_to_assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="45296024" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/45296024/Designing_Student_Assessment_To_Strengthen_Institutional_Performance_in_Comprehensive_Institutions_Project_5_2_Organizational_and_Administrative_Support_for_Student_Assessment">Designing Student Assessment To Strengthen Institutional Performance in Comprehensive Institutions. Project 5.2, Organizational and Administrative Support for Student Assessment</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42108274" href="https://umich.academia.edu/MarvinPeterson">Marvin Peterson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1999</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Designing Student Assessment To Strengthen Institutional Performance in Comprehensive Institutions. Project 5.2, Organizational and Administrative Support for Student Assessment","attachmentId":65848686,"attachmentType":"pdf","work_url":"https://www.academia.edu/45296024/Designing_Student_Assessment_To_Strengthen_Institutional_Performance_in_Comprehensive_Institutions_Project_5_2_Organizational_and_Administrative_Support_for_Student_Assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/45296024/Designing_Student_Assessment_To_Strengthen_Institutional_Performance_in_Comprehensive_Institutions_Project_5_2_Organizational_and_Administrative_Support_for_Student_Assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="45296036" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/45296036/Impacts_of_Student_Assessment_on_Teaching_and_Learning_Differences_between_State_Policy_Makers_and_Campus_Representatives_ASHE_Annual_Meeting_Paper">Impacts of Student Assessment on Teaching & Learning: Differences between State Policy Makers and Campus Representatives. ASHE Annual Meeting Paper</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42108274" href="https://umich.academia.edu/MarvinPeterson">Marvin Peterson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1998</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Impacts of Student Assessment on Teaching \u0026 Learning: Differences between State Policy Makers and Campus Representatives. 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