Department of Educational Administration

 

Document Type

Article

Date of this Version

2016

Citation

Published in Innov High Educ (2016) 41:43-57

Comments

© Springer Science+Business Media New York 2015

Abstract

With increased demands for institutional accountability and improved student learning, involvement in assessment has become a fundamental role of higher education faculty (Rhodes, 2010). However, faculty members and administrators often question whether assessment efforts do indeed improve student learning (Hutchings, 2010). This mixed methods case study of a faculty inquiry project explored how factors linked to organizational context (Kezar, 2013) are related to commitment to assessment and to use of assessment data by faculty members. Results indicated key best practices, such as developing faculty leaders and communities of practice to exchange ideas. The study provides insights for institutional administrators and faculty members seeking to develop a culture of assessment.

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