ERIC Number: EJ1410693
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2688-7207
Faculty and Assessment Practitioner Needs for Student Learning Outcomes Assessment in Higher Education
Lance K. L. Bennett; Kris Sloan; Teri L. Varner
Intersection: A Journal at the Intersection of Assessment and Learning, v4 n2 2023
This study examined the assessment needs of faculty and assessment practitioners in higher education. Sergiovanni's (2000, 2004) lifeworld-systemsworld framework (LSF) and Clandinin and Connelly's (2006) commonplaces of narrative inquiry (CNI) were the theoretical lenses to investigate this topic. Through 20 in-depth, semi-directed interviews (15 assessment practitioners and 5 faculty), six themes were identified between two research questions: (1) meaningful assessment work takes time; (2) assessment should not interfere with academic freedom; (3) assessment work requires resources; (4) assessment has a long-term orientation; (5) assessment responds to external stakeholders; and (6) assessment was impacted by the pandemic. The discussion spotlights the practical, policy, and theoretical implications of our findings within the broader higher education assessment literature.
Descriptors: Outcomes of Education, College Faculty, Higher Education, Universities, Colleges, Teacher Attitudes, Evaluation Methods, Student Evaluation, College Students, Teaching Experience
Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A