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Norming at Scale : = Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Norming at Scale :/
其他題名:	Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.
作者:	Williams, Nicholas.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780355930252

Norming at Scale : = Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.
Williams, Nicholas.

Norming at Scale :Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment. - 1 online resource (187 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2018.

Includes bibliographical references

To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution's faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university's many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution's culture of assessment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355930252Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

Norming at Scale : = Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Daniel D. Liou.
502 $a Thesis (Ed.D.)--Arizona State University, 2018.
504 $a Includes bibliographical references
520 $a To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution's faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university's many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution's culture of assessment.
520 $a This mixed methods action research study gauged how well one form of SLOA training -- a rubric-norming workshop -- could affect both inter-rater reliability for faculty scorers and faculty perceptions of SLOA while exploring the nature of faculty collaboration toward a shared understanding of student learning outcomes. The study participants, ten part-time faculty members at the institution, each held primary careers in the health care industry, apart from their secondary role teaching university courses. Accordingly, each contributed expertise and experience to the rubric-norming discussions, surveys of assessment-related perceptions, and individual scoring of student performance with a common rubric. Drawing on sociocultural learning principles and the specific lens of activity theory, influences on faculty SLOA were arranged and analyzed within the heuristic framework of an activity system to discern effects of collaboration and perceptions toward SLOA on consistent rubric-scoring by faculty participants.
520 $a Findings suggest participation in the study did not correlate to increased inter-rater reliability for faculty scorers when using the common rubric. Constraints found within assessment tools and unclear institutional leadership prevented more reliable use of common rubrics. Instead, faculty participants resorted to individual assessment approaches to meaningfully guide students to classroom achievement and preparation for careers in the health care field. Despite this, faculty participants valued SLOA, collaborated readily with colleagues for shared assessment goals, and worked hard to teach and assess students meaningfully.
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538 $a Mode of access: World Wide Web
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650 4 $a Educational evaluation. $3 555501
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710 2 $a Arizona State University. $b Leadership and Innovation. $3 1190285
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809240 $z click for full text (PQDT)