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Developing a Receptive and Faculty-Focused Environment for Assessment
Abstract
There is much in the assessment literature about the necessity of developing a culture of assessment and mandates from accrediting bodies include language related to a culture of continuous improvement. However, much of this literature discusses administration and cultural hierarchies. Because faculty must be fully engaged in the assessment process for it to be successful and improve teaching and learning, development of an environment for assessment must be faculty-focused. This chapter suggests five elements to consider: structure of assessment, qualifications of those in assessment, focus of assessment conversations, faculty development, and linkages with other areas within the institution.
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