Developing a Receptive and Faculty-Focused Environment for Assessment

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Author(s): Steven M. Culver (Virginia Tech, USA)and Ray VanDyke (Virginia Tech, USA)
Copyright: 2009
Pages: 11
Source title: Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
Source Author(s)/Editor(s): Christopher S. Schreiner (University of Guam, Guam)
DOI: 10.4018/978-1-60566-667-9.ch021

Keywords: Education / Educational Technologies / Information Science Reference / Surveys, Measurements & Response Systems

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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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Developing a Receptive and Faculty-Focused Environment for Assessment

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