Proclaiming and Sustaining Excellence: Assessment as a Faculty RoleThis report addresses trends and issues in assessment in relation to the role of college faculty, including advances in assessment that make it more congenial to faculty, different institutional approaches to assessment, and how assessment can be viewed as a faculty role. The report identifies major shifts in the assessment framework, changes in practice or assessment methods, changing policies governing assessment, and different institutional approaches to assessment. It suggests that six conditions are necessary if faculty is to view assessment as an integral part of its role. These include embedding assessment in a fiscal and policy context that supports innovation; basing assessment on evidence and forms of judgment that disciplinary specialists find credible; and identifying assessment as a stimulus to reflective practice. After an introductory chapter which defines assessment and provides an historical context, individual chapters discuss: (1) conceptual or theoretical advances such as the talent-development or value-added perspective, (2) methodological advances such as multiple measures of performance, (3) policy advances, including changing notions of accountability, (4) the faculty's involvement in assessments, with examples from campuses, such as assessment as scholarship and assessment as administrative service, and (5) envisioning assessment as a faculty role in a supportive fiscal and policy context. (Contains 140 references.)(DB). |
Contents
The Recent Wave of Interest in Assessment | 6 |
Sources of Faculty Resistance | 17 |
The Talent Development or ValueAdded Perspective | 25 |
Copyright | |
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Common terms and phrases
AAHE Assessment Forum academic accountability accrediting agenda Alverno College approaches to assessment ASHE-ERIC Higher Education Assessing Student Assessment in Higher assessment movement assessment practice assessment programs Assessment Update Association for Higher Astin campuses cation Center for Higher classroom assessment colleges and universities complex context critical culture curricular Directions for Institutional edited by T.W. educa effectiveness evaluation Ewell excellence faculty members faculty role faculty's Feminist Assessment Ferren FIPSE focus George Washington University goals Graduate Higher Education Report Hutchings identify impact important improvement Institutional Research institutionalization involvement in assessment Jossey-Bass Loacker mandates ment Miami University National Governors Association Performance Funding Performance Indicators perspectives questions reductionist San Francisco Schilling sessment standardized testing strategies Student Learning Student Outcomes Assessment T.W. Banta teaching and learning tion tional tive Total Quality Management traditional U.S. Dept ulty undergraduate understanding Univ Washington West Virginia University