ERIC Number: ED420244
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Proclaiming and Sustaining Excellence: Assessment as a Faculty Role. ERIC Digest.
Schilling, Karen Maitland; Schilling, Karl L.
This digest summarizes a report that addresses trends and issues in assessment in relation to the role of college faculty, including advances in assessment to make it more congenial to faculty, different ways in which institutions have approached assessment, and how assessment can be viewed as a faculty role. The report identifies such major shifts in the framework of assessment as focusing on talent development, making direct ties to teaching practice, and attending to the politics underlying judgments of effectiveness. Changes in practice or assessment methods listed include fitting measures to a local context and seeking convergence of multiple measures. Also noted are changing policies governing assessment, such as changing notions of accountability and the move to performance indicators. Six different institutional approaches to assessment are identified, including assessment as part of an institution's fabric, assessment as it relates to accountability, and assessment as scholarship. Finally, six conditions are suggested as 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. (DB)
Descriptors: Accountability, College Faculty, Educational Assessment, Faculty College Relationship, Faculty Evaluation, Higher Education, Models, Program Evaluation, Resistance to Change, Teacher Attitudes, Teacher Role
ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183; phone: 800-773-3742, fax: 202-452-1844 (free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.