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ERIC Number: ED420245
Record Type: RIE
Publication Date: 1998
Pages: 134
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-878380-83-4
ISSN: ISSN-0884-0040
Proclaiming and Sustaining Excellence: Assessment as a Faculty Role. ASHE-ERIC Higher Education Report, Volume 26, No. 3.
Schilling, Karen Maitland; Schilling, Karl L.
This 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)
ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183; phone: 800-773-3742, fax: 202-452-1844; web address: www.gwu.edu/~eriche ($24).
Publication Type: ERIC Publications; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.
Note: For a digest of this report, see HE 031 294.