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ERIC Number: ED445628
Record Type: Non-Journal
Publication Date: 2000
Pages: 21
Abstractor: N/A
Reference Count: N/A
Developing Faculty as Stakeholders in Assessment: A Case Study.
Yogan, Lissa J.; Mercer-Taylor, Beth
This case study examined formative assessment of a first-year core course initiated in response to an external requirement. The paper discusses the campus assessment climate; describes how course faculty became proponents for assessment; explains how the core survey became housed in a larger student satisfaction survey; and outlines key elements of successful assessment programs. A researcher teamed with faculty to conduct the evaluation. The study examined the traditional knowledge and role of faculty in institutional assessment. Faculty, who were initially ambivalent or against formal assessment, were the primary audience. Qualitative methods were used to overcome faculty resistance. A research instrument was developed to assess the core program and students' satisfaction with their first-year experience. Nearly 600 freshmen completed the survey; student focus groups were also conducted. Assessment results were delivered during a faculty workshop. Faculty were given time to discuss questions and results. All instructors received printouts of their own and group results. Key elements of this project's success in developing faculty as stakeholders in assessment included: creating an interdisciplinary assessment team of faculty and staff; developing trust by listening to and respecting student and faculty viewpoints; and letting faculty adapt assessment to their own needs. (Contains 26 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A