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ERIC Number: ED531715
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 49
Abstractor: As Provided
Reference Count: 65
Learner-Centered Assessment: A Comparison of Faculty Practices in US Colleges and Universities 1993 to 2004
Webber, Karen L.; Tschepikow, Kyle
Association for Institutional Research (NJ1), Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011)
Over a decade ago, Barr and Tagg (1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using data from the 1993 and 2004 "National Study of Postsecondary Faculty", this study examines the extent to which faculty members employ learner-centered assessments in postsecondary classrooms and compares use of select assessments from 1993 to 2004. Findings show stable to increased use of some assessment techniques over the decade as well as differences by faculty gender, discipline, and institution type. Implications for faculty members, student learning, and institutional policy are discussed. A list of NSOPF Teaching Field Variables to Biglan Categories is appended. (Contains 5 tables.)
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Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Association for Institutional Research
Identifiers - Location: United States