Peer reviewed
Download full textERIC Number: EJ1062653
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-4210
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Identifying Barriers in Implementing Outcomes-Based Assessment Program Review: A Grounded Theory Analysis
Bresciani, Marilee J.
Research & Practice in Assessment, v6 p5-16 Sum 2011
The purpose of this grounded theory study was to identify the typical barriers encountered by faculty and administrators when implementing outcomes-based assessment program review. An analysis of interviews with faculty and administrators at nine institutions revealed a theory that faculty and administrators' promotion, tenure (if applicable), and/or renewal of contracts are often not dependent on whether they use results from outcomes-based assessment program review to improve their students' learning and development.
Descriptors: Barriers, Outcome Based Education, Program Implementation, Grounded Theory, Interviews, Teacher Surveys, Teacher Attitudes, Administrator Attitudes, Tenure, Faculty Promotion, Contracts, Institutional Characteristics, Qualitative Research, Case Studies, Program Evaluation, Time Perspective, Familiarity, Educational Resources, Educational Practices
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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Author Affiliations: N/A
