ERIC Number: EJ1076535
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 58
The Use of Learner-Centered Assessment Practices in the United States: The Influence of Individual and Institutional Contexts
Myers, Carrie B.; Myers, Scott M.
Studies in Higher Education, v40 n10 p1904-1918 2015
Research examining the contexts that influence the use of learner-centered assessment (LCA) practices in undergraduate courses has not kept pace with those focusing on teaching practices. Such research is needed given that conceptualizations of effective pedagogy generally include both teaching and assessment. The authors examined a range of individual and institutional variables and their relationships to the use of LCA among faculty in the United States. These variables measured the structural and cultural contexts in which faculty make pedagogical decisions. Data from the 2004 National Study of Postsecondary Faculty revealed that faculty who were highly involved in advising, service, and research and reported teaching-friendly cultures were the most likely to use LCA practices. But, it was also found that higher teaching loads and class sizes hindered LCA practices. Almost all of the differences in LCA use occurred within institutions, and the institutional-level variables had little net influence on LCA practices in undergraduate classrooms.
Descriptors: Undergraduate Students, Alternative Assessment, Educational Practices, Predictor Variables, Institutional Characteristics, Individual Characteristics, Cultural Context, Organizational Culture, National Surveys, College Faculty, Teacher Surveys, Teacher Attitudes, Multivariate Analysis, Learning Processes, Educational Resources, Use Studies, Student Evaluation, Evaluation Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A