ERIC Number: EJ1093050
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 81
Empirically Exploring Higher Education Cultures of Assessment
Fuller, Matthew B.; Skidmore, Susan T.; Bustamante, Rebecca M.; Holzweiss, Peggy C.
Review of Higher Education, v39 n3 p395-429 Spr 2016
Although touted as beneficial to student learning, cultures of assessment have not been examined adequately using validated instruments. Using data collected from a stratified, random sample (N = 370) of U.S. institutional research and assessment directors, the models tested in this study provide empirical support for the value of using the Administrators' Survey of Assessment Cultures as an assessment tool. The resulting first order model provided good fit statistics and included five factors: a) Faculty Perceptions, b) Use of Data, c) Sharing, d) Compliance or Fear Motivators, and e) Normative Purposes for Assessment. Internal consistency estimates were also good (Cronbach's a = 0.792 to 0.922). Use of the Schmid-Leiman solution afforded further support for the higher order factor, Culture of Assessment. Predictive discriminant analysis correctly classified the majority of the respondents (80.7%) as belonging to a student learning or accreditation group based on the linear classification scores. Implications for assessment leadership, practice, and future research are offered.
Descriptors: Higher Education, Administrators, Evaluation Methods, Attitude Measures, Compliance (Psychology), Goodness of Fit, Prediction, Discriminant Analysis, Classification, Scores, School Culture, Institutional Characteristics, Fear, Research Needs, Test Construction, Statistical Analysis, Administrator Surveys
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: email@example.com; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A