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ERIC Number: EJ816909
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0013-1172
Assessment Techniques of Instructors in Two Community Colleges in a State-Wide System
Lei, Simon A.
Education, v128 n3 p392-411 Spr 2008
Variation in assessment techniques was examined among instructors based on their status (full-time vs. part-time) and educational level (doctorate vs. nondoctorate). To facilitate this study, a survey instrument was developed and distributed to 400 randomly selected faculty members employed at the two largest institutions, Community Colleges X and Y, located in a western state. Full-time instructors emphasized attendance/participation, quizzes, laboratory activities, cooperative learning, research reports and projects, learning journal, and online assessment significantly more, while they focused on objective exams significantly less compared to adjunct instructors. Doctorate instructors placed significantly more emphasis on attendance/participation, laboratory activities, and research projects than their nondoctorate colleagues. Recommendations based on survey results included participation in faculty workshops for understanding various classroom assessment techniques, utilization of more diversified assessment techniques, more verbal and written feedback from instructors who gave frequent objective exams, achievement of instructional objectives listed for all courses in addition to final semester grades for all instructors, as well as clarification of the assessment of course objectives and the assessment of writing to eliminate miscommunication between online instructors and students. (Contains 4 tables.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A