ERIC Number: EJ868677
Record Type: Journal
Publication Date: 2009
Reference Count: 0
The Art of Making Assessment Anti-Venom: Injecting Assessment in Small Doses to Create a Faculty Culture of Assessment
Kramer, Philip I.
Assessment Update, v21 n6 p8-10 Nov-Dec 2009
Many college faculty react to student outcomes assessment the way most people react when they see a rattlesnake within striking distance. Common faculty reactions to the perceived threat of assessment include metaphorically running away and throwing rocks or sticks at it. Like a hiker in the desert doing her best to avoid being struck when she encounters a rattlesnake, a number of faculty members react to assessment activities by doing what they can to avoid or resist them. In this article, the author suggests that one way to address faculty avoidance or resistance is to create an antidote. In a way similar to how anti-venom is created for venomous bites or stings--that is, by receiving small doses of assessment over time--faculty may be able to build up their assessment immunity. Put another way, when assessment work is introduced to faculty in a way that is both collegial and collaborative, and when it is given in small, manageable doses while emphasizing the positive aspects of assessment, faculty resistance may be reduced significantly.
Descriptors: College Outcomes Assessment, College Faculty, Higher Education, Accountability, Academic Achievement, Responses, Educational Improvement
Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A