Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement

Date

2014-07-04

Author

Emil, Serap

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

65
views

0
downloads

Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions. A key issue is faculty engagement. This qualitative inquiry explored factors that impact faculty participation in a professional school assessment initiative in North America. Findings indicate that faculty knowledge, beliefs and attitudes toward assessment, and their perception of leadership, resources and work environment, interact with their decision to engage. Moreover, goal congruence between faculty and educational organisation affects behaviour regarding degree of engagement in programme and curricular assessment. Recommendations for creating a culture of assessment are highlighted.

Subject Keywords

Faculty engagement, Faculty work, Programme assessment, Accountability, Improving student learning

URI

https://hdl.handle.net/11511/39367

Journal

ASSESSMENT & EVALUATION IN HIGHER EDUCATION

DOI

https://doi.org/10.1080/02602938.2013.855998

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

University ranking by academic performance: a scientometrics study for ranking world universities Alaşehir, Oğuzhan; Baykal, Nazife; Özkan Yıldırım, Sevgi; Department of Information Systems (2010) Higher Education Institutions (HEIs), whose basic aim is the contribution of scientific developments and providing services have been showing an increasing interest in evaluation of productivity and quality. In fact, productivity and quality evaluation is essential for all type of organizations since the evaluation helps organization to set short and long term goals by defining the current situations, future expectations and the roadmap to fulfill these expectations. The studies on evaluation of academic pr...
Kids say the darndest things: PETE program assessment through the eyes of students McCullick, Bryan; Metzler, Mike; Cicek, Seref; Jackson, Josephine; Vickers, Brad (2008-01-01) An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers-the student teachers (STs). Finding out what students think, know, and feel about STs' teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students' perspectives of STs' effectiveness as a windo...
Faculty Trust in Colleagues and Continuous Change Behavior The Mediating Role of Job Satisfaction Kondakçı, Yaşar; Beycioğlu, Kadir; Sincar, Mehmet; Uğurlu, Celal Teyyar (2015-04-16) This study aims to investigate the dynamics of continuous change in schools. The study specifically investigated the mediating role job satisfaction on the relationship between trust in colleagues and continuous change behavior. Data from 699 teachers collected and analyzed through bootstrapping mediation analysis. The results show that job satisfaction significantly mediates the relationship between faculty trust in colleagues and continuous change behavior of public school teachers. The results suggest th...
Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: a cross-comparative analysis Marin, Victoria; Zawacki-Richter, Olaf; AYDIN, CENGİZ HAKAN; Bedenlier, Svenja; Bond, Melissa; Bozkurt, Aras; Conrad, Dianne; Jung, Insung; Kondakçı, Yaşar; Prinsloo, Paul; Roberts, Jennifer; Veletsianos, George; Xiao, Junhong; Zhang, Jingjing (2022-03-01) This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South...
Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakçı, Yaşar (2017-09-01) This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) ma...

Citation Formats

S. Emil, “Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement,” ASSESSMENT & EVALUATION IN HIGHER EDUCATION, pp. 531–552, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39367.