Assessment culture
 | This article may be confusing or unclear to readers. (August 2017) |
Assessment culture is a subset of organizational culture[1] in higher education characterized by trusting relationships, data-informed decision-making, a respect for the profession of teaching, and an internally-driven thirst for discovery about student learning.[2][3] Positive assessment culture generally connotes the existence of conditions for collaboration among practitioners, reward structures, professional development opportunities for faculty and staff,[4] student involvement, and a shared commitment among leaders to making institutional improvements that are sustainable.[5][6][7]
Assessment culture may be revealed behaviorally through factors such as:
faculty[10]
to determine motivations, sense of support, and levels of fear related to assessment.
See also
References
- .
- S2CID 62250212.
- .
- ^ Banta & Associates (2002). Building a scholarship of assessment. San Francisco: Jossey-bass.
- ^ Ndoye, A.; Parker, M. "Creating and sustaining a culture of assessment". Planning for Higher Education: 28–39.
- ^ Suskie, Linda (2009). Assessing Student Learning: A Common Sense Guide (2nd ed.). San Francisco: Wiley.
- ^ Maki, P.L. (2010). Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling: Stylus.
- ^ Bresciani, M.; Zelna, C.; Anderson, J. (2006). Assessing student learning and development: A handbook for practitioners. Washington, D.C.
{{cite book}}: CS1 maint: location missing publisher (link) - ^ Weiner, Wendy F. "Establishing a culture of assessment: fifteen elements of assessment success". American Association of University Professors. Retrieved 12 February 2017.
- S2CID 147199026.