Faculty perception and use of learning-centered strategies to assess student performance

In this study, the researcher explored collegiate faculty use and perception of learning- centered strategies to assess student performance on various learning tasks. Through this study, the researcher identified the assessment strategies that faculty participants most frequently used, as well as the strategies that they perceived to be most effective. In addition to an analysis of the most frequently used assessment strategies for the entire sample, the researcher also investigated differences in strategies used by faculty members in specific discipline sub-groups: Arts and Humanities, Natural and Health Sciences, and Social and Behavioral Sciences. Participants taking part in this study were faculty members from five small, private, liberal arts institutions in east Tennessee. The institutions included in this study were accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS-COC) and member institutions of the Tennessee Independent Colleges and Universities Association (TICUA). This study was conducted using comparative and descriptive statistics to evaluate participant responses to a survey instrument. Analysis of the results of this study indicated that there is evidence of some significant differences between the assessment practices of the faculty participants in the various discipline categories.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Johnson, Matthew Lynn

Contributors dc:contributor

• Rutledge, Valerie C.
• Bernard, Hinsdale; Crawford, Elizabeth; Guess, Pam
• College of Health, Education, and Professional Studies

• Educational evaluation
• Educational accountability
• Educational tests and measurements -- Study and teaching (Higher)

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/303

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1443