Faculty Perception and Use of Learning-Centered Strategies to Assess Student Performance

Autor/in	Johnson, Matthew Lynn
Titel	Faculty Perception and Use of Learning-Centered Strategies to Assess Student Performance
Quelle	(2013), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Tennessee at Chattanooga
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-3859-5
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Teacher Attitudes; Educational Strategies; Performance Based Assessment; Task Analysis; Student Evaluation; Evaluation Methods; Best Practices; Educational Practices; Teaching Styles; Interdisciplinary Approach; Liberal Arts; Small Colleges; Comparative Analysis; Teacher Surveys; Correlation; Learner Controlled Instruction; Use Studies; Individual Differences; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Lehrerverhalten; Lehrstrategie; Leistungsermittlung; Aufgabenanalyse; Schulnote; Studentische Bewertung; Bildungspraxis; Lehrstil; Unterrichtsstil; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; College; Colleges; Oberschule; Korrelation; Benutzerschulung; Individueller Unterschied
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01