Assessment Literacy in College Teaching: Empirical Evidence on the Role and Effectiveness of a Faculty Training Course

Autor/inn/en	Massey, Kyle D.; DeLuca, Christopher; LaPointe-McEwan, Danielle
Titel	Assessment Literacy in College Teaching: Empirical Evidence on the Role and Effectiveness of a Faculty Training Course
Quelle	In: To Improve the Academy, 39 (2020) 1, S.209-238 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2334-4822
DOI	10.3998/tia.17063888.0039.109
Schlagwörter	Faculty Development; College Faculty; Teacher Attitudes; Self Efficacy; Teaching Methods; Assessment Literacy; Postsecondary Education; Program Effectiveness; Two Year Colleges; Texas + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Post-secondary education; Tertiäre Bildung
Abstract	This research explores how faculty members' conceptions of assessment and confidence in assessment change as a result of an instructor training course. Based on a sample of 27 faculty members enrolled in a semester-long instructional development course, this survey-based study provides initial evidence that faculty members can develop confidence in assessment while adopting increasingly complex conceptions of assessment. Based on this study's findings, we argue that instructional development programs for college faculty have a critical role to play in stimulating faculty learning about assessment of student learning and are an important component in promoting a positive assessment culture. (As Provided).
Anmerkungen	Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01