Changes over Time in Faculty Attitudes, Confidence, and Understanding as Related to Program Assessment

Autor/inn/en	Haviland, Don; Turley, Steve; Shin, Seon-Hi
Titel	Changes over Time in Faculty Attitudes, Confidence, and Understanding as Related to Program Assessment
Quelle	In: Issues in Teacher Education, 20 (2011) 1, S.69-84 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Program Improvement; Program Effectiveness; Workshops; Data Collection; College Faculty; Program Evaluation; Teacher Role; Student Evaluation; Self Efficacy; Cooperation; Outcomes of Education; Professional Development; Teacher Attitudes; Knowledge Level; Teacher Education; California + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Data capture; Datensammlung; Fakultät; Programme evaluation; Programmevaluation; Lehrerrolle; Schulnote; Studentische Bewertung; Self-efficacy; Selbstwirksamkeit; Co-operation; Kooperation; Lernleistung; Schulerfolg; Lehrerverhalten; Wissensbasis; Lehrerausbildung; Lehrerbildung; Kalifornien
Abstract	This article examines the sustained impact of a workshop series held to support faculty engagement in program assessment in the College of Education at California State University, Long Beach. The four-part series, held monthly during spring 2008, was intended to enhance faculty understanding of their role in assessment of student learning at the program level, build confidence in their ability to participate in program assessment, and nurture attitudes that such participation was worthwhile. The workshops brought together faculty from across the college and facilitated work with colleagues within academic programs. Workshop participants collaborated to identify student learning outcomes (SLOs) at the program level, determine appropriate evidence to assess each SLO, create rubrics for signature assignments measuring SLOs, and explore ways to interpret and use student performance data for program improvement. Workshops were sequential around focused goals. For instance, learning how to write SLOs led to identifying ways of assessing outcomes that, in turn, led to exploring ways of using data in program improvement discussions. The same outside expert presented at each workshop, leading a one-hour discussion on the topic, followed by two hours for faculty members to collaborate to apply the knowledge and skills covered by the presenter. In this article, the authors explore the long-term impact of this professional development series on faculty participants' attitudes, confidence, and understanding as related to program assessment. In the study, the authors employ a hierarchical linear model to examine whether the immediate impact was sustained and how it evolved over time. (Contains 3 figures and 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10