The Effect of Informational Characteristics and Faculty Knowledge and Beliefs on the Use of Assessment

Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beli...

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Bibliographic Details
Published in:Innovative higher education 2017-02, Vol.42 (1), p.33-47
Main Authors: Jonson, Jessica L., Thompson, Robert J., Guetterman, Timothy C., Mitchell, Nancy
Format: Article
Language:English
Subjects:
Beliefs
College Faculty
College Outcomes Assessment
Education
Educational evaluation
Evaluation Utilization
Evidence
Higher Education
Knowledge
Knowledge Level
Learning outcomes
Longitudinal Studies
National Surveys
Outcomes of Education
Research Methodology
Student attitudes
Student Evaluation
Teacher Attitudes
Undergraduate Study
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Summary:Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beliefs with the use of general education assessment information at three research institutions with similar organizational contexts. Study findings indicate that the likelihood of using assessment information increases when assessment evidence is action oriented and viewed as of high quality and when faculty members are knowledgeable, have positive dispositions toward assessment, and have a perception of institutional support for engagement in assessment activities.
ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-016-9366-7