Assessment reform: Higher education faculty beliefs

Mattingly, Stuart L

Permalink

https://hdl.handle.net/2142/127152 Copy

Description

Title

Assessment reform: Higher education faculty beliefs

Author(s)

Mattingly, Stuart L

Issue Date

2024-09-17

Director of Research (if dissertation) or Advisor (if thesis)

Cope, William

Doctoral Committee Chair(s)

Kalantzis, Mary

Committee Member(s)

• Bruno, Paul
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Assessment reform
• faculty beliefs
• assessment
• alternative assessment
• history of assessment
• AI and assessment
• assessment reform factors
• assessment reform beliefs
• HE assessment
• grading
• letter grade
• higher education assessment
• assessment policy

Abstract

This study examines factors, concerns, and practices related to faculty assessment reform beliefs in higher education. Learning and assessment research exploded for secondary and tertiary education in the last few decades. (Cantor, 2018). Although many ideas have been set forth about how to implement a more effective learning environment, high stakes testing and standardized assessment procedures continue to dominate the United States educational platform (Croft et al., 2015). This study presents data from interviews, a survey, and a focus group to examine faculty perceptions surrounding assessment and the potential for reform. This study utilizes the ideas of Yin (2009) and Creswell (2013) who agree qualitative research can be used to empower individuals while allowing them to share their voice. A socio-constructivist and interpretivist paradigm underpin this exploratory qualitative study. This study’s findings include data that centers around Addressing Equity and Inclusion, Meeting Diverse Student Needs, Increasing Collaboration and Communication, and Providing Assessment Specific Professional Development to address faculty concerns while also exploring potential assessment reform practices.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127152

Copyright and License Information

© 2024 Stuart L. Mattingly

Owning Collections