2026-09-26T07:57:35Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/127152 2025-03-29 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms The student, Stuart Mattingly, accepted the attached license on 2024-09-16 at 15:59. The student, Stuart Mattingly, submitted this Dissertation for approval on 2024-09-16 at 16:14. This Dissertation was approved for publication on 2024-09-17 at 13:54. DSpace SAF Submission Ingestion Package generated from Vireo submission #21225 on 2025-03-28 at 14:25:03 application/pdf en text Ai And Assessment Assessment Reform Factors Assessment Reform Beliefs He Assessment Grading Letter Grade Higher Education Assessment eng Assessment reform: Higher education faculty beliefs Mattingly, Stuart L 2024-09-17 Cope, William Kalantzis, Mary Bruno, Paul Montebello, Matthew Assessment Policy Assessment Reform Faculty Beliefs Assessment Alternative Assessment History Of Assessment 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. 2024-12 Thesis https://hdl.handle.net/2142/127152 © 2024 Stuart L. Mattingly Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Ed.D. Dissertation