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

Published

Journal Article

© 2016, Springer Science+Business Media New York. 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.

Full Text

Duke Authors

Cited Authors

  • Jonson, JL; Thompson, RJ; Guetterman, TC; Mitchell, N

Published Date

  • February 1, 2017

Published In

Volume / Issue

  • 42 / 1

Start / End Page

  • 33 - 47

Electronic International Standard Serial Number (EISSN)

  • 1573-1758

International Standard Serial Number (ISSN)

  • 0742-5627

Digital Object Identifier (DOI)

  • 10.1007/s10755-016-9366-7

Citation Source

  • Scopus