The Right Idea at the Right Time: Development of a Transformational Assessment Culture

Abstract

Is a successful assessment program principally a question ofAssessment can have a profound transformational impact on an institution. For this result to occur, however, such core values as the improvement of student learning through the systematic collection of performance-related data and information must become integrated into the institution' s culture. Successful assessment is much more than techniques, processes, or even outcomes; it is a cultural issue that affects how a community of scholars defines its work and its responsibilities to its students. Significantly, the culture of assessment is typically a somewhat unstable arrangement, which requires continual nurture and support even at an institution with undergraduate education at the heart of its mission. A vigorous assessment program will require the faculty to step outside the security of their disciplines or departments, to view student learning from a holistic perspective, and to accept collective responsibility for the success of their institution' s educational program. In the contemporary academy, this level of commitment is neither easy to initiate nor easy to sustain. Yet, the rewards for success can be enormous for both faculty and students. This is the story of one institution' s effort to address these difficult issues.

Tightening Curricular Connections: CQI and Effective Curriculum Planning

“…For example, Hutchings (1996) promoted the use of ''teaching circles'' in which faculty meet regularly to discuss incorporating the results of assessment into teaching and learning activities, but provided little evidence to verify the effectiveness of such efforts in promoting student learning. Likewise, Magruder et al (1997) used the experiences of Truman State University to make the case for utilizing assessment for program improvement and cited such results as increased student-faculty interaction, greater expectations for student achievement, and greater student engagement, but provided no empirical evidence to support these outcomes or to link these outcomes to assessment. Unfortunately, in these and other examples found in the literature, it is not possible to link improvements to assessment efforts with confidence.…”

Assessment as a Scholarly Activity?

“…Scholars agree that an extremely important part of creating an effective assessment program is faculty involvement (Engelkemeyer, 1995;Gray, 1997;Magruder et al, 1997;Welsh & Metcalf, 2003a). Although a number of factors including administrative leadership, institutional context, and outside pressures shape assessment practices, faculty support and involvement are essential because faculty are responsible for the actual implementation of these practices (Birnbaum, 2000;Hutchings, 2010;McClure, 1996;Welsh & Metcalf, 2003a).…”

“…Scholars have found institutional culture to be an influential factor in faculty engagement in assessment as well (Hutchings, 1996;Johnson, 1991;Magruder et al, 1997;McClain & Krueger, 1985;Peterson & Einarson, 1997). According to Magruder et al (1997), the effective implementation of assessment happens where "the core values of the improvement of student learning through the systematic collection of performance-related data and information are integrated in the institution's culture" (p. 17).…”

“…According to Magruder et al (1997), the effective implementation of assessment happens where "the core values of the improvement of student learning through the systematic collection of performance-related data and information are integrated in the institution's culture" (p. 17).…”

Utilization of *assessment by Maryland Cooperative Extension faculty

“…Attempting to integrate assessment at each level requires faculty to think outside of their disciplines and to examine student learning from a holistic perspective (Magruder, McManis, & Young, 1997). Schultz (2002) claimed that in an attempt to maintain control of their curriculum, faculty have been manipulating assessment data "rather than putting into effect the structural changes necessary to achieve the outcome" (p. 12).…”