Organizational Practices Enhancing the Influence of Student Assessment Information in Academic Decisions
dc.contributor.author | Augustine, Catherine H. | en_US |
dc.contributor.author | Peterson, Marvin W. | en_US |
dc.date.accessioned | 2006-09-08T21:38:17Z | |
dc.date.available | 2006-09-08T21:38:17Z | |
dc.date.issued | 2000-02 | en_US |
dc.identifier.citation | Peterson, Marvin W.; Augustine, Catherine H.; (2000). "Organizational Practices Enhancing the Influence of Student Assessment Information in Academic Decisions." Research in Higher Education 41(1): 21-52. <http://hdl.handle.net/2027.42/43622> | en_US |
dc.identifier.issn | 0361-0365 | en_US |
dc.identifier.issn | 1573-188X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/43622 | |
dc.description.abstract | Student assessment should not be undertaken as an end in itself but as a means to educational and institutional improvement. The purpose of our study is to provide systematic empirical evidence of how postsecondary institutions support and promote the use of student assessment information in academic decision making. We use linear regression to determine which institutional variables are related to whether student assessment data is influential in academic decisions. Our conclusion is that student assessment data has only a marginal influence on academic decision making. Our data show there is slightly more influence on educationally related decisions than on faculty-related decisions, but in neither case is student assessment data very influential. Nonetheless, we did find several significant predictor variables in our model, including: the number of institutional studies relating students' performance to their interactions with the institution; conducting student assessment to improve internal institutional performance; involving student affairs personnel in student assessment; the extent of student assessment conducted; and the extent of professional development related to student assessment that is offered to faculty, staff, and administrators. These findings vary by institutional type. | en_US |
dc.format.extent | 84722 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers-Plenum Publishers; Human Sciences Press, Inc. ; Springer Science+Business Media | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Education (General) | en_US |
dc.subject.other | Education Research | en_US |
dc.subject.other | Developmental Psychology | en_US |
dc.subject.other | Pedagogic Psychology | en_US |
dc.title | Organizational Practices Enhancing the Influence of Student Assessment Information in Academic Decisions | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan, 2117E SEB, 610 E. University, Ann Arbor, MI, 48109–1259 | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/43622/1/11162_2004_Article_221314.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1023/A:1007038212131 | en_US |
dc.identifier.source | Research in Higher Education | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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