Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment
dc.contributor.author | Peterson, Marvin W. | en_US |
dc.contributor.author | Grunwald, Heidi E. | en_US |
dc.date.accessioned | 2006-09-08T21:38:45Z | |
dc.date.available | 2006-09-08T21:38:45Z | |
dc.date.issued | 2003-04 | en_US |
dc.identifier.citation | Grunwald, Heidi; Peterson, Marvin W.; (2003). "Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment." Research in Higher Education 44(2): 173-204. <http://hdl.handle.net/2027.42/43629> | en_US |
dc.identifier.issn | 0361-0365 | en_US |
dc.identifier.issn | 1573-188X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/43629 | |
dc.description.abstract | This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes. | en_US |
dc.format.extent | 123922 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 | Developmental Psychology | en_US |
dc.subject.other | Faculty Involvement | en_US |
dc.subject.other | Institutional Assessment | 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 | Pedagogic Psychology | en_US |
dc.subject.other | Student Assessment | en_US |
dc.title | Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment | 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 | Center for the Study of Higher and Postsecondary Education, University of Michigan, USA | en_US |
dc.contributor.affiliationother | CSHPE, 2117 School of Education, 610 East University, Ann Arbor, MI, 48109-1259 | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/43629/1/11162_2004_Article_456126.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1023/A:1022051728874 | en_US |
dc.identifier.source | Research in Higher Education | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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