Administrator and faculty support for assessment at Virginia public colleges and universities

Simple item page
dc.contributor.authorScott, Michael R.en
dc.contributor.committeechairHinkle, Dennis E.en
dc.contributor.committeememberClowes, Darrel A.en
dc.contributor.committeememberCross, Lawrence H.en
dc.contributor.committeememberCulver, Steven M.en
dc.contributor.committeememberHanson, David C.en
dc.contributor.departmentEducational Research and Evaluationen
dc.date.accessioned2014-03-14T21:16:24Zen
dc.date.adate2008-07-28en
dc.date.available2014-03-14T21:16:24Zen
dc.date.issued1991en
dc.date.rdate2008-07-28en
dc.date.sdate2008-07-28en
dc.description.abstractIn 1987, public colleges and universities in Virginia began complying with state-mandated outcomes assessment requirements. Administrators and faculty were expected to assume the responsibility for conducting assessment planning/activities, and substantial administrator and faculty support for formal assessment was expected to develop gradually over a ten-year period. The purpose of this study was to investigate administrator and faculty support after three years of compliance. The objectives were (1) to investigate across-time involvements and understandings related to institutional/departmental assessment planning and activities; (2) to investigate across-time perceptions of the importance of formal assessment; and (3) to identify factors which had influenced these involvements, understandings, and perceptions of importance. A total of 1,101 administrators and faculty from 37 of the 39 public colleges and universities in Virginia participated in this study. Results indicate that, by 1990, administrator and faculty involvements, understandings, and perceptions of importance had increased significantly. Respondents expected future levels of perceived importance would decline significantly external reporting requirements were eliminated. The most prevalent external factors which had influenced administrators and faculty were the State Council of Higher Education for Virginia (SCHEV) and the Southern Association of Colleges and Schools (SACS). The most prevalent internal factors were chief academic officers, assessment coordinators, and resource constraints. The findings of this study suggest that after three years of compliance, momentum for formal assessment among administrators and faculty had been generated. While this momentum did not represent administrator and faculty "ownership" of assessment, without doubt more administrators and faculty had become involved in assessment, more had begun to better understand assessment, and more had begun to perceive of formal assessment as important. If SCHEV were to remove its requirements, this momentum would be lost. If SCHEV requirements remain, wider administrator and faculty involvements and understandings should be accompanied by higher levels of perceived importance as more departments begin the process of assessing learning outcomes. By 1990, however, future widespread administrator and faculty "ownership" of formal assessment in Virginia remained uncertain.en
dc.description.degreePh. D.en
dc.format.extentxi, 232 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-07282008-134434en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-07282008-134434/en
dc.identifier.urihttp://hdl.handle.net/10919/38875en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1991.S369.pdfen
dc.relation.isformatofOCLC# 24470109en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.S369en
dc.subject.lcshTeacher participation in administration -- Virginiaen
dc.subject.lcshUniversities and colleges -- Virginia -- Administrationen
dc.subject.lcshUniversities and colleges -- Virginia -- Facultyen
dc.titleAdministrator and faculty support for assessment at Virginia public colleges and universitiesen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Research and Evaluationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
LD5655.V856_1991.S369.pdf
Size:
10.84 MB
Format:
Adobe Portable Document Format
Description:
Download

Collections

Doctoral Dissertations