Developing a Culture of Assessment through a Faculty Learning Community: A Case Study
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| Title: | Developing a Culture of Assessment through a Faculty Learning Community: A Case Study |
|---|---|
| Language: | English |
| Authors: | Schlitz, Stephanie A., O'Connor, Margaret, Pang, Yanhui, Stryker, Deborah, Markell, Stephen, Krupp, Ethan, Byers, Celina, Jones, Sheila Dove, Redfern, Alicia King |
| Source: | International Journal of Teaching and Learning in Higher Education. 2009 21(1):133-147. |
| Availability: | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Training, Educational Technology, Internet, Faculty Development, Case Studies, Evaluation, Models, Performance Based Assessment, Computer Software, Academic Achievement, Scoring Rubrics, Higher Education, Workshops, Technology Integration, Outcomes of Education, Accreditation (Institutions) |
| Geographic Terms: | Pennsylvania |
| ISSN: | 1812-9129 |
| Abstract: | This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant application process and intensive training workshop, complemented by a series of follow-up training sessions, formed a faculty learning community that collectively adopted a web-based rubric model for performance evaluation, began implementing it, and, in doing so, developed a culture of assessment. We describe the web-based rubric software we adopted and provide short reports authored by seven members of the faculty learning community to exemplify how the implementation of web-based rubrics can enhance student performance, augment instructor evaluation of student performance, and facilitate outcomes assessment. The article includes a "lessons learned" section which synthesizes what we learned from the endeavor and emphasizes what we considered critical to the group's success. (Contains 10 figures.) |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2010 |
| Accession Number: | EJ896253 |
| Database: | ERIC |
| Abstract: | This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant application process and intensive training workshop, complemented by a series of follow-up training sessions, formed a faculty learning community that collectively adopted a web-based rubric model for performance evaluation, began implementing it, and, in doing so, developed a culture of assessment. We describe the web-based rubric software we adopted and provide short reports authored by seven members of the faculty learning community to exemplify how the implementation of web-based rubrics can enhance student performance, augment instructor evaluation of student performance, and facilitate outcomes assessment. The article includes a "lessons learned" section which synthesizes what we learned from the endeavor and emphasizes what we considered critical to the group's success. (Contains 10 figures.) |
|---|---|
| ISSN: | 1812-9129 |
