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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
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  Data: Developing a Culture of Assessment through a Faculty Learning Community: A Case Study
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  Data: 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.)
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      – Text: English
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        StartPage: 133
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      – SubjectFull: Pennsylvania
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