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Humanities professors' conceptions o...

Rohrbacher, Chad M.

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Humanities professors' conceptions of assessment in general education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Humanities professors' conceptions of assessment in general education./
作者:	Rohrbacher, Chad M.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730761
ISBN:	9781339170824

Humanities professors' conceptions of assessment in general education.
Rohrbacher, Chad M.

Humanities professors' conceptions of assessment in general education. - 197 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2015.

Assessment of general education is a complex process involving faculty and administrators from across campus and often is met with indifference or resistance. The purpose of this qualitative case study was to explore how humanities professors conceive of and use assessment in their general education courses. After collecting data from public documents and conducting interviews with seven faculty at two state universities, descriptive and structural coding was used to identify emergent themes which was followed by pattern matching to isolate its deep structure. Brown's (2008) Conceptions of Assessment was used as the theoretical framework and data analysis resulted in themes and subthemes in the areas of assessment for learning, assessment as learning, assessment of learning, and assessment as irrelevant to learning. Participants described their experiences in general education assessment noting that their rationale behind assessment and its uses was complex and varied; however, all participants desired to use the data to improve student learning. Typically, the practical use of the assessment data beyond reporting was absent. The lack of shared governance in the process negatively affects faculty engagement with general education assessment. Faculty and administrators in higher education can find relevance in this study's findings to inform general education structures and uses of general education assessment processes, to address some of the ambiguity around humanities learning outcomes, to assist teachers in teaching and learning, and administrators in garnering faculty buy-in and support for assessment initiatives. Additional research in humanities professors' conceptions and uses of general education assessment is discussed.

ISBN: 9781339170824Subjects--Topical Terms:

526425
Educational evaluation.

Humanities professors' conceptions of assessment in general education.
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