Published In
Judgments of Quality: Connecting Faculty Best Assessment with Student Best Work
Document Type
Article
Publication Date
1-1-2013
Abstract
This chapter deals with how to achieve faculty ownership of and investment in such assessments.
JUDGMENTS of QUALITY: Connecting faculty best assessment with student best work is a 64-page report on the work of nine AGLS institutions from October 2010 through December 2012. Project participants wrestled with the issue of how to do assessment of liberal learning at the highest (about-to-graduate students) undergraduate levels that did not involve any lowering of expectations simply in order to produce data, perhaps even quantitative, for accountability purposes. The idea was to exert intelligence and ingenuity, in order to keep student learning primary to any other concerns from administrators or accreditors.
There are four chapters in the monograph. The first deals with how to achieve faculty ownership of and investment in such assessments. Chapter Two is a short but insightful treatment of what quickly became the assessment method of choice in the project: the rubric. How rubrics are created (to be valid) and how they can be normed (for the sake of reliability) are the subjects for Chapters Three and Four. A Prologue and an Introduction provide further information on the DNA of the project, and an Epilogue provides some reflections on what participants experienced doing it. For anyone who desires to see further information, there is an appended list of participants with their e-mail addresses.
Rights
Free access from Association for General & Liberal Studies.
Persistent Identifier
http://archives.pdx.edu/ds/psu/22769
Publisher
AGLS
Citation Details
Reitenauer, V. L, Rodriguez, B. J, Frederick, J. G, Bebee, C., Gress, M., & Smith, L. (2013). Necessary conditions in a perfect storm: Ensuring faculty ownership in assessment. In J. Nichols (Ed.), Judgments of quality: Connecting faculty best assessment with student best work, (1-14). Columbus, IN: Association for General and Liberal Studies.