VALUE Research Hub

Developing a Culture of Assessment through a Faculty Learning Community: A Case Study

Citation

Schlitz, S. A., O’Connor, M., Pang, Y., Stryker, D., Markell, S., Krupp, E., Byers, C., Jones, S. D., & Redfern, A. K. (2009). Developing a Culture of Assessment through a Faculty Learning Community: A Case Study. International Journal of Teaching and Learning in Higher Education, 21(1), 133–147. https://eric.ed.gov/?q=%22value+rubric%22+%22higher+education%22+%22scoring+rubrics%22+%22case+studies%22&pg=4&id=EJ896253

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.)

Themes: Academic Achievement, Accreditation (Institutions), Case Studies, Computer Software, Educational Technology, EVALUATION, Faculty Development, Higher Education, Internet, Models, Outcomes of Education, Performance Based Assessment, Scoring rubrics, Technology Integration, Training, Workshops