Abstract
Administrators are struggling to understand how to best promote and implement a culture of evidence-based decision making to stakeholders. The research study presented explored best practices on creating meaningful professional development experiences using both direct and indirect evidence of learning -- this article will describe the effectiveness of a certificate program designed to educate faculty about assessment and its impact on faculty learning gains, perceptions, and self-efficacy. The study used a pre-/post-test design to measure participant knowledge using quizzes for each of the four modules of the certificate and participant perceptions using a survey. The modules covered writing student learning and program outcomes, curriculum mapping, developing assessment methods, creating assessment instruments, collecting data, analyzing and reporting results, and using results for improvement. Certificate completers demonstrated increased knowledge of assessment terminology, procedures, and best practices, as well as improved assessment-related self-efficacy. However, their perception regarding assessment did not change. Data gathered through this study can help inform decisions on needed assessment-related faculty professional development activities.
Highlights
Over time, the role of faculty has expanded from teaching to include research and service (Boyer, 1990)
The assessment of student learning is critical to ensure students are prepared to enter the workforce with the necessary knowledge, skills, and abilities to engage in continued learning beyond graduation (Boud & Falchikov, 2007)
We examine the effectiveness of a faculty professional development certificate program created to (1) instill and enhance knowledge of assessment best practices in student learning, (2) improve attitudes and beliefs about assessment, and (3) improve participants’ self-efficacy regarding assessment
Summary
The role of faculty has expanded from teaching to include research and service (Boyer, 1990). Faculty are subject-matter experts rather than pedagogical experts; they often lack the knowledge and skills necessary to transmit concepts essential to the discipline in ways that optimize student learning (Boyer, 1990; Saroyan & Amundsen, 2004). This knowledge gap between content and pedagogy in the classroom hinders faculty efficacy in the assessment of student learning and in the development and implementation of strategies to improve student learning. We examine the effectiveness of a faculty professional development certificate program created to (1) instill and enhance knowledge of assessment best practices in student learning, (2) improve attitudes and beliefs about assessment, and (3) improve participants’ self-efficacy regarding assessment
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