Abstract
This paper begins by establishing the A+ Inquiry model as a theoretical lens for assessing needs related to program assessment workload by demonstrating its alignment with elements of five published frameworks associated with higher education assessment. Then, it uses the model as a frame of reference to explore faculty needs related to program assessment workload. The study examines faculty perceptions associated with five areas related to program assessment: time commitment, processes, impact, barriers, and recommendations. Quantitative and qualitative data were collected by administering an online survey to all faculty across the institution. Results revealed an average amount of time that faculty spend on program assessment efforts, tasks in assessment processes reflecting the highest and lowest levels of faculty satisfaction, a gap between perceptions of potential and actual impact of program assessment, four themes related to barriers inhibiting program assessment, and four themes related to recommendations for improving program assessment.
Published Version
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