Self-Regulated Assessment Practices and Interest in Those Practices in Higher Education

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Learning and Assessment (Table 37)

Abstract

The study explored how faculty members in higher education used self-regulated assessment practices and their interest in learning more about these practices for future use. This study surveyed 203 faculty at a higher education institution in the southeastern United States and collected data about their demographics, their courses, the assessment practices they employed, and their interest in learning more about those assessment practices. Results from the path model indicated that paths from the demographic variables were rather weak, however, current assessment practices were highly related to interest in learning more about assessment practices. These findings can help inform our approach to both recruiting faculty into professional development programs related to assessment and how to program the professional development itself.

Authors

• Amanda Kulp, University of North Florida

• Daniel Dinsmore, University of North Florida

• Gordon Rakita, University of North Florida