Perceptions of College Faculty Regarding Outcomes Assessment.

Abstract

ABSTRACT: The perceptions of college faculty regarding outcomes assessment were explored using a qualitative interview research approach. Three faculty members at a liberal arts college in the United States were interviewed about their understandings, reactions to, and concerns regarding the assessment movement. Faculty members differed in their understandings of assessment and articulated a number of concerns with the current emphasis towards implementing assessment in higher education. Faculty understood assessment to be a primarily quantitative endeavor and a means of accountability as well a process of identifying learning objectives. In addition, faculty expressed resistance to the idea of assessment and perceived it to be a distraction rather than an important aspect of the teaching-learning process. Some faculty thought that the growing importance of outcomes assessment was indicative of a lack of trust in the ability of faculty to competently perform their duties. Implications of these findings for engaging faculty in the assessment process are discussed. The scenario is common at colleges and universities across the United States. The regional accrediting body has just completed their 10 year review of the college’s academic program. The report is fairly positive, with commendations for the successful development of new academic programs, impressive scholarly achievements by the faculty, and responsible management of institutional resources. However, the review team notes that there is little discussion on campus about what students actually learn during their college years. They would like to know what, and how well,