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Dissertation/Thesis Abstract

Program assessment data use in decisions to improve general education: A descriptive study
by Fisk, Cheryl A., Ed.D., Saint Mary's University of Minnesota, 2015, 238; 3734321
Abstract (Summary)

General education assessment practices and data use were examined among regionally accredited, four-year (baccalaureate degree-granting), private, not-for-profit colleges and universities. An online survey instrument was created, piloted, and sent to 1044 institutions resulting in a 45% response rate. Results indicate general education assessment data most frequently influence changes to the assessment process and course content. Challenges preventing data use include lack of time and campus cultures. Assessment data use varies by the regional accreditor in which an institution is a member. Regular class assignments (embedded assessments) and capstone assignments were the most frequently used assessment methods for which collected data are used. Interviews, portfolios, and locally created tests appear to yield more usable data.

Indexing (document details)
Advisor: Feder-Lewis, Sonia N.
Commitee: Eubank, Roxanne, Germundsen, Richard, Kotz, Paul E.
School: Saint Mary's University of Minnesota
Department: Leadership
School Location: United States -- Minnesota
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Educational evaluation, Higher education
Keywords: Accreditation, Assessment, Data use, General education, History, Liberal studies
Publication Number: 3734321
ISBN: 978-1-339-22903-4
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