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.
|Advisor:||Feder-Lewis, Sonia N.|
|Commitee:||Eubank, Roxanne, Germundsen, Richard, Kotz, Paul E.|
|School:||Saint Mary's University of Minnesota|
|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|
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