This exploratory study into assessment culture was designed to analyze the values, beliefs, and attitudes held towards assessment by three distinct institutional groups (faculty, administrators, and professional staff) at a rural community college. This study examined (1) the inter-relationships between three institutional subgroups actively engaged in assessment practices, (2) the potential influence organizational culture has on the development and sustainability of assessment culture and (3) the associated elements impacting the development and sustainability of assessment culture in general. The focus of this study intended to contribute to the body of knowledge relating to the development and sustainability of assessment culture at the community college level.
Student learning and student success were identified by all three subgroups as key elements important in establishing a culture of assessment. Nine themes emerged from the qualitative phase of the study, which precipitated a deeper analysis of elements impacting assessment culture. This study identified a relationship between the dominant organizational culture measured by the Competing Values Framework and assessment culture measured by the Survey of Assessment Culture. Based on the results of the study, three best practice strategies were constructed to assist other community colleges seeking to build and sustain a culture of assessment.
|Commitee:||Hurst, Heather, Perfetti, Heather, Draper, Jason|
|School:||Frostburg State University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Community college education|
|Keywords:||Assessment culture, Culture of assessment, Faculty-led model of assessment, Organizational culture|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be