Dissertation/Thesis Abstract

Characteristics and Conditions Influencing Assessment Culture in a Community College
by Striplin, Tom, Ed.D., Frostburg State University, 2020, 176; 27993614
Abstract (Summary)

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.

Indexing (document details)
Advisor: Santamaria-Makang, Doris
Commitee: Hurst, Heather, Perfetti, Heather, Draper, Jason
School: Frostburg State University
Department: Educational Professions
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
Publication Number: 27993614
ISBN: 9798662568822
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