This study examined institutional support for student learning assessment initiatives at accredited four-year historically Black colleges and universities. Three domains and one construct of institutional support for learning assessment were the foci of this two-part study (i.e., organizational and administrative practices and policies, the utility of assessment information, and the organizational climate for assessment, respectively). A causal-comparative research design was employed to evaluate the effect of control type, institution type, and position type on these domains.
One senior officer per institution (N =44) most knowledgeable about student learning assessment practices provided a profile of assessment practices and policies at their respective institutions. Faculty and administrators (N = 173), representing 55 accredited HBCUs provided their perceptions about learning assessment management practices and leadership support at their respective institutions.
Data were collected using two web-based instruments adapted from nationally benchmarked postsecondary student learning assessment criteria. Two-way ANOVAs, chi-square tests of independence, and Pearson product-moment correlations were used to analyze the data. The Aspin-Welsh-Satterthwaite correction for unequal variances was employed. Effect sizes and the assumptions of statistical tests were reported.
Despite significant differences between faculty and administrators’ satisfaction with assessment practices and leadership support, and their beliefs about institutional influences on assessment, Pearson r’ correlations revealed a small relationship with their involvement in assessment activities. By contrast, no significant differences between the institutions’ use of organizational and administrative practices and policies, and the utility of assessment information emerged. Over 86% of the institutions maintained an assessment plan or policy, of which 48% were formal, mandatory policies. Moreover, over 70% of the institutions’ mission priorities reflected emphasis on excellence in undergraduate education. Self-study for accreditation emerged as a very important purpose for conducting assessment for 63% of all institutions. Assessment information was very influential in four decision areas for over 55% of the institutions, who also realized positive impact on seven of eight institutional performance indicators. Three implications for practice, resources and policy were identified, and one recommendation for future research was proposed.
|Advisor:||Bridges, Brian K.|
|Commitee:||Brown, Walter A., Dannels, Sharon A., Hughes, Gerunda B., Morelan-Quainoo, Carla|
|School:||The George Washington University|
|Department:||Education and Human Development|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 71/08, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Higher Education Administration, Educational leadership, Higher education|
|Keywords:||HBCU, Higher education administration, Historically Black, Institutional support, Learning assessment, Student learning assessment|
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