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[[Subset]] of [[organizational culture]]<ref>{{cite journal|last1=Schein|first1=E.|title=Organizational Culture|journal=American Psychologist|date=1990|volume=45|issue=2|pages=109–119}}</ref> defined by the values, beliefs, and assumptions held by its members. In [[higher education]], a positive assessment culture is characterized by trusting relationships, [[data-informed decision-making]], a respect for the profession of teaching, and an internally-driven thirst for discovery about student learning.<ref>{{cite journal|last1=Lakos|first1=A.|last2=Phipps|first2=P.|title=Creating a culture of assessment: a catalyst for organizational change|journal=Libraries and the Academy|date=2004|volume=4|issue=3|pages=345–361}}</ref><ref>{{cite journal|last1=Farkas|first1=M.|title=Building and sustaining a culture of assessment: best practices for change leadership|journal=Reference Services Review|date=2013|volume=41|issue=1|pages=13–21}}</ref> Positive assessment culture generally connotes the existence of conditions for [[collaboration]] among [[practitioners (disambiguation)|practitioners]], reward structures and professional development opportunities for faculty and staff,<ref>{{cite book|last1=Banta & Associates|title=Building a scholarship of assessment|date=2002|publisher=San Francisco: Jossey-bass}}</ref> student involvement and a shared commitment among leaders to making institutional improvements that are sustainable.<ref>{{cite journal|last1=Ndoye|first1=A.|last2=Parker|first2=M.|title=Creating and sustaining a culture of assessment|journal=Planning for Higher Education|pages=28–39}}</ref><ref>{{cite book|last1=Suskie|first1=Linda|title=Assessing Student Learning: A Common Sense Guide|date=2009|publisher=Wiley|location=San Francisco|edition=2nd}}</ref><ref>{{cite book|last1=Maki|first1=P.L.|title=Assessing for Learning: Building a Sustainable Commitment Across the Institution|date=2010|publisher=Sterling: Stylus}}</ref> Assessment culture may be revealed behaviorally through factors such as: celebration of successes, comprehensive program review, shared use of common terminology and language,<ref>{{cite book|last1=Bresciani|first1=M.|last2=Zelna|first2=C.|last3=Anderson|first3=J.|title=Assessing student learning and development: A handbook for practitioners|date=2006|location=Washington, D.C.}}</ref> provision of technical support, and use of affirmative messaging to effectively convey meaning.<ref>{{cite web|last1=Weiner|first1=Wendy F.|title=Establishing a culture of assessment: fifteen elements of assessment success|url=https://www.aaup.org/article/establishing-culture-assessment#.WKCxhxg-JE4|website=American Association of University Professors|accessdate=12 February 2017}}</ref> Culture of assessment has been measured by scholars of perceptions among faculty<ref>{{cite journal|last1=Fuller|first1=M.|last2=Skidmore|first2=S.|last3=Bustamante|first3=R.|title=Empirically Exploring higher Education Cultures of Assessment|journal=The Review of Higher Education|date=2016|volume=39|issue=3|pages=395–429}}</ref> to determine motivations<ref>{{Cite web|url=https://www.bloglovin.com/@gabrielgriffin/five-ways-to-get-motivated-to-study|title=Determination and motivation against studies|last=|first=|date=|website=bloglovin.com|archive-url=|archive-date=|dead-url=|access-date=}}</ref>, sense of support, and levels of fear related to assessment.
[[Subset]] of [[organizational culture]]<ref>{{cite journal|last1=Schein|first1=E.|title=Organizational Culture|journal=American Psychologist|date=1990|volume=45|issue=2|pages=109–119}}</ref> defined by the values, beliefs, and assumptions held by its members. In [[higher education]], a positive assessment culture is characterized by trusting relationships, [[data-informed decision-making]], a respect for the profession of teaching, and an internally-driven thirst for discovery about student learning.<ref>{{cite journal|last1=Lakos|first1=A.|last2=Phipps|first2=P.|title=Creating a culture of assessment: a catalyst for organizational change|journal=Libraries and the Academy|date=2004|volume=4|issue=3|pages=345–361}}</ref><ref>{{cite journal|last1=Farkas|first1=M.|title=Building and sustaining a culture of assessment: best practices for change leadership|journal=Reference Services Review|date=2013|volume=41|issue=1|pages=13–21}}</ref> Positive assessment culture generally connotes the existence of conditions for [[collaboration]] among [[practitioners (disambiguation)|practitioners]], reward structures and professional development opportunities for faculty and staff,<ref>{{cite book|last1=Banta & Associates|title=Building a scholarship of assessment|date=2002|publisher=San Francisco: Jossey-bass}}</ref> student involvement and a shared commitment among leaders to making institutional improvements that are sustainable.<ref>{{cite journal|last1=Ndoye|first1=A.|last2=Parker|first2=M.|title=Creating and sustaining a culture of assessment|journal=Planning for Higher Education|pages=28–39}}</ref><ref>{{cite book|last1=Suskie|first1=Linda|title=Assessing Student Learning: A Common Sense Guide|date=2009|publisher=Wiley|location=San Francisco|edition=2nd}}</ref><ref>{{cite book|last1=Maki|first1=P.L.|title=Assessing for Learning: Building a Sustainable Commitment Across the Institution|date=2010|publisher=Sterling: Stylus}}</ref> Assessment culture may be revealed behaviorally through factors such as: celebration of successes, comprehensive program review, shared use of common terminology and language,<ref>{{cite book|last1=Bresciani|first1=M.|last2=Zelna|first2=C.|last3=Anderson|first3=J.|title=Assessing student learning and development: A handbook for practitioners|date=2006|location=Washington, D.C.}}</ref> provision of technical support, and use of affirmative messaging to effectively convey meaning.<ref>{{cite web|last1=Weiner|first1=Wendy F.|title=Establishing a culture of assessment: fifteen elements of assessment success|url=https://www.aaup.org/article/establishing-culture-assessment#.WKCxhxg-JE4|website=American Association of University Professors|accessdate=12 February 2017}}</ref> Culture of assessment has been measured by scholars of perceptions among faculty<ref>{{cite journal|last1=Fuller|first1=M.|last2=Skidmore|first2=S.|last3=Bustamante|first3=R.|title=Empirically Exploring higher Education Cultures of Assessment|journal=The Review of Higher Education|date=2016|volume=39|issue=3|pages=395–429}}</ref> to determine motivations<ref>{{Cite web|url=https://www.bloglovin.com/@getfans/buying-youtube-views|title=Buy youtube views|last=|first=|date=|website=bloglovin.com|archive-url=|archive-date=|dead-url=|access-date=}}</ref>, sense of support, and levels of fear related to assessment.


==References==
==References==

Revision as of 13:02, 14 September 2018

Subset of organizational culture[1] defined by the values, beliefs, and assumptions held by its members. In higher education, a positive assessment culture is characterized by trusting relationships, data-informed decision-making, a respect for the profession of teaching, and an internally-driven thirst for discovery about student learning.[2][3] Positive assessment culture generally connotes the existence of conditions for collaboration among practitioners, reward structures and professional development opportunities for faculty and staff,[4] student involvement and a shared commitment among leaders to making institutional improvements that are sustainable.[5][6][7] Assessment culture may be revealed behaviorally through factors such as: celebration of successes, comprehensive program review, shared use of common terminology and language,[8] provision of technical support, and use of affirmative messaging to effectively convey meaning.[9] Culture of assessment has been measured by scholars of perceptions among faculty[10] to determine motivations[11], sense of support, and levels of fear related to assessment.

References

  1. ^ Schein, E. (1990). "Organizational Culture". American Psychologist. 45 (2): 109–119.
  2. ^ Lakos, A.; Phipps, P. (2004). "Creating a culture of assessment: a catalyst for organizational change". Libraries and the Academy. 4 (3): 345–361.
  3. ^ Farkas, M. (2013). "Building and sustaining a culture of assessment: best practices for change leadership". Reference Services Review. 41 (1): 13–21.
  4. ^ Banta & Associates (2002). Building a scholarship of assessment. San Francisco: Jossey-bass.
  5. ^ Ndoye, A.; Parker, M. "Creating and sustaining a culture of assessment". Planning for Higher Education: 28–39.
  6. ^ Suskie, Linda (2009). Assessing Student Learning: A Common Sense Guide (2nd ed.). San Francisco: Wiley.
  7. ^ Maki, P.L. (2010). Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling: Stylus.
  8. ^ Bresciani, M.; Zelna, C.; Anderson, J. (2006). Assessing student learning and development: A handbook for practitioners. Washington, D.C.{{cite book}}: CS1 maint: location missing publisher (link)
  9. ^ Weiner, Wendy F. "Establishing a culture of assessment: fifteen elements of assessment success". American Association of University Professors. Retrieved 12 February 2017.
  10. ^ Fuller, M.; Skidmore, S.; Bustamante, R. (2016). "Empirically Exploring higher Education Cultures of Assessment". The Review of Higher Education. 39 (3): 395–429.
  11. ^ "Buy youtube views". bloglovin.com. {{cite web}}: Cite has empty unknown parameter: |dead-url= (help)
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