Changes in student-centred assessment by postsecondary science and non-science faculty

Citation data:

Teaching in Higher Education, ISSN: 1356-2517, Vol: 12, Issue: 2, Page: 171-184

Publication Year:
2007
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Repository URL:
http://stars.library.ucf.edu/facultybib2000/7825; http://stars.library.ucf.edu/facultybib/10144
DOI:
10.1080/13562510701191927
Author(s):
Karen L. Yanowitz; Debbie L. Hahs-Vaughn
Publisher(s):
Informa UK Limited
Tags:
Social Sciences; Education & Educational Research
article description
Although many appeals for reform include adopting more student-centred assessment, few studies have examined the postsecondary classroom. Using the 1993 and 1999 National Study of Postsecondary Faculty, the results of the current study revealed that faculty in the sciences were less likely to use student-centred assessment practices than faculty in non-sciences. Additionally, while faculty in the non-sciences showed a significant increase in their use of student-centred assessment between the two waves of data collection, no such increase was obtained for faculty in the sciences. Results are discussed in terms of public policy.