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Book chapter
Understanding Faculty Reluctance to Assess Teaching and Learning
Empirical research in teaching and learning: Contributions from social psychology, pp.143-159
Claremont applied social psychology series, Wiley Blackwell.
2011
Abstract
In the past decade or so, the call for educational assessment—to establish what and how well students are learning—has been perceived by many faculty members to be a hindrance, if not an outright threat, to their sovereignty in the classroom (e.g., Halpern, 2004; see also, Aleamoni, 1987). Such reactions—we characterize them as misunderstandings—represent a common occurrence and challenge on many campuses. Our goal in this chapter is to treat faculty reluctance to embrace assessment as an opportunity to apply social psychological theory to the teaching side of student learning. The following topics are addressed: assessment, evaluation apprehension, and social psychology; faculty freedom threatened? psychological reactance and establishing assessment practices; constructive persuasion: maintaining faculty autonomy while opening minds to assessment; and a social psychology of assessment.
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Details
- Title
- Understanding Faculty Reluctance to Assess Teaching and Learning
- Publication Details
- Empirical research in teaching and learning: Contributions from social psychology, pp.143-159
- Resource Type
- Book chapter
- Publisher
- Wiley Blackwell.; Hoboken, NJ, US
- Series
- Claremont applied social psychology series
- Copyright
- © Wiley Blackwell 2012
- Identifiers
- 99380495410206600
- Academic Unit
- Psychology; Usha Kundu, MD College of Health
- Language
- English