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Assessing Higher Education Assessment Policies and Processes: A Critical Policy Analysis Approach
Journal article   Peer reviewed

Assessing Higher Education Assessment Policies and Processes: A Critical Policy Analysis Approach

Jana J Burch, John H Batchelor, Eric D Bostwick, Shanan Gibson, Gerald F. Burch, Kristie Abston and George B Ellenberg
The journal of academic administration in higher education, Vol.14(2), pp.47-63
2018

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Abstract

In recent years, the nature and number of administrative reporting requirements have increased substantially for most universities. As a result, faculty find themselves devoting increasingly large amounts of time to these needs (Gardiner, 2002) often at the expense of time devoted to teaching, scholarship, and service. One major driver for administrative reporting is embedded in the assessment of learning process. This paper uses Critical Policy Analysis to examine assessment policies and processes at four universities through the viewpoints of the authors who serve in the roles of administrators, faculty, and students to determine policy “winners” and “losers.” In this process we identify why many faculty resist the assessment process and make recommendations on how universities can develop assessment policies and processes that meet the real requirements for assessment of learning while meeting the demands of all stakeholders.

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