The use of learner-centered assessment practices in the United States: the influence of individual and institutional contexts

Abstract

Research examining the contexts that influence the use of learner-centered assessment (LCA) practices in undergraduate courses has not kept pace with those focusing on teaching practices. Such research is needed given that conceptualizations of effective pedagogy generally include both teaching and assessment. The authors examined a range of individual and institutional variables and their relationships to the use of LCA among faculty in the United States. These variables measured the structural and cultural contexts in which faculty make pedagogical decisions. Data from the 2004 National Study of Postsecondary Faculty revealed that faculty who were highly involved in advising, service, and research and reported teaching-friendly cultures were the most likely to use LCA practices. But, it was also found that higher teaching loads and class sizes hindered LCA practices. Almost all of the differences in LCA use occurred within institutions, and the institutional-level variables had little net influence on LCA practices in undergraduate classrooms.

Keywords:

• assessing learning outcomes
• pedagogy
• faculty
• multivariate analysis
• academic roles