Impact of educating faculty on student assessment: beyond satisfaction level
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 13 March 2024
Abstract
Purpose
This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.
Design/methodology/approach
A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.
Findings
A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.
Research limitations/implications
Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.
Practical implications
The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.
Social implications
This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.
Originality/value
This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.
Keywords
Acknowledgements
The completion of this research could not have been possible without the substantial contribution and assistance of many persons and entities at the university. The author would like to express deep gratitude to the Vice Presidency of Academic Affairs and the Director of the QA center, whose visionary leadership, commitment to excellence and seamless support have been a source of inspiration throughout the journey of the CSA program since its launch. The author’s sincerest acknowledgment extends to the Heads of Units at the QA Centre, who have played a pivotal role in the realization of the CSA program since 2018. Their endeavors, under the supervision of the QA director (also the CSA executive committee), in shaping and establishing the CSA have been instrumental. The author wants to express wholehearted appreciation to the trainers and assessors whose dedication and expertise ensured the integrity and rigor of the CSA implementation. Finally, the author is profoundly thankful to the colleagues who participated in the CSA program and generously allowed the author to use their data and responses for research and publication. This acknowledgment reflects the collective efforts of all the above-mentioned, whose assistance has greatly enriched the CSA experience.
Citation
Mohamed, W. (2024), "Impact of educating faculty on student assessment: beyond satisfaction level", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-12-2022-0383
Publisher
:Emerald Publishing Limited
Copyright © 2024, Emerald Publishing Limited