The trend toward using performance-based or authentic assessment is evident at K—12 levels of schooling (Stiggins 1991) but less evident in college science teaching. Therefore, this study used the National Study of Postsecondary Faculty (NSOPF), sponsored by the U.S. Department of Education, as a data source for a large-scale descriptive study examining the assessment practices of science faculty at the college level. The types of assessments used by college faculty in various areas of science disciplines are discussed from the perspective of current assessment reform efforts. The study uses a nationally representative sample of college science faculty from the NSOPF database, the largest database of higher education faculty in existence.
Type Book ChapterPub Date 1/1/2006