Faculty and Administration Perceptions of Student Learning Assessment in North Carolina Community Colleges

Abstract

Student learning assessment has been embedded in higher education for more than 40 years. Nonetheless, there are still competing tensions regarding student learning assessment; the question remains whether student learning assessment is conducted primarily to satisfy accrediting requirements or to drive meaningful improvements in student learning. The tension between improvement and accountability stems from competing directives regarding the purpose and practice of student learning assessment. This study examined perceptions among faculty and administrators within the North Carolina Community College System regarding the importance of and factors associated with student learning assessment. Data collected from a cross-sectional quantitative survey were analyzed using descriptive statistical methods, independent t-tests, correlation analysis, and linear regression. Results indicated significant differences between faculty and administrators in perceptions of importance, motivation, implementation, and involvement, with administrators reporting higher mean scores across these constructs. Internal motivation focused on improving learning and implementation depth were found to be significant predictors on the perception of importance regarding student learning assessment. Findings suggest that when assessment is viewed as internally motivated and embedded within institutional processes, it is more likely to be perceived as meaningful rather than procedural. While implications emphasize the need for leadership practices and professional development that reinforce assessment as a driver of learning improvement, the data does not indicate a significant shift in the perceptions of faculty and administrators regarding student learning assessment from previous studies. No significant changes in the perception of student learning assessment over decades suggests different questions need to be asked regarding student learning assessment and other indicators of student success in relation to the cultures of improvement and compliance.