Assessment of student learning as an emotional practice for a faculty: a qualitative study.

Assessment of student learning is a necessary component of the work life for educators. The real promise of student learning assessment depends on faculty embracing the process. Although the need for formalized assessment has been in practice for several decades, faculty engagement in the assessment process continues to be the number one barrier to effectively cultivating a culture of assessment across the campus. Understanding faculty’s emotional journey while doing assessment of student learning will enhance institutional ability to support faculty through the process, garner faculty buy-in, and cultivate a culture of assessment on campus. Continuing to ignore the emotional factors that may impact the assessment process may cause some faculty to remain on the margins of the institution, a position that provides no opportunity or incentive to participate in college-wide quality improvement efforts.
This qualitative study contributes to the limited research on the non-transactional elements of student learning assessment by capturing stories that will increase awareness and understanding of the faculty emotional landscape that accompanies the assessment experience. The study’s design provides the higher education community, particularly faculty and administrators, a better understanding of the emotional barriers that may inhibit faculty motivation and participation. It will also promote a better understanding of the types of emotions that may come into play and identify if any point in the process is a catalyst for faculty’s willingness to engage. This study has the potential to contribute knowledge to support cultural shifts in higher educational institutions.