Experience matters, but so do limited resources: Faculty perceptions of their self-efficacy and controllability in assessing student learning

Abstract

This qualitative content analysis explored the ways in which faculty articulated their self-efficacy and controllability in assessing student learning through a review of one institution’s program-level Assurance of Student Learning Assessment Activities and Results Reports. Content analysis techniques were used to examine 33 reports using perceived behavioral control as the conceptual framework of the study. Findings indicate: (1) experience matters in the self-efficacy of assessing student learning and (2) limited resources hinder controllability in assessing student learning. This study provides an “insider” perspective and guidance to higher education institutions seeking to bolster faculty perceived behavioral control in assessing student learning.