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Mini-grants, embedded support, a community of practice, and social networks were used, while assessment facilitators worked in discipline clusters to align goals for authentic assessment of critical thinking and problem-solving. Interviews were conducted one year after implementation with nine of the 25 project members. The analysis uses a motivational theoretical lens to explain how project experience shaped motivation and continued adoption or propagation of strategies, including cases with intrinsic motivation linked to SoTL-driven continuation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/engagement-and-the-role-of-sotl-in-assessment-change/596359/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/engagement-and-the-role-of-sotl-in-assessment-change/596359.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What project strategies were used to support assessment change?","Question",{"text":112,"@type":113},"The project used mini-grants, embedded support, a community of practice, and social networks to support assessment redesign and implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was engagement and sustained implementation investigated?",{"text":117,"@type":113},"Interviews were conducted one year after implementation with nine of the 25 project members, analyzing how the experience affected motivation and continued adoption or propagation of assessment strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"How did motivation relate to SoTL and continuation of assessment activities?",{"text":121,"@type":113},"When participants demonstrated intrinsic motivation for assessment change, they engaged in SoTL and propagated assessment techniques into other courses; when motivation was purely extrinsic, there was no SoTL and no continuation of assessment activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596359,1792210592,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 14 | Issue 2 |  | Article 6 |\n| --- | --- | --- |\n| Fall 10-15-2023\u003Cbr>Engagement and the Role of SoTL Assessment Change\u003Cbr>Natalie Simper\u003Cbr>Bond University, [nsimper@bond.edu.au](nsimper@bond.edu.au)[ ](nsimper@bond.edu.au)Amanda Berry\u003Cbr>Monash University, [Amanda.Berry@monash.edu](Amanda.Berry@monash.edu)[ ](Amanda.Berry@monash.edu)Katarina Mårtensson\u003Cbr>Lund University, [katarina.martensson@ahu.lu.se](katarina.martensson@ahu.lu.se)[ ](katarina.martensson@ahu.lu.se)Nicoleta Maynard\u003Cbr>Monash University, [nicoleta.maynard@monash.edu](nicoleta.maynard@monash.edu)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2023.2.14217](https://doi.org/10.5206/cjsotlrcacea.2023.2.14217) | in |  |\n\nRecommended Citation  \nSimper, N., Berry, A., Mårtensson, K., & Maynard, N. (2023) . Engagement and the role of SoTL in assessment change. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). [https://doi.org/10.5206/cjsotlrcacea.2023.2.14217](https://doi.org/10.5206/cjsotlrcacea.2023.2.14217)  \nEngagement and the Role ofSoTL in Assessment Change  \nAbstract  \nThis study follows a network-based Assessment Redesign Project at a Canadian university to investigate engagement and sustained implementation. The following strategies were employed in the project: mini-grants, embedded support, a community of practice, and social networks. Assessment facilitators worked in discipline clusters to achieve mutual goals for assessment reform targeted at the authentic assessment of critical thinking and problem-solving. Interviews were conducted with nine of the 25 project members one-year post-implementation. The study adopted a motivational theoretical lens to investigate how the experience of the Assessment Redesign Project affected motivation and the continued adoption or propagation of assessment strategies. Participants commented on how helpful the embedded support had been in building their assessment skills or knowledge. The mini-grants were used (in some cases) to fulfil scholarship of teaching and learning (SoTL) goals. All of those engaged in SoTL demonstrated intrinsic motivation for assessment change and had propagated assessment techniques or activities into other courses. In the few cases where motivation was purely extrinsic, there was no SoTL or continuation of assessment activities. This study highlights the links between SoTL and the longer-term impact of the Assessment Redesign Project. Suggestions are provided for institutions wishing to replicate outcomes from the project.  \nCette étude suit un projet de refonte de l’évaluation en réseau mené dans une université canadienne pour étudier l’engagement et la mise en oeuvre durable. Les stratégies suivantes ont été employées pour le projet : des mini-bourses, un soutien intégré, une communauté de pratique et des réseaux sociaux. Les facilitateurs et les facilitatrices d’évaluation ont travaillé au sein de groupes de disciplines dans le but de réaliser des objectifs mutuels d’évaluation ciblée sur l’évaluation authentique de la pensée critique et de la résolution de problèmes. Des entrevues ont été menées avec neuf des 25 membres du projet un an après sa mise en oeuvre. L’étude a adopté une approche théorique de la motivation pour enquêter sur la manière dont l’expérience du projet de refonte de l’évaluation avait affecté la motivation et l’adoption continue ou la propagation des stratégies d’évaluation. Les participants et les participantes ont expliqué combien le soutien intégré avait été utile pour renforcer leurs compétences ou leurs connaissances en matière d’évaluation. Les mini-bourses ont été utilisées (dans certains cas) pour répondre aux objectifs d’avancement des connaissances en enseignement eten apprentissage (ACEA) . Toutes les personnes impliquées dans l’ACEA ont montré une motivation intr","cbCaioy3DEAYhG66","https://ap.wps.com/l/cbCaioy3DEAYhG66","pdf",367233,18,"English","# Abstract\n## Project strategies and network-based redesign\n## Data collection and motivational lens\n## Findings on engagement and sustained adoption\n## Implications and replication suggestions","[{\"question\":\"What project strategies were used to support assessment change?\",\"answer\":\"The project used mini-grants, embedded support, a community of practice, and social networks to support assessment redesign and implementation.\"},{\"question\":\"How was engagement and sustained implementation investigated?\",\"answer\":\"Interviews were conducted one year after implementation with nine of the 25 project members, analyzing how the experience affected motivation and continued adoption or propagation of assessment strategies.\"},{\"question\":\"How did motivation relate to SoTL and continuation of assessment activities?\",\"answer\":\"When participants demonstrated intrinsic motivation for assessment change, they engaged in SoTL and propagated assessment techniques into other courses; when motivation was purely extrinsic, there was no SoTL and no continuation of assessment activities.\"}]","Engagement and the Role of SoTL in Assessment Change | PDF",1792082934,45]