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Survey findings are compared with a four-year review of reports submitted to the assessment committee to test whether assessment culture shifted toward explicit evaluation of students’ academic skills rather than mere compliance. Despite evidence of resistance and skepticism from a minority of faculty, results support the impact of a faculty-driven approach on teaching and assessment practices.",{"@graph":69,"@context":114},[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/moving-forward-or-holding-back-creating-a-culture-of-academic-assessment/596106/",{"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/moving-forward-or-holding-back-creating-a-culture-of-academic-assessment/596106.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What did the findings suggest about faculty engagement?","Question",{"text":112,"@type":113},"Most participating faculty embraced the assessment process and recognized benefits for student learning, while a minority aligned with compliance and/or fear rather than engagement.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},596106,1792172242,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 2 | Article 4 |\n| --- | --- |\n| Fall 09-30-2020\u003Cbr>Moving Forward or Holding Back? Culture of Academic Assessment\u003Cbr>Shauna Wilton\u003Cbr>University of Alberta, [swilton@ualberta.ca](swilton@ualberta.ca)[ ](swilton@ualberta.ca)Mélanie Méthot\u003Cbr>University of Alberta, [mmethot@ualberta.ca](mmethot@ualberta.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.2.8009](https://doi.org/10.5206/cjsotl-rcacea.2020.2.8009) | Creating a |\n\nRecommended Citation  \nWilton, S., & Méthot, M. (2020) . Moving forward or holding back? Creating a culture of academic assessment. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2). [https://doi.org/10.5206/cjsotl-rcacea.2020.2.8009](https://doi.org/10.5206/cjsotl-rcacea.2020.2.8009)  \nMoving Forward or Holding Back? Creating a Culture of Academic Assessment  \nAbstract  \nThis article analyzes data from a survey on faculty perceptions of a newly instituted assessment process at a small liberal arts campus in Canada. The survey results are compared with an analysis of the reports submitted to the assessment committee over a four-year period in order to determine whether a culture of assessment centred on students’ academic skills rather than compliance had been achieved. Although there is evidence of resistance and skepticism from a subset of faculty, we argue that overall a faculty driven process of assessment provided the space for the creation of a culture of assessment based on the explicit evaluation of identified academic skills. Our analysis examines faculty perceptions of assessment and its impact, the materials and methods of assessment used, and the overall impact of assessment on teaching on the campus.  \nCet article analyse les données d’une étude sur les perceptions des professeurs d’un processusd’évaluation nouvellement institué dans une petite université canadienne d’arts libéraux. Les résultats du sondage sont comparés à une analyse des rapports soumis au comité des évaluations au cours d’unepériode de quatre ans afin de déterminer si on en était arrivé à une culture d’évaluation centrée sur les compétences académiques des étudiants plutôt qu’à la conformité. Bien qu’il y ait des preuves derésistance et de scepticisme de la part d’un petit groupe de professeurs, nous sommes d’avis qu’engénéral, un processus d’évaluation dirigé par les professeurs permet de créer une culture d’évaluation basée sur l’évaluation explicite de compétences académiques identifiées. Notre analyse examine les perceptions des professeurs concernant l’évaluation et ses effets, le matériel et les méthodes d’évaluation utilisés, ainsi que l’impact général de l’évaluation sur l’enseignement au sein del’université .  \nKeywords  \nassessment, culture of assessment, academic skills, post-secondary education; évaluation, cultured’évaluation, compétences académiques, enseignement post-secondaire  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.2.8009](https://doi.org/10.5206/cjsotl-rcacea.2020.2.8009)  \nEight years ago, our campus, an undergraduate liberal arts institution in Canada, voluntarily began a campus-wide assessment of student achievement of core academic skills. Together, teaching faculty developed a bottom-up assessment process, instead of one imposed by administration. The process included a new set of core academic skills that would be assessed, planned opportunities for consulting with the academic disciplines, and a formal way for reporting how well students mastered these skills, both within each academic major and on the campus asa whole. The process was developed without any external pressure, such as accreditation criteria or government mandates, and initially unanimously suppor","cbCaikBpImSaHWFR","https://ap.wps.com/l/cbCaikBpImSaHWFR","pdf",371400,15,"English","# Abstract\n## Research purpose and design\n## Faculty perceptions and survey results\n## Assessment materials, methods, and impact on teaching","[{\"question\":\"What did the findings suggest about faculty engagement?\",\"answer\":\"Most participating faculty embraced the assessment process and recognized benefits for student learning, while a minority aligned with compliance and/or fear rather than engagement.\"}]","Moving Forward or Holding Back? - Creating a Culture of Academic Assessment | PDF",1792082452,38]