In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 167~
1
7
5
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7.i
3
.
133
46
167
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
U
n
derstandi
ng F
aculty Engagem
ent in Assessment through
Feedbac
k
and Di
alogues: A Mixed Methods Appr
oach
Robert
W
.
E
l
liott
Dep
a
rtm
e
nt
o
f
Eng
lish
,
F
orei
gn Lan
g
u
a
ge
S
ch
ool
,
Lin
y
i
U
niversit
y,
P
e
o
pl
e's
Repu
bl
ic
o
f
Ch
i
n
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
M
ay
2
0
, 2
018
Re
vise
d Ju
l 1
3
,
201
8
A
c
c
e
pte
d
J
u
l
26,
201
8
The
literature
i
ndi
cates
f
acul
t
y
members'
b
elief
s
a
nd
a
tt
i
t
udes
t
o
w
a
r
d
ass
e
ss
ment
a
re
c
ruci
al
t
o
t
h
e
succes
sf
u
l
i
mpl
e
men
t
atio
n
of
a
ss
e
ss
m
e
nt.
Ho
wev
e
r,
f
ew
e
m
p
i
r
ical
s
tu
di
es
h
ave
exam
i
n
ed
t
he
c
u
l
t
u
re
o
f
as
s
es
sm
en
t
am
on
g
f
acul
t
y
mem
b
ers.
T
he
i
n
t
en
t
o
f
t
h
i
s
sin
g
le-l
evel
m
i
x
ed
m
e
t
h
o
d
s
cas
e
st
ud
y
i
s
t
o
id
en
t
i
f
y
t
h
e
f
acto
r
s
and
exam
in
e
h
o
w
th
ese
f
act
ors
in
flue
nc
e
f
acul
t
y
members
'
p
ercept
ions,
at
titudes,
a
nd
t
he
i
r
e
ngagement
i
n
as
ses
s
m
e
n
t
acti
v
iti
e
s
b
y
s
t
u
dy
in
g
th
e
case
of
a
p
u
b
lic
t
eachi
n
g
i
n
ten
s
i
v
e
un
iversit
y
i
n
the
So
uthwe
s
t
re
gio
n
o
f
t
h
e
U
.S
.
An
o
n
l
in
e
surv
e
y
a
nd
a
s
y
n
c
h
ro
no
us
fo
c
u
s
group
interview
s
a
re
u
sed.
T
he
i
mp
l
i
cati
ons
f
or
i
nsti
t
u
tional
p
oli
c
y
m
a
ki
ng
and
pro
f
ession
al d
evel
op
men
t
a
re
d
is
cus
s
ed, bas
e
d
o
n the f
i
ndin
gs.
K
eyw
ord
:
Assessment
Facu
lty
Percep
t
i
on
s
Mi
x
e
d
M
e
t
hods
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Robert W. Elliott,
D
e
pa
rtem
ent o
f
E
ng
l
i
s
h
,
F
o
r
e
ig
n La
ng
ua
ge
S
choo
l,
L
iny
i
U
nive
rsi
ty
,
M
i
d
d
l
e
S
hua
ng
li
n
g
R
d,
L
i
n
y
i
,
S
h
a
n
d
ong,
P
eople
'
s Rep
u
b
l
i
c
of C
hi
na
2
7
6
0
00.
Em
ail:
rbrt_
llt
t
@
ya
h
oo.c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
C
o
n
f
ro
nt
i
ng
t
h
e
c
o
n
t
i
nue
d
de
m
a
nds
f
or
a
c
c
o
u
n
t
ab
i
l
i
t
y
fr
o
m
t
he
p
ubl
i
c
,
hi
gh
e
r
e
du
cat
ion
in
sti
t
ut
i
o
n
s
must
a
ssure
t
h
e
y
c
a
n
m
a
in
ta
i
n
t
he
q
u
a
li
ty
o
f
educ
a
t
ion
w
h
e
n
s
e
r
vi
n
g
d
iv
er
se
s
t
ude
n
t
p
o
p
u
l
a
t
i
ons
o
n
re
duce
d
b
udg
e
t
s.
A
sse
ssmen
t
is
u
sed
wi
d
e
l
y
a
s
a
mec
h
a
n
i
s
m
fo
r
re
sp
ondi
n
g
t
o
t
h
e
se
d
em
and
s
a
nd
is
a
l
s
o
be
lie
ve
d
to
impro
v
e
st
u
d
e
n
t
lear
n
i
ng.
N
one
t
h
ele
ss,
t
h
e
w
a
y
t
hat
a
s
s
e
ssm
e
nt
has
been
i
m
p
lem
e
nted
i
s
unsatisf
acto
r
y.
Ba
se
d
on
t
he
a
na
l
y
s
i
s
o
f
s
urvey
da
ta
c
o
lle
cted
from
2,0
8
9
A
me
ri
can
c
o
lle
ge
a
n
d
u
ni
v
e
r
s
it
y
a
d
mi
nist
ra
tors,
the N
a
t
i
ona
l
In
st
i
t
u
t
e for Lea
r
ni
ng O
u
tc
om
es
A
ssessm
ent 2
0
0
9
re
por
t [1] ind
i
ca
tes t
h
a
t
fa
c
u
l
t
y
e
n
g
agem
ent is
the
pr
im
ary
c
h
a
l
l
e
n
g
e
for
the
ta
sk
o
f
assess
me
nt
a
t
h
i
g
h
er
e
d
u
c
at
io
n
in
st
i
t
ut
ion
s
.
Th
e
pu
rpo
s
e
o
f
t
hi
s
sin
g
l
e
-
leve
l,
m
ix
ed
m
etho
ds
case
st
ud
y
is
t
o
ide
n
t
i
fy
a
n
d
e
xa
mine
e
m
p
i
r
i
c
a
l
l
y
t
he
f
ac
tor
s
t
hat
i
n
fl
ue
nce
fac
u
l
t
y
me
mbe
r
s'
e
nga
gem
e
nt
i
n
lea
r
ni
n
g
o
utc
o
m
e
s
based
a
s
se
ss
m
e
nt.
More
s
p
e
c
i
fica
ll
y,
it
is
i
n
t
en
de
d
t
o
e
xp
l
o
re
in
div
i
dua
l
in
te
rna
l
f
ac
t
o
r
s
(
e
.
g.,
be
liefs,
pe
rce
p
tio
ns,
at
tit
u
de
s
an
d
k
n
o
w
led
g
e
)
a
nd
e
xter
na
l
fa
ct
ors
(e
.g.,
in
st
i
t
u
tio
na
l
c
u
ltur
e
,
po
l
i
c
i
e
s
a
nd
res
ourc
e
s)
on
the
i
r
w
ill
i
n
g
ness
a
nd
ac
tua
l
p
ar
tic
ipa
t
io
n
i
n
a
ssessme
n
t
.
A
s
researchers
st
a
t
e
tha
t
“
litt
l
e
is
k
n
o
wn
a
bo
ut
f
aculty
and
st
udents’
attitudes
regard
ing
d
i
f
f
e
r
e
n
t
a
s
p
e
c
t
s
o
f
a
sse
ssme
n
t
tha
t
h
a
v
e
w
i
de
-ran
gin
g
i
mplica
ti
on
s
f
o
r
p
o
l
i
cy
a
n
d
p
ractic
e
i
n
t
erti
ary
i
n
s
t
itu
t
ions
”
[2
]
,
t
he
fi
n
d
in
gs
from
th
i
s
s
t
u
dy
w
i
l
l
p
ro
vide
m
uch
ne
e
d
e
d
e
mpirica
l
e
v
i
de
nc
e
a
b
o
u
t
f
ac
ul
t
y
'
s
e
nga
ge
m
e
nt
i
n
assessm
ent
to
i
nform
po
lic
y
a
n
d
pr
o
f
ess
i
ona
l
deve
l
opme
n
t
in
i
t
i
a
ti
ves,
a
n
d
to
d
e
v
e
l
op
a
me
ans
for
m
easur
ing
the c
u
lture
o
f
assessm
ent a
m
o
ng fac
u
lt
y m
e
m
b
er
s.
A
re
v
i
ew
o
f
t
h
e
lit
era
t
u
r
e
[
2
-
7
]
rev
e
a
l
s
ex
a
m
i
n
a
t
i
o
n
s
o
f
f
act
o
r
s
th
at
i
mp
a
c
t
f
a
cu
lt
y
me
mb
e
r
s
'
enga
ge
me
n
t
i
n
a
s
se
ssm
e
nt
a
cti
v
it
ies,
s
uc
h
as:
(a)
t
i
m
e
r
equ
i
rem
ent
;
(
b)
w
or
kloa
d
;
(
c)
l
a
c
k
of
a
sse
s
sm
ent
kn
ow
le
d
g
e
a
n
d
r
e
source
s
;
(
d)
d
o
u
b
t
a
b
o
u
t
t
h
e
ne
cess
i
ty
o
f
asses
sment;
(
e
)
f
e
ar
o
f
linking
assessment
results
w
ith
f
ac
ult
y
e
va
lua
t
i
o
n
;
(
f)
c
once
r
n
o
f
a
sse
ssm
e
nt
i
nterc
e
di
n
g
aca
dem
i
c
fr
eed
om
,
a
nd
et
c.
H
oweve
r
,
few
di
sc
ussi
o
n
s re
st
s
o
l
el
y o
n
e
mpirica
l
exa
mina
t
i
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
6
7
– 175
16
8
More
i
m
p
orta
nt
l
y
,
the
li
t
e
ra
ture
r
eve
a
l
s
su
cc
essful
a
c
a
d
e
m
ic
p
r
ogra
m
s
ar
e
the
re
su
l
t
o
f
e
nga
g
i
n
g
fa
cu
l
t
y
a
s
a
n
i
n
te
gra
l
c
om
p
one
n
t
o
f
t
h
e
“
c
o
n
t
i
nu
um
o
f
le
a
r
ni
ng”
[
6
]
t
hro
u
g
h
a
s
s
essm
en
t
c
y
cle
s
t
ha
t
i
n
vo
l
v
e
stude
n
t
s,
f
a
c
u
l
t
y
m
em
bers,
a
d
mini
st
r
a
t
o
rs
a
nd ot
hers.
F
u
r
t
h
e
r,
M
a
k
i
p
o
i
nt
s
to
t
h
e
e
xi
st
en
ce
o
f
“ca
mp
u
s
-wi
d
e”
and
“
p
rogra
m
-
or
d
epa
r
tme
n
t
a
l-
leve
l
a
sses
s
me
nt
c
om
m
i
t
t
ee
s”
t
o
g
a
i
n
“
c
onsens
u
s
for
e
x
pec
t
at
i
ons
a
bou
t
stude
n
t
l
ea
r
n
i
n
g”
[
6].
The
lit
e
r
ature
i
n
dica
te
s
a
l
so
t
ha
t
as
ses
sm
ent
of
s
tude
nt
l
ea
rni
n
g
ou
tc
om
es
a
t
hi
g
h
er
educ
a
t
i
o
n
i
n
st
i
t
u
tio
ns
i
s
a
n
i
n
t
egr
a
ted
part
o
f
t
e
ac
h
i
n
g
a
n
d
a
n
i
m
porta
n
t
w
ay
t
o
impro
v
e
st
ude
n
t
l
e
a
r
n
i
n
g,
a
n
d
th
us
g
over
n
me
nts
an
d
pro
f
e
s
si
ona
l
as
soc
i
a
t
i
o
n
s
e
n
d
o
rse
an
d
c
a
l
l
f
or
a
sse
ssmen
t
i
n
h
i
g
h
e
r
ed
uca
t
i
on
in
st
i
t
u
tio
ns [2,
3,
5
- 7]
.
Mea
nw
h
i
le,
st
ude
n
t
l
ea
rnin
g
ou
t
c
ome
s
a
ss
essm
ent
is
a
l
s
o
an
i
m
p
orta
n
t
c
r
i
te
rio
n
f
or
acc
redi
tat
i
on.
A
s
i
n
d
i
ca
te
d
by
o
the
r
s
[
1
,
3,
5
–
7
,
9
-
11],
A
ndr
a
d
e
[1
2]
p
o
i
n
ts
o
ut
s
ucci
nc
t
l
y,
“
a
ccou
n
t
ab
i
l
i
t
y
i
s
a
n
expe
c
t
a
t
i
o
n
fo
r
ins
tit
i
t
i
o
ns
o
f
h
i
ghe
r
e
duc
a
t
i
o
n”
a
nd
“
r
e
q
uirem
en
ts
r
ela
t
ed
t
o
a
c
c
r
e
di
ta
tio
n
ar
e
des
i
gn
e
d
t
o
c
r
e
a
t
e
a
c
u
l
t
u
r
e
o
f
a
s
s
e
s
s
m
e
n
t
w
i
t
h
i
n
c
o
l
l
e
g
e
s
a
n
d
u
n
i
v
e
r
s
i
t
i
e
s
”
[p
2
31].
H
o
w
e
ver,
a
c
ult
u
re
o
f
a
sse
ssm
e
nt
(
as
a
n
i
nt
eg
rat
e
d
p
a
rt
o
f
t
e
a
c
h
in
g
a
nd
l
e
arnin
g
,
a
s
well
a
s
i
n
st
it
u
t
i
on
a
l
p
l
a
nni
n
g
a
nd
op
e
r
at
i
o
n
s
)
at
m
any
A
m
erica
n
h
ig
h
e
r
e
duca
t
io
n
i
n
st
i
t
u
tio
ns
i
s
fa
r
from
b
e
i
ng
f
ully
es
tab
l
i
s
he
d.
I
n
ad
d
iti
on,
f
a
c
u
l
t
y
e
ng
a
g
em
e
n
t
in
assessm
ent
h
a
s
b
e
en
i
de
nt
ifie
d
as
t
he
p
rima
ry
c
ha
lle
n
g
e
f
o
r
th
e
t
a
s
k
[
1
].
E
m
p
irica
l
s
t
udie
s
t
ha
t
exa
m
i
n
e
how
fa
ct
ors
inf
l
ue
n
ce
facu
l
t
y
e
n
g
a
ge
me
nt
o
n
a
sse
ssm
e
nt
a
r
e
v
ery
lim
i
t
e
d
[
2]
a
nd
li
t
e
rat
u
re
t
ha
t
a
ddresses
the
us
e
of
a
n
o
n
l
i
ne
m
oda
l
ity
t
o
he
l
p
a
c
h
i
e
ve
t
h
i
s
g
o
al
i
s
n
o
n
ex
is
t
e
nt.
C
o
n
v
er
se
l
y
,
m
a
ny
rese
arc
h
ers
a
l
so
h
i
g
hl
i
g
ht
the
op
p
o
rt
un
iti
es
f
or
s
ch
olars
h
i
p
a
n
d
f
a
c
u
lt
y
deve
lo
pm
en
t
in
t
h
e
a
sse
ssmen
t
a
r
en
a
t
o
m
ak
e
po
si
t
i
v
e
c
h
a
n
g
es
in t
he
a
re
as of
teac
h
i
ng,
lea
rn
in
g, a
nd c
u
rric
u
l
u
m
[1,
3,
4
,
6
-
10,
12 -
15].
There
fore
,
th
is
r
ese
a
rc
h
st
u
dy
w
i
l
l
c
o
n
t
r
ibu
t
e
to
t
he
a
d
v
a
n
cem
en
t
of
know
l
e
d
g
e
in
i
de
n
tif
yin
g
fa
ct
ors
t
h
a
t
i
nf
l
u
e
n
ce
fac
u
l
t
y
e
nga
ge
me
n
t
i
n
a
s
se
ssm
e
n
t
a
t
hi
g
h
e
r
e
du
c
a
t
i
o
n
i
n
s
t
itut
i
on
s.
T
hi
s
res
e
a
r
ch
s
t
udy
has
im
p
l
i
c
at
io
ns
f
or
p
rac
t
ice
—
it
w
ill
i
n
for
m
policy
to
b
e
tter
e
ng
ag
e
fa
cu
lty
in
a
s
s
es
sme
n
t
ac
ti
vi
ti
e
s
,
a
n
d
i
t
w
ill
be
h
e
l
p
f
ul
f
or
i
m
p
r
o
v
i
ng
assessme
n
t
p
r
ac
t
i
c
e
a
n
d
sc
h
o
lar
s
h
i
p
.
In
s
h
o
rt,
t
h
is
s
tu
dy
a
d
a
p
t
s
t
h
e
the
o
retica
l
fra
m
e
w
ork
tha
t
c
om
b
i
ned
F
i
shb
e
i
n
a
n
d
A
j
z
e
n
's
[
16]
r
e
a
son
e
d
ac
ti
o
n
t
heor
y
a
n
d
Ba
ndur
a
'
s
[17]
s
oci
a
l
cog
n
i
t
i
ve
the
or
y.
Rea
so
ne
d ac
t
i
o
n
the
ory e
s
t
a
b
l
is
hes t
h
e re
la
t
i
on
s o
f
i
nt
erna
l
f
act
o
r
s
on
ind
iv
i
d
u
a
l
b
e
h
a
vi
o
r
.
It
pos
its t
he
i
n
t
e
n
t
i
o
n
to
p
e
rfor
m
t
he
be
h
a
v
ior a
s
b
ei
ng t
h
e
bes
t
pre
d
i
c
t
o
r
of
b
eha
v
i
o
r.
I
n
ad
d
i
t
i
on,
t
he
in
t
e
n
t is
t
hou
g
h
t t
o
b
e c
a
use
d
by a
n
i
ndi
vi
d
u
a
l
'
s s
u
b
j
e
c
t
ive nor
ms an
d
h
is
/he
r
at
t
i
t
ude
tow
a
rd
p
er
form
ing
t
h
e
be
ha
vior
.
These
a
t
t
i
tu
des
are
t
h
o
u
g
h
t
t
o
be
a
f
un
c
t
i
o
n
of
t
he
i
n
d
i
v
id
ua
l
'
s
be
lie
fs
a
bo
ut
t
h
e
b
e
h
a
v
i
o
r
.
So
ci
al
c
ogn
iti
v
e
th
e
o
ry
p
ropose
s
t
h
a
t
p
e
op
l
e
a
re
drive
n
n
o
t
o
n
l
y
by
i
nner
forc
es,
b
u
t
al
so
b
y
exter
n
al
f
a
c
t
or
s
[4,
13,
18].
Th
is
m
ode
l
s
u
g
g
es
ts
t
hat
h
u
m
a
n
fu
n
c
t
i
oni
ng
c
an
b
e
exp
l
ain
e
d
by
a
t
ri
a
d
i
c
in
t
e
rac
t
i
o
n
of
b
eha
v
i
o
r
,
p
er
sona
l
a
n
d
e
n
vi
ronme
n
t
a
l
fac
t
ors.
E
n
vi
r
onm
e
n
ta
l
fac
t
ors
re
presen
t
s
i
t
u
a
tio
na
l
in
flue
nce
s
a
nd
e
nv
iro
n
me
n
t
,
in
w
hic
h
b
eha
v
i
o
r
is
p
re
form
ed
w
h
i
l
e
per
s
o
n
a
l
f
ac
tors
i
nc
l
ude
i
ns
tinc
t
s,
d
rives,
and
ot
he
r in
di
v
i
d
u
a
l
m
ot
iva
t
io
nal for
ces.
2.
RESEARCH
M
ETH
O
D
Th
is
s
i
n
gle-
le
v
e
l,
s
eque
n
tia
l
mixed
m
e
t
h
od
s
c
a
se
s
t
u
d
y
w
as
c
on
d
uc
t
e
d
a
t
a
s
m
a
ll
pu
b
lic
t
eac
hin
g
in
t
e
nsive
u
n
i
ve
rsity i
n the
S
o
u
t
hw
es
t
r
e
gi
on of the
U
.
S
.
A
n
on
l
ine
s
u
rve
y
w
as adm
ini
s
ter
e
d i
n
A
pr
i
l
2
0
14 a
n
d
one
f
oc
us
g
ro
u
p
o
f
asy
n
c
h
ro
n
ous
d
i
s
c
u
ss
i
o
n
s
w
as
c
o
n
duc
te
d
in
t
h
e
M
a
rc
h
20
15
.
Th
i
s
s
t
u
d
y
e
xt
en
ded
the
u
s
e
of
a
n
e
x
isti
n
g
s
urve
y
t
o
e
xa
mine
t
he
i
mpa
c
t
o
f
f
ac
ul
t
y
m
e
m
be
rs’
a
tti
t
udes
to
w
a
rds
ass
e
ssment
on
t
heir
actual
enga
ge
me
n
t
.
It
a
d
d
e
d
i
t
e
ms
t
o
m
e
a
s
ur
e
t
h
e
i
n
flue
nc
e
of
i
ns
ti
tut
i
ona
l
fac
t
ors,
s
uc
h
a
s
i
n
s
ti
tut
i
ona
l
p
o
l
i
c
y,
resour
ce
ava
i
l
a
bil
ity,
t
r
ai
n
i
n
g
o
p
port
u
nit
i
e
s
,
a
nd
t
h
e
pe
r
c
e
i
ve
d
c
l
i
m
a
t
e
o
f
a
ss
ess
m
en
t
o
n
fa
cul
t
y
m
emb
e
rs’
att
itu
de
a
n
d
e
n
g
age
m
e
n
t
in
a
ssessm
ent a
c
t
i
vi
tie
s.
The
f
i
r
s
t
s
t
e
p
w
a
s
t
o
a
d
mi
n
i
st
e
r
a
n
o
n
l
i
ne
s
ur
ve
y
t
o
f
ac
u
l
t
y
m
e
mbe
r
s
as
a
c
onve
n
i
e
n
c
e
s
am
ple
t
o
c
o
mp
l
e
t
e
a
108
-it
e
m
su
rv
ey
i
n
M
a
rc
h
201
4
,
l
e
a
di
ng
t
o
a
pu
rpo
s
e
f
u
l
s
am
pl
e
of
f
ac
ul
t
y
m
em
ber
s
t
o
pa
rtic
ipa
t
e
in
a
n
o
n
li
ne
f
o
c
us
g
ro
u
p
t
o
di
scuss
s
i
x
ope
n
-
ende
d
i
t
em
s.
T
he
m
et
hods
and
results
a
r
e
p
res
e
nt
ed
a
s
separ
a
te
qua
n
t
i
t
a
tive
a
n
d
q
u
a
l
i
t
at
i
v
e
i
nqu
irie
s,
w
hic
h
a
re
t
he
n
m
e
r
g
ed
i
n
t
o
a
m
o
re
h
o
l
is
t
i
c
in
terpr
e
tat
i
o
n,
a
s
ex
pl
aine
d
by
Cresw
e
ll
&
P
lano
Cla
r
k [1
9]
. T
h
i
s
exp
l
a
n
ator
y
se
que
n
t
i
a
l des
ig
n fl
ow
i
s
di
s
p
la
ye
d in F
i
g
ur
e 1.
Thr
ee
cr
i
t
e
r
ia
w
ere
use
d
f
or
s
ele
c
tin
g
t
h
e
c
a
se
s
t
u
d
y
i
nst
itu
t
i
on
:
(a)
the
c
u
l
t
u
re
o
f
i
n
no
vat
i
on
an
d
impro
v
e
m
e
n
t
a
t
t
he
i
ns
tit
u
t
i
o
n
,
(
b)
t
he
h
is
tor
y
o
f
the
inst
i
t
u
t
i
o
n’s
in
vo
l
v
e
m
ent
w
i
th
a
c
a
d
em
ic
a
sse
s
sm
ent,
(
c
)
the pr
o
x
im
ity
t
o
t
h
e resea
r
che
r’s l
oc
at
ion,
a
n
d
(d)
ea
s
e of a
c
c
e
s
s.
The
r
e
s
ear
ch f
oc
us
e
d
o
n the p
o
ss
ib
l
e
fa
c
tors
in
vol
ve
d
i
n
f
a
c
ul
ty
e
n
g
agem
ent
in
t
he
a
sse
ssme
n
t
of
s
tud
e
nt
l
ea
rni
n
g.
M
ore
spe
c
i
fica
ll
y,
i
t
exam
i
n
e
d
t
h
e
re
su
lt
s
o
f
a
q
ua
n
tit
at
iv
e
su
rve
y
r
el
at
e
d
t
o
t
h
e
p
e
rce
p
t
i
o
n
s
o
f
facu
l
t
y
m
e
mbe
r
p
ar
t
i
c
i
pa
nts
t
o
i
nform
the
foc
u
s
of
t
he
t
o
p
i
cs
d
isc
u
sse
d
in
t
he
c
a
m
pus-w
ide
foc
u
s
gr
ou
p.
I
ns
ti
tu
t
i
ona
l
Re
view
B
oar
d
a
p
p
ro
va
l
a
nd
in
form
ed
con
s
en
t of e
ac
h
sur
v
e
y
a
nd foc
u
s
grou
p pa
r
tic
i
p
an
t w
e
re
o
b
t
a
i
ne
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Un
d
e
rsta
ndi
ng
Fa
c
u
l
t
y En
gag
e
m
ent
i
n
Assessme
n
t
t
h
rou
gh Fee
d
ba
c
k
a
n
d
Di
al
ogu
e
s
…
(Rob
e
r
t
W. El
li
o
t
t
)
16
9
F
i
gure
1.
E
xp
l
a
nat
o
ry
S
eque
ntia
l
D
e
sig
n
:
F
ol
l
o
w
-
up Ex
p
l
ana
t
i
o
n
s
M
od
el
(
Q
U
A
N
e
mp
h
a
si
z
e
d
)
[
19:
p
.
7
3
]
.
2.
1
.
Quan
titative
M
et
hod
The
s
u
rve
y
w
a
s
a
dmi
n
i
s
t
e
re
d
t
o
i
de
nt
ify
the
fac
t
or
s
tha
t
i
n
f
l
u
e
nc
e
fa
c
u
lty
m
em
ber
s
’
engage
me
nt
i
n
assessm
ent.
T
h
i
s
s
u
rve
y
w
as
hos
te
d
on
t
he
c
ase
i
n
s
tit
ut
i
o
n
’
s
ba
sic
su
bscr
ip
t
i
on
S
u
rve
y
Mo
n
k
e
y
a
n
d
c
ons
is
ts
of
1
0
8
item
s
t
ha
t
e
x
am
in
e
t
h
e
fac
u
lt
y
me
mbe
r
s’
p
erc
e
ptio
ns
o
f
t
h
e
v
a
l
u
e
a
n
d
u
s
e
o
f
a
s
s
e
s
s
m
e
n
t
,
t
h
e
i
r
perc
ei
ved
barr
i
e
rs a
nd cha
l
l
e
n
g
es, and t
h
e
i
r conc
er
ns relate
d
t
o en
ga
gin
g
in assessm
ent a
c
t
i
vi
tie
s. This s
u
rvey
w
a
s
de
signe
d
to
t
a
k
e
n
o
m
ore
th
a
n
1
5
m
i
n
u
te
s
t
o
c
omp
l
e
t
e
.
R
esu
l
t
s
fro
m
thi
s
s
urve
y
w
e
r
e
a
na
lyze
d
for
th
e
pur
poses
o
f
a
g
grega
t
i
n
g
them
f
or
u
se
i
n
t
h
e
foc
u
s
gro
up,
w
hic
h
e
n
gage
d
in
d
isc
o
ur
se
a
b
o
u
t
h
ow
t
o
fos
t
er
a
cul
t
u
re
o
f a
s
se
ssme
n
t
an
d to
i
nf
o
r
m
polic
y re
l
a
te
d t
o
a
sse
ssm
e
n
t
at t
he
c
a
s
e
ins
t
i
t
ut
ion.
M
a
k
i
ng
u
s
e
o
f
4
5
i
t
e
ms
fro
m a
n
e
xi
st
in
g
su
rv
ey
a
b
o
u
t
f
a
cul
t
y
me
mbe
r
s’
a
tti
tu
de
tow
a
r
ds
a
sse
s
sm
en
t
[1
5],
a
108-
it
e
m
s
urvey
in
st
r
u
me
nt
w
as
d
eve
l
ope
d
t
o
e
xam
i
n
e
f
ac
ult
y
p
er
ce
pt
i
o
ns
o
f
the
i
r
v
a
lue
o
f
assessm
ent,
t
h
e
ir
p
e
r
ce
ive
d
b
a
rrier
s
and
c
h
al
le
nge
s,
t
he
i
r
c
onc
erns
r
el
ate
d
t
o
e
n
gag
i
n
g
i
n
a
s
se
ssm
ent
ac
t
i
v
i
ti
e
s
,
the
i
r
k
now
l
e
d
g
e
a
n
d
e
xpe
r
i
ence
i
n
asses
s
m
e
nt,
as
w
e
ll
as
t
he
a
vai
l
a
b
ili
ty
o
f
nece
ssary
r
eso
u
rce
s
.
A
ll
o
p
i
n
ion
i
t
e
m
s
used
a
f
ou
r
-
poi
nt
L
iker
t
scale
,
r
ang
i
ng
f
rom
“
s
tron
gly
d
i
sa
gre
e”
t
o
“
st
r
ong
ly
a
gr
ee,
”
or
from
“
not
a
p
p
l
y
at a
ll” to
“
a
p
p
l
y
to gre
a
t e
x
t
e
nt.” T
he s
urv
e
y
w
a
s adm
i
n
i
stere
d
in
A
p
r
il 201
4.
A
ll 14
6 fac
u
lt
y
me
mbe
r
s
w
e
r
e
i
n
v
i
t
e
d
vi
a
em
ail
to
p
a
r
ti
c
i
pa
te
i
n
t
h
e
o
n
li
ne
s
ur
ve
y
for
a
tw
o-
w
eek
p
e
r
i
o
d
o
f
t
he
1
46
in
vi
te
d
fa
cu
l
t
y
me
mbe
r
s,
36 had
par
t
i
c
ipa
t
e
d
a
n
d
3
3
had
com
p
le
t
e
d all s
urve
y i
t
em
s
w
ith va
l
id re
s
po
n
s
e
s
.
Bec
a
u
se
t
he
s
am
ple
size
w
a
s
i
na
de
q
u
a
t
e
for
c
ond
uc
t
i
n
g
a
m
u
lti
va
ri
a
t
e
an
a
l
y
s
i
s
a
s
was
p
l
ann
e
d
ori
g
i
n
a
lly,
m
u
lti
p
l
e
re
gress
i
o
n
w
as
u
se
d
t
o
d
eterm
i
ne
t
he
r
elat
io
nshi
ps
a
m
ong
t
he
t
w
o
c
riteri
on
v
ar
i
a
ble
s
o
f
w
i
lli
ngn
es
s to
e
n
gag
e
in
a
s
sessme
n
t
an
d en
ga
gem
e
n
t
in
a
ssessm
en
t
,
alo
ng
w
i
t
h
t
he
e
igh
t
p
re
dic
t
or
v
a
r
iab
l
es
of:
(a)
lac
k
of k
now
le
dge
;
(b
)
l
a
c
k
of
supp
or
t
and
r
e
so
u
r
c
e
s
;
(c)
con
c
er
n of
assessment
as a thre
a
t
e
n
ing
to
fac
u
lt
y
’
s au
t
o
n
o
m
y
; (
d
)
a
ssess
m
e
nt
as
a
t
i
m
e
con
s
um
in
g
act
i
vity
; (
e
)
asse
ssm
e
n
t is usef
u
l
f
o
r the
i
m
prov
e
m
e
n
t
of te
ach
i
ng
;
(
f)
a
s
ses
s
ment
fo
r
fa
cul
t
y
evalu
at
i
o
n
;
(g)
a
s
se
s
s
m
e
n
t
a
s
s
c
ho
la
rl
y
w
o
rk
;
and
(h)
t
h
e cul
t
u
r
e
o
f
assessment at the
institution
.
2.
2
.
Qu
al
itati
v
e
Met
h
od
A
qua
l
i
ta
ti
ve
d
es
ig
n
e
n
a
b
les
rese
arc
h
ers
to
o
bta
i
n
da
ta
d
ire
c
t
l
y
from
e
ach
p
a
r
t
i
c
i
pa
nt
t
hat
has
kn
ow
le
d
g
e
an
d
e
x
perie
n
c
e
w
it
h
the
resea
r
ch
t
o
p
i
c
[1
4]
.
In
t
hi
s
st
ud
y,
w
e
collec
t
ed
r
espo
nses
f
ro
m
focu
s
gro
up
p
a
rtic
i
p
a
n
t
s
w
ho
ha
d
init
ia
l
th
ou
g
h
ts
a
b
o
u
t
t
he
w
ord,
a
ss
essm
ent,
h
a
v
e
be
e
n
i
n
vol
ve
d
wi
t
h
a
sse
ssme
n
t
,
have
u
se
d
assessm
ent
da
ta
t
o
i
m
pro
v
e
the
cour
se
s
t
h
e
y
t
ea
ch,
ha
ve
h
a
d
c
o
nver
s
a
tio
n
s
w
ith
o
t
h
ers
a
b
ou
t
assessm
ent,
a
n
d
ha
v
e s
o
m
e
f
am
il
ia
r
ity
w
ith
t
he
in
s
ti
tu
t
i
o
n
a
l
p
o
lic
i
e
s an
d
proce
dur
es r
elate
d
t
o
assessm
en
t.
I
n
form
ed
by
t
h
e
fi
nd
ings
f
ro
m
the
s
u
rve
y
r
e
s
ults,
a
foc
u
s
gro
u
p
w
a
s
f
ormed
i
n
M
a
r
ch
201
5
.
T
he
foc
u
s
g
r
o
up
c
o
ns
ist
e
d
of
1
0
fac
u
lt
y
m
e
m
b
er
s
an
d
b
o
t
h
re
s
ear
cher
s
.
T
h
e
f
o
c
u
s
g
r
o
u
p
p
a
r
t
i
c
i
p
a
n
t
s
w
e
r
e
s
e
l
f
-
selec
t
e
d
t
hro
u
gh
t
h
e
i
r
re
sp
o
n
s
e
t
o
a
n
e
-m
ail
i
nvi
ta
ti
o
n
r
e
que
s
t
i
n
g
the
i
r
par
tic
i
p
a
t
i
on.
T
o
pr
ov
ide
a
repr
esenta
t
i
ve
s
am
ple
of
t
he
f
ac
ul
ty
p
opu
la
ti
o
n
,
selec
tio
n
for
t
h
e
foc
u
s
gro
up
w
a
s
bas
e
d
o
n
t
he
f
ol
low
i
ng
f
a
c
t
o
r
s:
(
a)
g
end
e
r;
(
b
)
r
ac
e
an
d
e
t
hn
i
c
ity
;
(
c)
t
ea
ch
ing
di
sc
i
pl
i
n
e;
(
d)
c
urre
nt
s
ta
t
u
s
a
t
t
he
u
n
i
ve
rsity
(
ten
u
re
d,
ten
u
re
-trac
k
,
or
a
dj
u
n
ct
/
r
es
ource
);
(
e
)
a
dmin
istra
t
ive
role
a
t
the
university
a
nd
(f)
years
of
c
ollege
teac
h
i
ng
e
xper
i
e
n
ce.
3.
RESULT
S
A
N
D
ANALY
S
IS
Th
e ca
se
s
t
udy i
n
st
i
t
u
tio
n
h
a
d 1
5
6
ful
l
-
ti
me
a
n
d
2
0
5
p
a
rt
-time
facult
y m
e
m
b
ers. The
nu
m
ber
of
f
a
c
u
lt
y
memb
ers an
d
d
e
mo
g
r
a
p
hi
c b
r
ea
kdown
are
s
h
o
w
n
i
n
Ta
b
l
e
1
.
QUAN
Dat
a
Col
l
ec
t
i
on
QU
AN
Dat
a
An
aly
s
i
s
QUAN
Res
u
l
t
s
I
d
en
tify
R
e
sults for
F
o
llow
-
up
Q
UAL
Dat
a
C
o
llec
tio
n
QUAL
Dat
a
An
aly
s
i
s
QUAL
Re
s
u
l
t
s
I
n
t
e
rpret
a
tion
QU
AN
qua
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
6
7
– 175
17
0
Tab
l
e
1. F
ac
ul
t
y
S
am
ple
P
opu
lat
i
on
D
e
m
ogr
aph
i
cs
C
a
t
e
gor
y
N
u
m
b
e
r
o
f
P
a
r
t
i
c
ipants
(
n)
P
er
ce
ntage
o
f
Cam
p
us
P
op
ula
tion
Ma
l
e
6
50.
6
Fe
m
a
le
4
49.
6
A
s
ia
n
1
3.
2
Ca
u
c
a
s
i
a
n
6
59.
6
O
t
he
r
3
9.
0
Te
nure
T
r
ac
k/Te
n
u
re
d
10
75.
6
T
o
ta
l
S
a
m
p
l
e
1
0
6.
4
pe
r
c
e
n
t
of
t
ota
l
popula
t
ion
N
o
t
e
:
Th
er
e
w
e
r
e
n
o
f
u
ll-
ti
me
f
a
c
u
l
t
y
m
e
m
b
e
r
s
t
h
a
t
i
d
e
n
ti
f
i
ed
t
he
r
a
c
e
s
not
s
how
n i
n
t
his
ta
bl
e.
Qua
n
tit
a
tiv
e
Findings:
S
u
rve
y
Re
s
p
onse
s
.
The
r
e
w
e
re
3
7
fac
u
l
t
y
m
e
m
be
rs
w
ho
re
spo
nde
d
t
h
e
on
l
i
n
e
surve
y
,
w
i
th
3
3
va
li
d
re
spons
e
s
.
Th
e
val
i
d
r
espo
nse
ra
te
w
as
22.
6
%
.
P
r
ior
to
r
u
n
n
i
n
g
sta
t
is
ti
c
a
l
a
na
l
y
ses,
t
he
r
elia
b
i
lit
y
an
d
v
a
l
i
d
i
t
y
o
f
t
h
e
s
u
rve
y
in
strum
e
n
t
w
er
e
tes
t
ed.
F
acto
r
a
nal
y
si
s
was
con
d
u
c
t
e
d
a
nd
som
e
i
t
em
s
w
e
re
d
r
oppe
d
to
i
ncre
ase
c
ons
ist
e
n
c
y
am
ong
i
tem
s
f
or
o
ne
f
ac
tor
.
F
a
c
tor
ana
l
ysi
s
w
a
s
c
o
nduc
t
e
d
a
g
ai
n
w
i
t
h
the
revise
d
s
u
rve
y
i
ns
trum
en
t.
T
ab
le
2
con
t
a
i
n
s
t
he
s
um
ma
ry
o
f
t
h
e
resul
t
s
o
f
f
a
c
tor
ana
l
ys
is
a
fter
d
r
o
p
p
in
g
inc
o
nsi
s
te
n
t
i
t
e
ms.
A
l
l
va
lu
es
o
f
Cr
o
nbac
h
’s
A
lpha
w
er
e
a
b
o
v
e
0
.7,
w
h
ic
h
c
a
n
be
c
o
n
s
i
de
r
e
d
g
o
od
f
or
i
n
t
e
r
nal
c
onsis
te
n
c
y
rel
i
ab
i
l
i
t
y.
U
sin
g
the c
l
e
a
ne
d da
t
a
,
a desc
ripti
v
e
data
a
na
lys
i
s
w
a
s
cond
uc
ted
and
the res
ults
ar
e
s
um
m
a
riz
e
d in Ta
b
le 3.
Ta
b
l
e
2.
Rel
iab
ili
ty A
na
l
y
sis o
f
t
he S
urvey
Re
sp
on
se
D
a
t
a
V
a
r
i
a
b
le
s
I
t
e
m
s
C
r
o
n
b
a
c
h
’
s
A
l
p
ha
P
a
rti
c
ip
a
t
i
on i
n
A
s
s
e
s
s
m
e
n
t
6
0.
887
W
illingne
ss
4
0
.874
Lac
k
o
f
K
nowle
dg
e
3
0.
906
La
c
k
o
f
Suppo
rt
4
0
.
807
C
once
r
n
of
T
hre
a
t
e
n
ing
3
0.
791
Tim
e
C
onsum
i
n
g
3
0.
936
Asse
ss
m
e
nt
f
or
I
m
p
r
o
ve
m
e
nt
6
0
.
874
A
sse
ss
m
e
nt
a
s
F
a
c
u
l
t
y
Ev
a
l
u
a
tion
3
0.
914
As
S
c
hola
r
l
y
Work
4
0.
750
Instit
uti
ona
l C
u
ltur
e
of Asse
ss
me
n
t
4
0
.871
Tab
l
e
3.
D
escri
p
t
i
ve
A
nal
y
sis of V
a
r
iab
l
e
D
a
ta
Var
i
able
s
Me
an
S
tand
ar
d
D
e
viation
Wi
llingne
ss
1
.
959
7
.
9176
Pa
r
tic
ip
a
tion
2.
161
3
.
7811
Sc
hol
a
r
ly
Work
2.
541
7
.
4157
T
i
m
e
on
Ass
e
ss
m
e
nt
1
.
505
4
.
8383
Im
pr
ove
T
e
a
c
h
ing
2.
553
8
.
4180
A
s
E
v
a
l
u
a
tion
1.
677
4
.
8839
L
a
c
k
o
f
K
n
o
w
le
dg
e
1.
161
3
.
9808
La
c
k
o
f
Suppo
r
t
1
.
247
3
.
9025
C
u
l
t
ur
e
of
A
ss
e
s
s
m
ent
2.
032
3
.
7739
To
f
in
d
o
u
t
w
hic
h
f
ac
t
o
r
inf
l
ue
nces
wil
lin
gn
e
s
s
a
n
d
ac
tu
a
l
par
t
i
ci
p
a
tio
n i
n
as
sess
m
e
nt
,
l
i
n
e
a
r
regr
ession
a
n
al
yses
w
ere
con
duc
te
d
.
T
he
r
e
s
u
lts
i
nd
i
c
a
t
i
n
g
part
ic
i
p
an
ts’
be
lie
f
t
h
a
t
a
ss
e
s
sm
ent
c
a
n
i
m
p
rov
e
qua
l
ity
o
f
tea
c
h
i
n
g
i
s
t
he
s
i
n
gl
e
sig
n
i
fica
nt
f
ac
tor
t
o
p
red
i
ct
a
f
a
c
u
l
t
y
m
e
m
b
e
r
’
s
w
i
l
l
i
n
g
n
e
s
s
t
o
e
n
g
a
g
e
i
n
assessm
ent.
T
here
w
a
s
no
si
ng
l
e
f
ac
t
o
r
t
o
p
red
i
c
t
s
ign
i
fica
ntl
y
t
he
a
c
t
ua
l
par
t
ic
i
p
a
t
i
o
n
i
n
a
sse
ssm
en
t
act
i
viti
es, as shown in Table 4.
Tabl
e
4
.
An
a
l
y
si
s o
f
Fac
ul
ty
M
e
m
b
e
rs’ W
i
ll
i
ngn
e
ss t
o
Eng
ag
e
i
n
Assess
ment
V
ar
i
a
bl
e
s
V
a
r
i
abl
e
s
B
SE
B
e
t
a
Sc
hola
r
ly
Work
1.
441
.
296
.
065
T
i
m
e
on
A
s
s
e
ss
m
e
nt
-
.
200
.
159
-
.
186
I
m
prove
T
e
a
c
h
ing
1.
500
.
287
.
685**
*
A
s
E
v
a
lu
a
tion
-
.
039
.
128
-
.
037
La
c
k
o
f
Know
le
d
g
e
.
173
.
113
.
184
Lac
k
o
f
S
upport
.
140
.
156
.
140
C
u
lture
of
A
s
s
e
ssm
ent
.
286
.
167
.
243
***p<
.
001
N
o
t
e
:
Pea
r
son
c
o
r
r
e
l
a
t
i
o
n a
n
a
l
y
s
is
r
evea
l
e
d a
signific
a
n
t c
o
r
r
e
la
ti
on
b
e
t
we
e
n
Wil
lingne
ss a
n
d
P
a
r
t
i
c
ip
a
tion
(r
=
.
4
61,
p
<
.
01)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Un
d
e
rsta
ndi
ng
Fa
c
u
l
t
y En
gag
e
m
ent
i
n
Assessme
n
t
t
h
rou
gh Fee
d
ba
c
k
a
n
d
Di
al
ogu
e
s
…
(Rob
e
r
t
W. El
li
o
t
t
)
17
1
We
a
l
s
o
con
duc
t
e
d
a
t
-
t
e
st
t
o
f
i
nd
out
i
f
t
h
e
r
e
wa
s
a
d
i
ff
e
r
en
c
e
by
ge
nder,
a
ge,
or
y
ea
rs
o
f
teac
hin
g
am
ong
t
he
f
ollow
i
n
g
v
a
r
ia
b
l
es:
w
i
l
l
i
n
gne
s
s
,
actua
l
par
t
i
c
ipa
tio
n,
a
n
d
e
ig
h
t
opi
ni
o
n
v
a
r
ia
bles.
T
h
e
t-te
st
resul
t
s
i
n
d
i
ca
te
m
en
a
r
e
m
ore
l
i
ke
ly
t
o
en
ga
g
e
i
n
asse
ssm
en
t
ac
t
i
v
ities
tha
n
a
re
w
om
en
(
t
=
-2.1
5
8
,
p
<
.0
5
)
,
but
there
w
a
s
n
o
d
iffe
renc
e
in
a
c
t
ual
part
ic
ipa
t
io
n
i
n
a
sses
s
me
n
t
b
y
gen
d
e
r
n
o
r
w
ere
ther
e
any
d
i
ffe
renc
es
a
cr
oss
all
op
ini
o
n
va
r
i
a
b
l
e
s.
T
he
r
esu
lts
a
lso
su
gge
st
t
ha
t
ne
i
t
her
ag
e
n
o
r
year
s
of
t
ea
c
h
i
n
g
w
a
s
a
factor
t
o
sign
ifica
n
tl
y
in
flue
nce
w
illi
n
g
n
ess,
actua
l
partic
i
p
a
t
i
on,
a
nd
a
l
l
opi
nio
n
v
a
ri
ab
l
e
s.
Th
e
p
r
e
l
i
m
i
n
a
r
y
an
a
l
y
s
i
s
o
f
t
h
e
su
rv
ey
d
a
t
a
su
gg
e
s
t
s
a
h
i
g
h
e
r
l
e
v
e
l
o
f
wi
l
l
i
n
gn
ess
a
n
d
a
h
i
gh
e
r
l
ev
el
of
a
c
t
ua
l
part
ici
p
a
t
io
n
i
n
a
ssessme
n
t
ac
t
i
vi
t
i
e
s
.
Indi
vid
u
al
f
a
c
u
lty
m
e
m
be
rs’
beliefs,
atti
tude
s
to
w
a
r
d
s
assessm
ent,
a
nd
t
heir
a
ssess
ment
p
ra
ct
ices
v
ary
s
i
g
n
ific
a
n
t
l
y
(
as
s
ho
wn
b
y
th
e
l
a
rg
e
st
a
n
d
a
rd
d
evi
a
ti
o
n
o
f
ea
ch
v
aria
b
l
e
)
w
hic
h
s
u
g
g
e
s
t
con
s
e
n
sus
had
no
t
be
en
f
orm
e
d
a
n
d
a
s
se
ssm
ent
ha
d
n
o
t
be
com
e
a
s
tan
d
a
r
dize
d
prac
t
i
c
e
a
t
t
h
e
ins
t
itu
t
i
o
n
.
H
o
w
e
ver,
t
he
r
esu
lts
o
f
t
h
e
m
u
l
t
i
p
l
e
r
e
g
ressi
on
a
n
a
l
y
s
is
o
f
a
ll
part
ic
i
p
an
ts’
responses
s
u
ggest
t
he
b
e
l
i
e
f
i
n
a
s
s
e
s
s
m
e
n
t
a
s
a
w
a
y
o
f
i
m
p
r
o
v
i
n
g
tea
c
h
ing
a
n
d
lea
r
n
i
ng
as
b
e
i
ng
t
h
e
si
ng
le
mo
st
s
i
g
ni
fi
c
a
n
t
f
act
o
r
t
h
a
t
af
f
ect
s
fa
c
u
lt
y
me
mb
e
r
s'
w
ill
ing
n
e
ss
a
nd
p
a
rtic
ipa
t
io
n
i
n
a
ssessme
n
t
a
c
t
i
v
i
tie
s.
Th
is
i
s
s
u
pp
ort
e
d
by
t
he
c
o
n
v
e
nt
i
ona
l
w
i
sdo
m
t
ha
t
fa
cu
l
t
y
me
mbe
rs'
mot
i
v
es
f
o
r
a
c
tio
n
w
e
re
d
r
i
ve
n
b
y
t
h
i
s
c
o
re
v
a
l
u
e
o
f
h
i
g
h
e
r
l
e
arni
ng
.
Ev
e
n
t
h
ough
t
h
e
y
p
e
rc
ei
ved
a
sse
s
sme
n
t
as
a
tim
e
c
ons
um
ing
ac
ti
v
i
t
y
,
fac
u
lty
me
mbe
r
s
cond
ucte
d
asse
ssme
n
t
a
s
t
ho
u
g
h t
h
ey
b
e
l
i
e
ve
d i
t
c
ou
l
d
i
m
p
r
ove te
a
c
h
i
n
g
an
d
le
arni
ng.
T
he fin
din
g
s
als
o
i
n
d
i
ca
t
e
t
h
e
m
ea
ns
o
f
i
m
pro
v
i
n
g
fa
cu
l
t
y
m
e
m
be
rs'
e
ffica
cy
a
n
d
p
o
l
i
c
i
e
s
for
prom
ot
i
n
g
the
i
r
e
n
ga
g
e
m
e
nt
in assessm
ent.
S
o
me
e
xpe
cte
d
f
ind
i
n
g
s
w
e
re
not
e
vi
de
nt
f
r
o
m
t
h
e
ana
l
y
s
is
o
f
t
h
e
surv
e
y
d
at
a
,
s
u
c
h
as
f
a
c
ul
ty
me
mbe
r
s’
b
eli
e
f
tha
t
a
sse
ssm
ent
is
s
c
h
o
l
a
r
ly
w
ork
w
h
ic
h
pr
om
o
t
e
s
e
n
gagem
e
n
t
i
n
a
s
se
ssme
n
t
.
T
he
s
ma
l
l
sam
p
l
e
s
i
z
e
(n
)
m
a
y
have
b
e
e
n
t
h
e
re
ason
and
t
h
us,
a
l
a
rger
s
a
m
ple
siz
e
i
s
n
ee
de
d
fo
r
produc
ing
ro
bus
t,
gene
ra
liza
b
le
r
esul
t
s
.
Mor
e
o
v
er
,
the
fi
n
d
i
ngs
f
rom
the
qua
n
tita
tive
a
n
al
ys
i
s
i
n
d
i
c
a
ted
t
h
e
use
of
a
n
e
x
pl
an
at
o
r
y
se
q
u
e
nt
i
a
l
mixe
d
meth
od
d
esig
n
w
o
uld
be
m
o
r
e
f
itt
in
g
to
r
evea
l
m
o
re
s
pe
c
i
fica
ll
y
a
nd
ho
lis
tica
l
ly t
he
i
nte
r
ac
ti
o
n
s be
tw
e
e
n t
h
e
in
de
pen
d
e
n
t
an
d de
pen
de
nt va
r
iab
l
es be
i
n
g
e
xam
i
ne
d.
3.
1
.
Qu
al
itati
v
e
Fin
d
in
gs: On
lin
e
Focu
s Grou
p
D
i
al
o
g
u
e
s
A
s
a
m
ea
ns
f
or
v
a
lida
t
i
n
g
a
n
d
ex
po
u
n
d
i
ng
o
n
t
he
q
ua
n
t
i
t
at
i
v
e
fi
nd
ing
s
f
ro
m
the
s
u
r
v
e
y
,
ope
n-
en
d
e
d
surve
y
ite
m
#
21
a
n
d
th
e
fo
cus
gro
u
p
d
is
cuss
i
o
n
forum
s
w
e
r
e
incl
u
d
e
d
i
n
th
e
an
aly
s
i
s
.
An
al
ysi
s
o
f
the
respo
n
ses
re
v
e
aled
f
i
v
e
qua
l
ita
tive
t
h
em
es
(
i
n
t
he
h
or
i
z
o
n
t
a
l
a
x
i
s
)
a
n
d
s
u
b
-
t
h
e
m
e
s
i
d
e
n
t
i
f
i
e
d
a
n
d
s
u
m
m
a
r
i
z
e
d
in
T
a
b
le
5
.
A
l
l
2
95
val
i
d
r
e
s
po
nses
w
ere
re
view
e
d
,
c
o
de
d,
a
n
d
c
o
unte
d
a
ft
e
r
r
em
ov
ing
t
h
ose
t
h
a
t
w
e
r
e
no
t
mea
n
i
ngf
ul
t
o
t
h
e
s
t
ud
y
.
A
l
s
o
in
cl
ud
ed
w
ere
t
h
o
s
e
resp
onse
s
t
o
sur
v
ey
i
tem
21
a
s
a
me
ans
of
qua
l
i
t
a
t
i
v
e
l
y
in
form
i
ng
the
foc
u
s
gro
up
re
spo
n
se
s
m
a
k
i
n
g
“
the
ta
sk
o
f
d
e
term
i
n
i
n
g
t
he
t
h
e
m
e
s
and
sub-
t
h
e
m
e
s
l
ess
pro
b
lem
a
t
i
c.
F
or
e
xam
p
l
e
,
it
em
2
1
per
t
a
i
n
e
d
t
o
r
eac
tio
n
t
o
a
sse
ssme
n
t
and
fam
i
l
i
a
r
iza
t
i
o
n
w
i
th
a
sse
s
sm
ent
po
lic
i
e
s and
pr
oce
d
u
r
es; tw
o of t
he
i
de
n
tifie
d
them
es sh
o
w
n
in
Ta
ble
6.
Tab
l
e
5.
Q
uali
ta
t
i
ve
T
hem
e
s
and S
ub-T
h
em
es
f
rom
F
o
cus G
r
oup F
o
r
ums
Qua
lit
a
t
ive T
h
e
m
e
s
Sub-
The
m
es
N
Re
ac
tion to (%)
A
sse
ss
m
e
nt
Inv
o
lveme
n
t in
(%) A
sse
ss
m
e
nt
Us
e
o
f
D
at
a
f
o
r
(%)
Im
pr
ove
m
e
nt
D
i
a
l
ogue
s a
b
o
u
t
(%)A
sse
ssme
n
t
Fa
mi
li
ar
i
zat
io
n
wi
t
h
(
%)
P
o
lic
ie
s
& P
r
oc
e
d
ure
s
I
m
porta
n
c
e
(21)
4
.
7
“The
f
i
r
st
t
hing
tha
t
c
o
m
e
s
to
m
i
nd
w
h
e
n
I
think
a
bout
a
sse
ss
me
nt
is [it
i
s
] n
e
ces
s
a
r
y
.
”
to
i
m
p
rove
t
he
.3
“I
q
uit
e
lik
e
th
e
subje
c
t
a
nd
h
a
v
e
le
a
r
n
e
d a
bout
mys
e
lf
a
n
d
my
stude
nts:
how
t
hey
l
ear
n
...
”
t
h
e
as
s
e
s
s
m
e
n
t
.7
“The
c
ritica
l
p
a
r
t
of the
a
ss
e
ssme
n
t
is
how
t
o
ge
n
e
r
a
t
e
th
e
me
an
in
g
f
u
l
...
”
da
t
a
a
nd
us
e
th
e
re
sult
s
pe
r
f
orm
a
nce
…
”
1.
4
“…c
onve
rsa
tions
tha
t
l
ook ac
ross
the
bo
a
r
d
a
t
C
O
B
a
nd M
B
A
a
s
se
s
s
m
e
n
t
s a
s
pa
r
t
o
f
the
as
s
e
s
s
me
n
t
c
o
mmitt
e
e
proc
e
ss…”
-
Enga
ging
(94)
6
.
1
“
I
h
av
e
b
e
en
ve
ry
c
o
m
f
orta
ble
with a
s
s
e
ssing
a
l
l
of
m
y
c
ourse
s
this
p
a
s
t
t
w
o
y
ear
s
.
”
16.
3
“I
a
m
c
onti
n
ua
ll
y
re
vie
w
ing
the
m
e
thods
a
nd
inst
r
u
me
nts use
d
in m
y c
l
a
sse
s to
try
a
nd
he
lp
stude
nts
i
m
prove
the
i
r
pe
rfor
m
a
n
ce
.”
3.
4
“
W
e
'
v
e
t
al
ke
d
a
bout
w
h
e
th
e
r
o
r
not
our
a
sse
ss
me
nts
a
r
e
m
e
a
s
uring
wha
t
w
e
a
r
e
t
ryi
ng
to
m
e
asure…”
5.
4
“Thos
e
c
onv
e
r
s
a
ti
o
n
s
te
nd to b
e
th
e
m
o
st
p
roduc
t
i
ve
a
nd
info
rma
tiv
e
.
”
.7
No
w th
at
I
'
m
o
n
th
e
[c
ol
l
e
ge
] a
s
s
e
ssm
e
n
t
c
o
mmittee
,
I’
m
l
e
a
rnin
g
m
o
r
e
a
bout
[
polic
ie
s &
proc
]
”
Pla
n
ni
ng
(36)
4
.
7
“
I
h
av
e
co
me t
o
a
pprec
i
a
te
t
h
e
pr
oc
e
ss
of
5.
8
“C
oor
d
i
na
ting
a
s
s
e
ssme
n
t
a
c
tivi
t
i
e
s ca
n
.3
“Wit
ho
ut
c
a
r
e
f
ul
pla
n
n
i
ng,
as
s
e
s
s
me
n
t
c
a
n
1.
0
“
A
ll o
f
u
s
h
a
v
e
m
e
t a
s
a
c
ol
le
g
e
to disc
u
ss our
.3
“I
a
lso
unde
rsta
nd
tha
t
c
o
mmittee
s
a
r
e
b
e
i
ng
re
form
e
d
.”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
6
7
– 175
17
2
Tab
l
e
5.
Q
uali
ta
t
i
ve
T
hem
e
s
and S
ub-T
h
em
es
f
rom
F
o
cus G
r
oup F
o
r
ums
Qua
lit
a
t
ive T
h
e
m
e
s
Sub-
The
m
es
N
Re
ac
tion to (%)
A
sse
ss
m
e
nt
Inv
o
lveme
n
t in
(%) A
sse
ss
m
e
nt
Us
e
o
f
D
at
a
f
o
r
(%)
Im
pr
ove
m
e
nt
D
i
a
l
ogue
s a
b
o
u
t
(%)A
sse
ssme
n
t
Fa
mi
li
ar
i
zat
io
n
wi
t
h
(
%)
P
o
lic
ie
s
& P
r
oc
e
d
ure
s
thinkin
g
thr
o
ugh
the
ali
g
n
m
en
t
pro
c
e
s
s
wit
h
c
ourse
l
e
a
r
ning
obje
c
tiv
e
s
a
nd
sp
e
c
if
i
c
a
ssign
m
e
nts.”
so
met
i
mes
b
e
a
ch
a
l
l
e
n
g
e.
”
ge
n
e
ra
t
e
s
o m
u
c
h
d
a
ta
t
ha
t
i
t
be
c
o
m
e
s
diff
i
c
ult
or
i
m
possibl
e
to
le
a
r
n a
n
y
t
hi
ng
fr
om
.”
as
s
e
s
s
me
n
t
pla
n
s.”
C
h
a
lle
ng
e
(89)
19.
3
“T
h
e
c
ha
l
l
e
n
ge
is
t
o
ha
v
e
e
ffec
tiv
e
i
n
str
u
m
e
nts tha
t
r
e
la
te
t
o
t
h
e
goa
ls
o
f
t
h
e
a
s
s
e
ss
m
e
nt
i
n
the
first plac
e.”
3.
7
“…the
m
a
in
c
h
al
l
e
n
g
e i
s
al
w
a
ys
m
ak
in
g
sur
e
tha
t
t
h
e
a
s
s
e
ss
m
e
nt
p
la
n
wo
r
k
s
well f
o
r
th
e
c
o
lle
g
e
…
”
1.
4
“Whe
re
t
h
e
re is
uni
form
diff
i
c
u
lty
(o
r
suc
c
e
ss) ac
r
oss
s
e
c
t
ions a
nd
s
e
me
st
e
r
s of a
c
o
urse
,
I
use
th
a
t
info
rm
a
tion t
o
guide
w
h
a
t
g
e
ts
r
e
t
a
in
e
d
a
nd w
h
a
t
ge
ts m
odifi
e
d
f
or
a
pa
r
t
i
c
ula
r
c
ourse
.”
.3
“In
c
onve
rsa
t
i
o
n
w
ith
one
h
i
ghe
r
a
d
min
i
strato
r
, I
m
e
ntione
d
t
h
a
t
I
felt th
e
b
ig
g
e
st
c
h
al
l
e
n
g
e f
o
r
t
h
e
Un
i
v
er
s
i
ty
w
as
re
-e
ng
a
g
ing
those
s
e
nior
fac
u
lty
who w
e
r
e
fee
ling
disc
onnec
t
e
d
…”
5.
4
“I
'
m
ac
t
u
a
ll
y
not
v
e
r
y
fam
i
li
a
r
with th
e
Unive
r
sit
y
-
w
ide
pol
ic
i
e
s
”
Mea
n
i
ngf
ul
(
105
)
19.
0
“
I
f e
f
f
o
rt is put
into it, It c
a
n
be
use
f
ul
but
i
f
no
one
h
a
s
t
i
m
e
for
it, it
b
eco
m
e
s
a
bur
d
e
n.”
4.
4
“
T
he
c
riti
c
a
l
p
a
r
t
of
t
he
a
ss
e
s
s
m
e
n
t
is
how
t
o
ge
n
e
r
a
t
e
the
m
e
a
n
ingf
ul
da
t
a
…
”
7.
1
“
I
h
a
v
e
s
e
en
h
o
w
as
s
e
s
s
me
n
t
d
at
a
can
b
e i
n
f
o
r
m
ati
v
e
a
nd c
h
a
nge
pro
voki
ng
but
it
n
eed
s
t
o
b
e
t
h
e
r
i
g
h
t
d
at
a
co
l
l
e
c
t
ed
a
n
d
util
ize
d
w
it
h
pur
pose
in
m
e
a
n
ingful
wa
ys
.
”
5
.
1
“
I
'
v
e
cer
t
a
in
l
y
not
gott
e
n m
u
c
h
in
th
e
w
ay
o
f
fee
dbac
k
o
n
c
e
I
subm
it
m
y
re
port.
”
-
Diffe
re
nt
Le
v
e
l
s
(14)
1
.
0
“I be
lie
v
e
th
a
t
as
s
e
s
s
m
e
n
t
at
d
i
f
f
er
en
t
l
e
v
e
l
s
(c
ourse
,
pro
g
ram
,
de
p
a
rt
m
e
nt,
co
l
l
e
g
e,
a
n
d
instit
ution
)
i
s
es
s
e
n
t
i
a
l
.
”
1.
0
“
I
p
a
r
ticip
a
t
e
in
f
o
ur
l
ev
el
s
o
f
c
o
nve
rs
a
tions
a
bout
t
he
d
iff
e
r
e
nt
a
sse
ss
me
nts
.
”
.3
“E
ac
h f
a
c
u
lty
me
m
b
e
r
w
i
l
l
li
ke
l
y
t
a
k
e
som
e
thing
d
i
f
f
er
en
t
f
r
o
m
t
h
e
pr
oc
e
ss a
nd
r
e
port
o
f
d
a
t
a,
a
s
ea
c
h
ar
e
involve
d…dif
f
e
r
e
ntly
.”
2.
4
“
I
n
t
h
e
CO
B I
pa
r
tic
ipa
t
e i
n
fou
r
le
v
e
l
s of
c
onv
e
r
s
a
ti
o
n
s
a
bou
t
the
diffe
re
nt
a
s
se
s
s
m
e
n
t
s.”
-
I
m
provem
e
nt
(68)
2
.
4
“We
w
i
l
l
o
f
c
ourse
b
e
lookin
g
t
o
futu
re
a
s
se
s
s
m
e
n
t
s
t
o
se
e if th
e
r
e
is
i
m
p
r
o
v
emen
t i
n
t
h
es
e
ar
eas
.
”
8.
1
“If
not
hing
is
d
o
n
e
af
t
e
r
t
h
e
a
s
s
e
ssme
n
t
pro
c
e
s
s
t
o
i
m
prove
t
h
e
c
ourse
, th
e
n
it
see
m
s lik
e
a wa
ste
of
t
im
e.”
9.
8
“
I
use
a
r
u
b
r
ic
f
o
r
e
a
c
h
s
tude
nt
’
s
le
sson to trac
k
t
h
e
i
r
gr
ow
th,
d
e
t
e
r
m
in
e
a
r
eas
o
f
i
m
provem
e
nt, a
nd
k
eep
g
r
a
d
e
s
.
”
2.
0
“We
qu
i
t
e
oft
e
n
ta
lk a
bout
how
t
o
i
m
prove
t
h
e
proc
e
ss a
nd
obta
i
n m
o
r
e
u
s
ab
l
e
d
at
a
.
”
.7
“T
he
c
onsi
s
te
n
c
y
i
n
t
he
pa
st c
ouple
of ye
a
r
s
is
m
u
c
h
a
pprec
i
a
te
d.”
Ac
c
ount
a
b
i
lity
(25)
5
.
1
“
I
d
o
think
fa
c
u
lty n
eed
to
own this stuf
f
.
A
nd
ta
k
e
m
ore
r
e
sponsibilit
y.”
m
e
e
ting
QM
sta
n
d
a
r
d
s
i
n
m
y
c
our
se
s.”
2.
7
“I
e
spec
i
a
lly
ga
in
e
d
a
b
e
t
t
e
r
a
ppr
e
c
i
a
tion
through
the
pr
oc
e
ss
of
.3
“In
ou
r
c
o
lle
g
e
,
we
u
s
e
a
s
se
s
s
m
e
nt
s
m
o
stl
y
t
o
r
e
port
to
AC
B
SP.”
.3
“
I
'v
e
al
w
a
y
s
l
ef
t
t
h
o
s
e
de
t
a
i
l
s
to w
hoe
v
e
r is
our
co
l
l
eg
e
r
e
p
r
e
s
en
t
a
t
i
v
e
o
n
the
[Unive
r
s
i
t
y]
as
s
e
s
s
m
e
n
t
co
m
m
i
t
t
e
e
.
”
N
o
t
e
:
A
d
a
p
te
d
fr
o
m
“
L
i
nking
Fa
c
u
lty
D
e
v
e
l
op
m
e
nt
t
o C
o
m
m
uni
ty
C
o
ll
e
g
e
Ac
hie
v
em
ent: A
M
i
x
e
d Me
thods
A
ppr
oa
c
h
”
[
20]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Un
d
e
rsta
ndi
ng
Fa
c
u
l
t
y En
gag
e
m
ent
i
n
Assessme
n
t
t
h
rou
gh Fee
d
ba
c
k
a
n
d
Di
al
ogu
e
s
…
(Rob
e
r
t
W. El
li
o
t
t
)
17
3
Tab
l
e
6.
M
atri
x of
T
hem
e
s a
nd S
ub-T
h
em
es from
Q
u
al
ita
t
i
ve a
n
d
Q
ua
nt
i
t
at
ive
C
o
mpo
n
e
nts
Ov
e
r
a
r
c
h
i
n
g
Th
emes
C
e
r
t
a
in
f
a
c
t
o
rs
influ
e
n
c
e fac
u
lty
me
m
b
e
r
s’
pe
rc
ep
t
i
o
n
s
,
attitud
e
s, and
e
n
gagem
e
nt
i
n
ass
e
ss
m
e
n
t
ac
t
ivi
t
ie
s
V
a
r
i
ou
s f
a
c
t
o
r
s
affe
c
t
f
ac
ulty
me
m
b
e
r
s
’
pe
rc
ep
t
i
o
n
s
,
attitud
e
s, an
d
e
n
gagem
e
nt
i
n
d
i
f
f
ere
nt
w
a
y
s
K
n
ow
le
dge
of
t
he
fac
t
or
s
an
d
how
t
h
ey
i
nf
l
u
en
c
e
f
a
cu
l
t
y
me
mb
e
r
s
’
c
a
n
be
u
se
d
t
o
h
e
l
p
de
fine
t
h
e
cul
t
u
re
of asse
ss
m
e
nt.
The
m
es
a
nd Sub-Them
e
s
f
rom
Fac
u
l
t
y
Survey
Re
s
ponses (Q
u
a
n
tita
ti
ve
)
1. Willi
ngn
e
ss to e
nga
ge
in a
s
s
e
ss
ment
•
•
•
2. P
a
r
tic
ip
a
tion in a
sse
ss
me
nt
•
•
•
3.
K
now
le
dg
e
a
b
o
u
t
a
s
s
e
s
s
m
e
n
t
4.
S
uppor
t
f
o
r
a
s
s
e
ssm
e
n
t
5.
C
on
ce
r
n
o
f
thre
a
t
e
n
ing e
nvir
onm
e
n
t
6.
T
im
e c
onsu
m
ing
7
. A
ss
e
s
s
m
e
n
t f
o
r im
p
r
o
v
e
men
t
8. Ass
e
s
s
m
e
n
t a
s
fac
ult
y
e
v
a
lu
a
tion
9.
A
ss
e
s
s
m
e
n
t a
s
s
c
hol
a
r
ly
w
or
k
10. C
ulture
of a
s
s
e
ssme
n
t
The
m
es
a
nd
Sub-Them
e
s
f
rom
Fac
u
l
t
y
Fo
c
u
s
Group
a
nd
C
onst
r
u
c
t
e
d S
u
r
v
e
y
It
e
m
#
21
Re
spon
s
e
s
(Qua
lit
a
tive
)
1.
F
ac
ulty m
e
m
b
e
rs
e
xpre
s
s
e
d m
i
x
e
d r
e
ac
tions a
bout
“
a
sse
ss
m
e
nt,”
but
m
ost
pe
r
c
e
i
v
e
d
it
a
s
be
ing e
s
s
e
ntia
l
•
•
•
a. Nec
essi
ty of
so
me
a
sp
e
c
t
s
va
ri
e
d
X
X
b
.
Vi
e
w
e
d
as r
e
s
o
u
r
c
e
in
t
e
n
siv
e
X
X
c. Nee
d
f
o
r cl
ear
understa
nding of
pur
pose
e
v
ident
X
X
2.
F
ac
ulty m
e
m
b
e
rs
p
e
r
c
e
i
v
e
d
th
e
i
r
involve
m
e
nt
w
i
t
h a
s
se
ss
m
e
nt
wa
s
tie
d
t
o
the
i
r
role
a
nd
oppo
rtunit
y
•
•
•
a
. In
c
r
e
a
s
es in
a
p
p
r
eciati
o
n
th
ro
u
g
h
en
g
a
g
e
me
n
t
X
b
. S
er
v
i
n
g
o
n
co
m
m
i
t
t
ees
i
n
c
r
e
as
ed
a
p
p
r
e
ci
a
t
i
o
n
X
c
. Vi
e
w
e
d
a
s
a
c
o
n
tin
uo
u
s
learn
i
n
g
p
ro
c
e
ss
X
3.
F
ac
ulty m
e
m
b
e
rs
v
a
l
u
e
d
th
e
us
e
of a
sse
ss
m
e
n
t
d
a
t
a
to
i
m
p
rove
s
tude
nt
lea
r
ni
ng,
but
pe
r
ce
ive
d
a
n
a
l
y
z
i
ng
the da
t
a
a
s
b
e
i
ng
the m
o
st c
h
a
l
l
e
nging
a
nd
ti
m
e
c
onsu
m
ing
•
•
•
a
.
R
e
q
u
i
r
e
s s
car
c
e
r
e
s
o
u
r
ces
a
n
d
s
h
iftin
g
prior
i
ties
X
X
b
.
R
eq
u
i
res b
a
l
a
n
c
e o
f
q
u
a
n
t
it
y v
s
.
q
u
a
lity
o
f
d
a
t
a
X
c
.
M
ak
in
g
sen
s
e o
f
th
e
d
at
a
f
o
r i
m
p
r
ov
e
m
e
n
t
X
X
4.
F
ac
ulty m
e
m
b
e
rs
h
a
v
e
m
i
x
e
d e
x
p
e
r
i
e
n
ce
s
wi
th
d
i
a
l
ogu
e
s
a
bout
as
s
e
s
s
men
t
•
•
•
a
. S
o
m
e
fin
d
m
u
c
h
v
a
l
u
e
wh
i
l
e
o
th
e
r
s are tu
r
n
e
d
o
f
f
b
y
asse
ss
m
en
t
X
b.
S
ha
r
e
d
di
s
c
ove
r
i
e
s
t
hrough
c
onve
rsa
t
ions
X
X
c.
T
opics of
conve
r
s
a
tion
in
c
l
uded
va
r
i
ous asp
ects
5. Fac
u
lt
y
mem
b
ers indic
a
t
e
d
the
i
r
fam
ili
a
r
iza
t
ion wi
th
a
sse
ss
m
e
nt
poli
c
i
e
s
a
nd
proce
dure
s
w
as
d
e
p
e
nde
nt
on
th
e
i
r
r
o
le
a
nd
ne
e
d
•
•
•
a
.
M
ix
e
d
l
ev
e
l
s
o
f
f
am
ili
a
r
iz
a
tio
n
d
e
p
e
n
d
i
n
g
o
n
th
eir ti
m
e
as
a
f
a
c
u
l
t
y
me
m
b
e
r
a
nd a
t
t
he inst
itution, a
s w
e
ll
a
s th
e
i
r e
x
p
e
rie
n
c
e
with
a
ss
e
ssme
n
t
X
b.
De
p
endent on
t
h
e
e
x
tent of thei
r
invol
veme
nt
X
c
.
S
er
v
i
n
g
o
n
co
m
m
i
t
t
e
e
s
a
t
v
ar
i
o
u
s
l
e
v
el
s
i
n
cr
e
a
s
es
t
h
e
i
r
f
a
m
i
li
a
r
iza
t
ion
X
6.
F
ac
ulty m
e
m
b
e
rs
i
ndic
a
t
e
d
t
h
e
i
r
a
tt
it
ude
t
owa
r
d
the
foc
u
s
gr
oup
de
si
gn
wa
s
positive
•
•
•
a
.
T
h
e
1
0
-
d
a
y p
e
rio
d
w
a
s o
p
t
i
m
al
X
b
.
Vi
e
w
e
d
th
e
e
x
p
e
rie
n
c
e
a
s b
e
n
e
ficial
X
c
.
N
o
“
b
e
s
t
”
tim
e t
o
run
the
f
o
c
u
s
gr
oup
but
b
e
i
ng
ea
r
l
y
in
t
h
e s
e
me
s
t
e
r
se
eme
d
to
wo
rk
o
u
t
th
e
b
e
s
t
.
X
No
t
e
:
A
d
a
pte
d
f
r
o
m
“L
inking
Fa
c
u
lty
D
e
v
e
l
op
m
e
nt
t
o C
o
m
m
uni
ty
C
oll
e
ge
Ac
h
ie
v
e
m
e
nt: A
M
i
xe
d Me
thods
A
pproa
c
h
”
[
20]
.
Th
e
“
•
”
indi
c
a
t
e
s
a
t
he
m
e
,
a
nd
the
“
X
” a
sub-
the
m
e
t
h
a
t
int
e
r
sec
t
s
w
ith ea
c
h
ove
r
a
r
c
hing
the
m
e.
3.
2
.
In
t
e
grat
i
n
g th
e
Th
eme
s
Base
d
on t
h
e
“pro
to
t
y
p
i
c
a
l
foll
o
w
-
u
p
e
xp
la
n
a
ti
o
n
s var
i
a
n
t
”
m
ixe
d m
e
t
h
o
d
s
desi
gn t
h
a
t
C
r
e
sw
ell a
nd
P
l
ano
Cla
r
k [1
9:
p
ara
1]
d
esc
r
ibe,
qua
l
i
ta
ti
v
e
a
nd qua
n
t
i
t
a
t
i
v
e
m
eth
o
d
s w
e
re
u
se
d to e
xa
m
i
ne
po
ssi
ble
fa
ctors
tha
t
ca
n
be
use
d
t
o
de
fine
t
he c
ult
u
re
of
assessm
ent a
m
on
g fac
u
l
t
y m
e
m
b
er
s
at the
ca
s
e ins
tit
ut
i
on.
The
mixe
d m
e
t
h
o
d
s
fin
d
i
n
g
s
are
th
en
m
ixed
t
o
g
e
t
he
r dur
ing
ana
l
ys
is
of
b
oth
se
t
s
o
f
d
a
ta i
n
t
o o
n
e
over
a
ll
in
t
e
rpre
ta
ti
on [
19] b
y
usi
n
g th
e
Matri
x
of Th
em
es
a
nd S
ubt
h
e
me
s
fr
o
m
Qual
i
t
a
tive
an
d
Q
u
an
ti
t
a
tive
Com
p
o
n
e
n
ts s
how
n in
T
a
b
le
s 5
&
6.
Th
e li
t
e
rat
u
re in
d
i
c
at
e
s
a
sse
ssmen
t
o
f
st
ud
en
t
l
e
a
r
ni
ng
ou
t
co
me
s
at hi
gher
educ
a
t
i
o
n
ins
t
i
t
ut
i
o
n
s
is
an
i
n
t
e
g
r
a
te
d
pa
rt of tea
c
h
i
ng
and
an im
p
orta
nt w
a
y
t
o im
prove
stu
d
e
n
t le
a
r
ni
ng,
a
nd t
h
us
profess
iona
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
6
7
– 175
17
4
assoc
i
at
i
o
n
s
en
dorse
an
d
c
a
l
l
for a
s
se
ssme
n
t
in
h
i
ghe
r
educa
t
i
o
n in
st
itu
t
i
on
s.
M
e
anw
h
ile,
stude
n
t
l
ear
n
i
n
g
ou
tc
ome
s
asse
ssm
e
nt is a
l
so
a
n
i
m
por
tan
t
c
ri
teri
on f
o
r
a
ccr
e
d
i
t
a
tio
n.
The f
i
ndings f
r
o
m
t
h
is study su
p
p
o
rt t
he
u
se of t
h
e
Expla
n
a
t
ory
S
eque
nt
ia
l D
e
si
g
n
M
ode
l
for
ana
l
ys
is o
f
the
surve
y
and
in
te
r
v
iew
da
ta t
o r
e
vea
l
fa
c
t
ors of
f
a
c
u
l
t
y
e
ng
agemen
t
i
n
t
h
e
a
sse
ssmen
t
of
s
tud
e
nt
lear
n
i
n
g
a
t t
h
e
case
ins
t
i
t
u
tio
n
.
Further
m
ore
,
t
he
y re
i
n
force
F
i
shb
e
in
a
n
d
A
jz
en’s
[
16] r
eason
e
d
a
c
t
i
on a
nd
Ba
nd
ura’
s
[17]
s
ocia
l c
ogn
it
i
v
e
theor
y
as
predic
t
o
rs
o
f be
ha
vi
o
r a
m
ong
fac
u
lt
y m
e
m
b
er
s w
h
en
it
com
e
s to
assessm
ent a
c
t
i
vi
t
i
es.
The
d
at
a
analy
s
is i
n
d
i
c
a
tes
fac
t
or
s
t
h
a
t ca
n be
use
d a
s
a
possib
l
e
me
ans of de
f
ini
n
g the
cul
t
u
re
o
f a
s
se
ssme
n
t
at t
he
c
a
s
e
ins
tit
ut
io
n.
Table
6 sh
ow
s
t
he
i
n
t
er
se
c
t
i
o
ns
o
f
the
m
e
s
a
nd
su
b
t
hem
e
s
fou
n
d
dur
in
g t
h
e
anal
ys
is
o
f
the
q
u
al
ita
t
i
v
e
and
q
u
a
n
t
ita
ti
ve
d
a
t
a
se
ts
;
Tabl
e
5 fa
cil
ita
te
d t
h
e i
d
e
n
t
i
f
ica
tio
n o
f
t
hese
in
t
e
rsec
ti
o
n
s. The o
ve
rar
c
hi
n
g
them
e
s (
i
n
t
h
e
horiz
onta
l
a
x
i
s)
e
m
e
r
ged
from
the
s
yn
t
h
e
s
is of the
resu
lt
s.
In
add
i
tio
n,
the
u
se
of
the B
l
ac
k
b
o
a
r
d Le
arni
n
g
Ma
n
a
g
em
en
t S
y
s
t
e
m
as a plat
f
or
m
t
o
c
on
d
u
c
t
t
he
foc
us
g
ro
up
di
sc
ussi
o
n
s w
a
s espe
cia
l
l
y
us
e
fu
l
as it a
l
l
o
w
e
d
fac
u
l
t
y
par
t
i
c
i
pa
n
t
s t
o
e
xpr
ess the
i
r
thou
g
h
t
s
a
nd per
cep
t
i
o
n
s
a
s
yn
c
h
ro
no
usly
at
a
t
i
me
t
h
a
t
wa
s
mo
st
co
n
v
e
ni
en
t
fo
r t
h
em.
Ju
st as
has be
en f
o
u
n
d
w
ith
s
tude
n
t
s
eng
a
ge
d i
n
on
line
co
ur
se
s, fac
u
l
t
y
m
em
b
e
r
s
e
xpre
ssed t
h
eir
sat
i
sfac
t
i
o
n
wi
t
h
ha
v
i
ng
the
fr
eedom
to
e
xpress
the
i
r
th
oug
h
t
s a
b
out
t
he
foc
us gro
u
p
to
p
i
cs w
hen t
h
ey
w
er
e r
eady
and
w
i
l
l
i
ng
t
o
do so
w
it
hi
n t
h
e
t
w
o-w
e
e
k
per
i
o
d.
3.
3
.
Other Co
nsid
era
t
io
ns
Lim
i
t
a
ti
on
s of the
s
tu
d
y
inc
l
u
ded
the
lac
k
of
gener
a
l
i
zab
i
l
i
t
y
i
n
he
ren
t
i
n
qua
l
ita
ti
ve
r
esea
rch,
cou
p
l
ed
w
ith
t
he
low
n
um
ber
of
s
ur
ve
y pa
rtic
ipa
n
ts.
F
or
t
he qu
a
n
tit
at
i
v
e por
t
i
o
n
of t
h
e
stu
d
y
,
li
m
i
tat
i
o
n
s
inc
l
ude
d t
h
e
fi
nal sa
mp
le
p
o
p
u
l
a
tio
n o
f
fa
c
u
l
ty m
em
bers (
n = 3
3
)
no
t
bei
n
g ra
nd
omly
s
e
l
e
c
ted
sam
p
l
e
a
n
d
t
he
po
p
u
l
a
tio
n
(N
= 1
46)
be
i
n
g
r
elat
i
v
e
l
y sma
l
l
.
V
olun
ta
ry c
om
plet
i
on o
f
a
l
l
, som
e, or
none
o
f surv
e
y
i
t
e
m
s
prese
n
t
s
a
n
o
t
h
er
l
im
it
a
t
i
o
n,
a
s
partic
ipa
n
ts ar
e
g
i
v
e
n
a
c
hoi
ce
o
f
re
sp
on
din
g
/
n
ot
re
s
p
ondi
ng
.
O
f
pa
r
ti
c
u
l
a
r i
m
porta
nce
w
i
t
h
r
egar
d
to t
he
l
ow
s
am
pl
e
siz
e
, e
v
en
i
f all fa
cul
t
y
m
em
ber
s
h
ad
part
ici
p
a
t
ed,
th
e
sam
p
l
e
size
i
s
less tha
n
o
pti
m
al to pr
o
duce
r
esults t
ha
t a
r
e
very
r
obus
t
fo
r ma
king
gene
ra
liza
t
io
ns
to ot
her
po
p
u
la
tio
ns.
F
or thi
s re
ason,
u
se of
the
mixe
d
me
tho
d
s
ap
proac
h
is w
o
r
t
hw
h
ile
i
n
t
h
e
qua
l
i
t
a
ti
ve
f
i
n
d
i
n
g
s
be
i
ng use
d
t
o
ex
p
l
ai
n t
h
e
results o
f
t
h
e
q
u
a
nt
it
ati
v
e ana
l
ys
i
s
, a
s
s
h
o
w
n
i
n
Tab
l
e
4
.
4.
CONCL
U
S
ION
A
cult
ure
of a
ssessme
n
t
at m
any
A
m
e
r
ica
n
h
ig
her
educa
tio
n
i
n
st
i
tu
t
i
o
n
s
is
f
a
r
from
bein
g
full
y
esta
bl
ishe
d,
a
n
d
facu
l
t
y e
nga
gem
e
nt i
n a
s
se
ssm
e
nt
h
as be
e
n
ide
n
ti
fied
a
s the
pr
ima
r
y c
h
alle
n
g
e
for
the
tas
k
.
More
ove
r,
e
mpi
r
i
c
al st
u
d
i
es t
hat e
x
am
ine t
h
e
fac
t
ors t
h
at i
nfl
u
enc
e
f
ac
ult
y
e
nga
gem
e
n
t
i
n
assessme
n
t a
r
e
f
e
w. This m
i
xed m
e
thods stud
y
wi
l
l
c
ontribut
e
to the
understan
di
n
g
of
th
ose
fa
ct
ors a
n
d
how
the
y in
flu
e
nce
fa
cu
l
t
y
me
mbe
r
s' w
il
l
i
n
gne
ss a
nd e
n
g
a
gem
e
nt i
n a
ssessme
n
t
.
Thi
s
stu
dy
a
l
so
h
as im
p
l
i
c
a
ti
ons
f
or
po
lic
yma
k
i
n
g
and pr
ofess
i
on
a
l
d
eve
l
opm
e
n
t
ini
tia
t
i
ves
for prom
o
ti
n
g
facu
lt
y m
e
m
b
ers' e
nga
gem
e
n
t
a
n
d
fos
t
eri
n
g a
c
u
l
t
ure
of
a
ssessm
ent i
n
h
ig
her
educ
a
t
i
o
n
ins
t
i
t
ut
i
on
s.
ACKNOW
LEDG
E
MEN
T
S
Mu
ch a
ppre
c
i
a
t
i
o
n
g
o
es to
m
y
c
ol
lea
g
ue, D
r
.
Jian Li
u
,
for h
e
r p
ersis
t
e
n
ce
and i
n
v
o
l
vem
e
nt in seei
n
g
th
i
s
s
t
u
dy
t
hro
u
g
h
t
o
t
h
e
e
n
d.
H
e
r
i
nsp
i
ra
ti
on
g
a
v
e
m
e
t
h
e
m
ot
i
va
t
i
o
n
t
o
kee
p
g
o
i
ng
w
ith
t
he
s
t
u
dy
o
f
t
h
is
to
pic
to w
ha
t
is
s
een
h
ere
in th
i
s p
u
b
l
i
s
he
d ar
ticle
.
REFE
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ul
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A
s
s
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ssm
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Learn
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i
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Co
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g
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IJERE
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N
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2252-
88
22
Un
d
e
rsta
ndi
ng
Fa
c
u
l
t
y En
gag
e
m
ent
i
n
Assessme
n
t
t
h
rou
gh Fee
d
ba
c
k
a
n
d
Di
al
ogu
e
s
…
(Rob
e
r
t
W. El
li
o
t
t
)
17
5
[7]
P
a
l
o
m
b
a
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C
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A
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a
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d
B
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W
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Asses
sment ess
e
nt
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Pl
anni
ng
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l
emen
ti
ng
a
nd i
m
p
r
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a
sses
s
m
e
nt
in
hi
gh
er ed
uca
t
i
o
n
.
S
a
n F
r
an
cis
c
o
, CA
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J
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s
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u
b
l
i
s
h
ers
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2
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[8]
H
u
t
c
h
i
n
g
s
,
P
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T
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y
l
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H
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b
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r
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M
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i
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c
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n
e
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A
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c
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i
n
g
an
d l
e
ar
ni
ng
reco
ns
idered:
Ins
tit
u
tio
na
l
in
teg
r
ati
on an
d
impa
ct.
Jo
s
s
ey-Bass
:
S
an
F
rancis
co.
20
11
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Ell
i
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tt,
R
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Fa
cul
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velop
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en
t
curricul
u
m:
W
hat
inf
o
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it?
Jo
ur
nal
o
f
Fa
c
u
lt
y
D
eve
l
o
p
m
en
t.
2
0
14;
28
(3),
49-
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9
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Foru
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de
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a
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se
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nt
i
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i
g
h
e
r
e
du
c
a
t
io
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A
c
om
pa
ri
so
n
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t
wo
m
e
t
h
o
d
s
.
H
i
gher Educa
t
ion
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011
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6
1
.
S
pri
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in
g
f
acul
t
y
s
u
p
p
o
r
t
f
o
r
in
s
t
it
u
tional
eff
ectiveness
act
ivities:
B
enchmarking
best
pract
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.
A
s
s
e
ssm
ent
an
d
E
v
al
u
a
tio
n
in
Hi
gher
Ed
uca
t
i
o
n
.
20
03;
28
(1
), 33
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45
. Taylo
r and
F
r
ancis G
r
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p
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An
drad
e,
M
.S
.
M
a
nag
i
n
g
c
han
g
e—En
gag
i
ng
f
acu
lt
y
in
a
ss
es
sm
ent
o
p
p
o
r
t
un
it
ie
s.
Inn
o
vat
i
ve Hi
gher
E
d
u
c
atio
n.
20
11
;
36
,
21
7-233.
S
pri
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Havil
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S.
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Tu
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.
“
No
w
I
'
m
read
y
:
T
he
i
m
pact
o
f
a
pro
f
e
s
si
on
a
l
d
ev
elo
p
m
e
nt
i
n
i
tiative
o
n
f
acul
t
y con
cerns
w
it
h
prog
ram
as
s
e
ss
ment.
”
Innovat
ive Hig
h
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Ed
ucat
io
n
.
20
10
;
35
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1
-2
75
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V
ertic
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t
ran
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f
e
r
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cc
es
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H
isp
a
ni
c
stu
d
ent
p
e
rcepti
on
s
of
tran
s
f
er an
d
t
ran
s
it
ion i
ssu
es
.
Journa
l for
Colleg
e
Or
ienta
t
i
on and
T
r
ansfer
.
2
015
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22
(
2
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-
60
.
[15]
W
a
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,
X.
L
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an
d
Hur
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.
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e
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a
s
cho
l
arly
act
iv
i
t
y
?
Facul
t
y
percepti
on
s
of
a
nd
w
illingness
to
e
ngage
i
n
st
ud
ent learn
i
ng as
sess
m
e
n
t
.
T
h
e Jour
na
l of Gener
a
l Ed
uca
t
io
n
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2
0
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2
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Fish
be
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.
a
n
d
Aj
zen
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Be
li
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tu
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,
in
te
ntio
n a
n
d
b
e
h
a
v
i
or:
An
in
trod
uc
tio
n
to th
e
o
ry
an
d re
se
a
r
c
h
.
Read
i
n
g, M
A: A
dd
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s
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7
5
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re
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gh
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u
p
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g
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rricu
lu
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e
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t
a
n
d
devel
op
men
t:
Im
plicat
io
n
s
f
or
t
he facu
lt
y
role and in
sti
t
uti
o
n
a
l
su
pp
ort
.
New Direct
io
ns for
T
e
a
c
hin
g
and
L
e
ar
n
i
ng
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2
007
; 112
,
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7-1
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e
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c
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l
an
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e
s
i
gni
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g
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c
ti
n
g
mi
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d
e
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.
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nki
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f
acult
y
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to
c
om
m
unit
y
c
o
l
l
e
ge
s
t
u
d
e
nt
ach
iev
e
men
t:
A
mix
e
d
m
e
th
od
s
appro
ach.
Com
m
u
n
it
y
Co
ll
ege J
o
ur
na
l of
R
e
s
e
ar
ch an
d Pra
c
ti
ce
.
20
16
;
40
(2),
8
5-99.
Avai
lable
from:
do
i:
10.10
80
/10
6
6
8
9
2
6
.
20
14
.96
1
5
90.
[Access
e
d 14
th
Ju
l
y
20
18
].
B
I
OG
RAP
HY
O
F
A
U
T
H
O
R
Robert
E
ll
iott
i
s
s
e
rv
in
g as
A
sso
c
iat
e
P
rof
e
ss
or in
th
e Dep
a
rt
m
e
nt
of
E
ngli
s
h
,
Fo
re
ig
n
La
ng
ua
g
e
S
c
h
ool
,
L
i
nyi
U
ni
versity
a
t
Lin
y
i,
S
han
d
o
n
g
,
P
RC.
H
i
s
re
s
e
arc
h
b
ac
kgro
u
n
d
i
nc
l
ude
s
pos
tsec
o
ndar
y
f
ac
u
lty
d
eve
l
o
p
m
e
nt,
st
ude
n
t
p
ersiste
n
ce
,
and
the
a
ss
essm
ent
of
s
tudent
lea
r
n
i
n
g
i
n hi
g
h
er
e
duca
tio
n.
Evaluation Warning : The document was created with Spire.PDF for Python.