Ross, A., & Katz, A., & Matusovich, H. M., & Chew, K. J. (2023, June), WIP: Faculty Use of Metaphors When Discussing Assessment  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44080

\bibitem{asee_peer_44080}
  Ross, A., \& Katz, A., \& Matusovich, H. M., \& Chew, K. J. (2023, June), \emph{WIP: Faculty Use of Metaphors When Discussing Assessment}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44080

Amanda Ross, Andrew Katz, Holly M. Matusovich, and Kai Jun Chew.  "WIP: Faculty Use of Metaphors When Discussing Assessment".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44080 Internet.  12 Dec, 2024

\bibitem{asee_peer_44080}
  Amanda Ross, Andrew Katz, Holly M. Matusovich, and Kai Jun Chew.
  "WIP: Faculty Use of Metaphors When Discussing Assessment".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44080 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_44080
author = "Amanda Ross, Andrew Katz, Holly M. Matusovich, and Kai Jun Chew"
title = "WIP: Faculty Use of Metaphors When Discussing Assessment"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44080}
number = {10.18260/1-2--44080}
}

TY  - CPAPER
AB  - This Work-in-Progress paper studies the mental models of engineering faculty regarding assessment, focusing on their use of metaphors. Assessments are crucial components in courses as they serve various purposes in the learning and teaching process, such as gauging student learning, evaluating instructors and course design, and documenting learning for accountability. Thus, when it comes to faculty development on teaching, assessments should consistently be considered while discussing pedagogical improvements. To contribute to faculty development research, our study illuminates several metaphors engineering faculty use to discuss assessment concepts and knowledge. This paper helps to answer the research question: which metaphors do faculty use when talking about assessment in their classrooms? Through interviews grounded in mental model theory, six metaphors emerged: (1) cooking, (2) playing golf, (3) driving a car, (4) coaching football, (5) blood tests, (6) and generically playing a sport or an instrument. Two important takeaways stemmed from the analysis. First, these metaphors were experiences commonly portrayed in the culture in which the study took place. This is important to note for someone working in faculty development as these metaphors may create communication challenges. Second, the mental model approach showed potential in eliciting ways engineering faculty describe and discuss assessments, offering opportunities for future research and practice in faculty development. The lightning talk will present further details on the findings.
AU  - Amanda Ross
AU  - Andrew Katz
AU  - Holly M. Matusovich
AU  - Kai Jun Chew
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - WIP: Faculty Use of Metaphors When Discussing Assessment
UR  - https://peer.asee.org/44080
DO  - 10.18260/1-2--44080
ER  -