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Tell Me What I Need to Hear: A Leadership Communication Model to Increase Assessment Engagement

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Title: Tell Me What I Need to Hear: A Leadership Communication Model to Increase Assessment Engagement
Language: English
Authors: Kate Oswald Wilkins
Source: Assessment Update. 2026 38(1):1-2.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 4
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Student Evaluation, College Students, Teacher Participation, Communication Strategies, Leadership
DOI: 10.1002/au.70012
ISSN: 1041-6099
1536-0725
Abstract: The assessment literature supports both the vital importance of faculty engagement with assessment as well as the common reality of faculty resistance. For assessment efforts to be meaningful, institutions must develop a "culture of assessment" (Massa and Kasimatis 2017). In a vibrant assessment culture, faculty engage authentically with assessment efforts and use evidence toward continuous improvement--a beautiful aspiration, but daunting to actualize. This article aims to contribute a framework for approaching communication about assessment that both fosters engagement and recognizes that colleagues have different needs, providing assessment practitioners with practical tools to improve in their essential role as a narrator/translator of assessment on their campus. The article also describes a leadership communication matrix assessment professionals can use to increase assessment engagement on their campus while avoiding leadership communication pitfalls.
Abstractor: ERIC
Entry Date: 2026
Accession Number: EJ1496298
Database: ERIC
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  Data: The assessment literature supports both the vital importance of faculty engagement with assessment as well as the common reality of faculty resistance. For assessment efforts to be meaningful, institutions must develop a "culture of assessment" (Massa and Kasimatis 2017). In a vibrant assessment culture, faculty engage authentically with assessment efforts and use evidence toward continuous improvement--a beautiful aspiration, but daunting to actualize. This article aims to contribute a framework for approaching communication about assessment that both fosters engagement and recognizes that colleagues have different needs, providing assessment practitioners with practical tools to improve in their essential role as a narrator/translator of assessment on their campus. The article also describes a leadership communication matrix assessment professionals can use to increase assessment engagement on their campus while avoiding leadership communication pitfalls.
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