Date Approved

9-23-2021

Embargo Period

3-7-2022

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Monica Reid Kerrigan, Ed.D.

Committee Member 1

Ane Turner Johnson, Ph.D.

Committee Member 2

Jeff Borden, Ed.D.

Keywords

Assessment, Closing the loop, Integration, Silo

Subject(s)

Educational Accountability

Disciplines

Educational Assessment, Evaluation, and Research | Higher Education

Abstract

The purpose of this action research study was to leverage the experiences and perceptions of academic administrators at Mountain State University to disrupt the negative aspects of silo-based decision-making within closing the loop assessment practices. Siloed operations naturally begin to operate in contradiction to one another and often to the detriment of the organization. Focusing specifically on siloed operations across academic schools at Mountain State University, this study reveals issues of inefficiency and redundancy, and develops intervention strategies in an effort to improve closing the loop assessment efforts. These strategies include structural changes leading to a more integrated assessment model calling for greater attention around the use of assessment results. Implications for siloed assessment practices in academic settings are discussed.

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