Date of Conferral







John W. Flohr


Based on reported success and retention rates, there is a need to improve education in 2-year colleges for science, technology, engineering, and mathematics (STEM) majors. Instructors’ assessment knowledge and self-efficacy have not been studied in 2-year or STEM higher education. The problem addressed in this study was that scholars do not know the extent of differences in assessment knowledge and assessment self-efficacy of STEM and non-STEM faculty that could be a contributing factor in student success rates. The purpose of this quantitative study was to determine the extent of differences in STEM and non-STEM instructor assessment knowledge and self-efficacy as measured by the Yin Assessment Survey at the 2-year college level. Deci and Ryan’s self-determination theory served as the theoretical framework. The research questions were designed to determine if there was a significant difference regarding assessment knowledge and self-efficacy between 2-year college STEM faculty (n = 28) and non-STEM faculty (n = 35) based on the Yin Assessment Survey. Data were collected online from 2-year college in the Southeast using the Yin Assessment Survey. The resulting data were analyzed using an independent t test. Based on violations of assumptions, the Mann-Whitney U test was utilized. No statistically significant differences in assessment knowledge or self-efficacy scores were found, the average scores of the individual questions suggest faculty variance in formative assessment knowledge. The stakeholders that could benefit from this study are students, colleges, and the workforce. Positive social change may occur as STEM student retention increases and more graduates become available for employment in STEM fields.

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