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To address the crisis of low retention and graduation rates at two-year colleges, public policy has focused on accountability and evidence of achievement based on outcomes. Further, online learning environments and their tools have caused a major paradigm shift in the policies, practices and learning processes of higher education. However, research on the use of technology for educational purpose and the use of the LMS tools for learning outcomes is still limited. This mixed-methods action research study (MMAR) explored the use of LMS assessment tools among faculty teaching English Composition at a community college. The aim was to increase their use for informed decision-making on student outcomes through faculty-led workshops. Based on the findings, the V-FLC was able to develop a plan for further and sustained use of the tools and make recommendations to the division for wide-scale adoption and use. This study 's findings also contribute to the existing literature addressing faculty needs and the role of grass root leadership in LMS tool use to inform assessment practices.
Keywords: Introduction to English Composition (Eng 101), Learning Management Systems (LMS), Canvas Assessment Tools (CAT), Virtual Faculty Learning Committee (V-FLC)
INTRODUCTION
Although the value of a college education has become imperative in our society and the price of obtaining one has skyrocketed, retention and graduation rates, especially at two-year colleges, are only around 20 % and many students are graduating without the required skills demanded of jobs with a college degree (Gardner, 2014; Harbour, 2015; Woods, 2016). To address this crisis in higher education, public policy has focused on issues of accountability and evidence of achievement based on outcomes (Rhodes, 2012). High stakes testing and assessment are increasingly emphasized to quantify student success at the cost of true acquisition of knowledge and faculty are being pressured to increase their graduation rates. Thus innovative forms of assessment and pedagogical practices that reflect progress have come to play a central role in curriculum and course design (Lock, Kim, Koh & Wilcox, 2018).
With the emergence of new technology such as learning management systems (LMS), the affordances of assessment and feedback are realized (Costello & Crane, 2013). LMS assessment tools are special purpose tools built in the system to facilitate the assessment process (Chow, Tse, & Armatas). Students...