This article's purpose is to make humanities professors' assumptions and beliefs about assessment more visible. It is important to understand how humanities professors view the assessment of general education, especially since those conceptions affect how they approach teaching and learning, and how they react to calls for assessment in their departments and/or institutions. Findings suggest that faculty embrace assessment to inform teaching and learning. Practical use of general education assessment data beyond reporting was absent, and the lack of shared governance in the process negatively affected faculty willingness to engage with general education assessment. Implications are discussed.

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