An Assessment Bibliography

Compiled by Deborah Olsen
Virginia Polytechnic Institute and State University

General Discussions

American Association of Colleges and Universities. Greater Expectations: A New Vision for Learning Project. Available online. http://www.aacu.org/

Angelo, T.A. “Doing Assessment as if Learning Matters Most.” (1999). AAHE Bulletin, May 1999.

Astin, A.W.,(1993). Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. Phoenix, AZ: Oryx.

Astin, A.W., Banta, T.W. et al. (2003). 9 Principles of Good Practice for Assessing Student Leaning. Available online.

Banta, T.W. & Associates. (1993). Making a Difference. San Francisco, CA.

Brakke, D.F. & Brown, D.T. (2002). Assessment to improve student learning. New Directions for Higher Education, 119, 119-122.

Diamond. R.M. (2002). Field guide to academic leadership: A publication of the National Academy for Academic Leadership. Indianapolis, IN: Jossey-Bass.

Erwin, T.D. (2003). The ABC’s of assessment. Trusteeship, 11, 18-23.

Erwin, T.D. (1991). Assessing Student Learning and Development. San Francisco, CA: Jossey-Bass.

Hernon, P.& Dugan, R.E. (2004). Outcomes Assessment in Higher Education. Westport, CT: Libraries Unlimited.

Knight, P.T. (2002). The Achilles’ Heel of Quality: The Assessment of Student Learning Quality in Higher Education, 8, 107-115.

Lazerson, M., Wagener, U. & Shumanis, N. (2000). What makes a revolution? Teaching and learning in higher education, 1980-2000. Change, 32, 12-19.

Lopez, C.L. (1998). Assessment of Student Learning. Liberal Education, 84, 36-43.

Peterson, M.W. & Einarson, M.K. (2001). What are colleges doing about student assessment? Does it make a difference? Journal of Higher Education, 72, 629-669.

Shalverson, R.J. & Huang, L. (2003). Responding responsibly to the frenzy to assess learning in higher education. Change, 35, 10-19.

Taras, M. (2002). Using assessment for learning and learning for assessment. Assessment & Evaluation in Higher Education, 27, 501-510.

Guides for Implementation

Allen, M.J. (2004). Assessing Academic Programs in Higher Education. Bolton, MA: Anker Publishing.

Angelo, T. & Cross, P. (1993). Classroom Assessment Techniques. San Francisco: Jossey Bass.

Huba, M. & Freed, J. (1999). Learner Centered Assessment on College Campuses. New York: Allyn and Bacon/Longman.

Maki, P.L. (2004). Assessing for Learning: building a Sustainable Commitment Across the Institution. Sterling, VA: Stylus

Palomba, C.A. & Banta, T.W. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. Higher and Adult Education Series. San Francisco, CA: Jossey-Bass.

Serban, A.M. & Friedlander, J. Developing and implementing assessment of student learning outcomes. New Directions for Community Colleges, 126. San Francisco: Jossey-Bass.

Steil, Ruth and Lewchuk, Les (2002). The Outcomes Primer, Reconstructing the College Curriculum, 2 nd ed. [order through Strategic Concepts, Inc, Richmond, British Columbia, sci@telus.net, Tel (604) 274-3643, Fax (604) 275-1303]

Stevens, D.D. & Levi, A.J. (2004). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus.

Suskie, Linda. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

Walvoord, Barbara. (2004). Assessment Clear and Simple. San Francisco: Jossey-Bass.

Evaluation

Cambridge, B.L. (1996). The paradigm shifts: Examining quality of teaching through assessment of student learning. Innovative Higher Education, 20, 287-297.

Ewell, P.T. (2002). A delicate balance: The role of evaluation in management. Quality in Higher Education, 8, 159-171.

Ewell, P.T. (1999). Linking performance measures to resource allocation: Exploring unmapped terrain. Quality in Higher Education, 5, 191-209.

Models, Structures, and Organizational Issues

Atkingson_Grosjean, J. & Grosjean, G. (2000). The use of performance models in higher education: A comparative international review. Education Policy Analysis Archives, 8, n30.

Ewell, P.T. (1988). Implementing Assessment: Some organizational issues. New Directions for Institutional Research, 59, 15-28.

Nichols, J.O. (). Assessment Case Studies: Common Issues in Implementation with Various Campus Approaches to Resolution. Edison, NJ: Agathon

Peterson, M.W. & Augustine, C.H. (2000). Organizational practices enhancing the influence of student assessment information in academic decisions. Research in Higher Education, 41, 21-52.

Policy Issues

Burke, J.C. (2002). Funding public colleges and universities for performance: Popularity, problems and prospects. Ithaca, NY: State University of New York Press

Burke, J.C. & Modarresi, S. (2000). To keep or not to keep performance funding: Signals From stakeholders. Journal of Higher Education, 71, 432-453.

Carey, J.O. & Gregory, V.L. (2003). Toward improving student learning: Policy issues and design structures in course level outcomes assessment. Assessment and Evaluation In Higher Education, 28, 215-226.

Green, K.C. (2002). In search of academic accountability. Convergence, 5, 44-46.

Honan, J.P. & Teferra, D. (2001). The US academic profession: Key policy challenges. Higher Education, 41, 1, 183-203.

King, A.F. (2000). The changing face of accountability: Monitoring and assessing institutional performance in higher education. Journal of Higher Education, 71, 411-431.

Layzell, D.T. (1999). Linking performance to funding outcomes at the state level for public institutions of higher education. Past, present, and future. Research in Higher Education, 40, 233-246.

Lingenfelter, P.E. (2003). Educational accountability: Setting standards, improving performance. Change, 35, 18-23.

McMurtie, B. (2000). Accreditors revamp policies to stress student learning. Chronicle of Higher Education, 46, 29-31.

National Center for Educational Statistics, (1996). The National Assessment of College Student Learning: An Inventory of State-Level Assessment Activities. U.S. Department of Education

National Center for Educational Statistics, (1996). Technical Issues in Large-Scale Performance Assessment. U.S. Department of Education.

Peterson, M.W. & Augustine, C.H. (2000). External and internal influences on institutional approaches to student assessment: Accountability or improvement? Research in Higher Education, 41, 443-479.

Ratcliff, J.L., Lubinescu, E.S., & Gaffney, M.A. (2001). Two continuums collide: Accreditation and assessment. New Directions for Higher Education, 113, 5-21.

St. John, E.P., Kline, K.A., & Asker, E. (2001). The call for public accountability: Rethinking the linkages to student outcomes. In D.E. Heller (Ed), The States and Public Higher Education Policy: Affordability, Access, and Accountability. Baltimore, MD: Johns Hopkins University Press.

Wellman, J.V. (2001). Assessing state accountability systems. Change, 33, 46-52.

Wergin, J. (2005). Taking responsibility for student learning. Change, 37, 30-33.

Practice

Banta, T.W. (2000). Assessment Update: Progress, Trends, and Practices in Higher Education. San Francisco, CA.

California State University Institute for Teaching and Learning. (1992). Student Outcomes Assessment: What Makes It Work? Long Beach, CA: CSU Institute for Teaching and Learning.

Jones, M.G. & Harmon, S.W. (2002). What professors need to know about technology to assess on-line student learning. New Directions for Teaching and Learning, 91, 19-30.

Kuh, G.D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33, 10-17.

Michelson, E. & Mandell, A. (2004). Portfolio Development and the Assessment of Prior Learning: Perspectives, Models, and Practices. Sterling, VA: Stylus

Michlitsch, J.F. & Sidle, M.W. (2002). Assessing student learning outcomes: A comparative study of techniques used in business school disciplines. Journal of Education for Business, 77, 125-130.

Peat, M. (2000). Online self-assessment materials: Do these make a difference to student learning? Association for Learning Technology Journal, 8, 51-57.

Palomba, C.A. & Banta, T.W. (2001). Assessing Student Competence in Accredited Disciplines. Sterling, VA: Stylus.

Smith, G. & Wood, L. (2000). Assessment of learning in university mathematics. International Journal of Mathematical Education in Science & Technology, 31, 125-132.

Underwood, D.G. (1991). Taking inventory: Identifying assessment activities. Research in Higher Education, 32, 59-69.

Walvoord, B. and Anderson, V. (1998). Effective Grading: A Tool for Learning and Assessment

 Program Review and Institutional Effectiveness

Gentemann, K.M. (1994). Refocusing the academic program review on student learning: The role of assessment. New Directions for Institutional Research, 84, 31-46.

Massy, W.F. & Meyerson, J.W. (1994). Measuring Institutional Performance in Higher Education. Princeton, NJ: Peterson’s.

McGhee, P. (2003). The academic quality handbook: Enhancing higher education in universities and further education colleges. Herndon, VA: Stylus.

Nichols, J.O. (1991). A Practitioner’s Handbook for Institutional Effectiveness and Student Outcomes Assessment Implementation. Edison, NJ: Agathon.

Nichols, J.O. & Nichols, K. (). The Departmental Guide and Record Book for Student Outcomes Assessment and Institutional Effectiveness. Edison, NJ: Agathon.

Roberson, MT., Carnes, L.W. & Vice, J.P. (2002). Defining and measuring student competencies: A content validation approach for business program outcome assessment. Delta Pi Epsilon Journal, 44, 13-24.

Wergin, J.F. (2003). Departments That Work: Building and Sustaining Cultures of Evidence in Academic Programs. Boston, MA: Anker Publishing.

Research

Anaya, G. (1999). College impact on student learning: Comparing the use of self-reported gains, standardized test scores, and college grades. Research in Higher Education, 40, 499-526.

Banta, T.W. (2002). Building a scholarship of assessment: The Jossey-Bass higher and adult education series. Indianapolis, IN: Jossey-Bass.

Banta, T.W., Black, K.E., & Ward, E.R. (1999). Using assessment to ensure the quality of post baccalaureate programs. Continuing Higher Education Review, 63, 87-97.

Banta, T.W. & Borden, V.M.H. (1994). Performance indicators for accountability and improvement. New Directions for Institutional Research, 82, 95-106.

Bain, R. & Mirel, J. (2003). Reviving standards-based reform: A look at teaching history. College Board Review, 198, 21-27.

Bilder, A.E. & Conrad, C.F. (1996). Challenges in assessing outcomes in graduate and professional education. New Directions for Institutional Research, 92, 5-15.

Contrell, S.A. & Jones, E.A. (2003). Researching the scholarship of teaching and Learning: An analysis of current curriculum practices. Innovative Higher Education, 27, 169-181.

Donald, J.G. & Denison, D.B. (2001). Quality assessment of university students: Student perceptions of quality criteria. Journal of Higher Education, 72, 478-502.

Ewell, P.T. (1995). Working over time: the evolution of longitudinal student tracking data bases. New Directions for Institutional Research, 87, 7-19.

Haworth, J.G. (1996). Assessment in graduate and professional education: Present Realities, future products. New Directions for Institutional Research, 92, 89-97.

Kuh, G.D., Pace, C.R., & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education,38, 435-454.

Taylor, B.E. & Massy, W.F. (1996). Strategic Indicators for Higher Education. Princeton, NJ: Peterson’s

Student Affairs and Administrative Services

Banta, T.W. & Kuh, G.D. (1998). A missing link in assessment: Collaboration between academic and student affairs professionals. Change, 30, 40-46.

Evans, G.R. (2000). Quality assessment of the administration and management of universities: Ways and means. Higher Education Review, 32, 3-16.

Kuh, G.D. & Banta, T.W. (2000). Faculty student affairs collaboration on assessment —Lessons from the field. About Campus, 4, 4-11.

Nichols, K.W. & Nichols, J.O. (2000). The Department Head’s Guide to Implementation in Administrative and Educational Support Units. Edison, NJ: Agathon

Schuh, J.H. & Upcraft, M.L. (2000). Assessment Practice in Student Affairs: An Applications Manual. Jossey Bass.

Upcraft, M.L. & Schuh. (1996). Assessment in Student Affairs: A Guide for Practitioners. San Francisco: Jossey Bass.

Edited and updated by Robert Mundhenk, American Association for Higher Education
1 March 2005

A Brief Bibliography: Course-Embedded Assessments
Prepared by Jeana Abromeit, Alverno College
10/13/04

Bollinger, S. (2002). Office of Assessment & Institutional Research-Methods And cycles. Retrieved October 8, 2004, from Longwood University, Assessment and Institutional Research Web site: http://www.longwood.edu.assessment/Officeof AIRMethods.htm

Discusses a variety of curriculum-embedded assessment methods that are used at Longwood University. Not all assessments are conducted each year. Lists the cycle of assessments for those that are administered college-wide.

Conzemius, A. & O’Neill, J. (2002). The handbook for SMART school teams. Bloomington, IN: National Education Service.

In addition to providing valuable tools for creating SMART (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) goals, the authors direct some attention to types of curriculum-embedded methods. Although directed towards K-12 education, many of the strategies for using curriculum-embedded assessments are useful for university-based audiences interested in measurement tools that assess student thinking and learning.

Maki, P. (2004). Assessing for learning-Building a sustainable commitment across the institution. Sterling, VA: AAHE.

Maki describes a variety of direct and indirect assessment methods and gives examples from several institutions. Chapter 4 includes an extensive bibliography that is organized by topic.

Mentkowski, M. for the Alverno College Office of Research and Evaluation and The Research and Evaluation Committee (1994). Institutional and program assessment at Alverno College. Milwaukee, WI: Alverno College

The monograph is organized into three sections: 1) How we define and why we do institutional and program assessment; 2) How we understand institutional and program assessment; and 3) How we design and do institutional and program assessment. Includes methods, specific tools, and examples of how to use course-embedded assessments in institutional and program evaluation.

Rogers, G. (1994). Measurement and judgment in curriculum assessment systems. Assessment Update, 6(1).

Critically examines validity issues related to curriculum-integrated assessment systems.

University of Northern Colorado, The Foundation for a Lifetime of Learning General Education. (2004, August). Course-embedded assessment. Retrieved September 27, 2004, from the General Education Council Web Site: http://www.unco.edu/general_education/cea.htm

This site depicts UNC’s process for using course-embedded assessment Methodologies to improve and evaluate general education.