NEW: Doherty, Austin,
Tim Riordan and James Roth (eds.) Student Learning: A Central
Focus for Institutions of Higher Education. Milwaukee,
WI: Alverno College Institute, 2002.
The result of a collaboration among 26
institutions, this report summarizes the intellectual framework
for assessment, with characteristics of assessments and examples
of how each of the 26 institutions approached assessment.
American Association for Higher Education, American College
Personnel Association, National Association of Student Personnel
Administrators. "Powerful
Partnerships: A Shared Responsibility for Learning."
Washington, DC: AAHE, ACPA, NASPA, June 1998.
A joint statement about insights gathered
from assessment experiences: this paper summarizes the conditions
under which learning appears to happen best. The paper offers
advice and examples from universities across the nation.
American Association of Colleges and
Universities,
Greater Expectations. Washington,
DC: AAC&U. 2002.
This report by a national panel lays
out the case for and examples of developing "intentional
learners." It contains within it very appropriate possibilities
for institutions seeking to teach and assess the liberal arts.
Astin, Alexander W. et al. "Assessment Forum: 9 Principles
of Good Practice for Assessing Student Learning." Washington,
DC: American Association for Higher Education. N.d. Go
here.
This briefly summarizes the principles
or conclusions about how assessing student learning can best
work.
Banta, T.W., Lund, J.P., Black, K.E., & Oblander, F. W.
Assessment in Practice. San Francisco: Jossey-Bass. 1996.
An update of the 1993 work edited by
Banta, this includes articles on assessment methods that work
and the basic
principles that should be included in assessment efforts. The
book includes 165 actual cases.
Banta, Trudy (ed.) Making a Difference. San Francisco: Jossey-Bass,
1993.
A compilation of reports from universities
and colleges across the nation describing their approaches to
and experiences with assessment. Good examples of the mistakes
as well as the successes.
Boyer Commission on Educating Undergraduates in the Research
University. Reinventing
Undergraduate Education. Carnegie Foundation for the
Advancement of Teaching, 1998.
Proposes a new model for educating undergraduates,
especially in research universities. But the message is valid
for liberal arts colleges as well.
Cambridge, Barbara. Electronic
Portfolios: Emerging Practices for Students, Faculty, and Institutions.
AAHE, 2002.
Center
for Inquiry in the Liberal Arts.
Located at Wabash College, this Center
provides a series of thoughtful essays to consider in answering
the question, "Why Liberal Arts?"
Conference on Higher Education Accreditation. The Competency
Standards Project: Another Approach to Accreditation Review.
CHEA Occasional Paper. Washington, DC: Conference on Higher
Education Accreditation, August 2000.
A report on a pilot project to base
accreditation upon teaching and learning primarily, with other
accreditation areas, such as
resources allocated, related to teaching and learning.
Ewell, Peter T., Pat Hutchings, and Ted Marchese. Reprise 1991:
Reprints of Two Papers Treating Assessment's History and Implemention.
Washington, DC: The AAHE Assessment Forum, 1991.
Ewell, Hutchings, and Marchese have
been advocates of and leaders in academic assessment since the
early 1980's. Their insights can help all campus planners.
Gaff, J.G. New Life for the College Curriculum: Assessing Achievements
and Furthering Progress in the Reform of General Education.
San Francisco: Jossey-Bass, 1991.
This summarizes general education reform
efforts from about 300 colleges and universities. Though not
overtly about
assessment, the insights can inform assessment efforts.
Gardiner, Lion, Caitlin Anderson, and Barbara Cambridge eds.,
Learning
through Assessment, Washington, DC: AAHE, 1997.
This collection of ideas from early leaders
in assessment can provide a ready source of help for those new
to assessment or experienced.
Magolda, Marcia B. and Patrick Terenzini.
"Learning
and Teaching in the 21st Century: Trends and Implications for
Practice." In Cynthia S. Johnson and Harold E. Cheatham
(eds.) Washington, DC: American College Personnel Association,
1999.
In concluding their summary of trends,
Magolda and Terenzini argue for the role of assessment as an
ongoing evaluation of the conditions for teaching and learning,
especially as a foundation for challenging continuing assumptions.
Maki, Peggy. "Developing
an Assessment Plan to Learn about Student Learning,"Journal
of Academic Librarianship, January 2002.
A good overview of the rationale and
thinking that goes into effective assessment planning.
Maki, Peggy. Conference Presentation, AAHE, 2001.
McClenney, Kay M. "Benchmarking
Best Practices in the Learning College."
Although based upon community college
work, this introduction to benchmarking can offer ideas for
our own directions.
McClenney, Kay M. "The
Learning-Centered Institution: Key Characteristics."
Inquiry and Action. Washington, DC: AAHE, Spring 2003.
pp. 5-6.
How would someone looking at our day-to-day
practices know whether we are an institution that truly wants
to learn how to best help our students?
Mirchandani, Dilip, and Robert Lynch and Robert Enslin. "Critical
Thinking and Learning Styles: Findings from Learning Outcomes
Assessment in Business Policy."
This report from Rowan University compares
two assessments of critical thinking: the ETS Tasks in Critical
Thinking and a locally developed assessment. The report considers
other aspects of assessment, such as learning styles.
National Center for Public Policy and Higher Education. Measuring
Up 2002: The State-by-State Report Card for Higher Education.
As the Federal government attempts to
move toward greater accountability for higher education, this
report summarizes what is known and comparable.
Nichols, James O. A Practitioner's Handbook for Institutional
Effectiveness and Student Outcomes Assessment Implementation,
third edition. New York: Agathon Press, 1995.
A very practical collection of articles
on aspects of assessment from beginning the assessment process
through selecting various mechanisms for assessment.
Nichols, James O. The Departmental Guide and Record Book for
Student Outcomes Assessment and Institutional Effectiveness.
New York: Agathon Press, 1995.
Forms and other practical materials
for assessing programs in academic departments.
Peligrino, James, Naomi Chudowsky, and Robert Glaser, editors,
Knowing
What Students Know: The Science and Design of Educational Assessment.
Washington, DC: Board on Testing and Assessment, Center
for Education, National Research Council, 2002.
A recent summary of research. Although
focussed primarily upon public school assessment, the insights
are useful for all levels of assessment.
Steen, Lynn Arthur,
"Assessing Assessment" (in Mathematics) In Assessment
Practice in Undergraduate Mathematics. Bonnie Gold et al. (eds.).
Washington, DC: Mathematics Association of America, 1999
This preface to the book is a clear
statement of the context for assessment and principles guiding
assessment, with a bibliography.
Suskie, Linda.
"Fair Assessment Practices." AAHE Bulletin. May
2000.
This is a concise summary of the steps
to assessment and the dissemination of the results, along with
a bibliography.
US Department of Education, National Center for Educational
Statistics. The NPEC Sourcebook on Assessment, Vol. 1: Definitions
and Assessment Methods for Critical Thinking, Problem Solving,
and Writing. NCES 2000--172, prepared by T. Dary Erwin for
the Council of the National Postsecondary Education Cooperative
Student Outcomes Pilot Working Group: Cognitive and Intellectual
Development. Washington, DC: US Government Printing Office,
2000.
The publication reviews standardized
national tests, discusses key questions that need to be asked
when designing an assessment process, and discusses the importance
of key definitions, especially as they apply to critical thinking
and writing.
Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading.
San Francisco: Jossey-Bass, 1998.
In response to the most common question
faculty ask when introduced to assessment, "We give grades,
don't we?" Walvoord and Anderson describe ways that systematic
grading practices can be used for assessment
purposes
Writing Program Administrators. "WPA Outcomes Statement
for First-Year Composition." WPA. V. 23, N. 1/2, Fall/Winter
1999.
59-71.
An attempt to summarize the common knowledge,
skills and attitudes expected by writing programs in the U.S.,
along with responses, such as the caveat that the document speaks
only of outcomes, not standards.
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