Assurance of Student Learning

Committee on Assurance of Student Learning Resources

Assessment Bibliographies and Resource Lists

• Florida Atlantic University: Institutional Effectiveness and Analysis.
• National Institute for Learning Outcomes Assessment (NILOA).

Assessment Best Practices

• 9 Principles of Good Practice for Assessing Student Learning. These principles are the product of the now-defunct American Association for Higher Education.
• Bogue, E. G., & Hall, K. B. (2003). Quality and accountability in higher education: Improving policy, enhancing performance. Westport, CT: Praeger. Available at Brookens Library.
• Gates, S. M., Augustine, C. H., Benjamin, R., Bikson, T. K., Kaganoff, T., Ley, D. G., et al. (2002). Ensuring quality and productivity in higher education: An analysis of assessment practices No. 29 (1). San Francisco: Jossey-Bass. Available at Brookens Library.

Glossaries

• Assessment Resource Center. Glossary. National Center on Measurement in Education.
• Ferris State University. Assessment glossary.
• University of South Carolina, Institutional Effectiveness.

Assessment Overviews

• Assessment 101: Modules 1 and 2 on the CASL website
• Kuh, George D., et al. (Eds.) (2015). Using evidence of student learning to improve higher education. San Francisco: Jossey-Bass.
• Suskie, Linda and Trudy W. Banta (2009). Assessing Student Learning: A Common Sense Guide. 2nd ed. San Francisco: Jossey-Bass.
• Walvoord, Barbara E. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. 2nd ed. San Francisco: Jossey-Bass.

Topics in Assessment

Assessment and Accreditation

• Holden, Barker, Rosenberg, & Onghena, (2007). Assessing progress toward accreditation related objectives: Evidence regarding the use of self-efficacy as an outcome in the advanced concentration research curriculum. Research on Social Work Practice, 17(4), 456-465.
• Kern, S., Sherman, S., & Conte, A. (2004). Evaluation of a standards-based teacher-preparation program. Educational Forum, the, 68(4), 358-369.

Assessment and General Education

• Stone, & Friedman,. (2002). A case study in the integration of assessment and general education: Lessons learned from a complex process. Assessment & Evaluation in Higher Education, 27(2), 199-211.
• Walvoord, Barbara E. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. 2nd ed. San Francisco: Jossey-Bass.

Assessment and Graduate Education

• Association of American Medical Colleges, Washington, DC. (1999). Self-assessment of graduate programs in the biomedical sciences: Narrative guide and companion survey instruments. Report of the task force on benchmarks of success in graduate programs: AAMC GREAT Group.
• Bilder, A. E., & Conrad, C. F. (Winter 1996). Challenges in assessing outcomes in graduate and professional education. New Directions for Institutional Research, 92, 5-16.
• Delaney, A. M. (1997). Quality assessment of professional degree programs. Research in Higher Education, 38(2; 2), 241-264.
• Haworth, J. G. (Winter 1996). Assessment in graduate and professional education: Present realities, future prospects. New Directions for Institutional Research, 92, 89-97.
• Maki, P. L., & Borkowski, N. A. (2006). The assessment of doctoral education: Emerging criteria and new models for improving outcomes. Stylus Publishing, LLC.
• Orzoff, J. H., Peinovich, P. E., & Riedel, E. (2008). Graduate programs: The wild west of outcomes assessment. Assessment Update, 20(3), 1-16.
• Stanley, E. C., & Patrick, W. J. (1998). Quality assurance in American and British higher education: A comparison. New Directions for Institutional Research, 25(3), 39-56.
• Underwood, S. J., & Underwood, D. G. (1998). Starting from somewhere: Modified zero-based curriculum review. AIR 1998 annual forum paper.

Assessment and Online Education

• Butcher, & Sieminski (2006). The challenge of a distance learning professional doctorate in education. Open Learning, 21(1), 59-69.
• Juwah, (2003). Using peer assessment to develop skills and capabilities. USDLA Journal, 17(1).
• Thompson, T., & MacDonald, C. (2005). Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience. Internet and Higher Education, 8(3), 233-249.

Assessment and Program Review

• Hogan, T. P., Dreisbach, J. H., & Stirton, E. R. (1999). The focused program review as an alternative to the standard comprehensive review. Assessment Update, 11(3), 6.
• Mets, L. (Summer 1995). Program review in academic departments. New Directions for Institutional Research, 86, 19-36.

Assessment and Student Engagement

• Hu, Kuh, G., & Li, (2008). The effects of engagement in inquiry-oriented activities on student learning and personal development. Innovative Higher Education, 33(2), 71-81.

Assessment of Attitudes, Values, Dispositions, Behaviors, and Habits of Mind

• Suskie and Banta (2009). Assessing Attitudes, Values, Dispositions, and Habits of Mind, in Assessing Student Learning: A Common Sense Guide. 2nd ed. San Francisco: Jossey-Bass. 183-201.

Effective Assignments and Assessment

• Suskie and Banta (2009). Creating an Effective Assignment. Assessing Student Learning: A Common Sense Guide. 2nd ed. San Francisco: Jossey-Bass. 155-164.

Grades vs. Assessment

• How Grades and Assessment are Different, but Can Overlap
• Grading vs. Assessment of Learning Outcomes: What’s the difference? [source not found]
• Assessment of Student Learning Outcomes vs. Grades
• How Rubrics Can Turn Grading Into Assessment [source not found]
  • The Use of Rubrics for Assessment, Grading, and Encouraging Student Learning
• Sample Rubrics
• Empire State College, State University of New York – A collection of rubrics for the arts, humanities, natural science, social science and American history.
• Clemson University – A collection of rubrics for general education.

Learning Outcomes Assessment

• How to Write Outcomes for Student Learning at the Program Level.
  • Kansas State University, Office of Assessment.
  • University of Rhode Island
• How to Write Outcomes for Student Learning at the Course Level
  • Laney College, Peralta Community College (contains examples of specific course learning outcomes)
• Bloom’s Taxonomy Verbs
  • The Online Teacher Resources