Assessment
Readings & Websites

• AAHE Assessment Forum: Nine Principles of Good Practice for Assessing Student Learning, 2 pages. Available: http://www.aahe.org/assessment/principl.htm [1999, December 8]
  • Where does the assessment of student learning begin? What makes it most effective?
• Allen, Mary J. 2006. Assessing General Education Programs. Bolton, MA. Anker Publishing. [250 pp.]
  • General education and core programs are a key component of most academic programs.  They are also one of the most difficult areas to assess.  Using numerous case studies, this book provides a usable process for addressing this most complex issue.
• Banta, T.W. and Associates. 2002. Building Scholarship in Assessment. San Francisco, CA.  Jossey-Bass/Wiley.
  • Provides an overview of assessment and what hs been learned about the process.
• Banta, Trudy W., and others. 1996. Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass. [387 pp.]
  • The authors identify and describe six steps that characterize successful assessment programs: developing learning goals and objectives; planning for assessment; involving faculty, staff, and students in assessment; selecting and designing methods; reporting and using results; and assessing the assessment program.
• Ewell, Peter T. 1997. "Strengthening Assessment for Academic Quality Improvement." In Planning and Management for a Changing Environment, ed. M. W. Peterson, D. D. Dill, L. A. Mets, and others. San Francisco: Jossey-Bass. [21 pp.]
• Field Guide to Academic Leadership 2002 (Robert M. Diamond, Editor.) Jossey-Bass, San Francisco.
  • The following chapters in the Field Guide are brief, to the point, and directly related to the content focus of this section:
    • Chapter 8. Student Development: Monitoring the Quality of Learning and Development by Lion F. Gardiner. Stresses the importance of quality information in academic programs. Includes specific suggestions on writing learning outcomes, on developing a system to assess if these stated goals are being met and your role in developing a supportive climate for the assessment of learning.
    • Chapter 14. Evaluation and Assessment: An Institutional Context by Michael Theall. Describes the common problems associated with developing a climate that supports evaluation and assessment and how to avoid them. Concludes with a practical list of the factors that you should consider and steps you should take in developing a quality system.
    • Chapter 15. Academic Program Review by Jon Wergin. Focuses on your role as an administrator in the review of departments and programs. Discusses the common barriers to the effective evaluation of units and reviews the finding of a major study on departmental evaluation. The conditions that are needed for a climate the supports a review process that leads to program improvement are described and are placed in the context of how accreditation agencies are assessing "educational effectiveness".
    • Chapter 16. Leadership in Faculty Evaluation by Michael Theall. Focuses on what many consider to be the most sensitive and contentious area of evaluation, the evaluation of faculty and the use of student rating systems. Common problems are described along with suggestions how they might be avoided. Key stakeholders and their role in faculty evaluation are also discussed.
• Gardiner, Lion F. 2000. "Assessment and Evaluation in Higher Education: Some Concepts and Principles." The National Academy Newsletter 1, no. 2
  • An introduction to some of the important concepts, principles, and methods of effective assessment.
• Kuh, George D., Jilian Kinzie, John H. Schuh and Elizabeth J. Whitt, 2005. Assessing Conditions to Enhance Educational Effectiveness: The Inventory for Student Engagement and Success. San Francisco, Jossey-Bass [112 p ]
  • Presents a self-guided framework for conducting a comprehensive, systematic, institution wide analyses that can also be used at the school, college, division, or departmental level. Describes policies and programs from over 20 institutions. The approach can be used for accreditation self-studies, professional and for strategic planning.
• Maki, Peggy L. Assessing for Learning: Building a Sustainable Commitment Across an Institution 2004. Sterling, VA. Slylus Publishing [256 pp.]
  • Sets the assessment of learning within the context of both the level of a program, department, division or school within an institution and the level of the institution based on its mission, educational philosophy and educational objectives.  Defines assessment as the ability to determine the match between what we expect of our students and their actual performance.  Provides case studies, resources, and exercises. Will assist institutions in responding to the calls for increased accountability and the use of learning outcomes.  Published in association with AAHE.
• McGonigal, Kelly, Getting More "Teaching" out of "Testing" and "Grading". Speaking of Teaching Vol. 15, No.2. 2006. Palo Alto, CA. Center for Teaching and Learning, Stanford University.
  • The benefits of using assessment as a teaching tool. Describes the required elements and specific techniques. Ideal for addressing the requirements for learning outcomes and assessment. ( www.http;//ctl.stanford.edu/Newsletter/)
• The National Survey of Student Engagement (NSSE)
  • This website (www.nsse.iub.edu) provides information about the empirical foundations of the NSSE survey and hosts research papers and presentations based on NSSE data. The NSSE Institute for Effective Educational Practice, the service arm of NSSE, posts such resources as the Accreditation Tool-kit which maps survey items to regional accreditation standards, the Pocket Guide to Choosing a College which is designed to help prospective students ask important questions on a campus tour and other resources that institutions can use to improve student engagement and enhance student learning.
• Palomba, C.A., and Banta, T.W. 1999. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education.  San Francisco. Jossey-Bass/Wiley.
  • A widely ranging practical handbook on the application of assessment in higher education.  Among its many topics are monitoring quality in learning, in monitoring campus environments, in specifying outcomes and in using results. 
• Schuh, John H., M. Lee Upcraft, and Associates. 2001. Assessment Practice in Affairs: An Application Manual. San Francisco. Jossey-Bass [554 pp.]
  • An overview of the assessment process with detailed discussions on methodologies, approaches, and issues.  A basic reference for leaders in student affairs.
• Seldin, Peter. 2004(3e). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Bolton, MA. Anker Publishing.
  • This latest edition of the primary work on teaching portfolios includes, in addition to the solid advance provided in the earlier edition, information on web-based teaching portfolios, seven institutional case studies and numerous sample portfolios from various disciples.
• Seldin, Peter, and associates. 2006. Evaluating Faculty Performance. Bolton, MA. Anker Publishing.
  • A practical update on current evaluation practices and methods.  Common problems are addressed.  Includes numerous check-lists and forms.  A good place to start in developing a faculty evaluation system.
• Wergin, Jon F. 1999. "Evaluating Department Achievements: Consequences for the Work of Faculty." AAHE Bulletin 52, no. 4: 3-6.
• Wergin, Jon F., and J. N. Swingen. 2000. Evaluating Academic Departments: Best Practices, Institutional Implications. New Pathways Working Paper Series. Washington, D.C.: American Association for Higher Education, Forum on Faculty Roles and Rewards.
• Wilson, Shari. "The Disappointment of Portfolio-Based Teaching", Inside Higher Ed, 2/15/07
  • An in-depth discussion of one faculty members experience with using the portfolio approach in the teaching of writing. Don’t tread this article without reading the extensive comments that follow. Together they provide a comprehensive review of both the benefits and the difficulties with the approach. (http://insidehighered.com/views/2007/2/15/wilson)
• Tomorrow's Professor
  • Published 100 times a year this newsletter, which is free to subscribers, highlights a single publication in each issue. Each issue, approximately four to six pages, may include an entire essay but more often is all or part of a carefully selected chapter of a recent publication, an article in a newsletter or a research report. It is an excellent way for you to get a sense of the focus and writing style of books before purchasing. Below are specific issues that address the focus of this resource section. They may be retrieved by number thru the following link (http://ctl.stanford.edu/Tomprof/postings.html). Issues are posted two weeks after publication. On this site you can also find a complete list of all past publications in the series.
    • #641: Lessons Learned in the Assessment School of Hard Knocks. Caroline J. Haessig and Armand S. LaPorta
    • #706: Quality and Performance Excellence in Higher Education: Lessons Learned. Charles W. Sorenson, Julie A. Furst-Bowe and Diane M. Moen
    • #710: Three Levels of General education Assessment. Mary J. Allen
    • #716: Learning About Student Learning From Community Colleges. Lee Shulman and Pat Hutchings
    • #738: Getting more "teaching" out of "testing" and "grading". Kelly McGonigal
    • #740: Faculty Performance Reviews Theodore H. Curry
    • #756: Uses and Abuses of Student Ratings. William Pallett.
    • #757: Calling All Students…Come In Students. Michael L. Rogers and David A. Starrett
    • #762: Student Portfolios: An Alternative Way of Encouraging and Evaluating Student Learning. Carmel Parker White
    • #765: "Using the Assessment Process to Improve Doctoral Programs" by Kelly Frank and Karen Klomparens.
    • #764: "How Post-tenure Review Can Support the Teaching Development of Senior Faculty" by Mary Deane Sorcinelli, Mei-You Shih, Mathew L. Quallett and Marjory Stewart.
    • #776: “The Case for Common Examinations”. Lloyd Bond