National Institute for Learning Outcomes Assessment |

National Institute for Learning Outcomes Assessment

Assessment Briefs: Faculty

As a new faculty member, you will have questions about your students’ learning—as all thoughtful teachers do: Are they really learning what I’m teaching? How well do they understand the key concepts I’m focusing on? Can they apply what they’re learning in new contexts? What can I do better or differently to help students develop the skills and knowledge they need to be effective in this class, in subsequent courses, and in their future life and work? Click this report to read more from Hutchings.

Hutchings, P. (2011, April). What new faculty need to know about assessment (NILOA Assessment Brief: Faculty). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

See below for selected resouces

 

 

Selected Related References

Key Words

Accreditation
Accountability
Assessment history and trends
Classroom assessment
Defining assessment
Disciplinary perspectives
Faculty roles and responsibilities
Research on learning
Scholarship of teaching and learning
Student learning goals
Tools, methods, and examples
Using evidence for improvement


Accreditation

Hutchings, P., & Marchese, T. (1990, July/August). Watching assessment: Questions, stories, prospects. Change, 22(5), 12–38.
Key Words: accountability; accreditation; assessment history and trends; defining assessment

Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability, accreditation, faculty roles and responsibilities; tools, methods, and examples; using evidence for improvement

Provezis, S. (2010, October). Regional accreditation and student learning outcomes: Mapping the territory (NILOA Occasional Paper No. 6). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; using evidence for improvement


Accountability

Association of American Colleges & Universities (AAC&U). (2008). Our students’ best work: A framework for accountability worthy of our mission (2nd ed.). Washington, DC: Author.
Key Words: accountability; defining assessment; faculty roles and responsibilities; student learning goals

Council of Graduate Schools. (2010, November 22). Graduate education leaders discuss potential to collaborate on preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: assessment history and trends; faculty roles and responsibilities; tools, methods, and examples; accountability

Diamond, R. M., & Adam, B. E. (Eds.). (2000). The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No. 1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability; assessment history and trends; using evidence for improvement

Hutchings, P., & Marchese, T. (1990, July/August). Watching assessment: Questions, stories, prospects. Change, 22(5), 12–38.
Key Words: accountability; accreditation; assessment history and trends; defining assessment

National Governors Association. (1986). Time for results: The governors’ 1991 report on education. Washington, DC: Author.
Key Words: accountability; assessment history and trends

Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability, accreditation, faculty roles and responsibilities; tools, methods, and examples; using evidence for improvement


Assessment history and trends

Association of American Colleges & Universities (AAC&U). (2009, April). Learning and assessment: Trends in undergraduate education. A survey among members of the Association of American Colleges & Universities. Washington, DC: Author.
Key Words: assessment history and trends; student learning goals; tools, methods, and examples

Council of Graduate Schools. (2010, November 22). Graduate education leaders discuss potential to collaborate on preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: assessment history and trends; faculty roles and responsibilities; tools, methods, and examples; accountability

Diamond, R. M., & Adam, B. E. (Eds.). (2000). The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No. 1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability; assessment history and trends; using evidence for improvement

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Huber, M. T., & Morreale, S. P. (Eds.). (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, DC: The American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching.
Key Words: assessment history and trends; disciplinary perspectives; scholarship of teaching and learning

Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment (NILOA Occasional Paper No. 4). Urbana, IL: National Institute for Learning Outcomes Assessment.
Key Words: assessment history and trends; classroom assessment; faculty roles and responsibilities; scholarship of teaching and learning

Hutchings, P., & Marchese, T. (1990, July/August). Watching assessment: Questions, stories, prospects. Change, 22(5), 12–38.
Key Words: accountability; accreditation; assessment history and trends; defining assessment

Kuh, G., & Ikenberry, S. (2009, October). More than you think, less than we need: Learning outcomes assessment in American higher education (Abridged Version). Champaign, IL: National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; tools, methods, and examples; using evidence for improvement

National Governors Association. (1986). Time for results: The governors’ 1991 report on education. Washington, DC: Author.
Key Words: accountability; assessment history and trends

Provezis, S. (2010, October). Regional accreditation and student learning outcomes: Mapping the territory (NILOA Occasional Paper No. 6). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; using evidence for improvement

Study Group on the Conditions of Excellence in American Higher Education. (1984, October). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.
Key Words: assessment history and trends; defining assessment; research on learning


Classroom assessment

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; defining assessment; student learning goals; tools, methods, and examples

Diamond, R. M. (2008). Designing and assessing courses and curricula: A practical guide. (3rd ed.). San Francisco, CA: Jossey-Bass.
Key Words: accreditation; accountability; classroom assessment; faculty roles and responsibilities; tools, methods, and examples

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment (NILOA Occasional Paper No. 4). Urbana, IL: National Institute for Learning Outcomes Assessment.
Key Words: assessment history and trends; classroom assessment; faculty roles and responsibilities; scholarship of teaching and learning


Defining assessment

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; defining assessment; student learning goals; tools, methods, and examples

Association of American Colleges & Universities (AAC&U). (2008). Our students’ best work: A framework for accountability worthy of our mission (2nd ed.). Washington, DC: Author.
Key Words: accountability; defining assessment; faculty roles and responsibilities; student learning goals

Study Group on the Conditions of Excellence in American Higher Education. (1984, October). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.
Key Words: assessment history and trends; defining assessment; research on learning

Walvoord, B. E. (2004, April). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
Key Words: defining assessment; tools, methods, and examples; using evidence for improvement


Disciplinary perspectives

Diamond, R. M., & Adam, B. E., (Eds.). (1995). The disciplines speak: Rewarding the scholarly, professional, and creative work of faculty. Washington, DC: American Association for Higher Education.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Diamond, R. M., & Adam, B. E. (Eds.). (2000). The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Huber, M. T., & Morreale, S. P. (Eds.). (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, DC: The American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching.
Key Words: assessment history and trends; disciplinary perspectives; scholarship of teaching and learning

Shavelson, R. J. (2010). Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.
Key Words: accountability; disciplinary perspectives; research on learning; student learning goals

Werder, C., & Otis, M. M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; scholarship of teaching and learning; student learning goals; tools, methods and examples; using evidence for improvement


Faculty roles and responsibilities

Association of American Colleges & Universities (AAC&U). (2008). Our students’ best work: A framework for accountability worthy of our mission (2nd ed.). Washington, DC: Author.
Key Words: accountability; defining assessment; faculty roles and responsibilities; student learning goals

Council of Graduate Schools. (2011, May 17). Preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: faculty roles and responsibilities; student learning goals; tools, methods, and examples

Council of Graduate Schools. (2010, November 22). Graduate education leaders discuss potential to collaborate on preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: assessment history and trends; faculty roles and responsibilities; tools, methods, and examples; accountability

Diamond, R. M., & Adam, B. E., (Eds.). (1995). The disciplines speak: Rewarding the scholarly, professional, and creative work of faculty. Washington, DC: American Association for Higher Education.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Diamond, R. M., & Adam, B. E. (Eds.). (2000). The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment (NILOA Occasional Paper No. 4). Urbana, IL: National Institute for Learning Outcomes Assessment.
Key Words: assessment history and trends; classroom assessment; faculty roles and responsibilities; scholarship of teaching and learning

Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability, accreditation, faculty roles and responsibilities; tools, methods, and examples; using evidence for improvement


Research on learning

Bransford, J. D., Brown, A. L., & Cockling, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council, Committee on Development in the Science of Learning, National Academy Press.
Key Words: research on learning; student learning goals

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Shavelson, R. J. (2010). Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.
Key Words: accountability; disciplinary perspectives; research on learning; student learning goals

Study Group on the Conditions of Excellence in American Higher Education. (1984, October). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.
Key Words: assessment history and trends; defining assessment; research on learning


Scholarship of teaching and learning

Diamond, R. M., & Adam, B. E., (Eds.). (1995). The disciplines speak: Rewarding the scholarly, professional, and creative work of faculty. Washington, DC: American Association for Higher Education.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Diamond, R. M., & Adam, B. E. (Eds.). (2000). The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment (NILOA Occasional Paper No. 4). Urbana, IL: National Institute for Learning Outcomes Assessment.
Key Words: assessment history and trends; classroom assessment; faculty roles and responsibilities; scholarship of teaching and learning

Werder, C., & Otis, M. M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; scholarship of teaching and learning; student learning goals; tools, methods and examples; using evidence for improvement



Student learning goals

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; defining assessment; student learning goals; tools, methods, and examples

Association of American Colleges & Universities (AAC&U). (2008). Our students’ best work: A framework for accountability worthy of our mission (2nd ed.). Washington, DC: Author.
Key Words: accountability; defining assessment; faculty roles and responsibilities; student learning goals

Association of American Colleges & Universities (AAC&U). (2009, April). Learning and assessment: Trends in undergraduate education. A survey among members of the Association of American Colleges & Universities. Washington, DC: Author.
Key Words: assessment history and trends; student learning goals; tools, methods, and examples

Bransford, J. D., Brown, A. L., & Cockling, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council, Committee on Development in the Science of Learning, National Academy Press.
Key Words: research on learning; student learning goals

Council of Graduate Schools. (2011, May 17). Preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: faculty roles and responsibilities; student learning goals; tools, methods, and examples

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges & Universities.
Key Words: research on learning; student learning goals

Miller, R., & Morgaine, W. (2009). The benefits of e-portfolios for students and faculty in their own words. Peer Review, 11(1), 8–12.
Key Words: student learning goals; tools, methods, and examples

Shavelson, R. J. (2010). Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.
Key Words: accountability; disciplinary perspectives; research on learning; student learning goals

Werder, C., & Otis, M. M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; scholarship of teaching and learning; student learning goals; tools, methods and examples; using evidence for improvement


Tools, methods, and examples

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; defining assessment; student learning goals; tools, methods, and examples

Association of American Colleges & Universities (AAC&U). (2009, April). Learning and assessment: Trends in undergraduate education. A survey among members of the Association of American Colleges & Universities. Washington, DC: Author.
Key Words: assessment history and trends; student learning goals; tools, methods, and examples

Council of Graduate Schools. (2011, May 17). Preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: faculty roles and responsibilities; student learning goals; tools, methods, and examples

Council of Graduate Schools. (2010, November 22). Graduate education leaders discuss potential to collaborate on preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from here.
Key Words: assessment history and trends; faculty roles and responsibilities; tools, methods, and examples; accountability

Kuh, G., & Ikenberry, S. (2009, October). More than you think, less than we need: Learning outcomes assessment in American higher education (Abridged Version). Champaign, IL: National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; tools, methods, and examples; using evidence for improvement

Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment. Sterling, VA: Stylus.
Key Words: Defining assessment; tools, methods, and examples; using evidence for improvement

National Survey of Student Engagement. http://www.nsse.iub.edu/
Key Words: research on learning; tools, methods, and examples; using evidence for improvement

Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability, accreditation, faculty roles and responsibilities; tools, methods, and examples; using evidence for improvement

Walvoord, B. E. (2004, April). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
Key Words: defining assessment; tools, methods, and examples; using evidence for improvement

Werder, C., & Otis, M. M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; scholarship of teaching and learning; student learning goals; tools, methods and examples; using evidence for improvement



Using evidence for improvement

Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No. 1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability; assessment history and trends; using evidence for improvement

Kuh, G., & Ikenberry, S. (2009, October). More than you think, less than we need: Learning outcomes assessment in American higher education (Abridged Version). Champaign, IL: National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; tools, methods, and examples; using evidence for improvement

Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment. Sterling, VA: Stylus.
Key Words: Defining assessment; tools, methods, and examples; using evidence for improvement

Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability, accreditation, faculty roles and responsibilities; tools, methods, and examples; using evidence for improvement

Provezis, S. (2010, October). Regional accreditation and student learning outcomes: Mapping the territory (NILOA Occasional Paper No. 6). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; using evidence for improvement

Walvoord, B. E. (2004, April). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
Key Words: defining assessment; tools, methods, and examples; using evidence for improvement

Werder, C., & Otis, M. M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; scholarship of teaching and learning; student learning goals; tools, methods and examples; using evidence for improvement


All Selected Resources:

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook
for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; defining assessment; student learning goals; tools, methods, and examples

Association of American Colleges & Universities (AAC&U). (2008). Our students’ best work: A framework for accountability worthy of our mission (2nd ed.). Washington, DC: Author.
Key Words: accountability; defining assessment; faculty roles and responsibilities; student learning goals

Association of American Colleges & Universities (AAC&U). (2009, April). Learning and assessment: Trends in undergraduate education. A survey among members of the Association of American Colleges & Universities. Washington, DC: Author.
Key Words: assessment history and trends; student learning goals; tools, methods, and examples

Bransford, J. D., Brown, A. L., & Cockling, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council, Committee on Development in the Science of Learning, National Academy Press.
Key Words: research on learning; student learning goals

Council of Graduate Schools. (2011, May 17). Preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from http://www.cgsnet.org/portals/0/pdf/N_PR_PFFStudentOutcomes.pdf
Key Words: faculty roles and responsibilities; student learning goals; tools, methods, and examples

Council of Graduate Schools. (2010, November 22). Graduate education leaders discuss potential to collaborate on preparing future faculty to assess student learning. Washington, DC: Author. Retrieved from http://www.cgsnet.org/portals/0/pdf/N_pr_PFFStudentLearningAssessment.pdf
Key Words: assessment history and trends; faculty roles and responsibilities; tools, methods, and examples; accountability

Diamond, R. M., & Adam, B. E., (Eds.). (1995). The disciplines speak: Rewarding the scholarly, professional, and creative work of faculty. Washington, DC: American Association for Higher Education.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Diamond, R. M., & Adam, B. E. (Eds.). (2000). The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; faculty roles and responsibilities; scholarship of teaching and learning

Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No. 1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability; assessment history and trends; using evidence for improvement

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Key Words: classroom assessment; faculty roles and responsibilities; research on learning; scholarship of teaching and learning; student learning goals

Huber, M. T., & Morreale, S. P. (Eds.). (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, DC: The American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching.
Key Words: assessment history and trends; disciplinary perspectives; scholarship of teaching and learning

Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment (NILOA Occasional Paper No. 4). Urbana, IL: National Institute for Learning Outcomes Assessment.
Key Words: assessment history and trends; classroom assessment; faculty roles and responsibilities; scholarship of teaching and learning

Hutchings, P., & Marchese, T. (1990, July/August). Watching assessment: Questions, stories, prospects. Change, 22(5), 12–38.
Key Words: accountability; accreditation; assessment history and trends; defining assessment

Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges & Universities.
Key Words: research on learning; student learning goals

Kuh, G., & Ikenberry, S. (2009, October). More than you think, less than we need: Learning outcomes assessment in American higher education (Abridged Version). Champaign, IL: National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; tools, methods, and examples; using evidence for improvement

Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment. Sterling, VA: Stylus.
Key Words: Defining assessment; tools, methods, and examples; using evidence for improvement

Miller, R., & Morgaine, W. (2009). The benefits of e-portfolios for students and faculty in their own words. Peer Review, 11(1), 8–12.
Key Words: student learning goals; tools, methods, and examples

National Governors Association. (1986). Time for results: The governors’ 1991 report on education. Washington, DC: Author.
Key Words: accountability; assessment history and trends

National Survey of Student Engagement. http://www.nsse.iub.edu/
Key Words: research on learning; tools, methods, and examples; using evidence for improvement

Nunley, C., Bers, T, & Manning, T. (2011, July). Learning Outcomes Assessment in Community Colleges (NILOA Occasional Paper No.10). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accountability, accreditation, faculty roles and responsibilities; tools, methods, and examples; using evidence for improvement

Provezis, S. (2010, October). Regional accreditation and student learning outcomes: Mapping the territory (NILOA Occasional Paper No. 6). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Key Words: accreditation; assessment history and trends; using evidence for improvement

Shavelson, R. J. (2010). Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.
Key Words: accountability; disciplinary perspectives; research on learning; student learning goals

Study Group on the Conditions of Excellence in American Higher Education. (1984, October). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.
Key Words: assessment history and trends; defining assessment; research on learning

Walvoord, B. E. (2004, April). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
Key Words: defining assessment; tools, methods, and examples; using evidence for improvement

Werder, C., & Otis, M. M. (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Key Words: disciplinary perspectives; scholarship of teaching and learning; student learning goals; tools, methods and examples; using evidence for improvement

 

You may also be interested in NILOA's Occasional Paper 4: Opening Doors to Faculty Involvement in Assessment by Pat Hutchings.

Abdou Ndoye's piece Helping Faculty to Embrace Learning Outcomes Assessment adds to this conversation as well.