Assessment Briefs: Faculty
What New Faculty Need to Know About Assessment
Pat Hutchings
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 assessmentNunley, 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 improvementProvezis, 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 goalsCouncil 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; accountabilityDiamond, 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 learningEwell, 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 improvementHutchings, 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 assessmentNational Governors Association. (1986). Time for results: The governors’ 1991 report on education. Washington, DC: Author.
Key Words: accountability; assessment history and trendsNunley, 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 examplesCouncil 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; accountabilityDiamond, 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 learningEwell, 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 goalsHuber, 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 learningHutchings, 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 learningHutchings, 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 assessmentKuh, 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 improvementNational Governors Association. (1986). Time for results: The governors’ 1991 report on education. Washington, DC: Author.
Key Words: accountability; assessment history and trendsProvezis, 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 improvementStudy 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 examplesHuber, 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 goalsHutchings, 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 examplesAssociation 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 goalsStudy 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 learningWalvoord, 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 learningDiamond, 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 learningHuber, 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 learningShavelson, 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 goalsWerder, 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 goalsCouncil 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 examplesCouncil 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; accountabilityDiamond, 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 learningDiamond, 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 goalsHutchings, 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 learningNunley, 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 goalsHuber, 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 goalsShavelson, 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 goalsStudy 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 learningDiamond, 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 goalsHutchings, 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 learningWerder, 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 examplesAssociation 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 goalsAssociation 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 examplesBransford, 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 goalsKuh, 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 goalsMiller, 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 examplesShavelson, 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 goalsWerder, 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 examplesAssociation 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 examplesCouncil 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 examplesCouncil 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; accountabilityKuh, 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 improvementMaki, P. L. (2004). Assessing for learning: Building a sustainable commitment. Sterling, VA: Stylus.
Key Words: Defining assessment; tools, methods, and examples; using evidence for improvementNational Survey of Student Engagement. http://www.nsse.iub.edu/
Key Words: research on learning; tools, methods, and examples; using evidence for improvementNunley, 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 improvementWalvoord, 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 improvementWerder, 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 improvementKuh, 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 improvementMaki, P. L. (2004). Assessing for learning: Building a sustainable commitment. Sterling, VA: Stylus.
Key Words: Defining assessment; tools, methods, and examples; using evidence for improvementNunley, 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 improvementProvezis, 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 improvementWalvoord, 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 improvementWerder, 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
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