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Resources - Annotated Bibliography
Adelman, Clifford (Ed.). (1988). Performance and judgment: Essays on principles and practice in the assessment of college student learning. Office of Educational Research and Improvement Publication OR88-514. Washington, D.C.: U.S. Department of Education. 325 pp.
"This book gathers in one place information valuable to academicians new to assessment that is otherwise found scatter4ed through diverse professional literatures. Seventeen chapters by ten different experts include such diverse topics as designing a college assessment; assessing generic outcomes, basic skills, language, general education, the major field of study, change in student values, and motivation; the concept of value-added; computer-based testing; writing and other performance assessments; and the assessment center. The book concludes with an annotated bibliography and data on selected assessment instruments."1
Adelman, Clifford (Ed.). (1989). Signs & traces: Model indicators of college student learning in the disciplines. Office of Educational Research and Improvement Publication OR89-538. Washington, D.C.: U.S. Department of Education. 173 pp.
"This volume reviews means of assessing student learning in specific disciplines: computer science, mechanical engineering, biology, physics, and chemistry. Although oriented to natural science and technology, there is much generic information useful in other, non-science disciplines as well. An introduction by the editor provides an overview of indicators (measures) and problems in their use, and the philosophy of the volume."1
Angelo, Thomas A., & Cross, K. Patricia. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass. 427 pp.
"In this handbook for assessment in the classroom, the authors introduce classroom assessment (CA), justify its importance, and offer seven basic assumptions of CA. They describe first steps to take, ways to plan and implement CA projects, and twelve examples of successful CA projects in various disciplines. Detailed descriptions are provided of 50 classroom assessment techniques (CATs) for assessing course-related knowledge and skills; learning attitudes, values, and self-awareness; and learner reactions to instruction. Two final chapters describe what was learned in six years of CA and next steps in CA and classroom research. Five appendices include a list of institutions which developed the Teaching Goals Inventory (TGI), the TGI and self-scorable worksheet, comparative data on the TGI in community colleges and four-year colleges, and a bibliography of resources on classroom research and assessment."1
Banta, Trudy W., Lund, Jon P., Black, Karen E., & Oblander, Frances W. (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass. 387 pp.
"The authors devote a chapter to each of the nine AAHE Principles of Good Practice for Assessing Student Learning (AAHE Assessment Forum, 1992) and add one of their own. A second, major part of the book consists of 82 specific cases written by faculty and student-affairs staff members whose campus-based assessment projects embody nine principles. Included are examples of capstone course assessment, senior assignment, sophomore-junior diagnostic project, postgraduate assessment, assessment of general education and the major, use of portfolios, licensure assessment, exit interviews, student projects, assessment of the honors program, using student development transcripts, and assessment of academic advising. Banta concludes that assessment has proved successful in some institutions, holds promise in others, but needs better reporting to satisfy supporters and detractors of higher education."1
Cross, K. Patricia, & Steadman, Mimi Harris. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass. 264 pp.
"This volume, a companion to Cross' earlier Classroom Assessment Techniques: A Handbook for Faculty (Angelo and Cross, 1993), addresses teachers, students in graduate courses on learning and teaching, participants in faculty and teaching assistant development programs, and groups involved in classroom assessment and research. Three goals are to encourage and enable teachers to discuss teaching and learning together in a problem-solving spirit, apply research findings to their own practice, and use classroom assessment and research with their own students. Focused on four cases written by teachers and illustrating practical issues of student learning, three chapters discuss prerequisite knowledge, metacognition and learning strategies, self-confidence and motivation, goals, deep versus surface learning, student ratings of instruction, peer learning, and cognitive development and critical thinking. For each case, a section presents hypotheses, key research applicable to the hypotheses, and examples of application of research to the hypotheses; refers to page numbers of relevant Classroom Assessment Techniques; and includes an annotated bibliography. A fourth chapter describes how to design classroom research in one's own courses. An extensive bibliography concludes the book."1
Ewell, Peter T. (1994). The assessment movement: Implications for teaching and learning. In Terry O'Banion & Associates (Eds.), Teaching and learning in the community college (pp. 73-96). Washington, D.C.: American Association of Community Colleges.
"The author emphasizes assessing student outcomes in the community college and using assessment to improve professional practice within the institution. He reviews the history of assessment in the United States and describes specific principles on effective assessment and use of assessment results to improve teaching and learning. He emphasizes the importance of formulating clear outcome goals and incorporating assessment within a more comprehensive quality-improvement framework such as that of Continuous Quality Improvement (Total Quality Improvement)."1
Hutchings, Pat, & Rueben, Elaine. (1988/July/August). Faculty voices on assessment: Expanding the conversation. Change, 20(4), 48-55.
"Faculty share their experiences with assessment."1
Jacobs, Lucy Cheser, & Chase, Clinton I.. (1992). Developing and using tests effectively: A guide for faculty. San Francisco: Jossey-Bass. 231 pp.
"This handbook describes the role of classroom testing, ways to plan tests, and the technical issues of reliability and validity. Separate chapters discuss multiple-choice items; true-false, matching, and completion items; and essay examinations. The authors describe alternative assessment procedures, test administration, computer-assisted testing, item analysis, and grading."1
Mager, Robert F.. (1984). Preparing instructional objectives. Belmont, CA: Lake. 136 pp.
"The author's approach to developing instructional objectives has had a significant impact on education since the 1962 edition of this classic. His book is a step-by-step guide for formulating technically effective statements of the intended results of instruction."1
McMillan, James H. (Ed.). (1988). Assessing students' learning. New Directions for Teaching nad Learning, No. 34. San Francisco: Jossey-Bass. 108 pp.
"An introductory chapter discusses basic issues and principles of classroom assessment. Other chapters describe using assessment to improve instruction, assessing critical thinking across the curriculum, writing, experiential learning, and the departmental major field of study. Final chapters treat the grading of students and provide an editor's synthesis and recommendations."1
Nichols, James O. (1995c). The departmental guide and record book for student outcomes assessment and institutional effectiveness. New York: Agathon Press. 80 pp.
"This handbook helps academic, administrative, or educational support departments develop statements of intended student outcomes, assess student learning, and use the results of assessment to improve instruction. The author provides the background about the role of assessment at the department level and contends that if assessment is to work, it must work in an institution's departments. Two appendices describe assessment record book forms and their use."1
Tobias, S. & Raphael, J. (1997). The hidden curriculum-faculty-made tests in science, Part 1: Lower-division courses. New York: Plenum Press.
"This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers. Part 1 examines the effects of the following on lower-division courses: changes in exam content, format, and environment; revisions in grading practices; student response; colleague reaction; the sharing of new practices with other interested professionals, and more. The book consists of a comprehensive introduction, faculty-composed narratives, commentaries by well-known science educators, and a visual index to 100 entries of even more refined innovations." - Plenum.com
Tobias, S. & Raphael, J. (1997). The hidden curriculum-faculty-made tests in science, Part 2: Upper-division courses. New York: Plenum Press.
"This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers. Part II examines the effects of the following on upper-division courses: changes in exam content, format, and environment; revisions in grading practices; student response; colleague reaction; the sharing of new practices with other interested professionals, and more. The book consists of a comprehensive introduction, faculty-composed narratives, commentaries by well-known science educators, and a visual index that allows readers to search among the 70 entries for even more refined innovations." - Plenum.com
Tobias, S. & Raphael, J. (1997). In Class Examinations in College-Level Science: New Theory, New Practice." California State University Press.
1. Gardiner, L. F., Anderson, C., & Cambridge, B. L., Editors (1997). Learning through Assessment: A Resource Guide for Higher Education. Washington, D. C.: American Association for Higher Education.
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