Assessment and Curriculum
Title: Assessment Practice in Student Affairs: An Applications Manual
Author: John H. Schuh, M. Lee Upcraft and Associates
APA: Schuh, J.H., & Upcraft, M.L. (2001). Assessment practice in student affairs: An applications manual. San Francisco, CA: Jossey-Bass.
When Assessment in Student Affairs first appeared in 1996, readers discovered a practical context for viewing the power of assessment across the domain of student services. In this comprehensive manual, John H. Schuh and M. Lee Upcraft continue the conversation begun in their earlier book and provide a full range of practical tools and engaging examples for conducting effective assessments. The authors offer an overview of the assessment process and then detail a range of methodologies, approaches, and issues—explaining how to use them and when to recruit expertise from other campus sources. They draw from the latest practice and include a wealth of case studies.
Title: Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition)
Author: Thomas A. Angelo and K. Patricia Cross
APA; Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Edition). San Francisco, CA: Jossey-Bass.
Number of copies: 2
How well are college students learning? How effectively are faculty teaching? Teachers themselves are the closest observers of learning as it takes place in their classrooms—and thus have the opportunity to become the most effective assessors and improvers of their own teaching. But in order for teaching to improve, teachers must first be able to discover when they are off course, how far off they are, and how to get back on the right track. In Classroom Assessment Techniques, Thomas A. Angelo and K. Patricia Cross provide a practical handbook to help college faculty—and teachers in other settings—develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching upon it.
This revised and greatly expanded edition of their 1988 handbook now includes a self-contained self-assessment device—the Teaching Goals Inventory—for identifying and clarifying instructional goals. And the book offers teachers at all levels of experience detailed, how-to advice on Classroom Assessment—from what it is and how it works to how to plan, implement, and analyze assessment projects. The authors illustrate their approach through numerous case studies and examples that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
The book features fifty valuable Classroom Assessment Techniques, each presented in a format that provides an estimate of the ease of use, a concise description, step-by-step procedures for adapting and administering the technique, practical advice on how to analyze the data, pros, cons, caveats, and other useful information. These fifty Classroom Assessment Techniques are cross-indexed so that teachers can easily locate the appropriate techniques for assessing their particular teaching goals in their academic disciplines. Techniques are also indexed for their usefulness in assessing content knowledge, higher-order thinking skills, course-related attitudes and values, students' reactions to the course.
Uncovering the Curriculum: Whole Language in Elementary and Postsecondary Classrooms
Kathleen and James Strickland
Strickland, Kathleen, and James Strickland (1993). Uncovering the Curriculum: Whole Language in Elementary and Postsecondary Classrooms. Portsmouth, NH: Boynton/Cook
Elementary educators nationwide have embraced the whole language philosophy, while students in secondary schools are often still taught according to traditional methods based on outdated research. Most secondary teachers, although interested in the philosophy, have not been inserviced in whole language and are often led to believe that whole language is an elementary teaching method rather than a philosophy that is applicable to all learners and all teachers. What's more, little literature exists for the secondary teacher interested in applying whole language principles in the classroom.
UN-Covering the Curriculum is intended to fill that gap. The book addresses the question, "What is whole language and how can it be used in the high school and college classroom?" Combining the theoretical with the practical, the authors show how the philosophy is implemented in the classroom as secondary/postsecondary whole language teachers from across the country share with readers their strategies, their stories, and their student's work. The book is holistic in that it looks at whole language by tying together composition, oral language, reading, writing-across-the-curriculum, evaluation, and political issues.
UN-Covering the Curriculum is the first theoretical discussion of whole language philosophy for classrooms beyond the elementary school. It makes clear that whole language is not grade specific, but rather a philosophy that can help teachers at any level formulate a perspective about teaching and learning based on current research. It will be invaluable for both practicing and preservice middle school and high school teachers, as well as college teachers who are interested in the idea of whole languages but are unsure of what it is or how it applies to learners at the college level. The book is also ideal as a text in a methods course or in a course on the elements of instruction.
Title: Building a Scholarship of Assessment
Author: Trudy W. Banta & Associates
APA: Banta, T.W. (2002). Building a scholarship of assessment. San Francisco, CA: Jossey Bass.
In this book, leading experts in the field examine the current state of assessment practice and scholarship, explore what the future holds for assessment, and offer guidance to help educators meet these new challenges. The contributors root assessment squarely in several related disciplines to provide an overview of assessment practice and scholarship that will prove useful to both the seasoned educator and those new to assessment practice. Ultimately, Building a Scholarship of Assessment will help convince skeptics who still believe outcomes assessment is a fad and will soon fade away that this is an interdisciplinary area with deep roots and an exciting future.
Title: Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions
Author: Elizabeth Fuseler Avery
APA: Avery, E.F. (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. Chicago, IL: American Library Association.
Well done assessment is essential to documenting the effects of information literacy programs and the degree to which they are meeting their objectives. The assessment process can also assist anyone involved in information literacy instruction by getting them actively involved in the process and engaged in classroom activities, by giving them feedback about students' thinking and learning, and by helping them focus on goals and objectives of the course. This book gives librarians the tools needed to create baseline data that will support the merits of information literacy programs in their institutions. Methods and skills that have been used to carry out effective assessment programs are illustrated including deciding what is to be learned from the program, establishing learning outcomes, data analysis, consideration of costs, and involvement of faculty.
Title: Psychological Testing and Assessment (8th edition)
Author: Lewis R. Aiken
APA: Aiken, L.R. (1994). Psychological testing and assessment (8th edition). Needham Heights, MA: A Division of Simon & Schuster, Inc.
During the past three decades, there has been much criticism of psychological testing and assessment. The use of standardized tests in educational and employment contexts, in particular, has been repeatedly attacked. There have been numerous legal suits and court cases concerned with testing, and in certain states legislation pertaining to test standards and usage has been passed. The effects of these events, however, have been mainly salutary, and psychological testing has continued to flourish. Increased public professional attention to the usefulness and limitations of testing has stimulated a desire for greater care in designing and distributing psychological tests and other assessment instruments. The need for the users of tests to be better trained and have greater awareness of the personal and social consequences of testing has also become increasingly obvious. Psychometricians and other knowledgeable persons are concerned that tests be constructed and used not only with attention to their technical features but also with a sensitivity to the needs and rights of examinees and society as a whole. This outlook is reflected in The Standards for Educational and Psychological Testing (American Educational Research Association et al., 1985), the Code of Fair Testing Practices in Education (Fremer, Diamond, &Camara, 1989), and the Principles for the Validation and Use of Personnel Selection Procedures (Society for Industrial & Organizational Psychology, 1987).
Consistent with these concerns and aspirations, the major objective of this book is to improve knowledge, understanding, and practices of those who construct tests, those who take tests, and those who ponder over the meaning and value of test scores. Like previous editions, the current volume is designed primarily as a textbook for college students, but it may also serve as a source of information and procedures for professional psychologists, educators, and others who use tests and test results. The material is appropriate for a one-semester course at the undergraduate or beginning graduate level.
Title: TRANSFORMATIVE Assessment
Author: Popham, James W.
APA: Popham, James W. (2011). TRANSFORMATIVE Assessment in Action. Alexandria, VA: ASCD
TESTING EXPERT W. JAMES POPHAM CUTS THROUGH THE JARGON AND the hype to provide the definitive nuts-and-bolts introduction to formative assessment, a process with the power to completely transform teaching and learning.
In his inimitable style. Popham explains the research supporting formative assessment's effectiveness and why familiarity with this research is the key to preserving both teacher sanity and district funds. You'll find step-by-step guidance on how to build frameworks for formative assessment and how to carry out each of the process's four levels: teacher's instructional adjustments, students' learning tactic adjustments, a classroom climate shift, and school wide implementation.
This book is the place to start for educators considering formative assessment, curious about why their school system is embracing formative assessment, or wondering why the "formative assessments" they're using now aren't producing the desired results. Here, you'll learn what formative assessment is and isn't, what It can do and what it can't, and the practical way to reap its very real rewards: better teaching and better learning.
Title: Student Learning: A Central Focus for Institutions of Higher Education: A Report of Institutional Practices the Student Learning Initiative
Title: Improving Student Learning 4- Pack
Author: Magna Publications
The following is a CD Rom -
Includes the Following Programs:
Learner-Centered Teaching- Where Should I Start? - Presented by Maryellen Wiemer, Ph.D.
How Can I Promot Deep Learning through Critical Reflection? Presented by Barbara Jacoby, Ph.D.
How Can I Promote Deep, Lasting Student Learning? - Presented by Linda Suskie
How Can I Use Voice Feedback to Improve Student Learning? - Presented by Dr. John Orlando
Improving Student Learning 4-Pack
With the Improving Student Learning 4-pack you can:
Show one of these programs at the beginning of a department meeting
Have individual faculty members view the program then meet as a group to discuss
Have faculty show the program to students and discuss the topic with them-i.e. the program How Can I Promote Deep, Lasting Student Learning?
Each program features a 20-minute video presentation, plus 3 to 8 pages of supplemental materials, a copy of the PowerPoint presentation and the trascript. It's all delviered in a convenient CD package so that it can be viewed during your next faculty orientation or departmental meeting.
Title: The Outcomes Primer: Reconstructing the College Curriculum
Author: Ruth Stiehl and Les Lewchuk
APA: Stiehl, R., & Lewchuk, L. (2002). The outcomes primer: Reconstructing the college curriculum (2nd ed.). Corvallis, OR: The Learning Organization.
N/a Note: Number of copies : 5
Title: Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate
Author: Scott L. Howell and Mary Hricko
APA: Howell, S.L., & Hricko, M. (2006). Online assessment and measurement: Case studies from higher education, K-12 and corporate. Hershey, PA: Idea Group Inc.
Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate features a number of case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas: elementary and secondary (K-12), higher education and corporate. The pioneers' stories of migrating from old and introducing new assessments to the online environment are challenging, exhilarating and rewarding.
Title: Raising Student Achievement Through Rapid Assessment and Test Reform
Author: Stuart S. Yeh
APA: Yeh, S.S. (2006). Raising student achievement through rapid assessment and test reform. New York, NY: Teachers College Press.
In this book, Stuart Yeh suggests specific changes in test design, implementation, and policy that could greatly improve the benefits and reduce the educational costs of high-stakes accountability policies.
Title: Assessing for Learning: Building a Sustainable Commitment Across the Institution
Author: Peggy L. Maki
APA: Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus Publishing, LLC.
This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has developed and refined through the hundreds of successful workshops she has presented nationally and internationally.
Peggy Maki starts with a definition of assessment as a process that enables us to determine the fit between what we expect our students to understand and be able to do, and what they actually demonstrate at points along their educational careers.
She then presents a framework—accompanied by extensive examples of processes, strategies, and illustrative campus practices; as well as key resources, guides, worksheets, and exercises—that will assist all stakeholders in the institution to articulate, develop, and sustain assessment of student learning as an integral and systematic core institutional process.
This book presents inquiry into student learning as a core process of institutional learning—a way of knowing about our work—to improve educational practices. Becoming learning organizations themselves, higher education institutions deepen understanding of their educational effectiveness by examining the various ways in which students make their learning visible.
Here is a process that any campus can adapt and use to engage all its constituencies—institutional leaders, faculty, staff, administrators, students and everyone involved in governance—in constructive dialogue to forge a vision about, and commitment to, a culture of evidence.
Title: Classroom Assessment and the National Science Education Standards
Author: J. Myron Atkin, Paul Black, and Janet Coffey
APA: Atkin, J.M., Black, P., & Coffey, J. (Eds.). (2001). Classroom assessment and the national science education standards. Washington, DC: National Academy Press.
The 1996 book National Science Education Standards addressed not only what students should learn about science but also how their learning should be assessed. Essentially we must ask ourselves not only how we know what they know but also how the assessment process can improve learning.
This accompanying volume to the Standards focuses on one key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and the students as interacting participants. This sort of insight is clearly invaluable. As students conduct experiments, for example, the teacher will often circulate around the room and ask individuals about their findings, using the feedback to adjust lesson plans and take other actions to boost learning. Assessment of this nature is a ubiquitous part of the classroom life, and it is this kind of real-time first-person perspective that can have a significant impact on both teaching and learning.
Focusing on the teacher as the leading player in assessment, this book offers a guiding framework for thinking about ongoing, formative assessment and explores how it can be adapted to the individual classroom. In addition to providing a research base for the importance of understanding and improving types of assessment in the classroom that encourage learning, the document features examples, definitions, illustrative vignettes, and practical suggestions to help teachers and students obtain the greatest benefit from this regular evaluation and adjustment process. To assist teacher educators and others who work closely with prospective and practicing teachers, this text illuminates the potential richness of professional development that has assessment as the cornerstone and offers some features to consider when designing professional-development experiences.
The integral role students have in the assessment process—from understanding assessment criteria and assessing their own efforts, to sharing responsibility in taking action in light of feedback—is also discussed. The book offers a broadened notion of assessment beyond conventional testing and grading and discusses how programs and systems can support teachers and students in improving daily classroom assessment.
Title: Scoring Rubrics: A compilation of rubrics collected from texts, Web sites, conference presentations, and generous colleagues
Title: Contexts for Learning: Institutional Strategies for Managing Curricular Change Through Assessment
Author: Bruce Keith
APA: Keith, B. (Ed.). (2004). Contexts for learning: Institutional strategies for managing curricular change through assessment. Stillwater, OK: New Forums Press, Inc.
The purpose of this work is to re-center the conversation on assessment from one focused on assessment-as-evidence to alternative perspectives that emphasize assessment-as-process. Questions and discussions on assessment that surface routinely in various venues must ultimately come back to a focus on process, with a particular focus on an institution's context and culture. One of the great frustrations often encountered by assessment practitioners in higher education is the realization that published models are not easily imported into their own institutional environments. In working with assessment, they learn that their strategy must be tailored to the specific parameters—context and culture—of their own institutions. This realization requires them to design and implement an assessment plan within the established mechanisms (process) employed by their institution to manage change. This suggestion, although intuitively obvious, is a subject often overlooked in conversations about assessment through public dialogues and professional publications.
This book is written for several distinct audiences. In bringing together the perspectives of faculty, administrators, and practitioners, the editor tried to balance academic rigor with practical application. Administrators will find value in learning how their counterparts at other institutions have successfully managed the implementation of assessment plans. Faculty, as scholars, will hopefully find that the essays further the professional dialogue on assessment. Faculty, as practitioners, will find value in the utility of the essays as practical suggestions worthy of consideration in their own efforts to manage assessment locally. Finally, students of higher education and organizational behavior will gain insights into the dynamics of higher educational reform through exposure to several new and relevant institutional case studies.
Title: TRANSFORMATIVE Assessment in Action
Author: Popham, James W.
APA: Popham, James W. (2011). TRANSFORMATIVE Assessment in Action. Alexandria, VA: ASCD
In this follow-up to the best-selling Transformative Assessment, W. James Popham takes you inside the classroom- and inside the heads-of teachers who are using the formative assessment process to improve student learning.
Instead of providing yet another collection of data-gathering techniques, Popham focuses on the real challenge of formative assessment: the decisions involved in its planning and application. When does it make the most sense to gather assessment data for the purpose of adjusting teaching and learning? Once the data's been gathered, what kind of action should be taken-and how quickly? How much and what kinds of preparation does formative assessment require? How does it fit into existing unit and lesson plans? Into preparation for high-stakes testing? And how can teachers best ensure that their formative assessment efforts will really make a difference?
According to the author, until the formative assessment process is used in every classroom, students will not be taught as well as they could be-as well as they should be. This book, which includes chapter-specific reflection questions perfect for professional learning communities, provides the practical guidance and models you need to turn "formative assessment talk" into "formative assessment action."
Title: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses
Author: L. Dee Fink
APA: Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Dee Fink poses a fundamental question for all teachers: 'How can I create courses that will provide significant learning experiences for my students?' In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks 'What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?'
Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
Creating Significant Learning Experiences also offers valuable recommendations on what various organizations in higher education can do to more effectively support better teaching.
Title: The Mapping Primer: Tools for Reconstructing the College Curriculum
Author: Ruth Stiehl and Les Lewchuk
APA: Stiehl, R., & Lewchuk, L. (2005). The mapping primer: Tools for reconstructing the college curriculum. Corvallis, OR: The Learning Organization
N/A Note: Number of Copies 5
Title: Educative Assessment: Designing Assessments to Inform and Improve Student Performance
Author: Grant Wiggins
APA: Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.
Tests don't just test, they teach. In this book, Grant Wiggins outlines design standards for performance-based assessments that promise students—no matter their ability—clear and worthy performance targets, useful feedback, coaching, and the opportunity to progress towards excellence.
As practical as it is provocative, Educative Assessment furnishes the information needed to design performance-based assessments, craft performance tasks that meet rigorous educational standards, score assessments fairly, and structure and judge student portfolios. It also shows how performance assessment can be used to improve curriculum and instruction, grading, and reporting, as well as teacher accountability.
In addition, the book excludes numerous design templates and flowcharts, strategies for design and troubleshooting, and myriad examples of assessment tasks and scoring rubrics that Wiggins has developed and repeatedly refined using feedback from clients in schools, districts, and state departments of education.
Title: Assessment Clear And Simple: A Practical Guide for Institutions, Departments, and General Education
Author: Barbara E. Walvoord
APA: Walvoord, B.E. (2004). Assessment clear And simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
Assessment Clear and Simple is 'Assessment 101' in a book—a concise, step-by-step guide written for everyone who participates in the assessment process. This practical book helps to make assessment simple, cost-efficient, and useful to the institution, while at the same time meeting the requirements of accreditation agencies, legislatures, review boards, and others. Assessment Clear and Simple explores a variety of topics and shows how to:
- Build on assessment already in place - Use classroom work and grading process - Get faculty and department on board -Assess hard-to-define goals such as moral and civic development - Develop workable learning goals - Tailor assessment to its purposes - Select sensible assessment measures - Make criteria explicitUse assessment to improve learning -Establish effective oversight without an assessment bureaucracy - Write an assessment report - Interpret the institution's culture to external audiences
Assessment Clear and Simple can help your institution employ assessment as a powerful instrument for improvement and provide a basis for wiser planning, budgeting, and change in curriculum, pedagogy, staffing, programming, and student support.
Title: Effective Grading: A Tool for Learning and Assessment
Author: Barbara E. Walvoord and Virginia Johnson Anderson
APA: Walvoord, B.E., & Anderson, V.J. (1998). Effective grading: A tool for learning and assessment. San Francisco, CA: Jossey-Bass.
The grading process can yield rich information about student learning. Effective Grading enables faculty to go beyond using grades as isolated artifacts and helps them make classroom grading processes more fair, time-efficient, and conducive to learning. Classroom assessment of student learning can then contribute to departmental and general-education assessment in ways that meet the needs of institutions and accrediting agencies.
Tailored to specific needs of faculty members who seek to make grading a valuable part of student learning and motivation, Effective Grading balances assessment theory and hands on advice. It offers an in-depth examination of the link between teaching and grading, managing time spent on grading, and providing feedback for students.
The authors view grading as a complex process that serves multiple roles: evaluation, motivation, communication and organization. Urging faculty to employ grading as a powerful tool for learning and a rich source of information, they present actual classroom examples from faculty in many disciplines as well as sample assessment plans for departments and general-education programs. A case study of an actual college employing the authors' approach demonstrates realistic principles for launching and maintaining an assessment program.
As practical as it is informative, Effective Grading also includes lists of resources for faculty on issues such as active learning and large classes. Activities as the end of chapters offer a step-by-step procedure for planning a course where grading contributes positively to learning. These activities may be used for the individual teacher or as the basis for collaborative faculty workshop on grading and assessment.
Title: Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance
Author: Judith Arter and Jay McTighe
APA: Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc.
Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real world" research projects, and cooperative group activities.
Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals:
Clarify the targets of instruction, especially for hard-to-define problem solvingProvide valid and reliable assessment of student learningImprove student motivation and achievement by helping students understand the nature of quality for performances and products
Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt.
Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.