Annotated Bibliography | Assessment Journals | Other Print Resources | Internet Resources

Annotated Bibliography

Diamond, R. M. (1998). Designing and assessing courses and curricula: A practical guide. (2nd. ed.). San Francisco: Jossey-Bass, Inc.
"This book is intended to help college faculty effectively design and evaluate courses and curricula. The 16 chapters address the following topics: a learning-centered approach to course and curriculum design; a systematic design model (showing benefits); the decision to begin a curriculum project; getting started; linking goals, courses, and curricula; gathering and analyzing data; developing a design for an ideal course or curriculum; adjusting from the ideal to the possible; clarifying instructional goals and objectives; designing assessment instruments and procedures; designing the learning experience; selecting and using technology; developing a learning-centered syllabus; cultivating a respect for diversity; implementing, evaluation, and refining the course or curriculum; and learning from experience."

Montgomery, K. (2000). Classroom rubrics: Systemizing what teachers do naturally. The Clearing House, 73(6), 324. Search Elite online database.
Focuses on testing and measurement classes in United States teacher education. Views of early theorists on learning of basic skills; Recommendations from national organizations; How rubrics can help; Advice for teachers.

Penny, J., Johnson, R.L, & Gordon, B. (2000). Using rating augmentation to expand the scale of an analytic rubric. Journal of Experimental Education, 68(3), 269. Retrieved April 20, 2001 from Academic Search Premier online database.
"Focuses on a study which examined a method of expanding a rating scale three-fold without the expense of defining additional benchmarks. Alternative definition of augmentation; Details on the data source; Results of the study; Discussion of findings."

Simkins, M. (1999). Designing great rubrics. Technology & Learning, 20(1), 23-24, 28-30.
"Rubrics, in this case referring to sets of teaching guidelines, can be extremely useful to teachers, especially when dealing with technology applications such as multimedia projects. Good rubrics are neither too specific nor overly general. They should be devised in such a way as to highlight parts of the work that the teacher regards as especially important. Examples of guidelines are presented."

Assessment Journals

Assessment Update. San Francisco: Jossey-Bass. (Institutional Research Office)

Change Magazine. Washington, D.C.: Heldref Publications. (LB2300.C4)

Other Print Resources

Angelo, T. A. (1999, May). Doing assessment as if learning matters most. AAHE Bulletin, 51(9), 3-6.

Angelo, T. A. and Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey-Bass. (LB2822.75.A75)

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.

Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass, 1996. (LB2366.2.A88)

Astin, A.W. (1991). Assessment for excellence. New York, New York: Collier Macmillan. (LB2366.2.A89)

Banta, T. W. (1993). Making a difference: Outcomes of a decade of assessment in higher education. San Francisco: Jossey-Bass. (LA227.4.M35)

Banta, T. W., J. P. Lund, K. E. Black, & Oblander, F. W. (1988). Implementing outcomes assessment: Promise and perils. New Directions for Institutional Research #59. San Francisco: Jossey-Bass. (LA227.3.N43)

Barr, R. B., & Tagg, J. (1995, Nov/Dec). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-25.

Borden, V., & Banta, T. W. (Eds.). (1994). Using performance indicators to guide strategic decision making. San Francisco: Jossey-Bass. (LA227.3.N43)

Boyer, E. L. (1997). Scholarship reconsidered: Priorities of the professoriate. Menlo Park CA: Carnegie Foundation for the Advancement of Teaching.

Boyer, E. L. (1987). College: The undergraduate experience in America. NY: Harper and Row. (LA227.3.B678)

Centra, J. A. (Ed.). (1977). Renewing and evaluating teaching. New Directions for Higher Education #17. San Francisco: Jossey-Bass. (LB2300.N49)

Chickering, A.W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in higher education. New Directions for Teaching and Learning #47. San Francisco: Jossey-Bass.

Chickering, A. W., & Gamson, Z. (1987, July). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 5-10.

Courts, P. L., & McInerney, K. H.. (1993). Assessment in higher education: Politics, pedagogy, and portfolios. Westport, CT: Praeger. (LB2366.2.C68)

The departmental guide and record book for student outcomes assessment and institutional effectiveness. New York: Agathon Press, 1995. (Institutional Research Office)

Dolence, M. G., & Norris, D. M. (1995). Transforming higher education: A vision for learning in the 21st century. Ann Arbor, MI: Society for College and University Planning.

Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.

Entwistle, N. J. (2000). Approaches to studying and levels of understanding: The influences of teaching and assessment. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, Vol 15 (pp. 156-218). New York: Agathon Press.

Ewell, P. (Ed.). (1985). Assessing educational outcomes. New Directions for Institutional Research #47. San Francisco: Jossey-Bass. (LA227.3.N43)

Gaff, J. G., & Ratcliff, J. L. (1997). Handbook of the undergraduate curriculum : A comprehensive guide to purposes, structures, practices, and change. San Francisco: Jossey-Bass. (LB2361.5.H35)

Gaff, J. G. (1991). New life for the college curriculum: Assessing achievements and furthering progress in the reform of general education. San Francisco: Jossey-Bass. (LC985.G34)

Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.

Integrity in the college curriculum: A report to the academic community. Washington, D.C.: Association of American Colleges, 1985. (LB2361.5.P76)

Lenning, O. T. (Ed.). (1976). Improving educational outcomes. New Directions for Higher Education #16. San Francisco: Jossey-Bass. (LB2300.N49)

Messick, S. J. (1999). Assessment in higher education: Issues of access, student development, and public policy. Mahwah, NJ: Lawrence Erlbaum Associates.

Miller, A. H., Imrie, B.W., & Cox, K. (1998). Student assessment in higher education. London: Kogan Page.

Nichols, J. O., et al. (1995). A practitioner's handbook for institutional effectiveness and student outcomes assessment implementation (3rd ed.). New York: Agathon.

Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, improving. San Francisco: Jossey-Bass.

Ratcliff, J. L. (Ed.). (1992). Assessment and curriculum reform. New Directions for Higher Education #80. San Francisco: Jossey-Bass. (LB2300.N49)

Reflective aculty evaluation: Enhancing teaching and determining faculty effectiveness. San Francisco: Jossey-Bass, 1993. (LB2333.C456)

Steen, L. A. (1992, May). 20 Questions that deans should ask their mathematics department (or, that a sharp department will ask itself). AAHE Bulletin, 44(9), 3-6.

Suskie, L. (2000, May). Fair assessment practices: Giving students equitable opportunities to demonstrate learning. AAHE Bulletin, 52(9), 7-9.

Terenzini, P. T. (1989, November/December). Assessment with open eyes: Pitfalls in studying student outcomes. Journal of Higher Education, 60, 644-664. (L11.J78)

Walvoord, B., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

White, E. M. (1994). Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance (2nd ed.). San Francisco: Jossey-Bass. (LB1576.W48628)

Internet Resources

NWREL Assessment Program
The Assessment Program of the Northwest Regional Educational Laboratory (NWREL) is working to improve methods of assessing educational results. This site offers bibliographies, sample assessment methods, and links to other resources.

Assessment Resource Office (ARO)
The Assessment Resource Office (ARO) is funded through a Research and Public Service Project appropriation by the New Mexico Legislature. The ARO’s purpose is to support Eastern New Mexico University’s (ENMU) ongoing analysis of its growing body of assessment data, to broaden the scope of ENMU’s Student Outcomes Assessment and Teaching/Learning Evaluation, and to disseminate these findings within the state to enhance student learning. This is accomplished through research, consultation, and service to the university and state. This web site is intended to share our efforts with the cyber community.

Center for Critical Thinking
The Center for Critical Thinking, founded and directed by Richard Paul and assistant director Linda Elder, conducts advanced research and disseminates information about the theory and practice of critical thinking.

Comprehensive Adult Student Assessment System (CASAS)
CASAS is a nonprofit organization that provides nationally validated, learner-centered, competency-based curriculum management, assessment, and evaluation systems to education, training, and workplace programs. The CASAS system integrates basic skills curriculum, instruction, and assessment within a functional adult life skills context.

Educational Testing Service (ETS)
ETS was founded in 1947 as a nonprofit educational measurement institution. The organization focuses on developing achievement, occupational, and admissions tests for clients in education, government, and business.

ERIC Clearinghouse on Assessment and Evaluation
The ERIC Clearinghouse on Assessment and Evaluation seeks to provide balanced information concerning educational assessment and resources to encourage responsible test use.

ERIC Clearinghouse on Higher Education
The Clearinghouse concentrates on education beyond the secondary level leading to a four-year, master’s, or professional degree. The range of information covered is extensive. It includes student, faculty, graduate and professional education; legal issues; financing; planning and evaluation; curriculum; teaching methods; and state-federal-institutional questions.

InfoEN
InfoEN Associates provides comprehensive tested instruments for assessment of student learning in information literacy. Topics include custom development of questionnaires and other data-gathering instruments; design of assignment, quizzes, and pre-tests; and design of handouts.

Information on Assessment, Centre for Learning and Teaching (CLT) at University of Technology at Sydney
The CLT aims to promote a university ethos and practices that lead to improved teaching and enhance the opportunities for students to learn, and that provide opportunities for staff to realize their potential in all aspects of academic work. This publication has been prepared for UTS staff by the Working Party on Assessment.

INTEREd
Assessment research and academic quality management services. Connected with the Phoenix Institute, which publishes Adult Assessment Forum.

National Academy of Sciences, et al.—Board on Testing and Assessment
The Board on Testing and Assessment (BOTA) was established in 1993 to aid policy makers in the clarification of the purposes of testing and assessment and to help them evaluate the uses of tests, alternative assessments, and other indicators commonly used as tools of public policy.

National Center for Research in Vocational Education (NCRVE)
NCRVE is the nation’s largest center for research and development in work-related education. Headquartered at the University of California at Berkeley since 1988, NCRVE has played a key role in developing a new concept of vocational education as the Center works toward fulfilling its mission to strengthen education to prepare all individuals for lasting and rewarding employment and lifelong learning.

National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
CRESST dissemination programs provide access to educational research about productive assessment reform in American schools. This web site contains a wealth of assessment related information presented in a variety of formats (e.g. newsletters, technical reports, videos, CD-ROMs, general interest papers, and assessment resources) to accommodate the needs of many audiences.

National Center on Adult Literacy (NCAL)
The National Center on Adult Literacy (NCAL), a U.S. Department of Education OERI Center,,was established in 1990 to provide national leadership in research and development in the field of adult literacy. NCAL’s mission has three parts: 1.) to enhance the knowledge base about adult literacy, 2.) to improve the quality of research and development in the field, and 3.) to ensure a strong, two-way relationship between research and practice.

National Center on Postsecondary Teaching, Learning, and Assessment (NCTLA)
NCTLA is a research, development, and dissemination center committed to exploring teaching and learning, the improvement of educational practice, and the advancement of theory and practice in the assessment of student and institutional performance. NCTLA is a consortium of The Pennsylvania State University, the University of Illinois at Chicago, Northwestern University, Syracuse University, Arizona State University, and the University of Southern California.

National Teaching and Learning Forum
The National Teaching and Learning Forum online edition—like the printed version—offers subscribers stimulating insight from colleagues eager to share new ways of helping students reach the highest levels of learning. Through a lively mix of successful real-life teaching methods and sophisticated strategies supported by the best new research on teaching and learning, the Forum takes teaching for what it is—the life of the mind at work in the classroom.

Oxford Centre for Staff and Learning Development
The Centre is concerned with the staff development needs of all staff; the sharing of best practice in learning, teaching, and assessment; the educational and development needs of the university; the learning technology functions of the Educational Media Unit; providing national and international consultancies for higher education; offering a national program of short courses; and annually convening an international symposium on improving student learning.

Rensselaer Writing Center
This Rensselaer Polytechnic Institute Writing Center provides communication assistance to students, faculty, staff and alumni. It includes links to Student Writing Resources, Writing in the World of Work and Teaching Resources.

SUCCEED: An NSF Coalition
The Southeastern University and College Coalition for Engineering Education (SUCCEED) consists of nine southeastern universities’ engineering colleges committed to a comprehensive revitalization of undergraduate engineering education for the 21st century. This Web site also provides material on assessment.