Books, Articles & Other Resources

Of the plethora of publications on student learning assessment, we recommend these sources:

Books:

  • Banta, T. W., & Palomba, C. A. (2015).Assessment essentials: Planning, implementing, and improving assessment in higher education (2nd ed.). Jossey-Bass: San Francisco, CA.
  • Banta, T. W., Jones, E. A., & Black, K. E. (2009).Designing effective assessment: Principles and profiles of good practice. San Francisco, CA: Jossey-Bass.
  • Barkley, E.F., & Major C.H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
  • Gaston, P. L. (2013).Higher education accreditation: How it's changing, why it must. Stylus Publishing, LLC.
  • Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Ewell, P. T., Hutchings, P., & Kinzie, J. (2015).Using evidence of student learning to improve higher education. San Jossey-Bass: San Francisco, CA.
  • Maki, P. L. (2017).Real-time student assessment: Meeting the imperative for improved time to degree, closing the opportunity gap, and assuring student competencies for 21st-century needs. Stylus Publishing, LLC.
  • Miller, M. (2012). Interpreting the CAS standards for academic advising.Retrieved from.
  • Nichols, J. O., & Nichols, K. W. (2005).A road map improvement of student learning and support services through assessment. Flemingston, NJ: Agathon Press.
  • Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed). San Francisco, CA: Jossey-Bass.
  • Walvoord, B. E. (2010).Assessment clear and simple: A practical guide for institutions, departments, and general education (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Secolsky, C., & Denison, D. B. (Eds). (2012).Handbook on measurement, assessment, and evaluation in higher education. New York, NY: Routledge.
  • Suskie, L. (2015).Five dimensions of quality: A common sense guide to accreditation and accountability. San Francisco, CA: Jossey-Bass.

Other Resources:

Books:

  • Angelo, T. A., & Cross, K. P. (2012). Classroom assessment techniques. Jossey Bass Wiley.
  • Barkley, E.F., & Major C.H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
  • Walvoord, B. E., & Anderson, V. J. (2011).Effective grading: A tool for learning and assessment in college. John Wiley & Sons.

Other Resources:

Books:

  • Felten, P. & Finley, A. (2019).Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Stylus Publishing, LLC.
  • Harrington, C. & Thomas, M. (2018).Designing a motivational syllabus: Creating a learning path for student engagement. Stylus Publishing, LLC.
  • Henning, G. W., Jankowski, N. A., Montenegro, E., Baker, G. R., & Lundquist, A. E. (Eds.). (2022).Reframing Assessment to Center Equity: Theories, Models, and Practices. Stylus Publishing, LLC.
  • Winkelmes, M., Bowles-Terry, M., Gianoutsos, D., & Humphreys, K. (2014). Transparent assignments enhance students’ success.

Articles:

  • Dorimé-Williams, M. D. (2018). Developing socially just practices and policies in assessment. New Directions for Institutional Research, (177), 41-56.
  • Hanson, J. M. (2019). Feminist evaluation: A theoretical framework for culturally responsive higher education assessment.Intersection, 2, 28-32.
  • Jankowski, N. A., Baker, G. R., Montenegro, E., & Brown‐Tess, K. (2021). Student‐Focused Learning and Assessment: Involving Students in the Learning Process in Higher Education.Assessment Update, 10-11.
  • Inoue, A. B. (2019). Classroom writing assessment as an antiracist practice: Confronting white supremacy in the judgments of language. Pedagogy, 1(3): 373–404.
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1). 74-84.
  • Lundquist, A. E., & Henning, G. (2020). From avoiding bias to social justice: A continuum of assessment practices to advance diversity, equity, and inclusion. InDeveloping an intercultural responsive leadership style for faculty and administrators (pp. 47-61). IGI Global.
  • McArthur, J. (2016). Assessment for social justice: the role of assessment in achieving social justice. Assessment & Evaluation in Higher Education, 41(7), 967-981.
  • Payne, E. M., Hodges, R., & Hernandez, E. P. (2017). Changing Demographics and Needs Assessment for Learning Centers in the 21st Century.Learning Assistance Review, 22(1), 21-36.
  • Singer-Freeman, K. E., Hobbs, H., & Robinson, C. (2019). Theoretical matrix of culturally relevant assessment. Assessment Update, 31(4).
  • Winkelmes, M.A. (2013). Transparency in teaching: Faculty share data and improve students' learning.Liberal Education, 99 (2), n2.

Other Resources:

Books:

  • Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: John Wiley & Sons.
  • Green K., Benson S. K., Peasley A. (2020). Students Bring a Fresh Perspective to Institutional Assessments through Capstone Projects in Strategic Communication. Washington State University.

Articles:

  • Curtis, N. A., & Anderson, R. D. (2021). Moving toward student-faculty partnership in systems-level assessment: A qualitative analysis.International Journal for Students As Partners, 5(1), 57–75.
  • Green, K., & Hutchings, P. (2018). Faculty engagement with integrative assignment design: Connecting teaching and assessment. New Directions for Teaching and Learning, 155, 39-46.

Other Resources:

  1. PST410 Benchmarking: Policy Studies Program Review (*ppt). SU Professor Austin Zwick, Policy Studies, worked on the Policy Studies program review with students.
  2. Awareness & Agency through Participatory Practices with a Focus on Rubrics (*ppt). SU Assistant Teaching Professor Mona Eikel-Pohen shared her experience of engaging students discussing rubric.

Book:

  • Schuh, J. (2008). Assessment methods for student affairs. San Francisco, CA: Jossey-Bass.

Articles:

  • Prince, C. A. H. K., & Levy, J. D. (2017). Examining critical theory as a framework to advance equity through student affairs assessment. Journal of Student Affairs Inquiry, 3(1), 1621.
  • Sambell, K. (2013). Engaging students through assessment.The student engagement handbook: Practice in higher education, 379-396.

Other Resources:

Other resources:

Other resources:

Articles:

  • Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-30.
  • Eikel-Pohen, M. (2020): Creating Awareness and Agency. Final Projects on Refugees in a German Culture and Civilization Course. The Language Association Journal, 14-22.
  • Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy, and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76.
  • Harrell, M. (2005). Grading according to a rubric. Teaching Philosophy, 28(1), 3-15.
  • Holmes, C., & Oakleaf, M. (2013). The official (and unofficial) rules for norming rubrics successfully. The Journal of Academic Librarianship, 39(6), 599-602.
  • Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.). Sterling, VA: Stylus Publishing.
  • Rhodes, T. L. (2011/2012). Emerging evidence on using rubrics. Peer Review, 13/14(4/1), 4-5.
  • Riebe, L., & Jackson, D. (2014). The use of rubrics in benchmarking and assessing employability skills. Journal of Management Education, 38(3), 319-344.
  • Timmerman, B. E. C., Strickland, D. C., Johnson, R. L., & Payne, J. R. (2011). Development of a ‘universal’ rubric for assessing undergraduates’ scientific reasoning skills using scientific writing. Assessment & Evaluation in Higher Education, 36(5), 509-547.

Other Resources: