Books, Articles & Other Resources

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 (2^nd 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:

• Allen, M.J. (2008) Strategies for direct and indirect assessment of student learning (*pdf).
• How is Assessment Different from Grading(*.pdf). Used with Permission: Robert W. Flaherty, PhD, Director of Academic Assessment, Office of Teaching and Learning, University of Denver.
• Program evaluation standards (n.d.). https://evaluationstandards.org/program/.
• Reneau, F. H., & Howse, M. (2019). Trekking towards sustainable excellence through systematic outcomes assessment.
• Siena College. (2017). Student Learning Assessment Handbook (*pdf).
• Strategies for Documenting Student Learning Outcomes Assessment(*.pdf).
  Used with permission from the Rochester Institute of Technology Office of Educational Effectiveness Assessment.

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:

• Angelo, T. A., & Cross, K. P. Classroom Assessment Techniques. Examples (*pdf).

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:

• Anthology (n.d.). Equity-Centered Assessment: Resources, Practices & Audio Podcasts. Socially just assessment.
• Jankowski, N. A. (2020). Assessment during a Crisis: Responding to a Global Pandemic (*pdf).
• Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment (*pdf).
• Montenegro, E., & Jankowski, N. A. (2020). A New Decade for Assessment: Embedding Equity into Assessment Praxis (*pdf).
• National Institute of Learning Outcomes Assessment (n.d.). Equity in assessment: Case-studies.
• National Institute of Learning Outcomes Assessment (n.d.). Antiracist Resources for Teaching, Learning, and Assessment.
• TILT prepared a 14-min video source on Transparency and Equity by Mary-Ann Winkelmes (UNLV), Susan Albertine (AACU), and Pat Hutchings (NILOA).
• Suskie, L. (2019). Culturally responsive assessment [blog].
• Winkelmes, M.A. (n.d.). TILT Higher Education Examples and 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:

• Association of American Colleges and Universities (n.d.). Integrative learning and signature work.
• Boeing B, J., Slotnick, R. C., & Ouellette, C. (2020). Bringing the student voice to transparency: One model and three tools (*pdf).
• Cain, T.R. (2014). Assessment and academic freedom: In concert, not conflict (*pdf).
• Cain R. (2018). Signature Assignments: Definitions and Characteristics (*pdf).
• Cain, T.R., & Hutchings, P. (2013). Faculty buy-in and engagement: Reframing the conversation around faculty roles in assessment (*pdf).
• Hutchings, P. (2010). Opening doors to faculty involvement in assessment (*pdf).
• Moore, B. D. (2020). Designing & aligning learning outcome assessments for academic programs: Proficiencies that students are expected to demonstrate, learning institutions are expected to authenticate (*pdf).
• National Association of System Heads (n.d.). High-Impact Practices.
• Syracuse University Examples:

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:

• Free online course: Applying & Leading Assessment in Student Affairs .
• James Madison University presents Student Affairs Assessment system including Assessment 101 course, there Assessment and Measurement Ph.D. Program students deliver workshops for undergraduate students, assessment ambassadors.
• Turos, J. M. (2020). Actively Engaging Undergraduate Students in the Assessment Process (*pdf).

Other resources:

• Assessment Office, University of Hawaii at Mānoa. (n.d.). Facilitating Program Assessment Decision-Making (*pdf).
• Center for Educational Effectiveness, University of Delaware. (2010). Curriculum mapping for graduate programs (*pdf).
• Jankowski, N. A., & Baker, G. R. (2020). Mapping and Assessing Student Learning in Student Affairs (*pdf).

Other resources:

• Assessment Office, University of University of Hawai‘i at Mānoa. (2012). What’s good enough? Setting standards (*ppt).
• Suskie, L. (2019). Setting meaningful benchmarks and standards, revisited [blog].
• Suskie, L. (2016). Why set targets for assessment results? [blog]
• Suskie, L. (2015). Two simple steps to better assessment [blog].

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:

• Almagno, S. (2016). Rubrics: An undervalued teaching tool [blog].
• Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment (*pdf).
• Center for Teaching and Learning at University of Colorado Boulder. (n.d.). Co-Creating Rubrics with Students.
• Institutional Effectiveness at Syracuse University. (n.d.). Rubric Library.
• Massa, L. & Kasimatic, M. (2018). Rubrics: Lessons from the Field (*pdf).
• Office of Assessment of Teaching and Learning, Washington State University (n.d.). Quick guide to norming on student work for program-level assessment (*pdf).
• Stevens, D. D. (2015). Rubrics from stickies to descriptions of dimensions [YouTube].
• Suskie, L. (n.d.). An assessment beach read: Where did rubrics come from? [blog].
• Tierney, R., Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels (*pdf).