The articles below provide information on all aspects of the assessment process in higher education.
A Culture of Evidence II: Critical Features of Assessments for Postsecondary Student Learning
Millet, C. M., Stickler, L. M., Payne, D. G., & Dwyer, C. A. (2007). A culture of evidence II: Critical features of assessments for postsecondary student learning. Educational Testing Services.
This article provides a comprehensive list of assessment surveys and tests that universities and community colleges across the United States utilize to assess learning at the general education level.
A Culture of Evidence III: Postsecondary Assessment and Learning Outcomes
Millet, C. M., Stickler, L. M., Payne, D. G., & Dwyer, C. A. (2007). A culture of evidence III: Postsecondary assessment and learning outcomes. Educational Testing Services.
In this 2006 article, researchers at ETS define validity in the assessment context and explain its importance. They argue for new, comprehensive assessment strategies that can be utilized to improve student learning in higher education. Detailed recommendations for measuring student learning at all levels are discussed.
ASLO Article and Book Resource Library List
The ASLO subcommittee has obtained outcomes assessment articles and books for reference and use by all colleagues. These resources are available to review and may be accessed by contacting the ASLO coordinator.
Guiding Principles for SLO Assessment
Academic Senate for California Community Colleges. (2010).
In this paper, the Academic Senate for California Community Colleges provides 11 principles that can be used to help improve the quality of assessments at the course, program, and institution levels. The article emphasizes the importance of faculty participation in every step of the assessment process.
Opening Doors to Faculty Involvement in Assessment
Hutchings, P. (2010). Openings doors to faculty involvement in assessment (Occasional Paper No. 4). National Institute for Learning Outcomes Assessment.
In this article, Dr. Pat Hutchings, a senior scholar at the Carnegie Foundation for the Advancement of Teaching emphasizes that increased faculty involvement in assessment is necessary. Barriers and challenges to faculty involvement in assessment are discussed, followed by six recommendations that institutions for higher education can utilize to increase faculty participation in the assessment process.
Assessment, Accountability, and Improvements: Revisiting the Tension
Ewell, P. T. (2009). Assessment, accountability, and improvements: Revisiting the tension (NILOA Occasional Paper No. 1). National Institute for Learning Outcomes Assessment.
In this paper, Dr. Peter Ewell, the Vice President at the National Center for Higher Education Management Systems, explores the tensions that still exist in academia in regards to student learning outcomes assessment. He also discusses the differences between the two assessment paradigms (i.e., accountability and improvement).
Three Promising Alternatives for Assessing College Students' Knowledge and Skills
Banta, T. W., Griffin, M., Flateby, & T. L., Kahn, S. (2009). Three promising alternatives for assessing college students' knowledge and skills (Occasional Paper No. 2). National Institute for Learning Outcomes.
This article provides readers with information about three alternative assessment tools: ePortfolios, a system of rubrics, and online assessment communities. The authors argue in this article that these assessment methodologies need to be promoted in academic settings, as they offer measurements of student learning over a longer period of time compared to single-sitting assessment methodologies.