• Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Publication info: Washington, DC : Association of American Colleges and Universities, 2010. Retrieved from
  • Banta, T. W. (2002). Characteristics of effective outcomes assessment: Foundations and examples. In T. W. Banta & Associates, Building a scholarship of assessment. San Francisco: Jossey-Bass.
  • Banta, T.W., Jones, E.A., & Black, K.E. (2009). Designing effective assessment: principles and profiles of good practice. San Francisco, CA: Jossey-Bass.
  • Driscoll, A., & Cordero de Noriega, D. (2006). Taking ownership of accreditation: Assessment processes that promote institutional improvement and faculty engagement. Sterling, VA: Stylus.
  • Middaugh, M. (2010). Planning and assessment in higher education: demonstrating institutional effectiveness. San-Francisco, CA: Jossey-Bass.
  • Penn, J.D. (2011) Assessing Complex Education Learning Outcomes Publication info: San Francisco : Jossey-Bass.
  • Suskie, L. (2009). Assessing Student learning: a common sense guide(2nd Ed.). San-Francisco, CA: Jossey-Bass.
  • Suskie, L. (2006). Accountability and quality improvement. In P. Hernon, R. E. Dugan, & C. Schwartz (Eds.), Revisiting outcomes assessment in higher education. Westport, CT: Libraries Unlimited.
  • Suskie, L. (2004). What are good assessment practices? In assessing student learning: a common sense guide. Bolton, MA: Anker.
  • Suskie, L. (2000). Fair assessment practices: Giving students equitable opportunities to demonstrate learning. AAHE Bulletin, 52(9), 7-9.
  • Taylor, J. A. (2008). Assessment in first year university: A model to manage transition, Journal of University Teaching & Learning Practice, 5(1), 20-33. Retrieved from


Assessment Articles and Resources

Assessment Resources


(Gathered from the website of the National Institute for Learning Outcomes Assessment)


1.  Beld, J. 2015, April. Building Your Assessment Toolkit: Strategies for Gathering Actionable Evidence of Student Learning.

This report explores the various assessment strategies that institutions, with a special focus on Minority-Serving Institutions (MSIs), can utilize. It offers various questions for institutions to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach. 


2.  Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., et al. 2015, March. Learning Outcomes Assessment: A Practitioner’s Handbook.

This handbook from the Higher Education Quality Council of Ontario (HEQCO) serves as a resource for faculty and administrators to design and assess program-level learning outcomes. The handbook includes tips, examples and case studies, and recommendations on methods for developing program-level learning outcomes and assessment. 


3.  Sullivan, D. 2015. The VALUE breakthrough: Getting the assessment of student learning in college right.

From AAC&U: "Author Daniel Sullivan tells us how VALUE relates both to the larger aims of a quality liberal education, to the capabilities employers seek and reward, and to the public policy pressures of our current environment." 


4.  Arcario, P., Eynon, B., Klages, M., & Polnariev, B. A. 2013. Closing the loop: How we better serve our students through a comprehensive assessment process.

Outcomes assessment is often driven by demands for accountability. LaGuardia Community College's outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually "close the assessment loop." This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution. 


5.  Ariovich, L., & Richman, W.A. 2013, October. All-in-one: Combining grading, course, program, and general education outcomes assessment.

In NILOA's nineteeth occasional paper, authors Laura Ariovich and W. Allen Richman discuss Prince George's Community College's All-in-One system, designed to integrate course, program, and general education assessment in order to connect outcomes assessment with grading.


6.  Cain, T., & Hutchings, P. 2013, October. Faculty buy-in and engagement: Reframing the conversation around faculty roles in assessment.

This presentation from the 2013 Assessment Institute discusses faculty's engagement with assessment, including common challenges, sources of discontent, and solutions for overcoming these difficulties. 


7.  Hart Research Associates. Spring 2013. It takes more than a major: Employer priorities for college learning and student success.

This report provides a detailed analysis of employers’ priorities for the kinds of learning today’s college students need to succeed in today’s economy. It also reports on changes in educational and assessment practices that employers recommend. 


8.  Schneider, C.G. Winter 2013. Holding Courses Accountable for Competencies Central to the Degree.

This article explores the connections between typical college coursework and a recent focus on competencies--rather than credits--as the central requirement for earning degrees. 


9.  Jankowski, N. 2013, October. How institutions use evidence of assessment: Does it really improve student learning? .

This presentation from the University of Illinois College of Education Higher Education Collaborative Series examines the ways in which institutions are using assessment data. 


10.  Baker, G. R., Jankowski, N., Provezis, S. & Kinzie, J. 2012, July. Using assessment results: Promising practices of institutions that do it well.

To learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, NILOA conducted nine case studies. This report synthesizes the insights from these individual studies to discern promising practices in using information about student learning. The report concludes with lessons learned and reflective questions to help institutions advance their own assessment efforts within their specific institutional contexts. 


11.   Finley, A. 2012. Making progress? What we know about the achievement of liberal education outcomes.

This report "presents comparative data on achievement over time across an array of liberal education outcomes such as critical thinking, writing, civic engagement, global competence, and social responsibility...[and] highlights new approaches to advancing meaningful assessment with effective pathways for learning and student success." 


12.  Light, T., Chen, H., Ittelson, J. 2012. Documenting learning with ePortfolios: A guide for college instructors.

In this book, the authors provide both a theoretical and practical understanding about e-portfolios. Some of the main themes covered include how e-portfolios are a form of documentation, the relation between faculty and students in the process of using e-portfolios, and how to design the implementation of e-portfolios. The book also includes discussions regarding how to engage students, staff, and faculty in the process of using e-portfolios in addition to discussions about selecting appropriate technologies and evaluating the use of e-portfolios.