Funk, A., 2017, The Art of Assessment
While law faculty have always assessed their students, law schools have never before been required to systematically assess their program of legal education to determine whether they are achieving their goals. With the new ABA assessment standards in place, law schools must now do so. To many, this may seem like a herculean task, but it need not be. This book is designed to help make assessment accessible, sustainable, and meaningful to all law school constituencies. It shows how individual faculty members and their institutions can create a genuine culture of assessment through the shared goal of improving student learning.
Olga Zlatkin-Troitschanskaia, Hamish Coates, Hans Anand Pant, 2017. Assessing Student Learning Outcomes in Higher Education
This book examines important advances and offers a realistic image of the state of the art in student learning outcomes assessment in higher education–a field close to the core of nearly every higher education institution. Producing sound information on what students know and can do is critical to higher education practitioners and future social prosperity. Spanning international, national and institutional developments, the book presents methodological and empirical insights, highlights research challenges, and showcases the enormous progress made in recent years.
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.
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.
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.”
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.
Ariovich, L., & Richman, W.A. 2013, October. All-in-one: Combining grading, course, program, and general education outcomes assessment.
In NILOA’s nineteenth 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.
You may also view more information about assessment best practices on the following websites: