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Selected References on Outcomes Assessment in Higher Education:
An Annotated Bibliography Covering Works from 1977 through 2016
Trudy W. Banta & Associates
Foreword ............................................................................................................................................ 2
Assessment and Accreditation ........................................................................................................... 2
Measurement ...................................................................................................................................... 3
State and National Policy Issues in Assessment ................................................................................ 7
Assessment in the Major .................................................................................................................... 9
Assessment in General Education .................................................................................................... 13
Classroom Assessment Techniques ................................................................................................. 16
Developing Goals for Assessment ................................................................................................... 17
Assessment of Student Development ............................................................................................... 18
Assessment in Community Colleges ............................................................................................... 21
History of Assessment ..................................................................................................................... 22
Portfolios in Assessment .................................................................................................................. 23
Program Evaluation/Planning/Assessment ...................................................................................... 24
Books/Collections/Review Articles on Assessment Topics ............................................................ 25
Assessment Periodical ..................................................................................................................... 39
Assessment Internet Resources ........................................................................................................ 39
Outcomes Assessment Selected References 1
Foreword Assessment and Accreditation
This bibliography on postsecondary Driscoll, A., and Cordero de Noriega, D.
outcomes assessment is by no means Taking ownership of accreditation: assessment
exhaustive. As the title of the work implies, processes that promote institutional
the several individuals and groups who improvement and faculty engagement. (2006).
provided guidance for its development made Sterling, VA: Stylus. This volume chronicles
conscious selections from the rather substantial the accreditation process of California State
body of literature that has grown up since 1977 University Monterey Bay and provides readers
around the topic of outcomes assessment in with an example of how the accreditation
colleges and universities. These selections process can be linked to assessment efforts and
were made in response to the question, "What lead to campus improvements.
are the key references that will give a
comprehensive overview of the field of Ewell, P. T., & Lisensky, R. P. (1988).
postsecondary student outcomes assessment Assessing institutional effectiveness:
and assessment of institutional effectiveness?" Redirecting the self-study process.
Washington, DC: Consortium for the
While the bibliography is subdivided into Advancement of Private Higher Education.
sections for ease of reference, in some cases This book uses the results of a national
the placement of a given work is somewhat demonstration project on the linkage between
arbitrary. Several of the citations could be institutional assessment and regional
placed in two or more categories, and the accreditation to develop chapters on
entries in the Books/Collections/Review institutional goal definition, assessment for
Articles section contain material that belongs institutional distinctiveness, assessing general
under several or all of the preceding education, and organizing for assessment. An
sub-headings. appendix provides an "Analytical Table of
Contents for Self-Study" and formats for
Though I must accept responsibility for the departmental data collection in connection
final decisions about materials to include or with self-study.
exclude, I would like to acknowledge the
capable assistance I received in the process of Folger, J. K., & Harris, J. W. (1989).
developing the annotations from the following Assessment in accreditation. Decatur, GA:
members of the staff at the Center for Southern Association of Colleges and Schools.
Assessment Research and Development at the This book is designed to give direction for
University of Tennessee, Knoxville: Margery developing an institutional assessment system
Bensey, John Stuhl, Francine Reynolds, Gary that will provide ongoing information about
Pike, and Ann-Marie Pitts; and Jane Lambert, effectiveness. It is aimed more particularly at
Jon Lund, Caitlin Anderson, Shirley Yorger, institutions responding to new accreditation
Emily Ward, Katie Busby, and Karen Black in requirements for systematic and ongoing
the Office of Planning and Institutional assessment of results. Appendices identify
Improvement at Indiana University-Purdue potential assessment instruments and other
University Indianapolis. resources.
Outcomes Assessment Selected References 2
Ratcliff, J. L. (Ed.). (2001). How American Association for Higher
accreditation influences assessment. New Education. AAHE’s Continuous Quality
Directions for Higher Education, No. 113. San Improvement Project: 25 Snapshots of a
Francisco: Jossey Bass. This issue offers a Movement-Profiles of Campuses
unique perspective on the relationship between Implementing CQI. Washington, D.C.:
accreditation and assessment. Accrediting American Association for Higher Education,
bodies are demanding evidence of student 1994. In the Introduction, Steve Brigham
learning and assessment can provide that suggests that this publication will assist a
information. This work is useful for anyone campus in thinking about the many challenging
conducting a self-study; it provides examples issues institutions face while implementing
of successful approaches, including assessment Continuous Quality Improvement (CQI). He
of distance education and use of electronic cautions, however, that these profiles are not
institutional portfolios. intended to serve as recipes for CQI but rather
to present 25 different perspectives from those
actively engaged in CQI. The 25 “snapshots”
Measurement of college campuses address the following
topics: the institution, reasons for embracing
Adelman, C. (Ed.). (1988). Performance CQI, getting started, strategic framework,
and judgment: Essays on principles and obstacles, key successes, academic activity,
practice in the assessment of college student faculty resistance to CQI, next steps, and
learning. Washington, DC: Office of hindsight. Profiled are a variety of institutions,
Educational Research and Improvement. A including the Ivy League institutions,
collection of essays including, Assessing the community colleges, research institutions,
generic outcomes of higher education, Baird, liberal arts colleges, and technical institutions.
L. L.; Assessment of basic skills in
mathematics, Appelbaum, M. I.; Assessing Anrig, G. R. (1986). A message for
general education, Centra, J.; Assessment governors and state legislators: The minimum
through the major, Appelbaum, M. I.; competency approach can be bad for the health
Assessing changes in student values, Grandy, of higher education. Unpublished address.
J.; Computer-based testing: Contributions of Princeton, NJ: Educational Testing Service.
new technology, Grandy, J.; States of art in the The president of the Educational Testing
science of writing and other performance Service argues that tests measuring minimum
assessments, Dunbar, S.; and Using the competence are unfit for use in assessing
assessment center method of measuring life higher education. Instead of these minimum
competencies, Byham, W. C. competence measures, the author urges faculty
at each institution to identify types of
Adelman, C. (Ed.). (1989). Signs and knowledge and particular skills they intend
traces: Model indicators of college student students to acquire, then to develop
learning in the disciplines. Washington, DC: instruments designed to assess these learned
Office of Research, U.S. Department of abilities.
Education. Five models in five disciplines
outlining methods of assessing summative
undergraduate learning are discussed.
Outcomes Assessment Selected References 3
Baird, L. L. (1988). A map of post- considered important by the faculty. Analysis
secondary assessment. Research in Higher of two standardized general education exams--
Education, 28, 99-115. Students' knowledge the ACT COMP and the ETS Academic
and skills cannot be appropriately assessed in Profile--illustrates the process.
the absence of knowledge about how their
development is influenced by other aspects of Bogdan, R. C. & Biklen, S. K. (2006).
postsecondary education. These aspects are Qualitative research for education: An
described in a "map," consisting of twenty introduction to theories and methods, 5th
points, which depicts the flow of students edition. Needham Heights, MA: Allyn and
through institutions and experiences from Bacon. This text is a resource for planning and
precollege to adulthood. The map suggests developing qualitative research. Topics in this
where better assessments and models are book include characteristics of qualitative
needed; for example, for adult learners, research, ethics, data analysis, and reporting
graduate and professional education, and plans results.
of college seniors.
Borden, V. M. H., & Banta, T. W. (Eds.).
Banta, T. W. (1993). Toward a plan for (1994). Using performance indicators to guide
using national assessment to ensure continuous strategic decision making. New Directions for
improvement of higher education. Journal of Institutional Research, No. 82. San Francisco:
General Education, 42, 33-58. The author Jossey-Bass. This monograph on performance
examines five implicit assumptions embedded indicators is guided by three goals: "to provide
in plans to assess student achievement of the reader with an understanding of what has
objective 5 of National Education Goal 5: (a) led to the current popularity of indicator
the specified abilities can be defined and systems; to illustrate several possible methods
agreed upon, (b) the abilities will be taught, (c) for developing performance indicators; and to
the abilities can be measured, (d) students will synthesize theory and practice into a
take measurement of the abilities seriously, formulation for a proactive, institution-based
and (e) assessment will increase student approach to indicator development" (p. 1).
learning. Then political and measurement After a general overview covering the history
issues that make each of the assumptions and definitions of performance indicators, the
problematic are addressed. The article volume addresses--in subsequent chapters--the
concludes with a comprehensive plan for following topics: (a) the link between the
national assessment that is based on faculty development of performance indicators and
development in the principles of good practice management and decision making approaches;
in college student learning. (b) performance indicators and quality
assurance methods in Europe; (c) TQM in
Banta, T. W., & Pike, G. R. (1989). colleges and universities; (d) using
Methods for comparing outcomes assessment performance indicators to drive strategic
instruments. Research in Higher Education, 30, decision making; (e) activity-based costing; (f)
455-469. A general process is outlined for guidelines for institutional development of
faculty use in comparing the relative efficacy performance indicators; and (g) an appendix of
of college outcomes assessment instruments more than 250 performance indicators drawn
for gauging student progress toward goals from 14 references.
Outcomes Assessment Selected References 4
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