Wisconsin's Public Liberal Arts College

Further Readings


Office of Assessment

Further Readings

Civic Engagement Top of Page

The National Task Force on Civic Learning and Democratic Engagement. (2012) A Crucible Moment: College Learning & Democracy's Future. Washington, DC: Association of American Colleges and Universities (AAC&U).

Disciplinary Top of Page

Heiland, D. and Rosenthal, L. J. (2011) Literary Study, Measurement, and the Sublime: Disciplinary Assessment. New York, NY: The Teagle Foundation.

Diversity Top of Page

Dey, E. L. and Associates Engaging Diverse Viewpoints: What Is the Campus Climate for Perspective-Taking? Washington, DC: Association of American Colleges and Universities (AAC&U).

E-Portfolio Top of Page

Chen, H. L. and Light, T. P. (2010) Electronic Portfolios and Student Success. Effectiveness, Efficiency, and Learning, Washington, DC: Association of American Colleges and Universities (AAC&U).

General Education Top of Page

Leskes, A. and Miller, R. (2005) General Education, A Self-Study Guide for Review & Assessment. Washington, DC: Association of American Colleges and Universities (AAC&U).

Leskes, A. and Wright, B. D. (2005) The Art & Science of Assessing General Education Outcomes. Washington, DC: Association of American colleges and Universities(AAC&U).

 The Journal of General EducationThis link points to an external webpage and will open in a new browser window or tab.

General Guide Top of Page

*Indicates materials available from the Office of Assessment.  Please contact Eri Fujieda (efujieda@uwsuper.edu; x8292)

*Allen, Mary J. (2004). AssessingAcademic Programs in Higher Education. Anker Publishing Company, Inc.Bolton, MA.

Driscoll, A. & Wood, S. (2007). Developing Outcomes-Based Assessment forLearner-centered Education: A Faculty Introduction. Sterling, VA:Stylus.

*Maki, P. (2004). Assessing for Learning:Building a Sustainable Commitment Across the Institution. Sterling,VA: Stylus.

Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials: Planning, Implementing,Improving. San Francisco, CA: Jossey-Bass.

*Suskie, L. (2009). Assessing Student Learning: ACommon Sense Guide. San Francisco, CA: Jossey-Bass.*Walvoord, B.E. (2004). Assessment Clear and Simple: APractical Guide for Institutions, Departments, and General Education. SanFrancisco, CA: Jossey-Bass.

"Emerging Trends and Key Debates in Undergraduate Education. Good Teaching, What Is It and How Do We Measure It?" Peer Review Vol. 11, No. 2. Spring 2009.

"Emerging Trends and Key Debates in Undergraduate Education. Assessing Student Learning." Peer Review Vol. 9, No. 2. Spring 2007.

Sternberg, R. J. Penn, J. and Hawkins, C. (2011) Assessing College Student Learning. Evaluating Alternative Models, Using Multiple Methods. Washington, DC: Association of American Colleges and Universities
(AAC&U).

Huber, M. T. and Hutchings, P. (2004) Integrative Learning: Mapping the Terrain. Washington, DC: Association of American Colleges and Universities (AAC&U).

Shavelson, R. J. (2007) A Brief History of Student Learning Assessment: How We Got Where We Are and a Proposal for Where to Go Next. Washington, DC: Association of American Colleges and Universities (AAC&U).

Periodicals

Assessment Update (Wiley Online -- Abstracts Only)

Change: The Magazine for Higher Learning

Academe (American Association of University Professionals)

Webpage

"Internet Resources for Higher Education Outcome Assessment" (North Carolina State University)

Interdisciplinary Top of Page

Klein, J. T. (1999) Mapping Interdisciplinary Studies Washington, DC: Association of American Colleges and Universities (AAC&U).

Liberal Education Top of Page

Communicating Commitment to Liberal Education, A Self-Study Guide for Institutions. (2006).Washington, DC: Association of American Colleges and Universities (AAC&U).

Miller, R. (2007) Assessment in Cycles of Improvement, Faculty Designs for Essential Learning Outcomes. Washington, DC: Association of American
Colleges and Universities (AAC&U).

"Emerging Trends and Key Debates in Undergraduate Education. Special Issue: Value Added Assessment of Liberal Education." Peer Review Vol. 4, No. 2/3. Winter/Spring 2002.

Rubrics Top of Page

* Indicates material available in the Office of Assessment.  Please contact Eri Fujieda (efujieda@uwsuper.edu; x8292).

VALUE (Rubrics): Valid Assessment of Learning in Undergraduate Education.  (AAC&U).  

*Rhodes, T.L.(ed). (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Washington, D.C.: Association of American Colleges and Universities (AAC&U).

*Stevens, D.& Levi, A. (2004).  Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus.

*"Emerging Trends and Key Debates in Undergraduate Education. Assessing Learning Outcomes, Lessons from AAC&U's VALUE Project." Peer Review Vol. 11, No. 1. Winter 2009.

*"Emerging Trends and Key Debates in Undergraduate Education. Assessing Liberal Education Outcomes Using VALUE Rubrics." Peer Review Vol. 13, No. 4/ Vol. 14, No. 1. Fall 2011/Winter 2012.

RubricLibrary (California State University, Fresno)


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