In July of 2013, all regional accrediting agencies in the United States, along with several national higher education associations came together to endorse a statement on 鈥淧rinciples for Effective Assessment of Student Achievement鈥�.
Assessment Web Resources | Print Resources | Assessment Glossary
Assessment Web Resources
Print Resources
- Arreola, R.A. (2007). Developing a comprehensive faculty evaluation system: A guide to designing, building, and operating large-scale faculty evaluation systems. (3rd ed.). San Francisco: Jossey-Bass.
- Astin, A. W. (1991). Assessment for excellence. New York: Macmillan.
- Banta, T. W. (Ed). (1988). Implementing outcomes assessment: Promises and perils. New Directions for Institutional Research, no. 59. San Francisco: Jossey-Bass, 1988.
- Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey- Bass.
- Braxton, J.M. Ed. (2006). Analyzing faculty work and rewards: Using Boyer鈥檚 four domains of scholarship. San Francisco: Jossey-Bass.
- Flinders, D. J., & Thornton, S. J. (Eds.). (2013). The curriculum studies reader (4th ed.). New York: Routledge.
- Gillespie, K.J., Robertson, D. L.,& Associates. (2010). A guide to faculty development (2nd ed.). San Francisco: Jossey Bass.
- Grunert, J., Millis, B.J., & Cohan, M.W. (2008). The course syllabus: A learning-centered approach. San Francisco: Jossey-Bass.
- Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. VA: ASCD.
- McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning. San Francisco: Jossey-Bass.
- Maki, P.L. (2010). Assessing for learning: Building a sustainable commitment across the institution (2nd ed.). Sterling, VA: Stylus.
- Nilson, L.B. (2007). The graphic syllabus and outcomes map: Communicating your course. San Francisco: Jossey-Bass.
- Ornstein, A. C., & Hunkins, F. P. (2012). Curriculum: Foundations, principles, and issues (6th ed.). Boston: Pearson.
- Parkay, F. W., Hass, G., & Anctil, E. J. (2010). Curriculum leadership: Readings for developing quality educational programs (9th ed.). Boston: Allyn & Bacon.
- Schiro, M. S. (2012). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: Sage.
- Seldin, P. (1999). Changing practices in evaluating teaching: A practical guide to improved faculty performance and promotion/tenure decisions. San Francisco: Jossey-Bass.
- Seldin, P. & Associates (Eds). (2006). Evaluating faculty performance: A practical guide to assessing teaching, research, and service. San Francisco: Jossey-Bass.
- Suskie, L. (2007). Assessing student learning: A common sense guide. San Francisco: Jossey-Bass.
- Tyler, R.W. (1949). Basics of curriculum and instruction. Chicago: University of Chicago Press.
- Tyler, R.W. (1950). Basics of curriculum and instruction: Syllabus for education 305. Chicago: University of Chicago Press.
- Walvoord, B.E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass.
- Zubizarreta, J. (2004). The learning portfolio: Reflective practice for improving student learning. San Francisco: Jossey-Bass.
Assessment Glossary
- Action Research
- 鈥淚nvolves teachers as individuals or in groups in investigating and improving their own classrooms, usually through ongoing cycles of planning, implementation, reflection, and revision.鈥�
- Achievement Test
- 鈥淪tandardized test designed to measure how much has been learned from a particular subject.鈥�
- Accountability
- 鈥淗olding schools and teachers responsible for what students learn.鈥�
- Aligned
- 鈥淭erm used to indicate that a school curriculum is matched with state and national standards as well as with state and national tests.鈥�
- Authentic Assessment
- 鈥淓xamines student learning in the broader sense, eliciting multiple data on both what the student has learned and what the student can do.鈥�
- Assessment
- 鈥淎 form of curriculum of evaluation usually focused on students; it may be based on conventional test scores or include other ways of attempting to discover what students have learned.鈥�
- Certification
- 鈥淭he licensure of personnel through prescribed programs of training and education.鈥�
- Competency
- 鈥淭he demonstrated ability to perform specified acts at a particular level of skill or accuracy.鈥�
- Criterion-Referenced Evaluation
- 鈥淓valuation that measures success by the attainment of established levels of performance. Individual success is based wholly on the performance of the individual without regard to the performance of others.鈥�
- Curriculum
- 鈥淭he total experiences planned for a school or students.鈥�
- Formal Assessments
- 鈥淧lanned, obtrusive activities that gather information, usually about student learning.鈥�
- Formative Evaluation
- 鈥淎 method of assessment that occurs before or during instruction to guide teacher planning or identify students鈥� needs.
- Evaluation
- 鈥淭he attribution of merit and worth.鈥�
- Informal Assessments
- 鈥淭ypically continuous and minimally obtrusive activities that gather information, usually about student learning.鈥�
- Merit (in evaluation)
- 鈥淗ow well something is done, regardless of the worth of doing it in the first place.鈥�
- Outcome Statements
- 鈥淪pecifications of the levels of achievement students are supposed to reach as a result of a lesson, a curriculum, or some other educational activity.鈥�
- Performance Tasks
- 鈥淲ork that students are assigned to complete, usually in accordance with specific criteria.鈥�
- Portfolios
- 鈥淪ystematic, collections of work created by students; they demonstrate what students have accomplished or learned.鈥�
- Reliability (in measurement)
- 鈥淩efers to how consistently any form of measurement actually measures that which it is supposed to measure.鈥�
- Scaffolding
- 鈥淎 context for student learning such as an outline or question stem.鈥�
- Self-Assessment
- 鈥淧rocess of individuals (usually students) weighing and valuing the merit and worth of what they have done or accomplished.鈥�
- Summative Evaluation
- 鈥淭he collection and weighing of the merit and worth of appropriate information following the completion of a program or curriculum.
- Tracking
- 鈥淭he method of grouping students according to their ability level in homogeneous classes or learning experiences.鈥�
- Validity (in measurement)
- 鈥淭he degree to a test or instrument measures what it is supposed to measure.鈥�
The definitions in this glossary were derived from several sources, including:
- Glatthorn, A.A., Boschee, F., & Whitehead, B.M. (2009). Curriculum Leadership: Strategies for Development and Implementation. Thousand Oaks: Sage.
- Marsh, C.J. & Willis, G. (2003). Curriculum: Alternative Approaches, Ongoing Issues. New Jersey: Merrill Prentice Hall.
- Wiles, J.W. & Bondu, J.C. (2011). Curriculum Development: A Guide to Practice. Upper Saddle River: Pearson.