Assessing student learning: a common sense guide

What is assessment?

How can student learning be assessed?

What is good assessment?

Why are you assessing student learning?

The keys to a culture of assessment: tangible value and respect

Supporting assessment efforts with time, infrastructure, and resources

Organizing an assessment process

Developing learning goals

Using a scoring guide or rubric to plan and evaluate an assignment

Creating an effective assignment

Writing a traditional test

Assessing attitudes, values, dispositions, and habits of mind

Assembling assessment information into portfolios

Selecting a published test or survey

Setting benchmarks or standards

Summarizing and analyzing assessment results

Sharing assessment results with internal and external audiences

Using assessment results effectively and appropriately

Keeping the momentum going.

What is assessment? Why assess?

What are good assessment practices?

Promoting an assessment culture

Creating an assessment plan

Developing learning goals

Choosing an assessment strategy

Using a scoring guide to plan and evaluate an assignment

Creating an effective assignment

Encouraging student reflection

Assembling assessment information into portfolios

Writing a traditional objective test

Conducting surveys, focus groups, and interviews

Selecting a published instrument

Summarizing and analyzing assessment results

Sharing assessment results

Using assessment findings effectively and appropriately.

List of tables

List of lists

List of figures

List of exhibits

Preface to the third edition

Introduction

Part 1: Understanding assessment ; Chapter 1: What is assessment? ; Chapter 2: The many settings for student learning and assessment ; Chapter 3: What are effective assessment practices?

Part 2: Laying a foundation for assessment success ; Chapter 4: Learning goals, articulating what you most want students to learn ; Chapter 5: Designing curricula to help students learn what's important ; Chapter 6: How will your evidence of student learning be used? ; Chapter 7: Planning assessments in academic programs ; Chapter 8: Planning assessments in general education, co-curricula, and other settings

Part 3: Bulding a pervasive, enduring culture of evidence and betterment ; Chapter 9: Guiding and coordinating assessment efforts ; Chapter 10: Helping everyone learn what to do ; Chapter 11: Supporting assessment efforts ; Chapter 12: Keeping assessment cost-effective ; Chapter 13: Collaborating on assessment ; Chapter 14: Valuing assessment and the people who contribute

Part 4: The assessment toolbox ; Chapter 15: Designing rubrics to plan and assess assignments ; Chapter 16: Creating effective assignments ; Chapter 17: Writing multiple-choice and other objective tests ; Chapter 18: Assembling evidence of student learning into portfolios ; Chapter 19: Selecting published instruments ; Chapter 20: Other assessment tools ; Chapter 21: Assessing the hard-to-assess

Part 5: Understanding and using evidence of student learning ; Chapter 22: Setting meaningful standards and targets ; Chapter 23: Summarizing and storing evidence of student learning ; Chapter 24: Analyzing evidence of student learning ; Chapter 25: Sharing evidence of student learning ; Chapter 26: Using evidence of student learning to inform important decisions

References

Index.