This file was prepared for electronic distribution by the inforM staff. Questions or comments should be directed to email@example.com. APPENDIX C SELECTED BIBLIOGRAPHY BOOKS Adelman, Clifford. Performance and Judgment: Essays on Principles and Practice in the Assessment of College Student Learning. Washington: Office of Educational Research and Improvement, U.S. Department of Education, 1988. This collection of essays on assessment in higher education is directed toward academic administrators and faculty members. It provides a basis for drafting a charge to an assessment committee, communicating effectively regarding assessment, and evaluating assessment designs. Astin, Alexander. Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education. San Francisco: Jossey-Bass, 1985. Astin's book presents views of the American higher education system and traditional concepts of excellence. It includes examinations of educational equity, student learning and development, and the role of teacher training. _____________. Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. New York: American Council on Education and Macmillan Company, 1991. _____________. What Matters in College: Four Critical Years. San Francisco: Jossey-Bass, 1992. Banta, Trudy W., ed. New Directions for Institutional Research, No. 59. San Francisco: Jossey-Bass, 1988. Articles within this volume reflect both the benefits of comprehensive assessment programs and their problems. It includes an annotated bibliography and representative assessment programs. The volume also contains "Implementing Outcomes Assessment: Promise and Perils," which examines what students and graduates know and what they are able to do with that knowledge and presents students' perceptions regarding the quality of programs and services. Belanoff, Pat, and Marcia Dickson, eds. Portfolios: Process and Product. Portsmouth, N.H.: Boynton/Cook Publishers, 1991. Focusing on the practical and theoretical approaches of portfolio assessment, this work offers places to start and covers recent developments in the field of assessment. One section, "Bridges to Academic Goals: A Look at Returning Adult Portfolios," includes information on portfolios for proficiency testing, program assessment, classroom portfolios, and political issues. Belenky, Mary Field, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule. Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, 1986. Based on extensive interviews with women, this landmark book examines five principal ways of knowing developed by women: silence, received knowing, subjective knowing, procedural knowing, and constructed knowing. The investigation acknowledges the historical and cultural institutions that have shaped women's intellectual and personal lives. Boyer, Ernest L. College: The Undergraduate Experience in America. New York: Harper & Row, 1987. Boyer's work examines the undergraduate experience and explores how institutional structures and procedures affect students' lives. Cross, K. Patricia, and Thomas A. Angelo. Classroom Assessment Techniques: A Handbook for Faculty. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan, 1988. A reference book for ideas and guidance on assessment, this work includes the following sections: "Techniques for Assessing Academic Skills and Intellectual Development"; "Techniques for Assessing Students' Self-Awareness as Learners and Self-Assessments of Learning Skills"; and "Techniques for Assessing Student Reactions to Teachers and Teaching Methods, Course Materials, Activities, and Assignments." ___________. A Handbook for College Teachers. San Francisco: Jossey-Bass, 1992. This volume is designed as a companion to Cross and Angelo's earlier volume, A Handbook for Faculty. This new edition, however, is organized with a focus on various academic disciplines. Erwin, T. Dary. Assessing Student Learning and Development. San Francisco: Jossey-Bass, 1991. A practical guide to designing and implementing strategies for evaluating the effectiveness of institutional programs and services, this book includes chapters on "Selecting Assessment Methods" and "Analyzing Information and Drawing Conclusions." It also contains sample instruments. Ewell, Peter T. Assessing Educational Outcomes. New Directions for Institutional Research, No. 47. San Francisco: Jossey-Bass, 1985. Ewell's work includes an overview of research on student attitudes, achievement, and occupational and career development ("outcomes") and presents information on the organization and implementation of such programs in various settings. It also contains basic technical information regarding the design of studies and use of results. Ewell, Peter T. and Robert P. Lisensky. Assessing Institutional Effectiveness. Washington: Consortium for the Advancement of Private Higher Education, 1988. This book includes the authors' observations on their experiences during an assessment project with selected private liberal arts colleges. It defines learning outcomes and offers ways to determine strategies for measuring them. Halpern, D. F., ed. Student Outcomes Assessment: What Institutions Stand to Gain. New Directions for Higher Education, No. 59. San Francisco: Jossey-Bass. 1987. Includes articles exploring a variety of issues and concerns regarding student outcomes assessment. Four models of assessment are included: the value-added approach, general-education approach, state-mandated testing, and incentive funding. Johnson, Reid, Joseph Prus, Charles J. Andersen, and Elaine El-Khawas. Assessing Assessment: An In-depth Status Report on the Higher Education Assessment Movement in 1990. Washington: American Council on Education, 1991. This book includes an "overall picture" of assessment and examines faculty members' roles as well as the perceived benefits and liabilities of assessment. Magolda, Marcia B. Baxter. Knowing and Reasoning in College: Gender Related Patterns in Students' Intellectual Development. San Francisco: Jossey Bass, 1992. Seidman, E. In the Words of the Faculty: Perspectives on Improving Teaching and Educational Quality in Community College. San Francisco: Jossey-Bass, 1985. Seidman's work examines the context of teaching in a community college and the major issues faculty members face. It presents profiles of community college faculty members and suggests ways institutions can support them. ARTICLES AND REPORTS Astin, Alexander. "Assessment as a Tool for Institutional Renewal and Reform." Wolff, Ralph A. "Assessment and Accreditation: A Shotgun Marriage?" In Assessment 1990: Accreditation and Renewal, a volume of two presentations from the Fifth American Association for Higher Education Conference on Assessment in Higher Education, 1990. Brown, Rexford. "You Can't Get There From Here." Ewell, Peter T. "Hearts and Minds: Reflections on the Ideologies of Assessment." Knefelkamp, Lee. "Assessment as Transformation." Three Presentations: 1989, a volume of three presentations from the Fourth American Association for Higher Education Conference on Assessment in Higher Education, 1989. Cross, K. Patricia. "Feedback in the Classroom: Making Assessment Matter." Paper presented at American Association for Higher Education Assessment Forum, Chicago, 1988. This article examines the use of assessment within the classroom to improve instruction as well as the quality of education. Davis, B. G. "Demystifying Assessment: Learning from the Field of Evaluation." In Achieving Assessment Goals Using Evaluation Techniques, New Directions for Higher Education, No. 67. P.). Gray, ed. San Francisco: Jossey-Bass, 1989. Ewell, Peter T. "Assessment: What's It All About." Change 17 (November/December 1985): 32-36. Ewell's article contains descriptions of institutional accountability in higher education based on measuring objective outcomes. It also discusses whether assessment can be performed objectively and what effects external accountability pressures have on higher education practices. ___________. "Establishing a Campus-Based Assessment Program." In D. F. Halpern, ed. Student Outcomes Assessment: What Institutions Stand to Gain. New Directions for Higher Education, No. 59. San Francisco: Jossey-Bass, 1987. An introduction to assessment. Provides practical information, thoughtful discussion, and suggestions for implementing an assessment program. ___________. "To Capture the Ineffable: New Forms of Assessment in Higher Education," in Reprise 1991: Reprints of Two Papers Treating Assessment's History and Implementation. Washington: American Association for Higher Education, 1991. The first part of Ewell's article provides a historical and political context for assessment and sets the stage for part two--a critical review of current practice and includes extensive references. Forrest, Aubrey, ed. Time Will Tell: Portfolio-Assisted Assessment of General Education. Washington: American Association for Higher Education, 1990. This report is a comprehensive guide to the implementation and use of student portfolios to assess general education outcomes at individual and program levels. Hutchings, Pat. "Assessment and the Way We Work." Wiggins, Grant. "The Truth May Make You Free, but the Test May Keep You Imprisoned: Toward Assessment Worthy of the Liberal Arts." In Assessment 1990: Understanding the Implications, a volume of three presentations from the Fifth American Association for Higher Education Conference on Assessment in Higher Education, 1990. Hutchings, Pat. Behind Outcomes: Contexts and Questions for Assessment. Washington: American Association for Higher Education. 1989. Setting forth nine areas of inquiry for assessment that get "behind outcomes," Hutchings presents appropriate methods for addressing each area and resources for further work. Hutchings, Pat, and Ted Marchese. "Watching Assessment: Questions, Stories, Prospects." Change 22 (September/October 1990). Based on observations over a four-year period, Hutchings and Marchese's article takes the reader to campuses for a first-hand look at assessment's effect. Hutchings, Pat, Ted Marchese, and Barbara Wright. Using Assessment to Strengthen General Education. Washington: American Association for Higher Education, 1991. This article is aimed at those familiar with assessment hut not as familiar with recent developments in the field. It includes "Stories from the Field" (five campuses), resources, and reflections of assessment practitioners. Involvement in Learning: Realizing the Potential of American Higher Education. Final Report of the Study Group on the Condition of Excellence in American Higher Education. Washington: National Institute of Education, 1985. Paskow, Jacqueline, ed. Assessment Programs and Projects: A Directory (1987 Updated by Elizabeth A. Francis, (1990). Washington: American Association for Higher Education. This report contains concise descriptions of thirty assessment projects implemented on campuses across the country. Rossman, J. E., and Elaine El-Khawas. "Thinking About Assessment: Perspectives for Presidents and Chief Academic Officers." Washington: American Council on Education and American Association for Higher Education, 1987. Aimed at administrators, this article provides an overview of assessment. Shapiro, Joan Poliner. "Nonfeminist and Feminist Students at Risk: The Use of Case Study Analysis While Transforming the Postsecondary Curriculum." Women's Studies International Forum 13 (1990): 553-64. This paper turns to the use of case studies of students to help create a more positive learning environment in women's studies classrooms. lt is an attempt to remove a chilly classroom climate from feminist classes by enabling students to understand and respect differences. Shapiro. Joan P., Ann Butchart, and Cynthia Secor. "Illuminative Evaluation: Assessment of the Transportability of a Management Training Program for Women in Higher Education." Educational Evaluation and Policy Analysis 5 (1983): 456-71. This is a very early description of the use of illuminative evaluation and its compatibility with women's studies projects. It shows how effective this form of evaluation can be with feminist projects because it combines qualitative and quantitative assessment and allows the problem to define the methods. Shapiro, Joan P., and Beth Reed. "Considerations of Ethical Issues in the Assessment of Feminist Projects: A Case Study Using Illuminative Evaluation." In Feminist Ethics and Social Science Research, Nebraska Feminist Collective, eds. New York: Mellon Press, 1988. This chapter focuses on ethics as it relates to evaluating feminist projects. Illuminative evaluation in relationship to feminist projects is explored, but the concept of objectivity in the assessment process is critiqued. Shapiro, Joan P., and Beth Reed. "Illuminative Evaluation: Meeting the Special Needs of Feminist Projects." Humanity and Society 8 ( 1984): 432 41. This article argues that illuminative evaluation is especially useful for feminist projects because it assumes that total objectivity in evaluation is neither possible nor desirable and because it is well-suited to innovative projects. Shapiro, Joan P., and Carroll Smith-Rosenberg. "The 'Other Voices' in Contemporary Ethical Dilemmas: The Value of the New Scholarship on Women in the Teaching of Ethics." Women's Studies International Forum 12 (1989): 199-211. This article demonstrates the use of students' journal entries to assess student learning. Through their own words, students show growth in understanding differences and analyses of complex ethical situations. Stark, Joan S., Kathleen M. Shaw, and Malcolm A. Lowther. "Student Goals for College and Courses: A Missing Link in Assessing and Improving Academic Achievement." ASHE-ERIC Report No. 6. Washington: ERIC Clearinghouse on Higher Education, George Washington University, 1989. Tetreault, Mary Kay Thompson. "Feminist Phase Theory: An Experience-Derived Evaluation Model." In Journal of Higher Education 56 (July/August 1985): 363-84. This article is an extension of Tetreault's work on feminist phase theory. Tetreault, Mary Kay Thompson. "Integrating Content About Women and Gender into the Curriculum." In Multicultural Education: Issues and Perspectives, James A. Banks and Cherry A. McGee Banks, eds. Boston: Allyn and Beacon, 1989. To create a gender-balanced multicultural curriculum where gender is interwoven with ethnicity, race, and class, Tetreault introduces the concept of feminist phase theory. She divides curricular thinking into five common phases: male-defined, contribution, bifocal, women's, and gender-balanced. Wright, Barbara. "An Assessment Primer." Metropolitan Universities: An International Forum 3 (Spring 1993): 7-15. Barbara Wright, former Director of the American Association for Higher Education's Assessment Forum, has written an introductory essay exploring the relation of assessment to improving teaching and learning. As guest editor for the Spring 1993 issue on assessment for Metropolitan Universities, Wright includes articles on portfolios, performance assessment in professional majors, assessment and diversity, and participatory assessment. See also several assessment articles in Volume 4, Number 1. PERIODICAL Assessment Update. Trudy W. Banta, ed. Knoxville, Tenn.: Center for Assessment Research and Development, University of Tennessee- Knoxville. Published quarterly by Jossey-Bass. Begun in spring 1989, this publication's regular features include "Campus Profiles," which describes assessment projects at different campuses; "From The States," which reviews state-mandated assessment initiatives; information about projects at community colleges; recent developments in assessment; opinions; and new publications.