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Only books with strong relevance to student assessment in higher education are listed here, with preference given to those published in the last ten years.  ISBN numbers usually refer to paperback editions, if currently available.  Out of print books are generally not listed.  

If there are other books you'd like to see listed in this section, please email details.

Airasian, P. W. (2000). Assessment in the classroom: A concise approach (2^nd ed.), Boston: McGraw-Hill.

Airasian, P. (2000). Classroom Assessment: Concepts and Applications (4^th ed.), ISBN: 0-07-232272-1 New York, McGraw-Hill. Airasian presents complex concepts clearly so that pre-service teachers can understand them, and solidly grounds these concepts in best practice through practical, real, well-integrated examples. He talks to, not at users.

Anderson, L., Bloom, B. S., Krathwohl, D., & Airasian, P. (2000). Taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Allyn & Bacon, Inc.

Anderson, R. S., & Speck, B. W. (Eds.), (1998). New Directions for Teaching and Learning, Changing the way we grade student performance: Classroom assessment and the new learning paradigm. New Directions for Teaching and Learning, No. 74. ISBN 0-7879-4278-2 San Francisco: Jossey-Bass. Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance.

Anderson, R. S., Bauer, J. & Speck, B. W. (Eds.), (2002). Assessment Strategies for the On-Line Course: From Theory to Practice. Jossey-Bass Publishers. The authors contend that with so much emphasis being placed on the development of online instructional materials, it is important to consider student assessment.

Angelo, T. A. & Cross, K. P. (2001). Classroom assessment techniques: A handbook for college teachers (2nd ed.), ISBN: 1-55542-500-3 San Francisco: Jossey-Bass. This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment--from what it is and how it works to planning, implementing, and analyzing assessment projects

Angelo, T.A. (Ed.). (1998). Classroom Assessment and Research: Uses, Approaches, and Research Findings. New Directions for Teaching and Learning, no. 75. ISBN: 0-7879-9885-0 San Francisco: Jossey-Bass, 1998. Classroom research has evolved considerably in the past few years. This sourcebook explores how classroom assessment techniques are now being used to build student-learning skills, and examines current research on how classroom assessment has changed both teaching and learning.

Arter, J. A. & McTighe, J. (2000). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. ISBN: 0-7619-7575-6. Corwin Press. This book offers a practical approach to assessing challenging but necessary performance tasks like creative writing, "real-world" research projects, and cooperative group activities.

Astin, A. W. (1991). Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. Old Tappen, N.J., Macmillan.

Banta, T.W. (Ed.) (2004). Assessment Update, Volume 16, Number 4, 2004 Jossey Bass ISBN: 0-7879-7770-5  Not due for publication until August 2004.

Banta, T.W., Lund, J.P., Black, K.E. & Oblander, F.W. (1995). Assessment in practice: Putting principles to work on college campuses. ISBN: 0-7879-0134-2 San Francisco: Jossey-Bass. Brings together in one volume the best current knowledge of what assessment methods work best and how their principles should be incorporated into all effective assessment efforts, whether at institutional, program, or department levels.

Beder, H. (1999). The Outcomes and Impacts of Adult Literacy Education in the United States. Boston, MA: NCSALL Reports #6.

Bennett , R. E. (1998) Reinventing Assessment: Speculations on the Future of Large-Scale Educational Testing. Princeton: Educational Testing Service.

Brizius, J.A., & Campbell, M.D. (1991). Getting results: A guide for government accountability. Washington, DC: Council of Governor's Policy Advisors.

Brookhart, S. M. (2000). The Art and Science of Classroom Assessment: The Missing Part of Pedagogy. ASHE-ERIC Higher Education Report (Vol. 27, No.1). Washington, DC: The George Washington University, Graduate School of Education and Human Development. ISBN: 1-878380-89-3 San Francisco: Jossey-Bass. This book discusses the quality of individual student assessments in higher education courses and their composite effect on course grades while reviewing the literature on making classroom assessments and their impact on the science of student assessment.

Brown, G. (2001). Assessment: A guide for lecturers. Learning and Teaching Support Network

Brown, G., Bull, J. & Pendlebury, M. (1997). Assessing Student Learning in Higher Education. ISBN: 0-4151-4460-4 London: Routledge. This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning.

Brown, S. & Glasner, A. (Eds.), (1999). Assessment Matters in Higher Education: Choosing and Using Diverse Approaches (Society for Research into Higher Education).  ISBN: 0-3352-0242-X. London: Open University Press This title may be hard to find. Internationally, academics - and those who support them - are seeking better ways to assess students, recognizing that diverse methods are available which may solve many of the problems associated with the evaluation of learning.

Bull, S., Race, P. & Bull, J. (1999). Computer-assisted Assessment in Higher Education. London: Kogan Page.

Burke, K. (Ed.), (1992). Authentic Assessment: A Collection Palantine, Ill., IRI/Skylight.

Chase, C. I. (1999). Contemporary assessment for educators. New York: Longman.

Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. ISBN: 0-205-29928-8. Boston, Allyn & Bacon. This text is intended for the large group of non-measurement professionals who need to know about creating assessment tools and using them for decision-making.

Finch, F. L. (Ed.). (1991). Educational Performance Assessment. Boston, Houghton Mifflin.

Fisher, A. & Scriven, M. (1998), Critical Thinking: its definition and assessment.  EdgePress, Inverness, California, and the Centre for Research on Critical Thinking, University of East Anglia.  Includes a substantial account of the problems with MCQs, and a detailed account of an alternative type of item, called a multiple-rating item, which avoids all but one of the main problems with MCQs.

Freeman, R., & Lewis, R. (1999). Planning and Implementing Assessment. London: Kogan Page. Provides an overview of how computers can be used in assessment.

Gates, S., Augustine, C., Benjamin, R., Bikson, T., Kaganoff, T., Levy, D., Moini, J. S. & Zimmer, R. W. (2002). Ensuring quality and productivity in higher education: An analysis of assessment practices. ISBN: 0-7879-5840-9 San Francisco: Jossey-Bass. A detailed review of the quality assurance and productivity oversight processes being applied today by agencies given the task of assessing and evaluating education and professional development activities, this book identifies what is working well, and what could be improved.

Gipps, C. (1994). Beyond testing: towards a theory of educational assessment. London: Falmer Press.

Gordon, V. & Habley, W. R. (Eds.) (2000). Academic Advising Handbook  Jossey-Bass, Inc.  ISBN # 0-7879-5025-4

Gronlund, N.E. (1990), Measurement and Evaluation in Teaching, (6th ed.), ISBN 0-02-946051-4, New York: Collier MacMillan.

Haladyna, T. M. (1999). A Complete Guide to Student Grading. ISBN: 0-2052-7259-2. Boston. Pearson, Allyn & Bacon Publishers. This book will help you better understand why you grade, the importance of grades, how to effectively communicate with your students about grading, and how you will assign grades.

Haladyna, T. M. (1999). Developing and Validating Multiple-Choice Test Items. (2^nd ed.), ISBN: 0-8058-3147-9. Lawrence Erlbaum Assoc.

Haladyna, T. M. (2002). Essentials of Standardized Achievement Testing: Validity and Accountability. ISBN 0-2053-2691-9. Boston. Pearson, Allyn & Bacon Publishers. Written for potential test "consumers" (educators, administrators, policy-makers, and parents), this book explains the main issues related to testing, including interpretation, usage, consequences, and positive and negative aspects. Basic concepts are introduced, followed by more complex issues.

Hanna, G & Dettmer, P. (2004). Assessment for Effective Teaching: Using Context-Adaptive Planning. ISBN: 0-205-38941-4. Boston, Allyn & Bacon. This book integrates assessment and instruction to provide educators with an understanding of when to use different techniques to optimize student learning.

Hart, D. (1992). Authentic Assessment: A Handbook for Educators. ISBN: 0-2018-1864-7. Dale Seymour Publications. Overall, the book provides a good introduction to authentic assessment and its purposes in relatively simple language.

Heywood, J. (2000). Assessment in Higher Education: Student Learning, Teaching, Programmes and Institutions. ISBN: 1-85302-831-2 Philadelphia. Jessica Kingsley Publishers. This book examines not only the assessment of student learning but the assessment of institutions, the programmes they offer, and the teaching they provide.

Huba, M. E. & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. ISBN: 0-205-28738-7. Boston, Allyn & Bacon. This book integrates current thinking and research regarding the learning of undergraduate students with principles of best practice in assessment and teaching.

Hymes, D., Chafin, A. & Gonder, P. (1991). The Changing Face of Testing and Assessment; Problems and Solutions (AASA Critical Issues Report). Arlington, VA: American Association of School Administrators.

Jacobs, L. C. & Chase, C. I. (1992). Developing and Using Tests Effectively: a Guide for Faculty. San Francisco: Jossey-Bass Inc.

Kane, M. B., Khattri, N., Reeve, A. L. & Adamson, R. J. (1997). Assessment of student performance. Washington D.C.: Studies of Education Reform, Office of Educational Research and Improvement, U.S. Department of Education.

Linn, R.L. & Herman, J.L. (1997). Standards-led assessment: Technical and policy issues in measuring school and student progress. CSE Technical Report 426. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) Center for the Study of Evaluation, Los Angeles, Graduate School of Education and Information Studies, University of California.

Lissitz, R. W. & Schafer, W. D. (Eds.), (2002). Assessment in educational reform: Both means and ends. Boston: Allyn and Bacon.

Marzano, R. J., Pickering, D. & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model ISBN: 0-8712-0225-5 Association for Supervision & Curriculum Development. The authors introduce the Dimensions of Learning instructional model and then explain how it relates to lifelong learning standards and the content standards developed for mathematics, science, and other subjects.

Mentkowski, M. & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. ISBN: 0-7879-4482-3 San Francisco: Jossey-Bass. Learning That Lasts explores what it means for learners to transform themselves and for educators to foster essential skills for learning, leading, teamwork, and adapting with integrity in college and beyond.

Miller, A., Imrie, B., & Cox, K. (1998). Student Assessment in Higher Education: A Handbook for Assessing Performance. ISBN: 0-7494-2797-3. London. Kogan Page. It offers academics, administrators, course developers and researchers an overview of the many approaches to setting, marking and reviewing coursework, assignments, tests and examinations, together with a discussion of the strong influence that assessment exerts on the students’ approaches to their learning tasks.

Montgomery, K. (2001). Authentic assessment: A guide for elementary teachers. New York: Longman.

Morgan, C. & O'Reilly, M. (1999) Assessing Open and Distance Learners London: Kogan Page.

Mutch, A & Brown, G. (2001). Assessment: A guide for heads of department. Learning and Teaching Support Network  

Nettles, A. L. & Nettles, M. T. (Eds.), (1999). Measuring up: Challenges minorities face in educational assessment (pp. 13-31). Boston: Kluwer.

Nichols, J.O. (1995). Assessment Case Studies: Common Issues In Implementation With Various Campus Approaches To Resolution  New York, NY: Agathon Press.  In-depth analyses of the implementation experiences of eleven different institutions, ranging from community colleges to full degree-granting universities, with descriptions of both successes and failures.

Nichols, J.O. & Nichols, K.W. (2005),  A Road Map For Improvement Of Student Learning And Support Services Through Assessment,  New York, NY: Agathon Press.  This new work completely replaces A Practitioner's Handbook for Institutional Effectiveness and Student Outcomes Assessment as the foundation volume in the series of five volumes that together constitute a step-by-step guide to the planning and implementation of assessment procedures at multiple levels across the institution.

Nitko, A. J. (2001). Educational assessment of students (3^rd  ed.), Upper Saddle River, NJ: Merrill.

O'Neil, J. 1994. Making Assessment Meaningful - "Rubrics" Clarify Expectations, Yield Better Feedback. Alexandria, VA: Association for Supervision and Curriculum Development.

Osterlind, S. J. (1998). Constructing Test Items: Multiple-Choice, Constructed-Response, Performance, and Other Formats. (2^nd ed.), ISBN: 0-7923-8077-0. Kluwer Academic Publishers. This book addresses major issues in constructing test items by focusing on four ideas.

Palomba, C. A. & Banta, T. W. (1999). Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. ISBN: 0-7879-4180-8 San Francisco: Jossey-Bass. This step-by-step guide provides the most current practices for developing assessment programs on college and university campuses. Assessment Essentials outlines the assessment process from the first to the last step and is filled with illustrative examples to show how assessment is accomplished on today's academic campuses.

Pellegrino, J. W., Chudowsky, N. & Glasser, R. (Eds.), (2001). Knowing what students know: The science and design of educational assessment / Committee on the Foundations of Assessment. ISBN: 0-3090-7272-7 Washington D.C.: National Academy Press. The authoritative tool to fight simplistic assessments of learning that are likely to dominate future educational politics.

Perrone, V. (1991). Expanding student assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Popham, W. (2002). Classroom Assessment: What Teachers Need to Know. ISBN: 0-205-33304-4 Boston, Allyn & Bacon. This is a brief, practical guide to assessment issues raised in classrooms.

Race, P. (2001). Assessment: A guide for students. Learning and Teaching Support Network 

Reynolds, C.R, Livingston, R.B, & Willson, V. (2006), Measurement and Assessment in Education, Boston: Pearson Education, ISBN 0-205-37602-9.

Roid, G. & Haladyna, T. (1982). A Technology for Test-Item Writing. Academic Press. ISBN: 0-1259-3250-2. This book covers broad areas in Test-Item Developing, from the basic concepts to the extended skills. Although written over 20years ago it is an easy to read basic book for those developing tests.

Romberg, T.A. (Ed.). (1992). Mathematics assessment and evaluation: Imperatives for mathematics educators. Albany, NY: State University of New York Press.

Rust, C. (2001). A briefing on assessment of large groups. Learning and Teaching Support Network 

Schwartz, P. & Webb, G. (Eds.), (2001). Assessment: Case Studies, Experience and Practice (Case Studies in Teaching in Higher Education). ISBN: 0-7494-3623-9. Routledge Falmer Publishers. Offering a series of case studies, this book brings together a variety of assessment techniques. By taking the reader right into the middle of real-life situations, it focuses on showing how assessment can provide a transparent and meaningful link between learning activities and desired learning outcomes.

Scruggs, T. E. & Mastropieri, M. A. (1995). Teaching test-taking skills: Helping students show what they know. Cambridge MA: Brookline Books.

Stiggins, R. J. (2000). Student-Involved Classroom Assessment (3^rd ed.). ASIN: 0-1302-2537-1. Merrill Publishing Company. Taken in small bits, and discussed, thought about, tried out, it is a wonderful resource for any educator truly interested in understanding why student involvement in assessment and evaluation does make a major (and measurable) difference in student work and then actually implementing it in a classroom.

Stiggins, R.J., & Conklin, N.F. (1992). In teachers' hands: Investigating the practices of classroom assessment. Albany: State University of New York Press.

Suskie, L. (Ed.), (2000). Assessment to promote deep learning. ISBN: 1-5637-7048-2 Washington, DC: American Association for Higher Education. This book is currently out of stock at Amazon web site.

Swearingen, R. & Allen, D. (2000). Classroom Assessment of Reading Processes Teachers use this classroom assessment tool to evaluate the reading progress of individual pupils in grades K-9.

Tanner, D. E. (2001). Assessing Academic Achievement. ISBN: 0-205-28266-0. Boston, Allyn & Bacon. This book approaches student assessment as an integral component of a total educational plan.

TenBrink, T. & Cooper, J. M. (2003). An Educator's Guide to Classroom Assessment ISBN: 0-6183-0001-5 Boston, Houghton Mifflin. This guide explains the purposes of educational assessment and evaluation, especially the forms of assessment that teachers use to obtain information, form judgments, and make decisions.

Tombari, M. & Borich, G. (1999). Authentic assessment in the classroom: Applications and practice. Upper Saddle River, NJ: Merrill.

Trice, A. D. (2000). A handbook of classroom assessment. New York: Longman.

Walvoord, B. E., Anderson, V. J. & Angelo, T. A. (1998). Effective Grading: A Tool for Learning and Assessment Jossey Bass ISBN: 0-7879-4030-5 This hands-on guide for evaluating student work offers an in-depth examination of the linkage between teaching and grading. It uses grades not as isolated artefacts, but as part of a process that, when integrated with course objectives, provides rich information about student learning. The authors reveal how the grading process can also be used for broader assessment objectives, such as curriculum and institutional assessment.

Weber, E. (1998). Student Assessment That Works: A Practical Approach. ISBN: 0-205-28271-7. Boston, Allyn & Bacon. This unique approach combines student interest and abilities and curriculum goals within authentic assessment activities.

Wiggins, G. (1994). Assessment Rubrics and Criteria: Design Tips and Models. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. ISBN: 0-7879-0848-7. Jossey Bass Publishers. This book covers all aspects of assessment design, including how to craft performance tasks that meet rigorous educational standards, how to score assessments fairly, and how to structure and judge student portfolios.

Wiggins, G. (1999). Assessing Student Performance: Exploring the Purpose and Limits of Testing ISBN: 0-7879-5047-5 Jossey-Bass Publishers. By showing us that assessment is more than testing and intellectual performance is more than right answers, Wiggins leads us to new systems of assessment that more closely examine students' habits of mind and provide teachers and policy makers with more useful and credible feedback.