ASSESSMENT
IN HIGHER EDUCATION
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ASSESSMENT IN HIGHER EDUCATION
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Papers specifically about MCQs or C.A.T.s, or plagiarism, or self, peer, and group assessment are on their respective pages. Many further offline articles can be found via the various conference websites. This page provides a bibliography of some important papers about student assessment and related areas that do not fit into specific categories, published in the last ten years or so. If there are others you'd like to see listed, please email details.
A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P-Q-R-S-T-U-V-W-X-Y-Z Adams, R. J. & Wilson, M. (1996). Evaluation progress with alternative assessments: a model for title 1. In M. B. Kane & R. Mitchell (Eds.), Implementing performance assessment: promises, problems, and challenges. New Jersey: Lawrence Erlbaum Associates, Inc., 39-59. Al-khalifah, A. H. & McCrindle, R. J. (2006). Students Assessment of Immersive Virtual Reality as a Pedagogic Medium. Education and Technology Conference, Calgary, 2006. Al-shomrani, S. & Wang, P. (2006). Design and Implementation of an Assessment Database for Mathematics Education. Education and Technology Conference, Calgary, 2006. Anderson, J.A. (2001). Assessing what you value. Presentation to the Division of Student Affairs at North Carolina State University. Raleigh, North Carolina. Anderson, J.A. (2001). Why assessment is important to student affairs. National Association for Student Personnel Administrators Net Results E-Zine. Ashworth, P., & Bannister, P. (1997). Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22 (2), 187-203. Askew, P. E. & Grayson, T. E. (2002). Using Performance-based Assessment to Become A Leading Edge Organization in Higher Education. Net Results December 2002. With performance-based assessment increasing in importance, academic and student affairs professionals are eager to learn from colleagues about approaches for incorporating assessment into organizational structures and practice. Baklavas, G., Economides, A.A. & Roumeliotis, M. (1999). Evaluation and comparison of Web-based testing tools, Proceedings WebNet-99, World Conference on WWW and Internet, AACE 1999, 81-86 . Banta, T.W., Black, K.E. & Kline, K.A. (2001). The challenge to assess outcomes in student affairs. National Association for Student Personnel Administrators Net RESULTS E-Zine. Barrie, S., Brew, A. & McCulloch, M. (1999). Qualitatively different conceptions of criteria used to assess student learning. Paper presented to Australian Association for Research in Education (AARE) Conference Melbourne. Birenbaum, M. (1996). Assessment 2000: towards a pluralistic approach to assessment. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge. Evaluation in education and human services . Boston, MA: Kluwer Academic Publishers, 3-29. Birenbaum, M. (1997). Assessment preferences and their relationship to learning strategies and orientations. Higher Education, 33, 71-84. Birenbaum, M., & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40 (1), 90-97. Boud, D, (1990) Assessment and the promotion of academic values, Studies in Higher Education, 15(1), 101-111 Boud, D. (1995) Assessment and learning: contradictory or complimentary? in Knight, P. (ed.) Assessment for Learning in Higher Education, London: Kogan Page/SEDA, 35-48. Bresciani, M. J. (2002). Outcomes Assessment in Student Affairs: Moving Beyond Satisfaction to Student Learning and Development. Net Results December 2002. Why should we assess our program outcomes and student development and learning? Before addressing this question, it is important to illustrate the purpose of assessment. Program assessment's intention is quite simple. Assessment attempts to answer certain questions about a program's intended outcomes. Bresciani, M. J. (2003). The Updated Outline for Assessment Plans. Net Results March 2003. Whether you are writing assessment plans or reporting assessment results for the purposes of accountability or for continuous improvement, an outline can help you get organized and ensure your inclusion of the most important assessment elements.
Brooker,
R., Muller, R., Mylonas, A. & Hansford, B. (1998). Improving the
Assessment of Practice Teaching: a criteria and standards framework. In
Assessment & Evaluation in Higher Education Vol 23, No. 1: 5-20.
Brown,
S. (1996). Assessment.
Assessment systems in universities and Colleges in the UK as well as in many
other countries are changing.
Burt,
M. & Keenan, F. (1995). Adult
ESL Learner Assessment: Purposes and Tools. This digest looks at learner
assessment in adult ESL programs. It describes commercially available tests and
alternative assessment tools, discusses key issues in assessment, and highlights
some of the differences between assessment and evaluation.
Carless, D. & Keppell, M. (2006).
Learning oriented assessment: A technology-based case study. Assessment in
Education, 13(2), 179-191.
Carlson, T., Macdonald, D., Gorely, T., Hanrahan, S. & Burgess-Limerick, R. (2000). Implementing Criterion-referenced Assessment within a Multi-disciplinary University Department. In Higher Education Research & Development Vol 19, No. 1: 104-116.
Challis,
M. (2001). Portfolios and assessment: meeting the challenge. Medical
Teacher, 23 (5), 437-440.
Cheng, M.M.H. (2004). Trial use
of the Professional Development Progress Map as a tool to promote learning.
Pro forma posted on the Learning Oriented Assessment Project website, Hong Kong
: Hong Kong Institute of Education.
Cheng, M.M.H. & Tang, S.Y.F. (2005,
June). Assessment issues in the use of the progress map. Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve
learning , Hong Kong .
Chow, A.W.K., & Tang, S.Y.F. (2004,
June). The initiation of an action research study on the trial use of the
professional development progress map. Presentation at the LOAP Seminar,
Hong Kong.
Cowie, B. & Bell, B. (1999). A model of formative assessment in science education. In Assessment in Education, 6, 101-116. Cumming, J.J. & Maxwell, G.S. (1999). Contextualising Authentic Assessment. In Assessment in Higher Education Vol 6, No. 2: 177-194. Dochy, F., Segers, M. & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: the case of research on prior knowledge. Review of educational research, 69 (2), 147-188. Downing, C. (1995). Ruminating on Rubrics: Access Excellence. An abstract of two related papers: Howe, A. A. (1997). Reliability Study on the Use of a Rubric in Elementary Science. Research Paper Presented in Partial Fulfillment of Requirements for the Degree of Master's of Arts. and Liu, K. (1995). Rubrics Revisited. The Science Teacher. October. 49-51. Drew, S., Thorpe, L. & Bannister, P. (2002). Key Skills Computerised Assessments Guiding Principles. Assessment & Evaluation in Higher Education, 27 (2) 175-186. Economides, A.A. (2005). Personalized feedback in CAT, WSEAS Transactions on Advances in Engineering Education, Issue 3, Volume 2, 174-181. Economides, A.A. (2005). Computer adaptive testing quality requirements, Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Vancouver, Canada, AACE, October 2005, 288-295. Economides, A.A. (2005). Adaptive Orientation Methods in Computer Adaptive Testing, Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Vancouver, Canada, AACE, 1290-1295. Eley, L., Caygill, R. & Crooks, T. (2001). Designing and implementing a study to examine the effects of task format on student achievement. Paper presented at the British Educational Research Association conference, Leeds, UK. Encheva S. & Tumin , S (2006). Web-based assessment system for teaching mathematics on undergraduate level. Advanced Technology for Learning 2006 Issue 1 Vol 3. Enerson, D. M., Plank, K. M. & Johnson, R. N. (1994). An Introduction to Classroom Assessment Techniques. Center for Excellence in Learning and Teaching. Faculty, and for that matter students, need effective ways of monitoring learning throughout the semester. Although individual instructors often do invent, discover, or simply stumble upon a strategy that works, these informal and often serendipitous discoveries rarely become a matter of public record. Feuer, M. J., Fulton, K. & Morrison, P. (1993). Better Tests and Testing Practices: Options for Policy Makers. In Phi Delta Kappan, 74(7), 532. Flockton, L. C. (1999). School-wide assessment: National Education Monitoring Project. Wellington, New Zealand: New Zealand Council for Educational Research. Flynn, A., Concannon, F. & Campbell, M. (2006). An evaluation of undergraduate students’ online assessment performances. Advanced Technology for Learning 2006 Issue 1 Vol 3. Forbes, S. D. (1996). Curriculum and assessment: hitting girls twice? In Hanna, G., (Ed.), Towards gender equity in mathematics education. Dordrecht: Kluwer Academic Publishers, 71-92. Fox, R. F. (1993). Do Our Assessments Pass the Test? In The School Administrator, December. Fu, S. & Desmarais, M. (2006). Multidimensional Computerized Adaptive Testing based on Bayesian Theory. Education and Technology Conference, Calgary, 2006. Giouroglou, H. & Economides, A. (2003) Cognitive CAT in foreign language assessment, Proceedings 11th International PEG Conference, Powerful ICT Tools for Learning and Teaching, PEG ’03, CD-ROM, 2003. Giouroglou, H. & Economides, A. (2004). State-of-the-Art and adaptive open-closed items in adaptive foreign language assessment, Proceedings 4th Hellenic Conference with International Participation: Informational and Communication Technologies in Education, Athens, 747-756. Giouroglou, H. & Economides, A.A. The development of the adaptive item language assessment (AILA) for mixed-ability students, Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 643-650, Vancouver, Canada, AACE, October 2005. Giouroglou, H. & Economides, A.A. (2005). An Implemented Theoretical Framework for a Common European Foreign Language Adaptive Assessment, Proceedings ICODL 2005, 3rd International Conference on Open and Distance Learning ‘Applications of Pedagogy and Technology’, Greek Open University, Patra, Greece, 339-350. Georgiadou, E., Triantafillou, E. & Economides, A.A. (2006). Evaluation parameters for computer adaptive testing, British Journal of Educational Technology, Vol. 37, No 2, 261-278. Goodfellow, R. (2001). Credit where it is due: assessing students' contributions to collaborative online learning. In D. Murphy, R. Walker & G. Webb (Eds.), Online learning and teaching with technology. London: Kogan Page, 73-80. Hagar, P., Gonczi, A. & Athanasou, J. (1994). General Issues about the Assessment of Competence. In Assessment & Evaluation in Higher Education Vol 19, No. 1: 3-15 Haney, W. & Madaus, G. (1992). Searching for alternatives to standardized tests: whys, whats, and whithers. In K. Burke (Ed.), Authentic assessment: a collection. Australia: Hawker Brownlow Education, 87-99. Harlen, W., & James, M. (1996). Creating a positive impact of assessment on learning. Paper presented at the annual meeting of the American Educational Research Association, New York, April 1996. Harvey, J. & Mogey, N. (1999). Pragmatic issues when integrating technology into the assessment of students. In S. Brown & P. Race & J. Bull (Eds.), Computer-assisted assessment in Higher Education. London: Kogan Page. Higgins, R., Hartley, P. & Skelton, A. (2002). The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27 (1) 52-64. Jensen, K. (1995). Effective Rubric Design. In The Science Teacher. 62(5): 34-37. Keppell, M., Au, E., & Ma, A. (2006). Authentic online assessment: Three case studies in teacher education. In S. Howell & M. Hricko (Eds.) Online assessment and measurement: Case studies from higher education, K- 12 and corporate. Idea Publishing Group. 42-61. Keppell, M. (2005). Online learning, collaboration and learning oriented assessment: Four cases focusing on teacher-education. Paper presented at The First International Conference on Enhancing Teaching and Learning through Assessment, Hong Kong. Keppell, M., Au, E., Ma, A. & Chan, C. (2005). Curriculum development in technology-enhanced environments. In C. Howard, P. Rogers, J. V. Boettcher, G. A. Berg, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance learning. Volume I-IV. IDEA Group Reference, Hershey, 492-504. Keppell, M., Au, E., Ma, A. & Chan, C. (2005). Development-based research and professional development. Beyond the Comfort Zone: Proceedings of the 22 nd Annual Conference of the Australasian Society for Computers in Tertiary Education. Brisbane , Australia . Keppell, M., Au, E., Ma, A., & Chan, C. (2005, June). Collaboration and online assessment: Four cases in teacher education. Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve learning , Hong Kong. Khattri, N. & Sweet, D. (1996). Assessment reform: promises and challenges. In M. B. Kane & R. Mitchell (Eds.), Implementing performance assessment: promises, problems and challenges. New Jersey: Lawrence Erlbaum Associates, Inc., 1-21 Koretz, D. (1996). Using student assessments for educational accountability. In E. A. Hanushek & D.W. Jorgenson (Eds.). Improving America's schools: The role of incentives. Washington, D.C., National Academy Press, 171-195. Lamboudis, D. & Economides, A.A. (2002). Managing time thresholds in mixed-initiative learning environments, Proceedings E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education, 1746-1749. Lamboudis, D. & Economides, A.A. (2004). Adaptive exploration of user knowledge in computer based testing, Proceedings 6th WSEAS International Conference on TELEINFO – Telecommunication Systems and Computer Science, CD-ROM, also in WSEAS Transactions on Communications, Vol. 3, Issue 1, 2004. Lamboudis, D. & Economides, A.A. (2004). Adaptive exploration of user knowledge in computer based testing, WSEAS Transactions on Communications, Vol. 3, Issue 1, 322-327. Lamboudis, D., Economides, A. & Papastergiou, A. (2003). Adaptive exploration of assessment results under uncertainty, Proceedings 3rd IEEE International Conference on Advanced Learning Technologies, ICALT ’03, 460-461. Lane, S. (1997, March). Framework for evaluating the consequences of an assessment program. Paper presented at the annual meeting of the National Council of Measurement in Education, Chicago, IL Leach, L., Neutze, G. & Zepke,N. (2001). Assessment and empowerment: some critical questions. Assessment and Evaluation in Higher Education. 26.4. Linn, R. L. (2000). Assessments and Accountability. Educational Researcher, 23(9), 4-14. Linn, R. L. (2001). A century of standardized testing: Controversies and pendulum swings. Educational Assessment, 7(1), 29-38. Linn, R. L., Baker, E. L. & Dunbar, S. B. (1991). Complex, Performance-Based Assessment: Expectations and Validation Criteria. In Educational Researcher, 20(8), 15-21. Linn, R. L. & Baker, E. L. (1996). Can performance-based student assessments be psychometrically sound? In J. B. Baron & D. P. Wolf (Eds.), Performance-based student assessment: Challenges and possibilities. Ninety-fifth Yearbook of the National Society for the Study of Education, Chicago: University of Chicago Press, 84-103. Lowe, J. P. (1994). Assessment that Promotes Learning. Center for Excellence in Learning and Teaching. College teachers evaluate their classes only a few times, using tests that telescope all of the relevant skills into a single number or letter grade. Luckett, K. & Sutherland, L. (2000). Assessment practices that improve teaching and learning. In Makoni, S. (Ed.), Teaching and learning in Higher Education: a handbook for Southern Africa. Johannesburg: Witwatersrand Press. Lung, C.L. & Mok, M. M. C. (2004, February). Using the KWL (Know-Want-Learn) method to promote self-directed learning in higher education. Paper presented at the 18 th International Self-Directed Learning Symposium , Florida , USA . Lung, C. L., & Mok, M. M. C. (2004, July). Using the KWL (Know-Want-Learn) method to support teacher educators in action research. Paper presented at the ICET World Assembly 2004 , University of Hong Kong , Hong Kong . Macdonald, J., Weller, M., & Mason, R. (2002). Meeting the assessment demands of networked courses. International Journal on E-Learning 1(1), 9-18. Maki, P. (2001). Program review assessment. Presentation to the Committee on Undergraduate Academic Program Review at North Carolina State University. Raleigh, North Carolina. Maki, P. (2002). Using multiple assessment methods to explore student learning and development inside and outside of the classroom. Net Results, January, 2002. Miller, M. D. & Linn, R. L. (2000). Validation of performance-based assessments. Applied Psychological Measurement, 24, no. 4, 367-378. Mok, M. M. C. (2005, June). School-based Assessment. Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve learning , HKIEd, Hong Kong . Mok, M. M. C., & Lung, C.L. (2004, February). Developing self-directed learners among student-teachers. Paper presented at the 18th International Self-Directed Learning Symposium , Florida , USA . Mok, M. M. C., & Lung, C. L. (2004, July). Using concept map to scaffold pre-service teachers’ self-directed learning. Paper presented at the ICET World Assembly 2004 , University of Hong Kong, Hong Kong . National Research Council. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. Committee on the Foundations of Assessment. Washington, DC: National Academy Press. Neumann, R., Parry, S. & Becher, T. (2002). Teaching and learning in their Disciplinary Contexts: A Conceptual Analysis. Higher Education. October Ng, S W. (2005). Enhancing student teachers’ professional development in field experience through the use of Professional Competencies Continuum (PCC). Comparative Education in Teacher Training, 3 , 35-40 . Ng, S.W. & So, S.W.M. (2004, June). Teaching supervisors’ initial experience with the use of the professional development progress map. Paper presented at the LOAP Seminar, Hong Kong. O'Donovan, B., Price, M. & Rust, C. (2000). The Student Experience of Criterion-referenced Assessment (through the introduction of a common criteria assessment grid.) In Innovations in Education and Teaching International IETI 38,1. Olson-Buchanan, J. B. & Drasgow, F. (1999). Beyond Bells and Whistles: An Introduction to Computerized Assessment. In F. Drasgow & J. B. Olson-Buchanan (Eds.), Innovations in computerized assessment. Mahwah, N.J.: Lawrence Erlbaum Associates. Pate, P. (1993). Designing Rubrics for Authentic Assessment. In the Middle School Journal. 25: 25-27. Pet-Armacost, J. & Armacost, R. L. (2002). Creating an Effective Assessment Organization and Environment. Net Results April 2002. Peterson, M. W., & Einarson, M. K. (2001). What are colleges doing about student assessment? Journal of Higher Education, 72(6), 629-669. Pollitt, A. & Ahmed, A. (2000). Comprehension failures in educational assessment. Presented to the European Conference on Educational Research, Edinburgh. Posner, K. J. (2003). Assessment: Why Bother? Net Results, March 2003. Pritchett, N. (1999). Effective Question Design. In S. Brown, J. Bull & P. Race (Eds.), Computer-assisted assessment in Higher Education. London: Kogan Page.
R Race,
P. (1995). The
Art of Assessment. New Academic, 1995
vol.5 issue 3. Riley, K.L. & Stern, B.S. (1998). Using Authentic Assessment and Qualitative Methodology to Bridge Theory and Practice. In The Education Forum Volume 62, Winter 178-185. Rust, C. (2002). The impact of assessment on student learning - how can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices in Active Learning in Higher Education Vol.3 No.2, 2002 . Sambell, K. & McDowell, L. (1998). The construction of the hidden curriculum: messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education, 23 (4), 391-402. Segers, M. & Dochy, F. (2001). New assessment forms in Problem- based Learning: the value- added of the students' perspective. Studies in Higher Education, 26 (3), 327-343. Shavelson, R., & Huang, L. (2003). Responding responsibly to the frenzy to assess learning in higher education. Change, 35(1), 10-19. Shavelson, R., Baxter, G. & Pine, J. (1992). Performance Assessments: Political Rhetoric and Measurement Reality. Educational Researcher, 21(4), 22-27. Sly, L. & Rennie, L. (1999). Computer manager learning: its use in formative as well as summative assessment. In Proceedings of the Third Annual Computer Assisted Assessment conference. Loughborough. So, W.W.M., Ho, F.C., Tang, S.Y.F., Cheng, D.P.W. & Leung, H.K. (2005, June). Supervisory approaches and learning- oriented assessment in field experience Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve learning, Hong Kong. Sorenson, P. (2000). Drowning in numbers? The need for formative assessment. In J. Sears, & P, Sorenson Issues in Science Teaching, London: RoutledgeFalmer, 123-132. Stephens, D., Bull, J. & Wade, W. (1998). Computer-Assisted Assessment: suggested guidelines for an institutional strategy. Assessment and Evaluation in Higher Education, 3, 283-294 Swing, R. L. (2001). Assessment Listservs & Meta-Lists: Treasures for Your Inbox. Net Results November 2001. Takagi, M. & Teshigawara, Y. (2006). A WBT System Enabling to Create New or Similar Quizzes Collaboratively by Students. Education and Technology Conference, Calgary, 2006. Tang, S.Y.F. (2005, February). Teacher assessment: Insights drawn from research and development on the Professional Development Progress Map. Presentation at Departmental Research Seminar, organized by the Department of Educational Policy & Administration, HKIEd. Tang, S.Y.F., Cheng, M.H.M. & So, S.W.M. (2004, June). The development of the professional development progress map to enhance professional learning in field experience in teacher education. Paper presented at the LOAP Seminar, Hong Kong. Tang, S.Y.F., Cheng, M.M.H. & So, W.W.M. (2005, July). Supporting teachers’ professional learning in a standards-referenced context: The Professional Development Progress Map in a Learning oriented Field Experience Assessment Framework. Paper presented at the 2005 Annual Conference of the Pacific Circle Consortium , Sydney , Australia. Tang, S.Y.F. & Chow, A.W.K. (2005, April). Communicating feedback in teaching supervision in a Learning oriented Field Experience Assessment framework. Paper presented at the American Educational Research Association Annual Conference, Montreal , Canada. Tang, S.Y.F. & Chow, A.W.K. (2005, June). Towards the development of a Learning oriented Field Experience Assessment (LOFEA) framework. Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve learning , Hong Kong. Thelwall, M. (2000). Computer-based assessment: A versatile educational tool. Computers and Education, 34 (1), 39-49. Weiss, B., Gridling, G., Trödhandl, C. & Elmenreich, W. (2006). Embedded Systems Exams with True/False Questions: A Case Study. Education and Technology Conference, Calgary, 2006. Wiley, D. E. & Haertel, E. H., (1996). Extended assessment tasks: purposes, definitions, scoring, and accuracy. In M. B. Kane & R. Mitchell (Eds.), Implementing performance assessment: promises, problems and challenges: 61-89. New Jersey: Lawrence Erlbaum Associates, Inc Worthen, B. & Spandel, V. (1991). Putting the Standardized Test Debate in Perspective. In Educational Leadership, 48(5), 65-69. Wu, S.W. (2005, June). A case study on using progress map to enhance learning in teaching practice. Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve learning , Hong Kong. Yuen, R.T.L. (2004). Piloting the use of the Professional Development Progress Map in field experience assessment. Pro-forma posted on the Learning Oriented Assessment Project website, Hong Kong: Hong Kong Institute of Education. Zakzewski,
S. & Bull, J. (1998). The mass implementation and evaluation of
computer-based assessments Assessment & Evaluation in Higher Education,
23 (2), 141-153.
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