This site is no longer being funded by CQU.  If

you work for, or know of, an educational institution

that might be interested in funding this site,

please email me for further details.  

For articles on MCQs and C.A.T. and self, peer, and group assessment and plagiarism, please see the respective pages.  Many other further online articles can be found on the various conference websites,

This page provides a bibliography of some important papers about student assessment not primarily related to those specific areas, which have been published online and are available in full free of charge. This is a practice greatly to be encouraged!  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

A

Achtemeier, S. D., Morris, L. V. & Finnegan, C. L. (2003). Considerations For Developing Evaluations of Online Courses. Journal of Asynchronous Leaning Networks. Exploration of how to assure effective teaching and learning online is extremely important and timely as many institutions seek to maximize the educational benefits from this constantly developing technology. This study categorizes principles gathered from an extensive review of the literature focusing on current best practices for effective teaching and learning in online courses.

Anonymous. (1996).  Improving America's School: A Newsletter on Issues in School Reform - Spring 1996. This issue of Improving America's Schools provides an overview of the issues affecting state student assessment systems. The issue describes: (1) challenges to creating new assessments to reflect state content and student performance standards; (2) assessment requirements under Title I of the Elementary and Secondary Education Act of 1994; (3) the alternatives to traditional forms of assessment; and (4) what the research literature says about student assessment.

Arminio, J. (2002). Considerations in Conducting “Good” Qualitative Assessment. NetResults May 2002. It is certainly appropriate that qualitative methodologies be utilized in conducting assessments. Brown (1989) suggested that the importance of qualitative work is “providing new insights useful to members of the profession as professionals”.

Armstrong, P. (1995). Raising standards: a creative look at competence and assessment and implications for mainstreaming in university adult education. Paper presented at the Annual SCUTREA Conference 1995. Those that would wish to be critical of new forms of assessment appeal to tradition. New forms of assessment do not show any advantages over traditional methods, and that they lack reliability and validity.

Au, C. & Entwistle, N. (1999). "Memorisation with understanding" in approaches to studying: cultural variant or response to assessment demands? Paper presented at the European Association for Research on Learning and Instruction Conference, Gothenburg, August 1999. Revision strategies are compared with those described by Chinese students so as to explore the extent to which the Chinese students also adapt to perceived assessment demands, as well as expressing an aspect of their cultural heritage.

Australian National Training Authority (ANTA) (2002). Assessment and online teaching: Australian flexible learning quick guide series. This Guide looks at why the topic of online assessment is important, key research projects that are looking at online assessment in the VET context, current uses of online assessment, issues such as validity, reliability, fairness, and flexibility (including the hot topic of plagiarism), current barriers to the use of online mediums for assessment, and the impact on selection of assessment strategies and assessment management processes.

B

Barney, T., Moore, L. & Witmer, M. (n.d.). (R)Evolutionary Processes: Assessment and Learning Community Planning Instructors from three disciplines spent a summer designing a coordinated studies program called "Search for Self," linking reading, writing, and general psychology courses. The team grounded their planning by first identifying the student outcomes they expected, and then focused on which activities would promote and what assessments would demonstrate students' success at reaching those outcomes. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

Bodomo, A., Luke, K. K. & Anttila, A. (2003). Evaluating Interactivity in Web-Based Learning Global E-Journal of Open, Flexible and Distance Learning vol. 3, No. 1. This paper raises the issue of how to measure interactivity and outlines a number of criteria and student activities to consider in evaluating success in interactive web-based teaching. These theoretical issues are illustrated in the context of two web-based courses on Language and Literacy, and Syntactic Theory designed and delivered as part of a Teaching Development Project.  To access this article go through the contents link and the volume iii 2003 link.

Bond, L. A. (1996). Norm- and criterion-referenced testing. Practical Assessment, Research & Evaluation, 5(2). Tests can be categorized into two major groups: norm-referenced tests and criterion-referenced tests. These two tests differ in their intended purposes, the way in which content is selected, and the scoring process which defines how the test results must be interpreted. This brief paper will describe the differences between these two types of assessments and explain the most appropriate uses of each.

Bonevac, D. & Koons, R. C. (2000). Reforming Higher Education Through Statewide Examinations. We have no way of measuring what really matters - learning. Without a rational basis for decision-making, the competition for resources becomes largely political.

Brand, A. G. (1992).Writing Assessment at the College Level ERIC Clearinghouse on Reading, English, and Communication Digest #73. On the idea of "forewarned is forearmed," this digest reviews writing assessment--what it means and how it works--at a selected number of colleges and universities in the United States.

Brualdi, A. (1998). Implementing performance assessment in the classroom. Practical Assessment, Research & Evaluation, 6(2). The purpose of this digest is to outline the basic steps that you can take to plan and execute effective performance-based assessments.

Bruniges, M. (2005). What's driving curriculum and assessment reform? National Curriculum Services (2005).  Twelfth Annual Conference of the Curriculum Corporation. The challenge for curriculum reform is to take stock of the current operating context and establish a strategic vision for learning in a way that ensures that educational access and outcomes for all students are maximised, and enables all students to develop their full character as active Australian citizens and play a role in shaping the future of Australia.

Byrne, C. (n.d.). Simple Approaches to Assessing Collaborative Learning Environments Faculty and/or institutional researchers can use readily available data to design simple studies to assess collaborative learning environments. . From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

C

Campos, M. (2004). A Constructivist Method for the Analysis of Networked Cognitive Communication and the Assessment of Collaborative Learning and Knowledge-Building. Journal of Asynchronous Leaning Networks. This article presents a discourse analysis method designed to study networked cognitive communication processes in knowledge communities, such as conceptual change, higher order learning and knowledge building.

Caygill, R. & Eley, L. (2001). Evidence about the effects of assessment task format on student achievement. Paper presented at the Annual Conference of the British Educational Research Association, University of Leeds, England, 13-15 September 2001. It has been suggested that some students may benefit from particular formats of assessment, notably those with limited proficiency in English, those with poor reading skills, those from low-income families, and girls. This study examined the different effects on measured student achievement in mathematics and science, of four task formats.

Centre for the Study of Higher Education (n.d.). Assessing Learning in Australian Universities: Core principles of effective assessment. Australian Universities Teaching Committee.  Assessment is a central element in the overall quality of teaching and learning in higher education. Well designed assessment sets clear expectations, establishes a reasonable workload (one that does not push students into rote reproductive approaches to study), and provides opportunities for students to self-monitor, rehearse, practise and receive feedback. Assessment is an integral component of a coherent educational experience.

Chamberlain, M. (2005). Better Assessment Tools for Teachers. National Curriculum Services (2005).  Twelfth Annual Conference of the Curriculum Corporation.  If teachers are teaching and students are learning then there will be evidence that can be used to improve teaching practices, and provide feedback for learning, and this evidence should also be able to be used for reporting and accountability purposes.

Cooper, T. (1996). Portfolio assessment in higher education. Proceedings Western Australian Institute for Educational Research Forum 1996. It is widely accepted that the assessment procedures used in any course influence both how lecturers structure their teaching, and how students approach their learning. Staff and students of the youth work course had expressed some concerns about assessment procedures for practicum which were based on set criteria for each placement and which relied almost exclusively agency supervisors' recommendations.

Crooks, T. (2001). The validity of formative assessments. Paper presented at the Annual Conference of the British Educational Research Association, University of Leeds, England, 13-15 September 2001. In the international literature on the validity of educational assessments, remarkably little attention has been devoted to the validity of formative assessments. Some of the published guidelines for valid summative assessments are seriously inappropriate for formative assessments.

D

Denton, P. (2003). Returning Feedback to Students via Email Using Electronic Feedback 9. Learning and Teaching in ACTION. Vol. 2 Iss. 1 Winter 2003. The latest software, Electronic Feedback 9, is considered to be more user-friendly and incorporates a novel collusion detection facility. The operation of this program is described in this article.

DiCerbo, K. E. & Darcy, M. (2001, March 28). Current Issues in Education: Meeting the Challenges of Our Times. Current Issues in Education [On-line], 4 (1). An editorial – general comments.

Dietel, R. J., Herman, J. L. & Knuth, R. A. (1991). What Does Research Say About Assessment?  NCREL, Oak Brook. Assessment can be as simple as a teacher's subjective judgment based on a single observation of student performance, or as complex as a five-hour standardized test.

Dingsdag, D., Armstrong, B & Neil, D. (2000). Electronic Assessment Software for Distance Education Students. This paper examines the characteristics of ‘MarkIt’, a PC-based application that provides feedback on assessment items.

Dunbar,T. (2003). Assessing the Un-assessable. Learning and Teaching in ACTION. Vol. 2 Iss. 1 Winter 2003. Reflections on how we make qualitative judgments within the summative assessment of the products of contemporary creative practice.

Dunn, L., Morgan, C. & Parry, S. (2002). Seeking quality in criterion referenced assessment. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria, 28-30 August 2002. Over the past decade, traditional norm referenced methods of assessment have come into question, and criterion referenced assessment in undergraduate education has gathered considerable momentum as a method of marking, grading and reporting students' achievements. The value of criterion referencing lies in its capacity to achieve greater transparency in marking and the descriptors it gives us for the abilities and achievements of learners.

E

Edwards, S. L. & Bruce, C. S. (2002). The assignment that triggered change: assessment and the relational learning model for generic capabilities. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria, 28-30 August 2002. In this paper we show how understanding variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes.

Ehmann, D. (2005). Using Assessment to Engage Graphic Design Students in their Learning Experience. Making a Difference: 2005 Evaluations and Assessment Conference. 30 November-1 December, Sydney. This paper focuses upon the somewhat neglected area of design education. It argues that assessment can be used strategically to engage graphic design students in their learning experiences. The argument rests on claims that assessment is a dominant influence on the way in which students learn, as well as the main focus for student time and attention.

Ehrmann, S. C. (2001). Improving the Outcomes of Higher Education: Learning From Past Mistakes. The Flashlight Program, The TLT Group. Also published in EDUCAUSE Review January/February 2002. At least three basic problems have dogged most attempts to translate technological investments into improvements in educational outcomes and this paper discusses them and much more.

Ehrmann, S. C. (2001). Transformative Assessment: Research Ideas is the shorter version of the above article published in the TLT Group as an editorial.

Ehrmann, S. C. (1998). What Outcomes Assessment Misses. American Association for Higher Education 1998 AAHE Assessment Conference. Ends matter, but so do means. If we don't study how a result was achieved (as opposed to the way we planned to achieve it), data about whether the result was achieved is not very useful.

F

Fielding, A. & Bingham, E. (2003). Tools for Computer-Aided Assessment. Learning and Teaching in ACTION. Vol. 2 Iss. 1 Winter 2003. This review is restricted to assessments completed by the student at a computer without the intervention of an academic and is not concerned with the design or relevance of CAA as assessment tools.

Field-tested Learning Assessment Guide (FLAG) (n.d.). Assessment Primer By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. Definitely worth perusing as the site has many useful hints.

G

Gibbs, G. and Simpson, C. (2004), Conditions Under Which Assessment Supports Students' Learning, in the first issue of Learning and Teaching in Higher Education.

Gipps, C. & James, M. (1996). Assessment Matched to Learning: Some ideas towards a pamphlet on Assessment and Learning. Paper presented in a symposium of the BERA Assessment Policy Task Group, at the BERA Conference held at the University of Lancaster. With the increase in new types of assessment we now have a much clearer understanding of how assessment can affect learning, as well as how it can determine teaching.

Goodsell Love, A., Russo, P. & Tinto, V. (n.d.). Assessment of Collaborative Learning Programs: The Promise of Collaborative Research Three researchers conducted a two-year study to assess student learning and student persistence in three exemplary learning community programs. Their multi-person, multi-method research design proved rich in both process and results, and the researchers offer some recommendations for replicating such richness.

Greatorex, J. (2000). Making the grade - how question choice and type affect the development of grade descriptors. Paper presented at the European Conference on Educational Research, Edinburgh, 20-23 September 2000. This paper reports on a method for the development of grade descriptors for an international Economics A level Syllabus. 

H

Hammond, M. (2002). Feedback on assessment: developing a practitioner handbook. The paper describes the creation of a handbook on "Feedback on Assessment", by academic practitioners. This handbook is intended to be used by FE practitioners as a reference and guide to feedback on assessment.

Harnish, J. (n.d.). Making Examinations More Collaborative. This faculty team in a coordinated studies program helps student groups design exam questions, respond to them, and critique their responses to develop criteria for acceptable answers. Although students complete this preparation collaboratively, they take the exam individually. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

Havnes, A. (2002). Examination and learning: an activity-theoretical analysis of the relationship between assessment and learning. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria, 28-30 August 2002. This paper discusses the relationship between assessment and student learning by focusing on two educational settings. The analysis is based on two empirical studies. One is a study of Exam Philosophicum (ExPhil) at the University of Oslo in the fall term of 1992. The other is of a part-time programme of nursing at Oslo University College in the year 2000.

Holt, J. (2005). Assessment for Learning. National Curriculum Services (2005).  Twelfth Annual Conference of the Curriculum Corporation.  Assessment for Learning is a term used to describe a systematic approach to formative assessment.

James, R. (1994). ASSESSMENT  Centre for the Study of Higher Education, Melbourne University. This pdf booklet from Melbourne University is a well written, concise discussion of issues associated with assessment of students. Recommended reading.

K

Klenowski, V. (1996). Connecting Assessment and Learning. Paper presented at the British Educational Research Association Annual Conference Lancaster University 12-15 September, 1996. Current developments in assessment are considered in this paper which examines how teachers can adopt a stronger role in the formative assessment process to improve teaching, and related outcomes for students.

Knight, P. (1996). What the Research Says About Student Assessment. Improving America's School: A Newsletter on Issues in School Reform - Spring 1996. Any assessment of student achievement is unlikely to exert significant influence on instruction unless some stakes are attached to its results or teachers value the assessment as an accurate reflection of what students know and can do.

Koslowski III,  F.A., Expectations, Challenges, and Frustrations: Faculty and Administrator Perceptions of Quality and Assessment While research shows that Americans still have faith in their institutions of higher education  they have, nonetheless, become understandably mistrustful of any organization – business or otherwise – that claims to be unable or unwilling to link outputs with inputs. 

Kretovics, M. & McCambridge, J. (2002). Measuring MBA Student Learning: Does Distance Make a Difference? International Review of Research in Open and Distance Learning (October - 2002) This article reports on an exploratory research effort in which the extent of MBA student learning on twelve specific competencies relevant to effective business performance was assessed.

Kulieke, M., Bakker, J., Collins, C., Fennimore, T., Fine, C., Herman, H., Jones, B. F., Raack, L. & Tinzmann, M. B. (1990). Why Should Assessment Be Based on a Vision of Learning? NCREL, Oak Brook. Four shifts in learning and assessment are discussed: from testing to multiple assessments, from cognitive to a range of abilities and talents, from assessments of one or two dimensions to multidimensional assessment, from testing as an isolated event to assessment as an integral part of instruction.

L

La Marca, P. M. (2001). Alignment of standards and assessments as an accountability criterion. Practical Assessment, Research & Evaluation, 7(21). This paper provides an overview of the concept of alignment and the role it plays in assessment and accountability systems. Some discussion of methodological issues affecting the study of alignment is offered. The relationship between alignment and test score interpretation is also explored.

Lazerson, M., Wagener, U. & Shumanis, N. (1999).  What Makes a Revolution:  Teaching and Learning in Higher Education, 1980-2000. An historical perspective on the evolution of the assessment movement.

Lea-Greenwood, G. (2003). Developing a new assessment strategy. Learning and Teaching in ACTION. Vol. 2 Iss. 1 Winter 2003.

Ledic, J. & Hoic-Bolic, N. (1998). The Differences between Teachers' and Student' Assessment of Higher Education Teaching Quality: A Case from Croatia. Originally presented at ECER 98, Ljubljana, September 17-20. In order to explore the quality of teaching in higher education, the authors developed questionnaires for exploring the opinions of university teachers and students concerning the quality of teaching.

Liang, X. & Creasy, K. (2004). Classroom assessment in web-based instructional environment: instructors’ experience. Practical Assessment, Research & Evaluation, 9(7). While a great deal has been written on the advantage and benefits of online teaching, little is known on how assessment is implemented in online classrooms to monitor and inform performance and progress.  The purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the perceptions and experience of the instructors.  Grounded theory method was employed to generate a “process theory”. 

Linn, R. L. (2001). Assessments and accountability (condensed version). Practical Assessment, Research & Evaluation, 7(11). Assessment is appealing to policymakers for several reasons: it is relatively inexpensive compared to making program changes, it can be externally mandated, it can be implemented rapidly, and it offers visible results. This Digest discusses significant features of present-day assessment programs and offers recommendations to increase positive effects and minimize negative ones.

M

Macdonald, J. (2002). Developing competent e-learners: the role of assessment. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria at Newcastle, 28-30 August 2002. We know assessment plays a major formative role in driving student learning appropriately, but what implications does this have for online courses? Is it more important than in a face to face context, or less so?

Matters, G. (2005). Beyond the core – Richer assessment.: Designing Assessment Tasks for Deep Thinking. National Curriculum Services (2005).  Twelfth Annual Conference of the Curriculum Corporation.  Presents some ideas about how a valid and reliable process for assessing deep thinking is not a function of the assessment regime (such as external or internal, standardised or teacher-devised), but is actually a product of the successful application of certain design criteria and the interplay of three essential elements.

McCartney, K. Ann (n.d.). Approaches to Assessment in the Collaborative Learning Seminar / Discussion Contributors to this article explain their assumptions about the practice of seminars and offer several models for assessing seminar process in order to help students engage in the active ways that result in effective seminaring.  From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

McGraw, B. (2005). Assessment in Education. Recommends the alignment of formative and summative assessment. Teachers, he said, must be convinced of the benefits of formative assessment; learners must understand the goals of assessment and can learn to monitor their own learning. This ability can build a basis for life-long learning.

McKellar, E.J.K. (2002). Change our assessment practices? Why should we? The theory behind assessment practices. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria, 28-30 August 2002. Validity in assessment will differ according to the theoretical perspective from which practice is being viewed: what is considered valid from a modernist view, may not be considered valid from a critical pedagogy or post structural viewpoint. Validity thus becomes synonymous with views on reality.

McKenna, C. (2001). Introducing computers into the assessment process: what is the impact upon academic practice? Paper presented at the Higher Education Close Up Conference 2, Lancaster University, 16-18 July 2001. The increased use of computerised assessment in higher education is an international phenomenon. The United States and Australia, for example, have seen a recent rise in the use of computer-assisted assessment (CAA), with further growth predicted in the near future.

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Rubrics are rating scales-as opposed to checklists-that are used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments.

Moore, W. S. (n.d.). "My Mind Exploded": Intellectual Development as a Critical Framework for Understanding and Assessing Collaborative Learning Faculty who teach in collaborative environments in a variety of institutions have used the Measure of Intellectual Development to assess what changes the collaborative environment promotes in students' cognitive and affective development. The MID is particularly suited to measure the complex results of the collaborative learning common in learning community models.

Moskal, B. M. & Leydens, J. A. (2000). Scoring rubrics: what, when and how? Practical Assessment, Research & Evaluation, 7(3). Scoring rubrics have become a common method for evaluating student work in both the K-12 and the college classrooms. The purpose of this paper is to describe the different types of scoring rubrics, explain why scoring rubrics are useful and provide a process for developing scoring rubrics.

Moskal, B. M. & Leydens, J A. (2000). Scoring rubric development: validity and reliability. Practical Assessment, Research & Evaluation, 7(10). One purpose of this article is to provide clear definitions of the terms "validity" and "reliability" and illustrate these definitions through examples. A second purpose is to clarify how these issues may be addressed in the development of scoring rubrics.

Mowl, G., McDowell, L. & Brown, S. (1996). Innovative Assessment. This guide (1996) aims to draw attention to the likely benefits of adopting more innovative forms of student assessment. In doing so, it highlights some of the intrinsic qualities of so called innovative assessment practices contrasting these with the qualities of more traditional forms of student assessment.

Myers, Noel M. & Nulty, Duncan D. (2002). Assessment and student engagement: some principles. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria, 28-30 August 2002. The teaching and learning strategy developed in NRB572 integrates the use of lectures, web based resources, practicals, a field trip and, most importantly, an integrated set of assessment tasks to develop a critical understanding of the processes through which ecosystems form and function.

N

National Centre for Postsecondary Improvement – University of Michigan (2001). Student Assessment in Higher Education: A Comparative Study of Seven Institutions The Regents of the University of Michigan. This 115 page pdf document presents the results of a research program examining organizational and administrative support for student assessment in post-secondary institutions.

National Curriculum Services (2005).  Twelfth Annual Conference of the Curriculum Corporation  Brisbane, 2–3 June 2005 The Twelfth Annual Curriculum Corporation conference examined the crucial and complex relationship between curriculum and assessment, and proposed a need to close the gap that exists between the two.

Ngeow, Karen Yeok-Hwa (2003). Assessing the Quality of Students’ Contributions in Online Discussion Forums  Global E-Journal of Open, Flexible and Distance Learning vol. 3, No. 1. The study aims to identify online instructors’ criteria for assessing students’ contributions in online discussion forums. The study used an assessment exercise where six online instructors rated students’ electronic transcripts taken from an online course.To access this article go through the contents link and the volume iii 2003 link.

N W Regional Educational Laboratory (n.d.). Student Assessment and Testing  White paper discussing: Awareness of how standardized testing shapes curriculum and teaching highlights the link between assessment and educational quality.

O’Neill, Baroness Onora (2005). Assessment, Public Accountability and Trust. Presentation delivered at Cambridge Assessment Conference "A Question of Confidence: Maintaining Trust in National Examination Systems". Onora O’Neill discussed the various purposes that assessment is put to – not only offering ‘life chances’ to students, but also being used in compiling league tables comparing schools.

Padró, F. F. & Hurley, M. M. (2005). An Example of how Meeting Standards Biases Institutions Toward Traditional Assessment Methods: Pre-Service Science Teacher Education.  Making a Difference: 2005 Evaluations and Assessment Conference. 30 November-1 December, Sydney. This paper touches on how pressures to meet and maintain accreditation/recognition at institutional and program levels challenge the willingness of universities to be innovative in the demonstration of student learning.

Petrulis, B. (n.d.). Grading in Collaborative Classrooms Grading in collaborative classrooms raises many complex issues. This instructor outlines salient concerns and illustrates a range of possible approaches suggested by colleagues in the field. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

R

Race, P. (1993). Quality of assessment. Ch4 from Never Mind the Teaching Feel the Learning. SEDA Paper 80, 1993. Reproduced with permission. What our learners really pay for (or what society pays us for) are their Degrees or their Diplomas or their Certificates. Yet we put much more emphasis on trying to teach our students than we normally put into designing assessment - particularly the 'formal assessment' that counts towards final qualifications. Assessment is where learners often get a raw deal.  

Race, P. (1996). Changing Assessment to Improve Learning. Summary of the final interactive keynote session led by Professor Phil Race at the 1st Northumbria Assessment Conference, UK on 6 September 1996). This paper is a summary of the main points given by the presenter, and - more important - a transcript of the contributions made on post-it notes in response to questions posed to the audience.

Ragan, R. E. & Kleoppel, J. W. (2004). Comparison of Outcomes on Like Exams Administered to In-Residence and Asynchronous Distance-Based Pharm.D. Students. Journal of Asynchronous Leaning Networks. The purpose of this retrospective study was to compare the academic outcomes of distance-based students in the asynchronous non-traditional pathway with in-residence students in the traditional pathway on examples of like examinations in the Pharm.D. curriculum at the Kansas University School of Pharmacy.

Roblyer, M. D. & Wiencke (2004). Exploring the Interaction Equation: Validating a Rubric to Assess and Encourage Interaction in Distance Courses. Journal of Asynchronous Leaning Networks. As an increasing number of distance courses move to a completely asynchronous, online format, providing for better interaction is an important means of assuring course quality. To allow measurement and study of interaction in online courses, five elements were identified that contribute to interaction, and a rubric was designed to assess the degree of each in distance courses.

Roeber, E. D. (1996). Guidelines for the development and management of performance assessments. Practical Assessment, Research & Evaluation, 5(7). The term performance assessment as used in this digest is reserved primarily for those assessments that go beyond paper-and-pencil, group-administered assessments. This type of assessment is an important and unique tool available for measuring student performance at the state or local level.

Rudner, L. & Gagne, P. (2001). An overview of three approaches to scoring written essays by computer. Practical Assessment, Research & Evaluation, 7(26). This article describes the three most prominent approaches to essay scoring.

Rudner, L. M. (1994). Questions to ask when evaluating tests. Practical Assessment, Research & Evaluation, 4(2). This article identifies the key standards applicable to most test evaluation situations. Sample questions are presented to help in your evaluations.

S

Sambell, K. & Johnson, R. (1998). Assessment and the Expanded Text: students' perceptions of the changing English curriculum. Paper presented at Higher Education Close Up, an international conference from 6-8 July 1998 at University of Central Lancashire, Preston. The question of how assessment impacts on what students study and learn, and the lifelong learning models individuals develop whilst at university, have been the subject of much educational research.  

Sanders, W. L. & Horn, S. P. (1995). Educational Assessment Reassessed:
The Usefulness of Standardized and Alternative Measures of Student Achievement as Indicators for the Assessment of Educational Outcomes. This paper strongly advocates the use of multiple indicators of student learning, including those provided by standardized tests.

Scriven, M. (1999). The nature of evaluation part i: relation to psychology. Practical Assessment, Research & Evaluation, 6(11). This article addresses the role of evaluation, the basic logic, and a description of how the field is structured.

Scriven, M. (1999). The nature of evaluation part ii: training. Practical Assessment, Research & Evaluation, 6(12). This article describes some of the basic logic-of- evaluation skills and some of the basic methodological skills that need to be mastered in order to practice the art and science of evaluation.

Shannon, D. M., Johnson, T. E., Searcy, S. & Lott, A. (2002). Using electronic surveys: advice from survey professionals. Practical Assessment, Research & Evaluation, 8(1). The study reports the perceptions and recommendations of sixty-two experienced survey researchers from the American Educational Research Association regarding the use of electronic surveys. 

Shavelson R. J. & Huang, L. (2003).  Responding Responsibly to the Frenzy to Assess Learning in Higher Education.  Change Magazine, January/February 2003.  As well-intentioned reformers turn up the volume on their calls for assessment-based accountability in higher education, the authors warn that going forward without clearly defining what the reformers want to measure may result in assessing the wrong things. 

Simon, M. & Forgette-Giroux, R. (2001). A rubric for scoring postsecondary academic skills. Practical Assessment, Research & Evaluation, 7(18). This paper has three objectives: to present the nature of a generic rubric used to assess postsecondary academic skills, to describe a preliminary application in a university setting, and to discuss observed related issues from a research point of view.

Sims Taylor, K. (1998). Higher Education: From Craft-Production to Capitalist Enterprise? First Monday. Higher education has enjoyed an anomalous position within the capitalist economy. Capitalism needs us as a producer of an educated labour force. So legislatures fund us - within obvious limitations - and some individual capitalists earn the esteem of their peers by funding various aspects of higher education or even founding entire universities.

Smilkstein, R. (n.d.). Ask Them: Assessing What Students Already Know Her background in learning theory has convinced this instructor to begin where students are, since such a beginning grounds new knowledge and enables students to construct connections for it. Instructors can use various strategies to assess where students are beginning, no matter how much or how little background knowledge students bring to the class.  From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

Smith, K. (2005) Mind the Gap. National Curriculum Services (2005).  Twelfth Annual Conference of the Curriculum Corporation When it comes to assessment, at the fundamental level of the teacher-student relationship, it’s mainly about monitoring the student’s progress, modifying teaching strategies to adjust to what you’ve found, and clearly reporting results.

Spillane, M. G. (1999). Portfolio Assessment in Higher Education: Seeking Credibility on the Campus Previously published in the Journal of the National Institute on the Assessment of Experiential Learning (June, 1999), p. 17-28. Reprinted in CAEL Forum and Newsletter, 23, 1 (Fall 1999), pp. 23-24, 36-39. The assessment of experiential learning by narrative and portfolio is a process the validity of which, although well accepted in some sections of the academic world, receives a lukewarm reception, or is even hotly disputed, in others.

Strother , J. B. (2002). An Assessment of the Effectiveness of e-learning in Corporate Training Programs International Review of Research in Open and Distance Learning (April, 2002) Corporate managers are constantly looking for more cost-effective ways to deliver training to their employees. E-learning is less expensive than traditional classroom instruction.

T

Taber, K. S. (2003). Examining structure and context - questioning the nature and purpose of summative assessment. Seminar paper presented at Cambridge International Examinations, University of Cambridge Local Examinations Syndicate, July 2003. It is now common practice in many examinations to use questions which are structured, and set in a context. This paper explores the consequences of these trends. Structure helps the candidates to know what the examiner requires, and so helps them identify which specific knowledge they need to use to answer a question.

Teaching today – Postsecondary (2002). Assessment in Higher Education. Published by Glencoe online/McGraw-Hill. Fundamental to education is the need to evaluate student learning and the effectiveness of teaching methods and the programs offered. Assessment allows faculty to determine what, and how well, students are learning.

U

U.S. Department of Education, National Centre for Education Statistics. (2002). Defining and Assessing Learning: Exploring Competency-Based Initiatives. Prepared by E. A. Jones & R. A. Voorhees, with K. Paulson, for the Council of the National Postsecondary Education Cooperative Working Group on Competency-Based Initiatives. Washington, D.C. This extremely large pdf document highlights an annotated bibliography and it is written with the beginner in mind.

Urban-Lurain, M. (2000). Attendance and outcomes in a large, collaborative learning, performance assessment course Presented at the Annual Meeting of the American Educational Research Association (AERA) April 2000. The "conventional wisdom" is that students’ college grades are related to class attendance: students who attend classes more frequently obtain better grades. Several studies of large, lecture-based courses have examined the relationship between class attendance and final course grades.

Valenti, S., Cucchiarelli, A. & Panti, M. (2001). A framework for the evaluation of test management systems. Current Issues in Education [On-line], 4 (6). It is now a well-established and widely accepted concept that assessment plays a central role in the educational process. Although a large number of commercial and free applications exist dealing with computer assisted assessment, there seems to be a lack of metrics for educational teams wishing to select the most appropriate assessment tool for their environment. This paper tries to remedy this situation by suggesting some guidelines that may be used to evaluate a Test Management System, one of the building blocks of an automated assessment system.

Weaver, D., Nair, C. S. & Spratt, C. (2005). Evaluation: WebCT and the Student Experience. Making a Difference: 2005 Evaluations and Assessment Conference. 30 November-1 December, Sydney. Presents findings from an institutional online survey investigating the use of WebCT by students in their learning and teaching at a large Australian University. The survey was designed to ascertain how WebCT was being used, what support services were being utilized, and to determine what areas, if any, needed improvement.

Wilbrink, B. (1997). Assessment in historical perspective  Concept of the article published in Studies in Educational Evaluation, 23, 31-48. Covers European education from the early middle ages until 1900. Ranking, grading, competition and selection through the ages.

Wilkie, G. (n.d.). Assessing Learning Community Effectiveness: An Institutional View North Seattle Community College has used several quantitative methods to assess the impact of learning communities from an institutional perspective. Data on student retention, student performance, student development, and faculty/student ratios compare learning communities with traditional stand-alone courses. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site.

Williams, S. C., Davis, M. L., Metcalf, D., & Covington, V. M. (2003). The evolution of a process portfolio as an assessment system in a teacher education program. Current Issues in Education [On-line], 6(1).  Recent initiatives in teacher education reform are emphasizing performance-based assessment of candidate outcomes. Portfolio assessment has often been proposed as one method to address this challenge.