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Education Literature Alerts: Feb. '17 - Student Assessment

Items of interest from VCC Library

Education Literature Alerts

Recommended Books

Articles of Interest

Baleni, Z. G. (2015). Online formative assessment in higher education: Its pros and cons. Electronic Journal of E-Learning, 13(4), 228–236.
This paper's concern is how online formative assessment provides teaching and learning as well as how lecturers and students benefit from it. A mixed method questionnaire on formative assessment with a main focus on how formative assessment within online contexts operates was used to collect data from courses using Blackboard. [Abstract excerpt from the author]
Boevé, A. J., Meijer, R. R., Albers, C. J., Beetsma, Y., & Bosker, R. J. (2015). Introducing computer-based testing in high-stakes exams in higher education: results of a field experiment. PLOS ONE, 10(12), 1-13. doi:10.1371/journal.pone.0143616

In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam [Abstract excerpt from the authors]

Fuller, M. B. (2013). An empirical study of cultures of assessment in higher education. Education Leadership Review, 14(1), 20–27.

As higher education places greater emphasis on empirical data from standardized learning, research regarding why assessment is conducted, how it is leveraged for change, and the ramifications of assessment's purposes must be elevated to a more meaningful level. To this end a new instrument--"The Survey of Assessment Culture"©--was developed to explore factors and strategies influencing the cultivation of cultures of assessment. [Abstract excerpt from the author]

This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers' self-, peer- and teacher-assessments of presentation performances. [Abstract excerpt from the author]

McClarty, K. L., Gaertner, M. N., & American Enterprise Institute for Public Policy Research (AEI), C. on H. E. R. (CHER). (2015). Measuring Mastery: Best Practices for Assessment in Competency-Based Education. AEI Series on Competency-Based Higher Education. American Enterprise Institute for Public Policy Research. Retrieved from

In this paper the authors introduce a set of best practices for high-stakes assessment in CBE, drawing from both the educational-measurement literature and current practices in prior-learning and CBE assessment. [Abstract excerpt from the authors]

Wall, A. F., Hursh, D., & Rodgers, J. W., III. (2014). Assessment for whom: Repositioning higher education assessment as an ethical and value-focused social practice. Research & Practice in Assessment, 9, 5–17.

It is often argued that as "consumers" of higher education, students, parents and leaders need objective, comparative information generated through systematized assessment. In response, we critique this trend toward reductionist, comparative, and ostensibly objective assessments in the United States. [Abstract excerpt from the authors]

Videos (not strictly literature, but interesting nonetheless!)

PISA - Measuring student success around the world: The OECD on Youtube:

"The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students." [from the OECD]

Assessment to improve student learning: Transforming a large physics course at Harvard: My University on Youtube:

Louis Deslauriers & Logan McCarty present exciting findings about their work with undergraduate physics students at Harvard.

The basics of Student Learning Outcomes assessment (SLO): University of Florida Academic Affairs on Youtube:

Timothy Brophy, Director of Institutional Assessment at the U. of Florida, talks, in depth, about develop the development, implementation and evaluation of measurable Student Learning Outcomes. **Best  viewed with accompanying PDF adjunct material:

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