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"... examples from more than 100 campuses, and indispensable descriptions of direct and indirect assessment methods that have helped to educate faculty, staff, and students about assessment." [Synopsis excerpt from the publisher]
"In this book, a comprehensive review of the international state of research on modeling and measuring competencies in higher education across several academic disciplines is presented, along with an evaluation of the field's strengths and weaknesses. Renowned experts share insight into the most important recent research projects and point out controversies and challenges." [Synopsis excerpt from the publisher]
"... provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed ... " [Synopsis excerpt from the publisher]
"This volume was conceived as a "best practices" resource for assessment in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices." [Synopsis excerpt from the publisher"
"... an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment--pre-assessment, formative assessment, and summative assessment ..." [Synopsis excerpt from publisher] [*This book is mainly focused on the K-12 student demographic]
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]
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]
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 http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED557614
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]
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!)
"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: https://youtu.be/uwKJkxGmFOI
Louis Deslauriers & Logan McCarty present exciting findings about their work with undergraduate physics students at Harvard.
The Assessment Research Centre at the Melbourne Graduate School of Education, "... focuses on improving assessment and reporting it through a four-step process of research, publications, development and teaching."