This section of the website archives some of the resources available to you along with presentations showcased here at Community College of Philadelphia that may help you in creating or thinking about assessment in your course, program, or with Community College of Philadelphia’s institutional outcomes (Core Competencies/General Education).
Faculty and Staff Insight
- Using Assessment Results to Help Improve Retention
- How to Use Correlation to Quantify Causation (2015)
- Lessons Applied from Scientific Research to Assessment of Student Learning (2015)
- Using Online Pre and Post Test as an Assessment Tool (2015)
- Gaining Consistency in Grading via Online Norming (2015)
- Carnegie Community Engagement Classification Self-Study (2018)
- From SDP to CCP - Elaborating on the PEW educational measures and their effects on students at CCP (2018)
Resources outside of CCP
- Occasional Paper 38 - Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program
Assessment Annotated Bibliography
Allen, M. J. (2006). Assessing general education programs. Bolton, MA: Anker
This is a practical guide for developing, aligning, and assessing General Education curricula in meaningful and sustainable ways. It presents a variety of approaches to help readers understand what other schools are doing to develop a collection of assessment methods, so they can make informed decisions about their own programs. It critically reviews examples of direct and indirect assessments.
Arrow, K. The Limits of Organization. Fels Public Policy Lectures. Ch. 3: Authority and Responsibility. W. W. Norton & Company; 1st edition (February 17, 1974).
This lecture offers a framework for understanding the consequences of dispersed authority in higher education. It acknowledges information overload and asserts the tendency of people to sort information according to their own preoccupation. Additionally, it reminds us that, “being subject to an authority against whom there is no recourse leads to a loss of self-respect.”
Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, NJ: Princeton University Press
A frank dissection of a fundamental problem that plagues colleges in the 21st century. The author identifies a nexus showing that many important college courses are assigned to the least experienced teachers, while the most experienced professors continue to teach in ways that have proven to be ineffective. Evidence shows that the lasting impact of college will almost certainly depend less on what courses are taught, and much more on how the courses are taught.
Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education. New York, NY: Routledge
This book examines the function of academic assessment, arguing that we need to think differently about assessment if it is to make a useful contribution to the educational purposes of higher education. Topics include: the link between assessment, teaching and learning; the place of self- and peer assessment; and how feedback assists in the assessment process.
Bresciani, M.J., Moore Gardner, M. & Hickmott, J. (2009). Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Sterling, VA: Stylus.
A book that emphasizes the importance of transparency, trust-building, and empowerment in assessment.