• American Association for Higher Education. (1992). Nine principles of good practice for assessing student learning.
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• Andrade, S. J. (Spring 2001). Assessing the impact of curricular and instructional reform – a model for examining gateway courses. AIR Professional File, No 79.
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• Angelo, T. A. (1999). Doing assessment as if learning matters most. AAHE Bulletin.
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• Association of American Colleges and Universities (2004). Taking Responsibility for the Quality of the Baccalaureate Degree. A Report from the Greater Expectations Project on Accreditation and Assessment. Washington, DC: Author.
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• Borden, V. M. H. & Zak Owens, J. L. (2002). Measuring Quality: Choosing among surveys and other assessments of college quality. Washington, D.C.: ACE; Tallahassee: Association for Institutional Research.
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• Boyer Commission on Educating Undergraduates in the Research University, The (1998). Reinventing undergraduate education: A blueprint for America’s research universities.
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• Creamer, D. G. & Janosik, S.M. (August, 1999). Academic program approval and review practices in the United States and selected foreign countries. Educational Policy Analysis Archives, V 7, No 23.
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• Ehrmann, S. C. (1988). What outcomes assessment misses. Presented at the AAHE Assessment Conference June 14, 1998.
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• Kehrhahn, M., Scheckley, B. G., & Travers, N. L. (Summer 2000). Efficiency and effectiveness in graduate education: A case analysis. AIR Professional File, No 76.
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• Knight, W. (Summer 2001). Surviving and benefiting from an institutional research program review. AIR Professional File, No 80.
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• Middle States Commission on Higher Education. (2002). Characteristics of excellence in higher education: Eligibility requirements and standards for accreditation. (11th ed). Philadelphia, PA: Middle States Commission on Higher Education.
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• Middle States Commission on Higher Education. (2003). Student learning assessment: Options and resources. A handbook at a glance.
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• National Postsecondary Education Cooperative. (2000). The NPEC sourcebook on assessment, Volume 1: Definitions and assessment methods for critical thinking, problem solving, and writing.
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• National Postsecondary Education Cooperative. (2000). The NPEC sourcebook on assessment, Volume 2: Selected institutions utilizing assessment results.
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• North Central Association. (2003). Handbook of accreditation. (3rd ed.). Chicago, IL: The Higher Learning Commission.
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• Ronco, S. L. & Brown, S. G. (Summer 2002). Finding the “Start Line” with an institutional effectiveness inventory. AIR Professional File, No 84.
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• Schibik, T. & Harrington, C. (Spring 2004). Caveat Emptor: Is there a relationship between part-time faculty utilization and student learning outcomes and retention? AIR Professional File, No 91.
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• Western Association of Schools and Colleges, The. (2001). WASC 2001 handbook of accreditation. Alameda, CA: Western Association of Schools and Colleges.
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• Volkwein, J.F. (1992). Outcomes assessment at Albany: A summary of what we have learned since 1978. Institutional Research Report No. 12, University at Albany.

Basic Skills Assessment Tests

• Accuplacer
  • Accuplacer is a series of computerized-adaptive tests delivered over the Internet designed to assess student college readiness and assist with course placement.
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• ACT
  • The ACT test is designed to assess student college readiness by measuring knowledge, understanding, and skills that have been acquired throughout a student’s education.
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• Advanced Placement (AP) Tests
  • Advanced Placement Tests are college-level exams that assess knowledge in a wide variety of subjects.
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• ASSET
  • ASSET is a series of placements tests that assesses skills in writing, reading, and numerical reasoning, plus more advanced tests in algebra and geometry.
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• Compass/ESL
  • Compass/ESL is a comprehensive, computer-adaptive test in mathematics, reading, writing, and English as a Second Language (ESL) that can be used to assist with course placement.
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• Nelson-Denny Reading Test
  • The Nelson-Denny Reading Test, Forms G and H, is a reading survey test for high school and college students and adults suitable to assist with course placement.
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• SAT Reasoning Test
  • The SAT Reasoning Test is a measure of students’ college readiness by measuring ability to analyze and solve problems.
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• SAT Subject Tests
  • SAT Subject tests are designed to measure knowledge and skills in a particular subject area and the ability to apply that knowledge.
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• TOEFL
  • The Test of English as a Foreign Language (TOEFL) measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and university settings.

General Education Assessment Tests

• ACT’s
  • Collegiate Assessment of Academic Proficiency (CAAP)
  • Evaluation Survey Services (ESS)
  • College BASE
  • College Board’s College-Level Examination Program (CLEP)
  • Collegiate Learning Assessment (CLA)
  • Defining Issues Test (DIT)
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• ETS’
  • iSkills (the former ICT Literacy Assessment)
  • Measure of Academic Proficiency and Progress (MAPP)
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• Watson Glaser – Critical Thinking

Assessment Surveys

• ACT Survey Services
  • Adult Learner Needs Assessment Survey — Explores the perceived educational and personal needs of adult students at your institution, or of prospective adult students in the community. (4 pages, 25 minutes)
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  • Alumni Outcomes Survey — Assesses alumni's perceptions of your institution's impact on their personal and professional growth and development and provides a detailed employment and education history. (4 pages, 30 minutes)
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  • Alumni Survey (Four-year College Form) — Helps 4-year institutions evaluate the impact of their programs, services, and experiences on students by assessing the perceptions of its graduates; also provides a detailed employment and education history. (4 pages, 25 minutes)
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  • College Outcomes Survey — Assesses enrolled students' perceptions of the importance of, progress toward, and college contribution to a variety of college outcomes; assesses satisfaction with selected aspects of the institution's programs and services. (4 pages, 30 minutes)
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  • College Student Needs Assessment Survey — Helps identify the perceived personal and educational needs of students enrolled at your institution. (4 pages, 20 minutes)
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  • Entering Student Survey — Collects a variety of demographic, background, and educational information about your institution's students as they enter school. (4 pages, 25 minutes)
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  • Financial Aid Student Services Survey — Addresses the informational needs of the financial aid office. (4 pages, 20 minutes)
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  • Student Opinion Survey (Four-year College Form) — Explores enrolled students satisfaction with programs, services, and other aspects of their college experience (4 pages, 20 minutes)
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  • Survey of Student Opinions — Assesses students' perceptions of the importance of, and satisfaction with, a full range of programs, services, and environmental factors at the college they are attending. Also included are an extended set of background items and a set of items related to students' impressions of, and experiences at, the college. (4 pages, 25 minutes)
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  • Survey of Academic Advising — Obtains students' impressions of your institution's academic advising services. (4 pages, 25 minutes)
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  • Survey of Current Activities and Plans — Identifies why prospective students accepted for admission chose not to matriculate. (4 pages, 25 minutes)
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  • Survey of Postsecondary Educational Plans — Identifies the educational plans and preferences of prospective students while they are still enrolled in secondary school. (4 pages, 20 minutes)
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  • Withdrawing/Nonreturning Student Survey (Long Form) — Provides an in-depth look at students' reasons for leaving college before completing a degree or certificate program. (4 pages, 20 minutes)
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  • Withdrawing/Nonreturning Student Survey (Short Form) — Helps identify students' reasons for leaving college before completing a degree or certificate program. (2 pages, 10 minutes)
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• College Student Experiences Questionnaire (CSEQ) - Measures the (a) quality of students’ efforts in using institutional resources and opportunities provided for their learning and development (b) institutional environment, (c) educational outcomes resulting from the opportunities and services provided by the institution.
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• Higher Education Research Institute (HERI)
  • CIRP Freshman Survey — Measures demographic characteristics expectations of the college experience, secondary school experiences, degree goals and career plans, college finances, attitudes, values and life goals, and reasons for attending college
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  • CIRP College Student Survey (CSS) — Measures academic achievement and engagement, satisfaction with the college experience, student involvement, cognitive and affective development, student values, attitudes, and goals, degree aspirations and career plans, and internet and other technology use.
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  • Your First College Year (YFCY) — Designed to provide information about the academic and personal development of first-year college students.
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  • HERI Faculty Survey — Designed to provide information about the attitudes experiences, concerns, job satisfaction, workload, teaching practices, and professional activities of college faculty and administrators.
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• College Adjustment Scales (CAS) - Measures nine areas of adjustment difficulties: anxiety, depression, suicidal ideation, substance abuse, self-esteem problems, interpersonal problems, family problems, academic problems, and career problems.
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• Learning and Study Strategies Inventory (LASSI) - Measures students’ strengths and weaknesses in ten areas related to academic success: attitude, motivation, time management, anxiety, concentration, information processing, selecting main ideas, study aids, self-testing, and testing strategies.
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• National Survey of Student Engagement (NSSE) - Measures how students say they spend their time, what they feel they have gained from classes, and what they think about the quality of their interactions with faculty and students.
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• Perceptions, Expectations, Emotions, and Knowledge About College (PEEK) - Measures students’ ideas, attitudes, beliefs and expectations about college in the categories of academic experiences, personal experiences, and social experiences.

Other Assessment Links

• Assessment in Higher Education - Student assessment web site with links to online articles, books, journals and other relevant information
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• Assessment and Planning Presentations - PowerPoint presentations and MS Word files on assessment and planning, by Larry Kelley
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• Baldrige National Quality Program - Education Criteria for Performance Excellence provides a framework for measuring performance and progress toward strategic goals
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• Bloom’s Taxonomy of Educational Objectives - A structure for categorizing learning objectives
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• The Council for the Advancement of Standards in Higher Education (CAS) - Information about professional standards and guidelines for student learning and personal development support programs and services in institutions of higher learning
   
• Dictionary of Terms
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• Distance Education Clearinghouse - Distance education evaluation and assessment information
   
• Division of Student Affairs Assessment Plan - Northwestern State University of Louisiana
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• Field-tested Learning Assessment Guide (FLAG) - Self-contained modular classroom assessment techniques and discipline-specific tools for STEM instructors
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• Higher Education Research Institute (HERI) - Interdisciplinary center for research, evaluation, information, policy studies, and research training in postsecondary education
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• Practical Assessment, Research & Evaluation - A peer-reviewed electronic journal designed to have a positive impact on assessment, research, evaluation, and teaching practice
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• Rubistar - A free tool to help teachers create rubrics
   
• University Planning & Analysis - Internet resources for higher education outcomes assessment
   
• Using Surveys for Assessment - Provides suggestions for designing and using surveys for assessment
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