The assessment books and monographs listed here are available in the BGSU Libraries. If marked with **, Ohiolink is the source. All others are available locally.

Also see the annotated bibliography on student success, below.

Adelman, C. (Ed.). (1987). Performance and judgment: Essays on principles and practice in the assessment of college student learning. Washington, DC: U.S. Department of Education, Office of Research.

Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd edition). San Francisco: Jossey-Bass.

Astin, A.W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: American Council on Education/Macmillan.

Banta, Trudy W. et al. (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.

Bloom, Benjamin S. (Ed.). (1956). Taxonomy of educational objectives: Cognitive domain. New York: David McKay Co., Inc.

Bransford, John D., Brown, Ann L., and Cocking, Rodney R. (Eds.). (1999). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.

Brown, S., & Race, P. (1996). 500 tips on assessment. London: Kogan Page Ltd. **

Chaffee, Ellie E. et al. (1997). Assessing impact: Evidence and action. Washington, DC: American Association of Higher Education.

Diamond, R. (1998). Designing and assessing courses and curricula. San Francisco: Jossey-Bass. **

Erwin, T.D. (1991). Assessing student learning and development: A guide to the principles, goals, and methods of determining college outcomes. San Francisco: Jossey-Bass.

Gagne, R. (1985). Conditions of learning and theory of instruction (3rd edition). New York: Holt, Rinehart & Winston. ** Gardiner, L.F. (1994).

Redesigning higher education. Washington, DC: George Washington University Press.

Gardiner, L.F. et al. (1997). Learning through assessment: A resource guide . . . . Washington, DC: American Association for Higher Education.

Gronlund, Norman E. (1998). Assessment of student achievement. Needham Heights, MA: Allyn and Bacon.

Herman, J., Aschbacher, P., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. **

Hutchings, P. (1989). Behind outcomes: Contexts and questions for assessment. Washington, DC: American Association for Higher Education.

Jacobi, M., Astin, A., & Alaya, F. (1987). College student outcomes assessment: A talent development perspective (ASHE-ERIC Higher Education Report No. 7). Washington, DC: Association for the Study of Higher Education. **

Jacobs, L.D., & Chase, C.I. (1992). Developing and using tests effectively. San Francisco: Jossey-Bass.

Kuh, G.D. et al. (1994). Student learning outside the classroom. Washington, DC: ASHE. Musil, C.M. (Ed.). (1992). Students at the center: Feminist assessment. Washington, DC: Association of American Colleges. **

Nichols, James O. (1995). A practitioner's handbook for institutional effectiveness and student outcomes assessment implementation. New York: Agathon Press. **

Mentkowski, Marcia and Associates. (2000). Learning That Lasts: Integrating Learning, Development, and Perfromance in College and Beyond. San Francisco: Jossey-Bass.

Ory, J.C., & Ryan, K.E. (1993). Tips for improving testing and grading. Newbury Park, CA: Sage. **

Pascarella, E., & Terenzini, P.T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.

Polomba, Catherine & Banta, Trudy (1999).  Assessment Essentials.  San Francisco:  Jossey-Bass.

Popham, W. James. (1999). Classroom assessment: What teachers need. Needham Heights, MA: Allyn and Bacon.

Ratcliff, J.L. (1993). Linking assessment and general education. University Park, PA: NCTLA. **

Walvoord, B., & Anderson, V. (1998). Effective grading. San Francisco: Jossey-Bass.

Weber, Ellen. (1999). Student assessment that works. Boston, MA: Allyn and Bacon. **

[Back to Top]

Student Success Books

Astin, A.W. (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco: Jossey-Bass.

Astin, A.W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey Bass.

In these texts the author examines environmental variables and the role that these variables play in student involvement, academic and cognitive development, attitudes, values, beliefs, and overall satisfaction with the collegiate experience.

Boyer, E.L. (1987). College: The undergraduate experience in America. New York: Harper & Row.

Boyer argues that colleges and universities need to create an academic environment and campus culture that is conducive to student learning and academic and social success. Boyer discusses the benefits of a clear mission, affirming diversity, an integrated core curriculum, and a common knowledge base in providing a meaningful undergraduate experience.

Bowen, W.G., & Bok, D. (1998). The shape of the river: Long-term consequences of considering race in college and university admissions. Princeton: Princeton University Press.

Bowen and Bok, past presidents of Princeton University and Harvard University respectively, use a case study approach to examine the tensions between affirmative action policies in college and university admissions and the benefits of providing educational opportunities for traditionally underrepresented student groups. The authors maintain that considering race in college and university admissions is beneficial to the university, the student, and society as well.

Breivik, P.S. (1998). Student learning in the information age. Washington, D.C.: Oryx Press.

Student learning and student success on the college campus of the twenty-first century, the author argues, will require a shift to resource-based learning where students will select learning materials from a variety of information resources. Students will become active participates in their own learning and faculty members and campus librarians will develop collaborative partnerships to facilitate student success.

Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.

Chickering and Reisser's text provides a comprehensive model on psychosocial development while providing practical concrete suggestions for institutions to create a systematic framework to strengthen student development.

Davis, J. R. (1993). Better teaching, more learning: Strategies for success in postsecondary settings. Washington, D.C.: Oryx Press.

This book shares practical teaching strategies from the experiences of a variety of faculty members representing various disciplines and institutions. Davis advocates student-centered learning. The content includes strategies for coaching, training, lecturing, groups and teams, and experience and reflection.

Gardner, J.N., & Van der Veer, G. (1998). The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco: Jossey-Bass.

The Senior Year Experience is the sequel to 1989 book The Freshman Year Experience. This book provides salient research on transition issues faced by graduating seniors as they prepare to leave the university. Gardner and Van der Veer provide strategies for creating and assessing capstone courses, outline methods for enhancing the senior year of enrollment, and provide techniques to insure that students are ready for life beyond the academic setting.

Harris, J.I. (1996). Leveling the playing field: promoting academic success for students of color. In I.H. Johnson & A.J. Ottens (Eds.) New directions for student services: No. 74. San Francisco: Jossey Bass.

This book highlights exemplary retention programs for promoting academic success that utilize multiple strategies to retain and involve students of color. These strategies include: using evaluation as a tool for empowerment, employing noncognitive variables in admission practices, and providing support programs.

King, P.M., & Kitchener, K.S. (1994). Developing reflective judgment. San Francisco: Jossey-Bass.

King and Kitchener introduce their model on reflective judgment, a key component of critical thinking, and discuss how students learn to reason and think about complex issues. The authors draw upon an extensive body of research including their own ten-year study in helping to understand adolescent and adult cognitive development.

King, P.M., & Magolda, M.B. (1996). A developmental perspective on learning. Journal of College Student Development, 37 (2), 163-73.

The authors use the Student Learning Imperative to serve as a springboard for developing a perspective on student success that integrates student learning and personal development. A successful educational experience is accomplished by increasing cognitive understanding, sense of self, personal maturity, and interpersonal effectiveness.

Kliewer, J.R. (1999). The innovative campus: Nurturing the distinctive learning environment. Washington, D.C.: Oryx Press.

The author provides a comprehensive case study of six colleges and universities committed to enhancing student success and learning through educational reform. The author provides a historical overview of the educational reform movement and the implications for innovative institutions.

Kuh, G.D., Schuh, J.H., Whitt, E.J., Andreas, R.E., Lyons, J.W., Strange, C.C., Krehbiel, L.E., & MacKay, K.A. (1991). Involving colleges: Encouraging student learning and personal development through out-of-class experiences. San Francisco: Jossey-Bass.

This book offers recommendations for institutions committed to providing educationally purposeful out-of-class activities. The authors maintain that student learning is heightened in an environment where activities are compatible with the institution's mission, philosophy, and culture.

Levine, A., & Cureton, J.S. (1998). When hope and fear collide: A portrait of today's college student. San Francisco: Jossey-Bass.

Levine and Cureton's work is the product of research on college students on the eve of the twenty-first century. The book examines campus politics and the resurgence of student activism, focuses on student's perceptions of the state of multiculturalism on campus, discusses student's satisfaction with their academic experience, and predicts future trends.

Matthews, A. (1997). Bright college years: Inside the American campus today. New York: Simon & Schuster.

From the prospective of a participant observer, Matthews provides a composite snapshot of the inner workings of a four year institution. The author examines the conflict between what colleges and universities ideally claim to be and the reality of what they actually are.

Pascarella, E.T. & Terenzini, P.T. (1991). How college affects students.: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.

The authors provide a comprehensive synthesis of twenty years of research on the effect of the collegiate experience on students.

Tinto, V. (1993) Leaving college: Rethinking the cause and cures of student attrition (2nd ed.). Chicago: The University of Chicago Press.

Although many colleges and universities have increased efforts to enroll students, attrition rates continue to increase. In this text, Tinto discusses his theory of student departure and offers recommendations for policy development, classroom experiences, and community development to retain students.

Tinto, V. (1996). Reconstructing the First Year of College. Planning for Higher Education, 25 (1), 1-6.

Learning communities provide first year students opportunities to experience academic success. These communities feature block scheduling to enable students to take classes as a cohort, are organized around a common theme, and require little change in faculty members.

Upcraft, M.L., & Gardner, J.N. (1989). The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey-Bass.

The authors maintain that first year students' experiences in the first year of college are key to their remaining at an institution and are also a clear indication of their potential academic success in subsequent years. Upcraft and Gardner identify key programs and services that institutions can develop to meet the needs of first-year students and to decrease attrition.

Willimon, W.H. & Naylor, T.H. (1995). The abandoned generation: Rethinking higher education. Grand Rapids: Wm. B. Erdmans Publishing Co.

Willimon and Naylor provide a critical, yet honest assessment of higher education today and the realities of student life from the students' perspective. The authors identify three realities facing undergraduates: substance abuse, indolence, and excessive careerism. They then discuss causes for these issues and provide strategies for change in the areas of curriculum reform, developing a sense of community and purpose, and establishing teaching and student learning as the mission of the institution.

Wingspread Group on Higher Education (1993). An American imperative: Higher expectations for higher education. Milwaukee: The Johnson Foundation, Inc.

This report, in the form of an open letter, challenges postsecondary educators to transform the academy by placing students and teaching at the core of the institution. Additionally, educators are being called upon to create environments on campuses that are responsive and attuned to students' needs.

Young, R.B. (1997). No neutral ground: Standing by the values we prize in higher education. San Francisco: Jossey-Bass.

Young proposes that higher education is in the midst of an identity crisis. Historically, institutions of higher learning have determined, conserved, and transmitted the beliefs and values of American society. To remain viable, these institutions must seek to find their identify by determining what they believe and why.

[Back to Top]

Annotations by Eileen Sullivan, Ph.D., and Lynne Holland, M. A., April, 1999