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Assessment References for Undergraduate
Mathematics
(Last Update: June, 2006. Please send suggestions
for additions and corrections to SAUM
Bibliography.)
Assessment Web Sites
Assessment of Mathematics:
Policy and Philosophy
Assessment of Mathematics:
Case Studies
Postsecondary Assessment:
Policy and Best Practices
Assessment Web Sites
Annotated
Bibliography of Related Research. An
on-line bibliographic database with abstracts of over
100 research documents related to undergraduate mathematics
education that is searchable by issue, indicator,
author, and title. Part of the project described below.
URL:
Internet
Resources for Higher Education Outcomes Assessment.
North Carolina State University.
A rich web resource featuring links to other web sites
with general resources, assessment handbooks, and
assessment of specific skills. Special feature: hundreds
of links to assessment-related pages at individual
colleges and universities, as well as links to web
sources of student assessment of courses and faculty.
URL:
Library
of Assessment Resources for Mathematics Teaching.
The Math Forum, Drexel University.Provides
links to nearly 200 on-line assessment resources inventoried
by The Math Forum. A from
this larger library can be found at .
The full site is
found at URL:
The National
Postsecondary Education Cooperative (NPEC) is
NPEC is a partnership
of postsecondary institutions, associations, government
agencies, and organizations devoted to providing "better
data" to higher education in the service of "better
decisions." The site provides information relevant
to student access, student outcomes, quality data
practices, as well as state and institutional indicators.
One product is the Sourcebook on Assessment
cited below. URL:
Texas
Higher Education Assessment URL:
Assessment of Mathematics: Policy and Philosophy
Alfred, R., Peter Ewell, J. Hudgins, & Kay McClenney
(1999). Core Indicators of Effectiveness for Community
Colleges. Second Edition. Washington, DC: Community
College Press, American Association of Community Colleges.
Addresses policymakers'
concerns for "high performance" and provides a model
that institutions can use to assess their effectiveness.
The report examines various components of "effectiveness"
and then offers 14 core indicators, organized according
to the various missions of community colleges: (1)
student goal attainment; (2) persistence; (3) degree
completion rates; (4) placement rate in the workforce;
(5) employer assessment of students; (6) licensure/certification
pass rates; (7) client assessment of programs and
services; (8) demonstration of critical literacy skills;
(9) demonstration of citizenship skills; (10) number
and rate who transfer; (11) performance after transfer;
(12) success in subsequent related coursework; (13)
participation rate in service area; and (14) responsiveness
to community needs.
Ball, Lynda and Kaye Stacey (2003). "What Should
Students Record When Solving Problems with CAS?,"
in Computer Algebra Systems in Secondary School
Mathematics Education, James T. Fey, et al.,
editors. Reston,VA : National Council of Teachers
of Mathematics, pp. 289-304. An account of experiences in Australia where the authors worked
to find ways to encourage students to record the reasoning
used in applying technology to mathematical tasks
and to assess that reasoning.
Bass, Hyman (1993). "Let's Measure What's Worth Measuring."
Education Week, October 27, p. 32. An
"op-ed" column supporting Measuring What Counts
from the Mathematical Sciences Education Board
(MSEB). Stresses that assessments should (a) reflect
the mathematics that is most important for students
to learn; (b) support good instructional practice
and enhance mathematics learning; and (c) support
every student's opportunity to learn important mathematics.
Cannon, Raymond and Bernard L. Madison (2003). "Testing
with Technology: Lessons Learned," in Computer
Algebra Systems in Secondary School Mathematics Education,
James T. Fey, et al., editors. Reston,VA :
National Council of Teachers of Mathematics, pp. 305-328.
An account of lessons learned from 1982 to 1998 when use of various
types of calculators were allowed or required on the
AP Calculus examinations.
Charles, R., Lester, F., and O'Daffer, P. (1987).
How to Evaluate Progress in Problem Solving,
Reston, VA: National Council of Teachers of Mathematics.
Committee on the Undergraduate Program in Mathematics
(CUPM) (1995). "Assessment of Student Learning
for Improving the Undergraduate Major in Mathematics,"
Focus: The Newsletter of the Mathematical Association
of America, 15 (3), June, pp. 24-28. Recommendations
from the Mathematical Association of America (MAA)
for departments of mathematics to develop a regular
"assessment cycle" in which they (1) set student goals
and associated departmental objectives; (2) design
instructional strategies to accomplish these objectives;
(3) select aspects of learning and related assessments
in which quality will be judged; (4) gather assessment
data, summarize this information, and interpret results;
and (5) make changes in goals, objectives, or strategies
to ensure continual improvement. URL:
Crosswhite, F.J. (1972). "Correlates of Attitudes
toward Mathematics," National Longitudinal Study
of Mathematical Abilities, Report No. 20, Stanford
University Press.
Dossey, John A. and Kenneth J. Travers (2001). "Evaluating
Undergraduate Programs: Indicators of Departmental
Health." Focus: The Newsletter of the Mathematical
Association of America, 21:6 (August/September)
pp. 18-19. A brief
introduction to issues unfolded in the Undergraduate
Mathematics Education Indicators Project at the University
of Illinois.
Dossey, John and Alan Schoenfield (2003). "Student
Outcomes and Assessment." Undergraduate Mathematics
Education Indicators Project, Chapter 4. Urbana,
Ill: University of Illinois, Office of Mathematics,
Science and Technology Education (MSTE). URL:
Ewell, Peter T. with Janet Ray (2003). "Institutional and
Systemic Issues." Undergraduate Mathematics
Education Indicators Project, Chapter 6. Urbana,
Ill: University of Illinois, Office of Mathematics,
Science and Technology Education (MSTE). URL: )
Ewell, Peter T. and Lynn A. Steen (2003). "The
Four A's: Accountability, Accreditation, Assessment,
and Articulation." Focus: The Newsletter of
the Mathematical Association of America, 23:5
(May/June), p. 6-8.
URL:
Fennema, Elizabeth and J. Sherman (1976). "Fennema-Sherman
mathematics attitudes scales: Instruments designed
to measure attitudes toward the learning of mathematics
by females and males," JSAS Catalog of Selected
Documents in Psychology, 6 (Ms. No. 1225), p.
31.
Fuller, Milton (1997). "The Impact of Graphics Calculators
on Undergraduate Mathematics: Is Assessment a Barrier
to Progress?" Mathematics Learning Center, Central
Queensland University. Analysis
(from Australia) of how tertiary mathematics assessments
reduce students' momentum and enthusiasm for learning
mathematics by barring graphing calculators which
students have learned to use in the secondary schools.
Gold, Bonnie, et al., editors (1999). Assessment
Practices in Undergraduate Mathematics. Washington,
DC: Mathematical Association of America, 1999. A
collection of over seventy brief reports from dozens
of different U.S. colleges and universities providing
a wider variety of methods of assessing the major,
teaching, classroom practice, the department's role,
and calculus reform.
Hagedorn, Linda Serra (1997). "Success in College
Mathematics: Comparisons between Remedial and Non-Remedial
First Year College Students." Paper presented at the
Annual Meeting of the American Educational Research
Association. A study
based on data from the National Center on Postsecondary
Learning and Assessment (NCPLA). The analysis indicates
that non-remedial students in this sample have parents
with a higher education, come from families with a
higher total income, received more encouragement to
pursue higher education, and reported spending more
time studying in high school.
Hilton, Peter (1993). "The Tyranny of Tests." American
Mathematical Monthly, April, pp. 365-369. Several
suggestions for "reducing the distorting effect" which
tests exert, principally on undergraduate mathematics.
Houston, Ken (2001). "Assessing Undergraduate Mathematics
Students." In The Teaching and Learning of Mathematics
at the University Level, Derek Holton, Editor.
Dordrecht: Kluwer Academic Pub, pp. 407-422.
Houston, S.K., C.R. Haines, A. Kitchen, et al.
(1994). Developing Rating Scales for Undergraduate
Mathematics Projects, University of Ulster.
Hurtado, Sylvia and Eric L. Dey (2003). "A Framework
for Monitoring and Increasing Undergraduate Student
Participation in Mathematics Education." Undergraduate
Mathematics Education Indicators Project, Chapter
5. Urbana, Ill: University of Illinois, Office of
Mathematics, Science and Technology Education (MSTE).
URL:
Joint Policy Board for Mathematics (1994). Recognition
and Rewards in the Mathematical Sciences. Providence,
RI: American Mathematical Society. Discussion
of faculty expectations in relation to institutional
rewards. Findings include a general dissatisfaction
with current methods of evaluating teaching as well
as uncertainty about the weight of effective teaching
in college expectations and rewards.
Jones, Elizabeth A. and Steve Richard (2003). The
NPEC Sourcebook on Assessment: Definitions and Assessment
Methods for Communication, Leadership, Information
Literacy, Quantitative Reasoning and Quantitative
Skills. Washington, DC: National Postsecondary
Education Cooperative (NPEC), National Center on Education
Statistics, (forthcoming). Descriptions
of tests used to assess skills in four critical areas,
including conceptual and methodological, considerations
for selection of assessment methods. Intended to help
institutions determine whether available tests really
measure these skills. A
is available at
Keith, Sandra.Z. (1996). "Self-Assessment Materials
for Use in Portfolios," Primus, 6 (2), pp.
178-192.
Kloosterman, P. (1988). "Self-Confidence and Motivation
in Mathematics," Journal of Educational Psychology
80, pp. 345-351.
Kulm, Gerald (1994). Mathematics Assessment:
What Works in the Classroom, San Francisco: Jossey-Bass.
Lester, F. and D. Kroll(1991). "Evaluation: A New
Vision," Mathematics Teacher 84, pp. 276-283.
Madison, Bernard (1992). "Assessment
of Undergraduate Mathematics."(HTML) (PDF)
In Heeding the Call for Change: Suggestions for
Curricular Action, Lynn A. Steen, editor. Washington,
DC: Mathematical Association of America, pp. 137-149.
Analysis of issues,
benefits, worries, and pressures associated with the
increasing demand for assessment of undergraduate
mathematics. A background paper preceding release
of the CUPM report on assessment.
Madison, Bernard (2002). "Assessment:
The Burden of a Name." Project Kaleidoscope.
By likening assessment
to the browbeaten subject of Johnny Cash's ballad
"A Boy Named Sue," this brief essay traces the recent
history of assessment in higher education and discusses
its various forms and labels. URL:
and also URL:
Mathematical Association of America (1993).Guidelines
for Programs and Departments in Undergraduate Mathematical
Sciences. Washington, DC: Mathematical Association
of America.
Mathematical Sciences Education Board (1993). Measuring
What Counts: A Conceptual Guide for Mathematics Assessment.
Washington, DC: National Research Council. Intended primarily as advice for K-12 mathematics assessment,
this report stresses the need for assessment to measure
good mathematics, to enhance learning, and to promote
access for all students to high quality mathematics.
McKnight, Curtis, John Dossey, and Kenneth Travers
(2003).
"Charting the Course: A Conceptual Framework for Developing
a National System of Quality Indicators for Undergraduate
Mathematics Education." Undergraduate Mathematics
Education Indicators Project, Chapter 1. Urbana,
Ill: University of Illinois, Office of Mathematics,
Science and Technology Education (MSTE). URL:
McMullin, Lin (2003). "Traditional Assessment and
Computer Algebra Systems," in Computer Algebra
Systems in Secondary School Mathematics Education,
James T. Fey, et al., editors. Reston,VA :
National Council of Teachers of Mathematics, pp. 329-336.
National Council of Teachers of Mathematics (1995).
Assessment Standards for School Mathematics.
Reston, VA: National Council of Teachers of Mathematics.
This third and final
volume in NCTM's original set of standards for school
mathematics focuses on six standards: effective assessment
should reflect appropriate mathematics, enhance learning,
promote equity, be based on an open process, promote
valid inferences, and fit together coherently.
National Council of Teachers of Mathematics (1999).
Mathematics Assessment: A Practical Handbook for
Grades 9-12. Reston,VA: National Council of Teachers
of Mathematics. A "how-to" book based on the experiences of classroom teachers.
Five chapters cover how to get started, assessment
tools to use, putting a program together, using the
results, and exemplary assessment tasks.
National Council of Teachers of Mathematics (2000).
Mathematics Assessment: Cases and Discussion Questions
for Grades 6-12. Reston,VA: National Council of
Teachers of Mathematics. A collection of stories written by mathematics teachers and other
educators describing experiences with classroom assessment.
National Science Foundation (1996). Shaping the
Future: New Expectations for Undergraduate Education
in Science, Mathematics, Engineering, and Technology.
Washington DC. National Science Foundation. Final
report of an intensive review of the state of undergraduate
education in science, mathematics, engineering and
technology (SMET) in America. The year-long review
revealed that measurable improvements have been achieved
in the past decade but that further improvement will
require greater student engagement in their own learning.
Schoenfeld, Alan (1997). Student Assessment in
Calculus: A Report to the NSF Working Group on Assessment
in Calculus. Washington DC: The Mathematical Association
of America. Report of an NSF working group convened to support assessment
of calculus reform projects by providing a conceptual
framework together with extensive examples. Grounded
in the assumption that assessment requires an understanding
of what it means to understand, the report focuses
on two major changes related to calculus instruction:
revised instructional goals and a growing research
base on students' understandings of mathematical concepts.
Emphasizes the "fundamental tenet" that, since tests
are statements of what is valued, new curricula need
new tests.
Steen, Lynn Arthur (1999). "Assessing
Assessment." Preface to Assessment in College
Mathematics, Bonnie Gold, et al., (Editors).
Washington, DC: Mathematical Association of America.
An exploration of
issues, principles, and options available to address
the wide variety of assessment challenges facing college
mathematics departments.URL:
Stenmark, Jean K., ed. (1991). Mathematics Assessment:
Myths, Models, Good Questions, and Practical Suggestions.
Reston, VA: National Council of Teachers of Mathematics.
Travers, Kenneth, et al. (2003). Charting
the Course: Developing Statistical Indicators of the
Quality of Undergraduate Mathematics Education.
American Educational Research Association and the
Office of Mathematics, Science and Technology Education
(MSTE), University of Illinois. A "synthesis report" of the
Indicators project intended to identify questions
and related statistics that form a "web of definition"
for the status and direction of a mathematics department's
program. Designed to provide a framework for collecting
data in a systematic way that will enable mathematics
departments to make informed decisions for improving
effectiveness of their programs.
Travers, Kenneth J.et al. (2003).
Indicators of Quality in Undergraduate Mathematics.
Urbana-Champaign, IL: University of Illinois Office
for Mathematics, Science, and Technology Education,
2002. A detailed report (available on both CD-ROM and on an almost
identical website) of an NSF project intended to help
mathematics departments monitor the quality of their
lower division undergraduate program. A major goal
was to devise statistical measures that can (a) document
the characteristics of mathematics programs and practices
in a climate of change and (b) to gain experience
in ways to effectively carry out a data-based self-assessment
study. The report, based on pilot studies at three
very different kinds of institutions, identifies ten
issues with sixty associated statistical measures
(indicators). URL:
Tucker, Alan C. and James R.C. Leitzel (1995). Assessing
Calculus Reform Efforts: A Report to the Community.
Washington DC: Mathematical Association of America.
A "mid-term" review
of the NSF-supported calculus reform movement in the
United States, providing background on the motivation
and goals of the movement, as well as evidence of
changes in content, pedagogy, impact on students,
faculty, departments, and institutions.
Wiggins, Grant (2003). "
'Get Real!': Assessing for Quantitative Literacy,(HTML)"
(PDF)
in Quantitative Literacy: Why Numeracy Matters
for Schools and Colleges, Bernard L. Madison and
Lynn Arthur Steen, editors. Princeton, NJ: National
Council on Education and the Disciplines, pp.121-143.
An informed view of the difficulties of finding authentic assessment
items for assessing quantitative literacy. Grant Wiggins
is the President of Grant Wiggins & Associates,
an educational organization that consults with schools,
districts, and state education departments on a variety
of issues, notably assessment and curricular change.
Wiggins is the author of Educative Assessment
(1998), Assessing Student Performance (1999),
and (with Jay McTighe) Relearning by Design
(2000). Wiggins' many articles have appeared in such
journals as Educational Leadership and Phi
Delta Kappan.
William, C.G. (1998). Using Concept Maps to Assess
Conceptual Knowledge of Function. Journal for Research
in Mathematics Education, 29, pp. 414-21. Examines
the value of concept maps as instruments for assessment
of conceptual understanding, using the maps to compare
the knowledge of function that experts and two groups
of students--traditional and nontraditional--enrolled
in university calculus classes hold. Discusses the
differences between the student and expert groups
as well as differences between the two student groups.
Assessment of Mathematics: Case Studies
Adams, Thomasenia Lott (1997). "Technology Makes
a Difference in Community College Mathematics Teaching."
Community College Journal of Research & Practice,
21(5), pp. 481-91. A study of three areas of student assessment in a college algebra
classroom--oral interactions, observations, and problem-solving--before
and after the use of graphing calculators in class
activities. Concludes that the use of the calculators
enhanced the teacher's assessment practices in all
three areas.
Alexander, E.H. (1997). "An Investigation of the
Results of a Change in Calculus Instruction at the
University of Arizona." PhD thesis, The University
of Arizona. A study
of the effects of change in calculus instruction at
the University of Arizona during 1991-93, using concept
maps to determine if there was a difference in retained
knowledge in students using the Harvard (consortium)
materials. Findings: Consortium (reform) students
showed slightly improved retention, although the differences
were not statistically significant. Consortium students
somewhat outperformed traditional students in both
retention and grades in subsequent calculus-dependent
mathematics, science, and engineering courses, but
patterns within the comparisons suggested that these
differences were more likely due to better teaching
than to the reform materials. Students' reports of
attitude towards mathematics showed no statistically
significant differences.
Armstrong, S.M. (1997). "A Multivariate Analysis
of the Dynamics of Factors of Social Context, Curriculum,
and Classroom Process to Achievement in Calculus at
the Community College." PhD thesis, The University
of Rochester. Analysis
of survey and outcome data (supplemented with in-class
participant observation) from calculus students drawn
from a stratified sample of community colleges in
New York and New Jersey,two-thirds of which used the
Harvard (CCH) material. Findings: students who receive
a high course grade are more likely to have a strong
algebra background, a positive attitude towards mathematics,
taken their pre-calculus courses in high school, and
had positive engagement in the calculus course. The
data did not support the hypothesis that students
with low pre-calculus backgrounds can succeed in calculus
with the aid of a graphing calculator. The findings
also suggest that non-Asian minority students were
more likely to be hindered than helped by enrollment
in a reform curriculum.
Baranchik, A. & Barry Cherkas (1998). "Supplementary
methods for assessing student performance on a standardized
test in elementary algebra." In A. Schoenfeld, J.
Kaput, & E. Dubinsky (Eds.), Research in Collegiate
Mathematics Education III, pp.216-33. Providence,
RI: American Mathematical Society. A
study of partial credit assignment (in elementary
algebra) in relation to partial understanding, overall
score levels, and incorrect alternatives selected
by higher scoring students.
Barnett, J. (1996). "Assessing Student Understanding
Through Writing." Primus, 6(1) (March) pp.
77-86. Describes
writing assignments designed to encourage students'
logical analysis skills, as well as instructional
consequences and practical concerns which arise when
writing is used as an assessment tool.
Bauman, Steven F. & Martin, William O. "Assessing
the Quantitative Skills of College Juniors." College
Mathematics Journal 26:3 (1995), pp. 214-220.
Describes a campus-wide
project anchored in an item bank of mathematics and
statistics problems from which course instructors
create prerequisite quantitative skills assessments
administered early in the semester to alert students
about instructor expectations and their quantitative
readiness for different courses. Discusses departmental
needs and student capabilities revealed by this assessment;
three levels of quantitative expectations; patterns
of student performance on quantitative tasks; and
the impact of assessment on participants, the mathematics
department, and the entire campus.
Beins, B. C. (1993). "Writing assignments in statistics
classes encourage students to learn interpretation."
Journal of Educational and Behavioral Statistics,
20(3) pp. 161-164. Comparative study of the effects of different intensity
of writing assignments in introductory statistics
for psychology majors. Findings: (a) No significant
differences emerged regarding conceptual knowledge
(b) Students in the class with a heavy emphasis on
writing scored significantly better on computation
than did one of the moderate-emphasis classes; (c)
Students ability to interpret increased with the increased
emphasis on writing.
Bergster, Christer (2003). "Critical
Factors and Prognostic Validity in Mathematics Assessment."
Proceedings of the 2nd International Conference on
the Teaching of Mathematics (at the undergraduate level),
University of Crete, 1-6 July 2002. New York: John Wiley.
(URL: http://www.math.uoc.gr/~ictm2/Proceedings/pap400.pdf).
Report on the construction and evaluation of a prognostic test
designed for entering college students that is designed
not to assess their past learning (which is more procedural
than conceptual in character) but to predict performance
in beginning college mathematics courses. The test was
built on ten factors that were found to be critical
for college mathematics: conceptual depth, control,
creativity, effort, flexibility, logic, method, organization,
process, and speed. These critical factors cut across
the content-process distinction and are expressions
of a holistic view of mathematical performance in which
many of the critical factors are involved in each problem
solving process and must be combined for success. URL:
Bonsangue, M. (1992).The effects of calculus workshop
groups on minority achievement and persistence in
mathematics, science, and engineering, PhD. Thesis,
Claremont, CA: Claremont Graduate School.
Bonsangue, M. (1994). "An efficacy study of the calculus
workshop model," CBMS Issues in Collegiate Mathematics
Education, 4, American Mathematical Society, Providence,
RI, 1994, pp. 117-137.
Bookman, Jack and Charles P. Friedman (1994)."A comparison
of the problem solving performance of students in
lab based and traditional calculus" in Dubinsky, E.,
Schoenfeld, A.H., Kaput, J., eds., Research in
Collegiate Mathematics Education I. Providence,
RI: American Mathematical Society, pp. 101-116.
Bookman, Jack and L.D. Blake (1996). "Seven Years
of Project CALC at Duke University--Approaching a
Steady State?" Primus, September, pp. 221-234.
Bookman, Jack and Charles P. Friedman (1994). Final
report: Evaluation of Project CALC 1989-1993, unpublished
manuscript, 1994.
Bookman, Jack and Charles P. Friedman (1998) "Student
Attitudes and Calculus Reform." School Science
and Mathematics. March, pp. 117- .
Chance, B.L. (1996). "Experiences with Authentic
Assessment Techniques in an Undergraduate Introductory
Statistics Course." In American Statistical Association,
Proceedings of the Section on Statistical Education,
pp. 36-44. Examination
of the effect of journal writing on students' understanding
of introductory statistics by comparison of students
in two matched sections, in one of which students
were required to keep journals. Overall student achievement
and course satisfaction were the same for both groups
of students. However, there was more variability among
the journal-writing group, suggesting that better
students developed deeper understanding whereas weaker
students became overwhelmed by the requirement and
gave up on the course.
Ellington, Aimee J. (2003) "An Assessment of General
Education Mathematics Courses Contributions to Quantitative
Literacy at Virginia Commonwealth University." (Preprint).
Emert, J.W. and C.R. Parish (1996). "Assessing Concept
Attainment in Undergraduate Core Courses in Mathematics"
in Banta, T.W., Lund, J.P., Black, K.E.,And Oblander,
F.W. eds., Assessment in Practice: Putting Principles
to Work on College Campuses, Jossey-Bass Publishers,
San Francisco, pp. 104-107.
Ferrini-Mundy, Joan (1994). CCH Evaluation and
Documentation Project, Durham, NH: University
of New Hampshire.
Fisher, Gwen Laura (1996). "The Validity of Pre-Calculus
Multiple Choice and Performance-Based Testing as a
Predictor of Undergraduate Mathematics and Chemistry
Achievement." Concern over the validity of the Algebra Diagnostic Test (ADT)
used to determine student preparation for calculus
at UC-Santa Barbara led to a suggestion that performance-based
questions may provide a better assessment of students'
readiness for newer ("reform") calculus courses. In
this study two different diagnostic tests were compared
to find relationships between test scores and subsequent
grades in algebra, calculus for the hard sciences,
calculus for the social sciences, and chemistry. Result:
The performance-based test had significant correlations
with grades in all four classes, although multiple
choice testing had a higher correlation while a combination
of both provided the best prediction. Symbolic manipulation
skills are statistically significant in predicting
grades in all four classes.
Fullilove, R.E., and Philip Uri Treisman (1990).
"Mathematics Achievement among African American Undergraduates
at the University of California, Berkeley: An Evaluation
of the Mathematics Workshop Program," Journal of
Negro Education, 59 (3), pp. 463-478.
Ganter, Susan L. (1997). "Ten Years of Calculus Reform
and its Impact on Student Learning and Attitudes,"
Association for Women in Science Magazine,
26(6).
Iozzi, Fabrizio (2003).
"Collaboration and Assessment in a Technological Framework."
Proceedings of the 2nd International Conference
on the Teaching of Mathematics (at the undergraduate
level), University of Crete, 1Ð6 July 2002. New
York: John Wiley.
Investigation of how calculus students in Milan use
interactive software to collaborate among themselves
and with their lecturers. The first part looks at
which topics are preferred among students and why,
which kinds of discussions are more popular, how students
discuss the subjects, and the impact of the discussions
on their performance; the second discusses details
of the collaborative software and its role in assessment.
URL:
Loud, B.J. (1999) "Effects of Journal Writing on
Attitudes, Beliefs, and Achievement of Students in
College Mathematics Courses." Dissertation Abstracts
International, Volume: 60-03, Section: A, page:
0680. A controlled
study showing that weekly structured journal writing
in a college mathematics course is effective in enabling
students to achieve greater success in learning mathematics.
Students in the journal writing sections achieved
significantly higher grades on the course final examination
and exhibited improved beliefs and attitudes about
mathematics. Two journal tasks--explaining concepts
to others and documenting solution steps--correlate
significantly with achievement in mathematics.
Maura Santos, Ana, et al. (2003). On-Line Assessment in
Undergraduate Mathematics."Proceedings of the
2nd International Conference on the Teaching of Mathematics
(at the undergraduate level), University of Crete,
1Ð6 July 2002. New York: John Wiley. Report of two "very convincing" experiments at Instituto Superior
Tecnico, Lisbon, each involving 300 students, with
automatic grading and generation of multiple choice
questions used to assess students weekly. The goal
was not so much to assess students as to provide a
weekly stimulus to learning; students are given a
week to work on each exercise list, and usually discuss
their questions with teachers and fellow-students.
The computer-generated system provides each student
with unique questions, and automates grading.URL:
National Science Foundation. Undergraduate Curriculum
Development: Calculus, Report of the Committee
of Visitors, Treisman, P. Chair, Washington, DC, 1991.
Penn, Howard (1994). "Comparisons of Test Scores
in Calculus I at the Naval Academy," in Focus on
Calculus, A Newsletter for the Calculus Consortium
Based at Harvard University, 6, Spring, p. 6
Rash, A.M. (1997). "An Alternate Method of Assessment
Using Student-Created Problems." Primus, March,
pp. 89-96.
Rodgers, Kathy V. & William G. Wilding (1998). "Studying
the Placement of Students in the Entry-Level College
Mathematics Courses." Primus, 8(3), pp. 203-08.
Findings from a study
of students enrolled in college algebra. Concludes
that the setting of placement cut-off scores to optimize
predicted success is related to the mission and philosophy
of the college or university.
Schwingendorf, K.E., G.P. McCabe, and J. Kuhn. (To
appear) "A Longitudinal Study of the Purdue C4L Calculus
Reform Program: Comparisons of C4L and Traditional
Students," Research in Collegiate Mathematics Education,
CBMS Issues in Mathematics Education, to appear.
Snook.K. (1998). Toward Accurately Assessing Students'
Understanding in Calculus." The Association of Research
in Undergraduate Mathematics Education. Analysis
of the evolution of types of assessment activities
in relation to students' understanding. Preliminary
studies suggested that assessments using only problems
categorized as traditional or algorithmic or only
problems categorized as nontraditional or relational
may not accurately indicate a student's level of understanding.
The current study, based on data from the United States
Military Academy at West Point, uses a "talk-aloud"
problem solving interview that allows students more
opportunity to reveal their depth of understanding
than do written instruments.
Stage, F. and P. Kloosterman (1995). "Gender, Beliefs,and
Achievement in Remedial College Level Mathematics."
Journal of Higher Education, 66 (3), 1995,
pp. 294-311.
Vallecillos, Angustias (2003). "Framework
for Instruction and Assessment on Elementary Inferential
Statistics Thinking." Proceedings of the 2nd
International Conference on the Teaching of Mathematics
(at the undergraduate level), University of Crete,
1Ð6 July 2002. New York: John Wiley. (URL: http://www.math.uoc.gr/~ictm2/Proceedings/pap220.pdf).
Report of an empirical
investigation of a framework for assessing the learning
of elementary statistical inference (e.g., populations
and samples; inferential processes; sample sizes;
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West, Richard D. (1995) Evaluating the Effects of
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Adelman, C. (2000). A Parallel Postsecondary Universe:
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American Association of Community Colleges. This
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concerns regarding "high performance" and provides
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Presents new directions in assessment entailed by
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Alverno College Faculty (1979). Assessments at
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for learning to live with mandated assessment.
American Association of Higher Education (1992).
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American Association of Higher Education (1994).
CQI 101: A First Reader for Higher Education.
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American Association of Higher Education (1997).
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9.
Assessment
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Astin, Alexander W. (1977). Four Critical Years.
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Nine principles for
assessing student learning developed by the long-standing
annual Assessment Forum of the American Association
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Astin, Alexander W. (1993). Assessment for Excellence:
The Philosophy and Practice of Assessment and Evaluation
in Higher Education. Old Tappan, NJ: Macmillan,
1991; Oryx Press, Phoenix, AZ, 1993. Argues for a comprehensive "talent development" view
of assessment that takes account of entering student
characteristics, educational experiences, and learning
outcomes. Contends that the principles of assessment
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Banta, Trudy W. (1985). Use of Outcomes Information
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Banta, Trudy W. Lambert, E. W., Pike, G.R., Schmidhammer,
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Banta, Trudy W. and Associates. (1993). Making
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Higher Education. San Francisco: Jossey-Bass.
A collection of essays
documenting the kinds of benefits that have been realized
and the curricular changes which campuses and programs
have made through the use of assessment results.
Banta, Trudy W. (1996). The Power of a Matrix. Assessment
Update, 8, 4, pp. 3-13.
Banta, Trudy W.; Lund, Jon P.; Black, Karen E.; and
Oblander, Frances W. (1996). Assessment in Practice:
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San Francisco: Jossey-Bass. Consists of 82 documented cases of successful applications of
assessment in a variety of disciplinary and campus
settings, presented in a common format; cases are
cross-referenced according to a number of topical
variables to enable them to be compared. Draws lessons
from these cases to support and illustrate nine principles
of good practice.
Banta, Trudy W. and Associates. (2002). Building
a Scholarship of Assessment. San Francisco: Jossey-Bass,
2002. An edited collection
of essays on the history and application of assessment
in higher education by many of its leading spokespeople.
Argues that assessment is best seen as a scholarly
activity undertaken reflectively by teaching faculty
to more systematically understand and improve teaching
and learning.
Benjamin, Ernst (1990. "The Movement to Assess Students'
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A brief "op-ed" column
criticizing the "indefensible consequences" for higher
education of rapidly spreading accountability systems
that rely on narrow tests.
Benjamin, Ernst (1994). "From Accreditation to Regulation:
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worried analysis by the retired general secretary
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(AAUP) concerning the impact of increased regulation
based on accountability
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short essay by then Harvard President Derek Bok outlining
the benefits to higher education of assessing the
accomplishments and value of a college education.
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Assessments of College Quality. Washington, DC:
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guide summarizing characteristics of several dozen
national instruments designed to assess various aspects
of institutional quality.
Boyer, C.M., Ewell, P.T., Finney, J.E., and Mingle,
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10-19.Summary of findings
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of the National Center for Public Policy and Higher
Education.
URL:
(fee required)
URL:
(free)
Callan, Patrick M. and Joni E. Finney (2002). "Assessing
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July/August, pp. 25-31. Reflections
on the implications of Measuring Up, especially
about the troubling dearth of information about collegiate
learning.
URL:
(fee required)
URL:
(free)
Cohen, David (2001). "Quality Control or Hindering
Quality?" The Chronicle of Higher Education,
October 26. Tribulations
of the British Quality Assurance Agency for Higher
Education, created in 1997 to review the quality of
colleges. The agency attempted to require colleges
to provide objective evidence that their teaching
is effective, that students fare well, and that good
management is in place, but encountered great resistance
from the colleges they were expected to review.
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Institute. Report of a collaboration among representatives of twenty-six
baccalaureate institutions concerning a variety of
initiatives focused on student learning. Assessment
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2, pp. 38-45.
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state pressures for accountability will continue,
but that if institutions define assessment in worthy
terms the faculty will find the effort worthwhile.
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Jossey-Bass. A one-volume
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emphasis on developing faculty-made examinations and
scoring guides to apply to authentic student work.
Treats basic psychometric principles in an effective
but "user-friendly" fashion.
Erwin, T. Dary (2000). The NPEC Sourcebook on
Assessment. Volume 1: Definitions and Assessment
Methods for Critical Thinking, Problem Solving, and
Writing. Volume 2: Selected Institutions Utilizing
Assessment Results. Washington, DC: National
Postsecondary Education Cooperative (NPEC), National
Center on Education Statistics. Volume
1 is a compendium of information about tests at the
postsecondary education level used to assess three
skills: critical thinking, problem solving, and writing.
The Sourcebook itself offers comparative data about
the policy-relevance of student outcomes measured
in these three skill areas. Volume 2 summarizes and
compares results form studies on eight named campuses.
URL: Vol 1:
Vol 2:
Ewell, Peter T., and Jones, D.P. (1986). The Costs
of Assessment. In C. Adelman (ed) Assessment in
American Higher Education, pp. 33-46. Washington,
DC: U.S. Government Printing Office.
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Francisco: Jossey-Bass.
Ewell, Peter.T. (1989). Hearts and Minds: Some Reflections
on the Ideologies of Assessment. In Three Presentations
from the Fourth National Conference on Assessment
in Higher Education, 1-26. Washington, DC: AAHE.
Ewell, Peter T., Finney, J.E., And Lenth, C. (1990).
Filling in the Mosaic: The Emerging Pattern of State-Based
Assessment. AAHE Bulletin, 42, pp. 3-7.
Ewell, Peter T. (1991) "To Capture the Ineffable:
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Educational Research Association (AREA), Review
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Ewell, Peter T. (1993). The Role of States and Accreditors
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San Francisco: Jossey-Bass.
Ewell, Peter T. & Jones, Dennis P. (1994). "Data,
Indicators, and the National Center for Higher Education
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Research, 82, pp 23-35. Views the development of institutional performance indicators
in higher education as part of a broader approach
to management information and decision making.
Ewell, Peter T. and Jones, Dennis P. (1996). Indicators
of "Good Practice" in Undergraduate Education: A Handbook
for Development and Implementation. Boulder, Co:
National Center for Higher Education Management Systems
(NCHEMS), 1996. Intended
to provide colleges and universities with guidance
in establishing an appropriate system of indicators
of the effectiveness of undergraduate instruction,
and to build on this foundation by cataloging a range
of exemplary indicators of "good practice" that have
proven useful across many collegiate settings.
Ewell, Peter T. (1997). "Accountability and Assessment
in a Second Decade: New Looks or Same Old Story?"
In AAHE, Assessing Impact, Evidence and Action,
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and Management for a Changing Environment: A Handbook
on Redesigning Postsecondary Institutions, Marvin
W. Peterson, David D. Dill, and Lisa A. Mets (Editors).
San Francisco, CA: Jossey-Bass, 1997, pp. 360-381.
Historical survey
of assessment efforts in the U.S. during the last
decade in the context of increased accountability
requirements, decreased financial resources, and increased
experience with assessment on college campuses. Discusses
relation of assessment to academic planning and syndromes
to avoid.
Ewell, Peter T. (2001) "Statewide Testing in Higher
Education." Change 33:2 (March/April), pp.
21-27. Seeking alternatives
to the "extraordinarily limited" repertoire of standardized
testing for assessing outcomes of higher education.
Ewell, Peter T. (2003). "An Emerging Scholarship:
A Brief History of Assessment." Denver CO: National
Center for Higher Education Management Systems (NCHEMS).
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Emphasizing Essential Competencies in Academic Programs.
Wilkes-Barre, PA: King's College Press.
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A Teaching Strategy to Improve Student Learning,"
Assessment Update, 5 (1), pp. 8, 10-11.
Feldman, K.A., and Newcomb, T.M. (1969). The Impact
of College on Students. San Francisco: Jossey-Bass.
Ferren, Ann (1993). "Faculty Resistance to Assessment:
A Matter of Priorities and Perceptions." Commissioned
paper prepared for American Association of Higher
Education. Analyzes faculty priorities to help understand why assessment
is rarely valued by faculty. Argues that assessment
must derive from widely agreed goals, must be connected
to clear outcomes that the faculty see as beneficial,
and must not be simply added to already overburdened
faculty loads.
Field, Kelly. (2006).
"Panel to Give Colleges 'Gentle Shove' Toward
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for Non-Traditional Program Evaluation. Washington,
DC: National Science Foundation. A
series of papers suggesting diverse strategies for
assessing the impact of funded programs both short-
and long-term, both intended and unintended.
Gaither, Gerald H. (1995). Assessing Performance
in an Age of Accountability: Case Studies. San
Francisco, CA: Jossey-Bass. Case
studies from several states and public institutions
about the shift from campus-based assessment in the
1980s to state-based accountability systems in the
1990s.
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Producing Dramatic Gains in Student Learning.
Washington, DC: ERIC Clearinghouse, George Washington
University.
Gardiner, Lion F., Caitlin Anderson, and Barbara
L.
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A Resource Guide for Higher Education. Washington,
DC: American Association of Higher Education.
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Glassick, Charles E., et al., (1997). Scholarship
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Foundation for the Advancement of Teaching. San Francisco,
CA: Jossey-Bass. Companion
to Ernest Boyer's widely-cited Scholarship Reconsidered:
Priorities of the Professoriate, this report outlines
standards for evaluating scholarship that transcend
differences among disciplines: clear goals, adequate
preparation, appropriate methods, significant results,
effective presentation, and reflective critique.
Guba, E.G., and Lincoln, Y.S. (1981). Effective
Evaluation: Improving the Usefulness of Evaluation
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Higher Learning Commission (2002). "Assessment of
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In Addendum to Handbook of Accreditation, Second
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North Central Association. (URL: http://www.ncahigherlearningcommission.org/resources.)
A tool suggested by
the North Central regional accreditation agency to
assist institutions in strengthening programs for
assessment of student academic achievement.
Huba, M. E., & Freed, J. E. (1999). Learner-Centered
Assessment on College Campuses: Shifting the Focus
from Teaching to Learning." Boston: Allyn &
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Hutchings, Pat (1996). Making Teaching Community
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November 16, p. A56. An
"op-ed" statement by the president of the American
Council of Learned Societies (ACLS). Urges that colleges
and universities "heed the wake-up call" of assessment
from elementary and secondary schools and figure out
how to define educational quality in terms that are
worthy of higher education.
Kellogg, Alex P. (2001). "Harvard Professor Becomes
a Guru on Helping Students: Colleges nationwide turn
to his book and his ideas." The Chronicle of Higher
Education, August 17. Profile of Harvard professor Richard J. Light, his well-known
assessment seminars, and the 1,600 student interviews
that led to his recent book Making the Most of
College: Students Speak Their Minds.
Kuh, George D. (2001). "Assessing What Really Matters
to Student Learning: Inside the National Survey of
Student Engagement." Change, 33:3 (May/June)
pp. 10-17, 66. Introduction to NSSE, the new national survey that examines what
comes between input and output--namely, the process
of learning.
Kuh, George D. (2003). "What We're Learning About
Student Engagement from NSSE: Benchmarks for Effective
Educational Practices." Change, 35:2 (March/April)
pp. 24-32. Analysis of the first three years of data from a new national
survey on dimensions of undergraduate students' engagement
in their learning.
Lenning, O.T., Beal, P.E., and Sauer, K. (1980).
Retention and Attrition: Evidence for Action and
Research. Boulder, CO: NCHEMS.
Lenning, OT, Lee, Y.S., Micek, SS, and Service, A.L.
(1977). A Structure for the Outcomes and Outcomes-Related
Concepts. Boulder, CO: NCHEMS.
Light, Richard J., Judith D. Singer, and John B.
Willet (1990). By Design: Planning Research on
Higher Education. Cambridge, MA: Harvard University
Press. A guide to
doing research on college impact based primarily on
the experiences of the path-breaking Harvard Assessment
Seminar in the 1980s. Argues for a number of principles
of sound assessment research design that are presented
understandably and are applicable to a wide range
of situations.
Light, Richard. Harvard Assessment Seminars.
Harvard University, Cambridge, MA, 1990, 1992.
Light, Richard. Making the Most of College: Students
Speak Their Minds. Cambridge, MA: Harvard University
Press, 2001.
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for how to establish an effective accountability system
focused on improving student learning.
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Guide to Standards-Led Assessment. Denver, CO:
Education Commission of the States, 1997. Analysis
of policy implications involved in shifting from norm-referenced
assessments (which compare each students' performance
to that of others) to standards-led assessments which
incorporate pre-established performance goals, many
of which are based on real-world rather than "artificial"
exercises.
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of Higher Education.
López, Cecilia L. (1999). "Assessing
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Maki, Peggy (2002). "Moving
from Paperwork to Pedagogy: Channeling Intellectual
Curiosity into a Commitment to Assessment." AAHE
Bulletin, 54:9, May.
The author, director of assessment at AAHE, argues
that the thread connecting faculty members' lives
inside and outside the classroom is intellectual curiosity
about the kinds of learning that students should and
do achieve, about the nature of evidence required
to understand this learning, and about the habits
of mind that characterize different professions.
URL:
Maki, Peggy (2002). "Using
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from FIPSE Projects II. Fund for the Improvement
of Postsecondary Education. Washington, DC: US Department
of Education. Descriptions of thirty programs funded by FIPSE from 1989 to 1991,
including ten that are focused on assessment and including
an assessment resource center, assessment seminars,
measures of general education goals, comprehensive
assessment in academic disciplines, and a regional
assessment network.
Martin, W. O. (1996)."Assessment of students' quantitative
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National Center for Public Policy in Higher Education
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National Institute of Education, Study Group on the
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New York: Agathon Press. A self-described "cookbook" for organizing assessment efforts
at the campus and department level. Includes planning
charts, workbooks, and other aids for those charged
with leading an assessment effort. The discussion
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Jossey-Bass, 1999. Probably the most comprehensive current one-volume introduction
to assessment techniques in higher education. Critically
reviews and notes the limits of extant assessment
methods including tests, performances, portfolios,
surveys, and other methods. Also treats implementation
issues associated with assessment such as organizational
approaches and the utilization of assessment data.
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The most comprehensive
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