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• Cover
• Title Page
• List of Tables
• List of Lists
• List of Figure
• List of Exhibits
• Preface to the Third Edition
• Introduction
• Part 1: Understanding Assessment
• CHAPTER 1: What Is Assessment?
• Time to think, discuss, and practice
• CHAPTER 2: The Many Settings for Student Learning and Assessment
• Time to think, discuss, and practice
• CHAPTER 3: What Are Effective Assessment Practices?
• Time to think, discuss, and practice
• Part 2: Laying a Foundation for Assessment Success
• CHAPTER 4: Learning Goals: Articulating What You Most Want Students to Learn
• What do students need to learn?
• Characteristics of effective learning goals
• How to identify what you most want students to learn
• Learning goals for specific settings
• Examples of meaningful, effective learning goals
• Integrating learning goals throughout your college
• Putting your learning goals to work
• Time to think, discuss, and practice
• CHAPTER 5: Designing Curricula to Help Students Learn What’s Important
• What are the characteristics of effective curricula?
• Curriculum design in specific settings
• Curriculum maps
• Other tools to understand curricula
• Using curriculum maps and other tools to improve curricula
• Curriculum review is not a one-and-done process
• Time to think, discuss, and practice
• CHAPTER 6: How Will Your Evidence of Student Learning be Used?
• Why are you assessing?
• What decisions will your evidence inform? Who will make them?
• Time to think, discuss, and practice
• CHAPTER 7: Planning Assessments in Academic Programs
• Choosing the best places in program curricula for assessment
• Choosing the best assessments for program learning goals
• Developing written plans that work out the logistics
• Regularly reviewing and updating your plans
• Time to think, discuss, and practice
• CHAPTER 8: Planning Assessments in General Education, Co-curricula, and Other Settings
• Planning assessments in general education curricula
• Planning assessments in co-curricula
• Planning assessments in other settings
• Time to think, discuss, and practice
• Part 3: Building a Pervasive, Enduring Culture of Evidence and Betterment
• CHAPTER 9: Guiding and Coordinating Assessment Efforts
• What guidance and coordination are needed?
• Who should provide guidance and coordination?
• Time to think, discuss, and practice
• CHAPTER 10: Helping Everyone Learn What to Do
• Time to think, discuss, and practice
• CHAPTER 11: Supporting Assessment Efforts
• Time
• Technologies
• Other resource needs
• Time to think, discuss, and practice
• CHAPTER 12: Keeping Assessment Cost-Effective
• Time to think, discuss, and practice
• CHAPTER 13: Collaborating on Assessment
• Time to think, discuss, and practice
• CHAPTER 14: Valuing Assessment and the People Who Contribute
• Time to think, discuss, and practice
• Part 4: The Assessment Toolbox
• CHAPTER 15: Designing Rubrics to Plan and Assess Assignments
• What is a rubric?
• Why use a rubric?
• Creating effective analytic rubrics
• Additional steps to consider
• Time to think, discuss, and practice
• CHAPTER 16: Creating Effective Assignments
• What is a great assignment?
• Crafting effective assignments
• Countering plagiarism
• Time to think, discuss, and practice
• CHAPTER 17: Writing Multiple-Choice and Other Objective Tests
• Planning an objective test
• Writing good multiple-choice items
• Pulling an objective test together
• Time to think, discuss, and practice
• CHAPTER 18: Assembling Evidence of Student Learning into Portfolios
• Time to think, discuss, and practice
• CHAPTER 19: Selecting Published Instruments
• Why use a published instrument?
• Identifying potential published instruments
• Evaluating potential published instruments
• Is a published instrument right for you?
• Time to think, discuss, and practice
• CHAPTER 20: Other Assessment Tools
• Reflective writing
• Rating scales
• Surveys
• Interviews and focus groups
• Journals
• Time to think, discuss, and practice
• CHAPTER 21: Assessing the Hard-to-Assess
• Some learning goals are promises we can’t keep
• We can’t see into the soul
• Performances are harder to assess than products
• Some learning goals can’t be assessed with graded assignments
• Time to think, discuss, and practice
• Part 5: Understanding and Using Evidence of Student Learning
• CHAPTER 22: Setting Meaningful Standards and Targets
• Choosing an appropriate perspective for comparison
• How to set an appropriately rigorous benchmark or standard
• How to set an appropriately rigorous target for the proportion of students achieving your standard
• Standard- and target-setting as iterative processes
• Time to think, discuss, and practice
• CHAPTER 23: Summarizing and Storing Evidence of Student Learning
• Planning your summary
• Summarizing quantitative evidence
• Summarizing qualitative evidence
• Documenting and storing evidence
• Time to think, discuss, and practice
• CHAPTER 24: Analyzing Evidence of Student Learning
• Answering the most important question: How well did students learn what you wanted them to learn?
• Answering another key question: Stewardship
• Documenting and analyzing the effectiveness of your assessment strategies
• Time to think, discuss, and practice
• CHAPTER 25: Sharing Evidence of Student Learning
• Share evidence in ways that will lead to decisions
• Create great visuals and reports
• Make evidence easy to find and access
• Be open, honest, balanced, and fair
• Share disappointing outcomes honestly and with context
• Share your assessment story with accreditors
• Move from sharing to action
• Time to think, discuss, and practice
• CHAPTER 26: Using Evidence of Student Learning to Inform Important Decisions
• Using student learning evidence to recognize and celebrate successes
• Use student learning evidence to give students the best possible education
• Use student learning evidence to ensure stewardship
• Changes to assessments don’t count
• Use student learning evidence for broad impact
• Use student learning evidence fairly, ethically, and responsibly
• Time to think, discuss, and practice
• References
• Index
• End User License Agreement