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From the American Psychological Association, this online resource and guide covers how to assess student learning outcomes for program review based on stated learning goals. "We have organized this Cyberguide into four parts that will assist departments in developing assessment plans: A. Understanding assessment: Departmental, Institutional, Educational, and Societal Perspectives B. Designing Viable assessment Plans C. Sustaining an assessment Culture D. Applying assessment Strategies in Psychology"

"At Carnegie Mellon, we believe that for assessment to be meaningful (not bean-counting or teaching to the test!) it must be done thoughtfully and systematically. We also believe it should be driven by faculty so that the information gathered: * Reflects the goals and values of particular disciplines * Helps instructors refine their teaching practices and grow as educators * Helps departments and programs refine their curriculum to prepare students for an evolving workplace" Check out this website as a resource for assessment at the program level and the course level.

"Evaluating creativity can be difficult: is one evaluating process or product? Achievement or effort? Evaluating creative effort can also be more time-consuming than other forms of assessment. Researchers have developed many specific tools for assessment. This page presents only an overview of the topic." This page is just one part of a section of their Website (Iowa State University - Center for Excellence in Learning and Teaching) dealing with creativity in education.

Graham Gibbs' keynote at the National University of Singapore conference on teaching and learning in higher education. Graham has written many books that we own in the GMCTE library, and is very well known for his work on assessment.

"Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter By George D. Kuh A Brief Overview The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts. On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices' contribution to students' cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement. "

An interesting resource for assessing outcomes in HE

"A collection of rubrics for assessing portfolios, cooperative learning, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects."

Twelve principles to address practical assessment issues.

This website, by Jon Mueller, is a treasure trove of tools for anyone looking to explore the topic of authentic assessment. There are examples and step-by-step guides to creating holistic and analytic rubrics and portfolios.

An interesting tool developed at Guelph to support student peer evaluation, assessment and review (PEAR)

Useful webpages providing verbs "question cues" and sample questions related to Bloom's Taxonomy

"Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance. This provides for consistent structural support, when required (Hogan & Pressley, 1997)."

"Universal Design is a framework which removes barriers on campus in order to broaden access to university services for ALL students.  Universal Design for Learning (UDL) specifically provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."

"The benefits to a Wikipedia assignment are extensive. Asking students to interact with the largest reference work in the world creates a unique educational experience: namely, a Wikipedia assignment provides a real-life application of the skills and knowledge students develop in the classroom. Asking students to participate in a Wikipedia project challenges them to examine and refine the ways in which they interact with digital resources. Students must develop their media literacy as they assess the reliability of online sources, their online etiquette as they interact with editors around the globe, and their critical thinking skills as they identify articles that need improvement. When students edit articles, they must produce material that is relavant to Wikipedia and consumed by actual readers beyond their classroom. They are confronted with immediate feedback to their work and must learn how to collaborate with writers around the globe. "

The 10 High Impact Educational Practices are excellent filters to run when you are assessing your programs.

"Instructional Strategies Decision making regarding instructional strategies requires teachers to focus on curriculum, the prior experiences and knowledge of students, learner interests, student learning styles, and the developmental levels of the learner. Such decision making relies on ongoing student assessment that is linked to learning objectives and processes. Although instructional strategies can be categorized, the distinctions are not always clear cut. For example, a teacher may provide information through the lecture method (from the direct instruction strategy) while using an interpretive method to ask students to determine the significance of information that was presented (from the indirect instruction strategy). The five categories of instructional strategies are Direct Instruction, Indirect Instruction, Interactive Instruction, Experiential Learning, and Independent Study."

"A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives*" From Iowa State University Centre for Excellence in Learning and Teaching.

While the article is about leadership in educational technology, almost all of it applies to leadership in any area of educational innovation. "The conventional wisdom in education is that any school reform--be it curriculum, instruction, assessment, or teacher professionalism--is most likely to take hold in schools that have strong leadership. The same holds true for technology. Any educator will tell you the most successful implementation of technology programs takes place in schools where the principal sees him or herself as a technology leader."

"Our aim is to help transform institutional practices and assessment strategies through creative solutions for developing alternative and additional honours and capstone projects to meet the needs of students from different backgrounds, different subjects and different kinds of institution. "

Bloom's Taxonomy of Measurable Verbs