NC State Home   Assessment

Assessment Resources on the Web

Assessing the Work of E-Teams by Mary Besterfield-Sacre (University of Pittsburg) describes the advantages, disadvantages, and ways to reduce the disadvantages for a variety of assessment tools.  http://www.nciia.org/CD/public/htmldocs/papers/p_and_j.pdf

Assessing Student Learning in Community Colleges.  This website was designed as a resource to train and equip faculty to do assessment in their own classrooms and programs -- a comprehensive resource.

Constructing Learning Outcomes Using Bloom's Taxonomy by Bob Nash, Coast Learning Systems, Coastline College.

Scoring Rubric Development: Validity and Reliability by Barbara M. Moskal and Jon A. Leydens presents construct, content, and criterion-related evidence for validity and interrater and intrarater reliability as applied to scoring rubrics.

Student Learning Outcomes -- A Focus on Results.  This is a four part series that Dr. Bill Scroggins, VP of Instruction at Modesto Junior College, has developed on student learning outcomes. Links are in the table below.

The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals. Its purpose is threefold: (1) to help college teachers become more aware of what they want to accomplish in individual courses; (2) to help faculty locate Classroom Assessment Techniques they can adapt and use to assess how well they are achieving their teaching and learning goals; and (3) to provide a starting point for discussion of teaching and learning goals among colleagues. http://www.uiowa.edu/~centeach/tgi/

"How to write learning outcomes," by Alan Jenkins (Oxford Brookes University) & Dave Unwin (Birkbeck College London).  As a result of reading this text and then applying it to the materials you write  you will be able to:  (1) state what is meant by a learning outcome;  (2) give reasons why learning outcomes are valuable in designing a lecture;  (3) use learning outcomes when planning and writing a lecture; and (4) have a view as to whether you think they better enable you to describe to students what they are expected to learn from your material.  http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html

LEARNING OUTCOMES: LEARNING ACHIEVED BY THE END OF A COURSE OR PROGRAM -- KNOWLEDGE, SKILLS, ATTITUDES looks at the definition of learning outcomes, guidelines for writing learning outcomes, characteristics and components of learning outcomes and provides an opportunity to critique learning outcomes.  http://dental.gbrownc.on.ca/programs/insadult/currlo.htm#Learning

An On-line Toolkit For Learning-Centered Classrooms:  Planning, Implementing, and Assessing in a Learning-Centered Classroom.  This site contains links to excellent resourses.  http://www2.bc.cc.ca.us/tl/

Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956)   Includes outcome-illustrating verbs.  http://faculty.washington.edu/krumme/guides/bloom.html

Bloom's Taxonomy -- How the taxonomy promotes active learning, the Cognitive Taxonomy Circle.  Good visuals.  http://www.apa.org/ed/new_blooms.html

North Carolina State University assessment resources http://www2.acs.ncsu.edu/UPA/assmt/resource.htm#hbooks