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Academic Program Assessment Online Resources




  • The 2002 User-Friendly Handbook for Project Evaluation (Division of Research, Evaluation and Communication; Natural Science Foundation)
    • Section I: Evaluation and Types of Evaluation
    • Section II: The Steps in Doing an Evaluation
    • Section III: An Overview of Quantitative and Qualitative Data Collection Methods
    • Section IV: Strategies That Address Culturally Responsive Evaluation



  • Principles of Good Practice for Assessing Student Learning. American Association for Higher Education Assessment Forum (1992)
  • 9 principles to help examine current assessment practice and develop campus assessment policies

  • A Test of Leadership: Charting the Future of U.S. Higher Education
    A report of the commission appointment by Secretary of Education Margaret Spellings (2006). Excerpts from this report related to the assessment of and reporting of student learning:  
    • “There are also disturbing signs that many students who do earn degrees have not actually mastered the reading, writing, and thinking skills we expect of college graduates.” (p. x)
    • There is a “remarkable absence of accountability mechanisms to ensure that colleges succeed in educating students.” (p. x)
    • “Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces.” (p. 3)
    • “Student achievement, which is inextricably connected to institutional success, must be measured by institutions on a ‘value-added’ basis that takes into account students’ academic baseline when assessing their results.” (p. 4)
    • “There is inadequate transparency and accountability for measuring institutional performance, which is more and more necessary to maintaining public trust in higher education.” (p. 14)
    • “Higher education must change from a system primarily based on reputation to one based on performance. We urge the creation of a robust culture of accountability and transparency throughout higher education.” (p. 21)
    • “Post secondary education institutions should measure and report meaningful student learning outcomes.” (p. 24)
    • “We recommend that America’s colleges and universities embrace a culture of continuous innovation and quality improvement by developing new pedagogies, curricula, and technologies to improve learning, particularly in the area of science and mathematical literacy.” (p. 25)

Co-curricular Program Assessment Online Resources

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Books at the Assessment Office

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